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2022, Revue Nigérienne des Sciences Sociales
Formation et profession
La formation et la profession enseignante en Afrique subsaharienne : perspective historique et cas illustratifs de pays francophones2017 •
Formation et profession
DOSSIER : La formation et la profession enseignante en Afrique subsaharienne : perspective historique et cas illustratifs de pays francophonesEssays and Studies, 64(2), 353-375
Les évolutions du rôle de l'enseignant au sein des divers courants didactiques à l'occident2014 •
Les Cahiers d'Afrique de l'Est / The East African Review
Enseignement supérieur dans les Afriques : le temps des réformes2020 •
Revue internationale des technologies en pédagogie universitaire
Quelle place pour les TIC dans la formation des enseignants de français: le cas de l’Afrique ?2010 •
Cet article présente les résultats d’une étude menée dans le cadre de l’Initiative francophone pour la formation à distance des maîtres (IFADEM). Ce projet, copiloté par l’Organisation internationale de la Francophonie (OIF) et l’Agence universitaire de la Francophonie (AUF), a pour objectif le développement d’un dispositif hybride qui associe formation traditionnelle, utilisation des technologies de l’information et de la communication (TIC) et méthodes de formation à distance pour l’enseignement du français. La première expérimentation a pris place dans quatre pays, dont trois d’Afrique : le Burundi, le Bénin et Madagascar. Dans le prolongement du projet IFADEM, cette étude a pour but de dresser un portrait de la place des TIC dans la formation initiale des enseignants de français en Afrique. Nous en concluons que l’intégration des TIC dans la formation initiale des enseignants de français est en cours, ce qui nous amène à recommander des pistes pour une utilisation pertinente des TIC.
Formation et profession
Introduction au dossier - La formation et la profession enseignante : perspectives comparatives en Europe, en Amérique et en Afrique2021 •
Partant de l'évolution politique du Sénégal, d'une colonie de la France à un état indépendant développant ses propres institutions d'éducation et de recherche, l'article retrace la genèse d'une collaboration scientifique entre deux chercheurs. Au-delà d'une histoire de personnes, il s'agit bien d'une construction scientifique, répondant à des besoins éducatifs forts : au Sénégal la nécessité d'assurer une formation mathématique et didactique à des enseignants qui, souvent, arrivent dans les classes sans les ressources initiales nécessaires pour « faire leur métier » ; en France la nécessité de repenser les formation initiale et continue pour faire face aux nouvelles conditions du métier (nouveaux outils, nouveaux dispositifs d'enseignement, prise en compte des difficultés d'apprentissage). La contribution alterne les contributions des deux auteurs. Elle retrace les différentes étapes de cette collaboration : d'abord une mission de formation de la France vers le Sénégal, s'étendant au fil des années à de nouvelles institutions et à de nouveaux acteurs ; puis des séjours d'étude longs, qui conduisent à des masters et à une thèse impliquant les deux auteurs ; ensuite le développement d'une réflexion articulée à la création de dispositifs de formation dans les deux pays, dispositifs fondés sur la conception collaborative de ressources. L'article montre alors la double germination des concepts, nourrie par les expériences de part et d'autre. C'est une nouvelle approche théorique qui émerge, donnant un rôle particulier aux ressources des enseignants, et aux interactions entre enseignants et ressources. Cette approche conduit à de nouveaux projets communs. Au delà de ces projets, il s'agit bien d'une recomposition des relations entre le Nord et le Sud, qui se traduit par l'émergence de nouvelles structures ; EMF (Espace Mathématique Francophone) en est un exemple emblématique. Abstract: Political evolution of Senegal, from a French colony to an independent state with its own educational and scientific institutions, constitute the background to this paper, which traces the emergence and development of a scientific collaboration between French and Senegalese researchers. Beyond a story of people, it is indeed a scientific design responding to educational needs: (a) in Senegal, the need for mathematical and didactical teacher education, as teachers often enter the classroom without the required competencies " to do their job"; (b) in France, the need to rethink pre-and in-service teacher education to meet new/changed conditions of teaching (e.g. new/different learning tools and teaching devices; different audience/s with different learning difficulties). The paper traces the various stages of the collaboration: first a training mission (with French colleagues going to Senegal) spreading over time to new institutions and new actors; long study periods (both in France and in Senegal) leading to masters and one PhD (involving the two authors); then the development and furthering of thinking/discussions/reflections around the Sokhna et Trouche 1-2 creation of training systems (in both countries), including devices based on collaborative design of resources. As the paper shows, this resulted in a reciprocal germination of concepts nurtured by the experiences in each country. Moreover, a new theoretical approach emerged giving a special role to teachers' resources and to the interactions between teachers and resources, which in turn led to new joint projects. Beyond these projects, the collaborative projects have indeed reorganized the relations between Francophone North and South, which resulted in the emergence of new structures (e.g. EMF, Espace Mathématique Francophone).
Animation is the process of making the illusion of motion and the illusion of change[Note 1] by means of the rapid succession of sequential images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon and beta movement, but the exact causes are still unclear. There are some forms of animation that do not feature a rapid succession of sequential images, but these are usually not considered to be "true" or "full" animation. For instance, the physical movement of image parts through simple mechanics in magic lantern slides and the movement of the projector (the magic lantern) in phantasmagoria provided popular moving picture shows. Animators are artists who specialize in the creation of animation. Animation can be recorded with either analogue media, a flip book, motion picture film, video tape, digital media, including formats with animated GIF, Flash animation, and digital video. To display animation, a digital camera, computer, or projector are used along with new technologies that are produced. Animation creation methods include the traditional animation creation method and those involving stop motion animation of two and three-dimensional objects, paper cutouts, puppets and clay figures. Images are displayed in a rapid succession, usually 24, 25, 30, or 60 frames per second. Computer animation processes generating animated images with the general term computer-generated imagery (CGI). 3D animation uses computer graphics, while 2D animation is used for stylistic, low bandwidth and faster real-time renderings. An animator is an artist who creates multiple images, known as frames, which give an illusion of movement called animation when displayed in rapid sequence. Animators can work in a variety of fields including film, television, and video games. Animation is closely related to filmmaking and like filmmaking is extremely labor-intensive, which means that most significant works require the collaboration of several animators. The methods of creating the images or frames for an animation piece depends on the animators' artistic styles and their field. Competence is the ability of an individual to do a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. The term "competence" first appeared in an article authored by R.W. White in 1959 as a concept for performance motivation. In 1970, Craig C. Lundberg defined the concept in "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by Richard Boyatzis and many others, such as T.F. Gilbert (1978) who used the concept in relationship to performance improvement. Its use varies widely, which leads to considerable misunderstanding. In mathematics, an n-ary relation on n sets, is any subset of Cartesian product of the n sets. The relation is homogeneous when it is formed with one set. For example any curve in the Cartesian plane is a subset of the Cartesian product of real numbers, RxR. The homogeneous binary relations are studied for properties like reflexiveness, symmetry, and transitivity which determine different kinds of orderings on the set. Heterogeneous n-ary relations, are used in the semantics of predicate calculus, and in relational databases. Relations can be transitive. One example of a transitive relation is "smaller-than". If X "is smaller than" Y, and Y is "smaller than" Z, then X "is smaller than" Z Relations can be symmetric. One example of a symmetric relation is "is equal to". If X "is equal to" Y, Y "is equal to" X. Relations can be reflexive. One example of a reflexive relation is "is equal to". X "is equal to" X. Every subset of AxB is a relation from A to B. In category theory relations play an important roll in the Cartesian closed categories, which transform morphisms from tuples to morphisms of single elements. That corresponds to Currying in the Lambda calculus.
The Syndrome in Archaeology, Under the Spell of Constantine
The SYNDROME in ARCHAEOLOGY Under the Spell of Constantine & My Biography on2024 •
Archaeologists are beginning to accept the great antiquity of certain structures. This is since Gobleki Tepe was dated to 9,600 B.C.E. and thanks to Graham Hancock's efforts. Not many people realize that this means the so-called 300 temples, at this site, existed before the Atlantean cataclysms dated by Plato 9,564 B.C., and that it is likely they were covered up and destroyed by a mud flood in connection with the Black Sea, called 'of Zalpa' by the Hittites, that was confirmed to have taken place by some scientists in 2011. The Black Sea was a fresh water lake and the melting of the ice of the Ice Age poured into it, causing a Flood of sea water and a flooding of lands that are now Turkey, parts of which close to Edessa, are regarded as the ancient Eden. Archaeology was born in the 19 th century with explorers who were interested in collecting treasures. It developed into a science that uses facts rather than speculation, and invented models to piece together the puzzles of the past. The first well-known model was the three-age system-the belief that civilizations developed gradually through the Stone Age, the Bronze Age, and the Iron Age, but they came upon the discovery of an influx of people of whom they never discovered the origin and they called it 'Celts'. In my work Beyond the Veil of the Lost Holy Grail, I contend they were of the Lost Tribes of Israel.
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