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See detailDe l'art du portrait dans l'art gréco-romain
Morard, Thomas ULg

Scientific conference (2013, October 07)

Detailed reference viewed: 13 (1 ULg)
See detailDe l'audience
Moreau, Pierre ULg

in L'instance (2013)

Detailed reference viewed: 19 (4 ULg)
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See detailDe l’auto-formation à la formation à distance : Présentation d’Into Info (Educate)
Pochet, Bernard ULg; Thirion, Paul ULg

Conference given outside the academic context (1998)

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See detailDe l'autorisation administrative
Pâques, Michel ULg

in Mélanges en l'honneur du doyen Michel Prieur (2007)

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Peer Reviewed
See detail"De l'autre côté de la littérature": Dislocations génériques et autres dans Hotel Impala de Baloji
Ledent, Bénédicte ULg

in Birat, Kathie; Scheel, Charles; Zaugg, Brigitte (Eds.) Dislocation culturelle et construction identitaire (2012)

Detailed reference viewed: 109 (32 ULg)
See detailDe l'autre côté du miroir
Cormann, Grégory ULg; Despret, Vinciane ULg; Nurock, Vanessa et al

Article for general public (2010)

Detailed reference viewed: 210 (21 ULg)
See detailDe l'autre côté du Soleil -- J. -L. Bertaux
Manfroid, Jean ULg

in Ciel et Terre (1987), 103

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Peer Reviewed
See detailDe l'axiologie
Verbeeck, Muriel ULg

in CeROArt : Conservation, Exposition, Restauration d'Objets d'Art (2009), 4

The choices in conservation and restoration are based on pre-eminent values. In literature as in the action, the reference to Riegl and Brandi has become classic: in particular the use of aesthetic and ... [more ▼]

The choices in conservation and restoration are based on pre-eminent values. In literature as in the action, the reference to Riegl and Brandi has become classic: in particular the use of aesthetic and historical instances. However, contemporary art as well as conservation applied to collections other than art claims other valid criteria. The author proposes to develop a system of values, where the concerns of various actors in the conservation and restoration could be explicitly articulated. It is indeed important to objectify decisions of intervention. [less ▲]

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See detailDe l'échantillonnage au conseil de fumure - 1. l'échantillonnage
Genot, Valérie ULg

Conference given outside the academic context (2010)

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See detailDe l'échantillonnage au conseil de fumure - 2. le conseil de fumure
Genot, Valérie ULg

Conference given outside the academic context (2010)

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See detailDe l'école à l'entreprise ou le processus d esocialisation mis en échec
Robert, Jocelyne ULg

in Eucation-Formation (1994)

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See detailDe l'école au marché du travail : l'égalité des chances en question
Dupriez, Vincent; Orianne, Jean-François ULg; Verhoeven, Marie

Book published by Peter Lang (2008)

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See detailDe l'écologie d'un discours heuristique d'acculturation à l'algèbre linéaire
DUNIA MWATI, Adrien

Doctoral thesis (2014)

ABSTRACT : Our research examines the sustainability of an acculturation heuristic discourse to Linear Algebra, prototypical gradual development of this discipline in a dialectical process with elementary ... [more ▼]

ABSTRACT : Our research examines the sustainability of an acculturation heuristic discourse to Linear Algebra, prototypical gradual development of this discipline in a dialectical process with elementary geometry. Our theoretical frameworks are borrowed from mathematics Didactic : mainly, Theory of Didactic Situations by Brousseau and Anthropological Theory of Didactics by Chevallard. These theories have enabled us to problematize the studied issue and make it a teaching "phenomenon" by giving intelligibility to the observations in a way that they are interpreted in a falsifiable hypothesis ( in Popper's sense ) which may integrate them all . In this context, the strict meaning given by Lakatos to heuristic speech has been broadly extended in terms of fundamental situation and praxeologies “modeling” according to Job and Schneider. A rational reading of historical and epistemological development of linear algebra then allowed us to build a "reference epistemological model" not only allowing us to answer to the question: "what is it to do linear algebra ?", but also to legitimize the referent heuristic discourse that served us as “phénoménotechnique”. Considering that our study is well marked, we have experimented in "secondary" and "university" institutions a heuristic device based on some selected aspects of the referent heuristic discourse. The analysis of observable that empirical work has identified has led us to identify several factors that combine to determine the ecological fragility of this speech and are at different levels of scale didactic codetermination (by Chevallard) : - The institutional variation of the curriculum of secondary education part in relation to linear systems. Including an emphasis on a resolution systems contract at the expense of their discussion, with a focus placed on the substitution method ; little technological discourse on the principles of equivalence systems and no intelligibility in terms of beams ; little work on equations as constraints with an impact on the lack of connection between the solution space of a system and the number of "independent" constraints, and finally, no ecological niche for the study of systems due to fragmentation of knowledge involved in multiple chapters. - The constraints inherent in the process of didactic transposition in terms of depersonalization and “désyncrétisation” of the knowledge but also in terms of progress in teaching time or chronogenesis. - Constraints related to teaching : a teacher accommodation to a socio-constructivist paradigm which appears as disguised exposition (ostension) and some ineffective activities ; a university pedagogy marked by “applicationnisme”, protectionism and a timing organization that puts theory on a pedestal where it is no longer in question. - An allegiance to the "mathematical" institution that is manifested, for instance, by some emblematic gestures linked to the mathematic rigor and which do not have great functionality. - Finally, an influence of the work of mathematicians on the didactic transposition, in the era of modern mathematics, which still inspires today didactic way, impeding (or being an obstacle for) linear algebra construction in dialectic with the geometry. The selected scenario for the role of interpretive hypothesis articulating these factors questions, in turn, all our education system which is too inspired by deductive theories in their completed text application. [less ▲]

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See detailDe l’écran global à l’écran total : une expérience de cinéma mis à la rue
Tomasovic, Dick ULg

in Dubois, Philippe; Monvoisin, Frédéric; Biserna, Elena (Eds.) Extended Cinema. Le cinéma gagne du terrain (2010)

Detailed reference viewed: 44 (2 ULg)
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See detailDe l’écran global à l’écran total. Le cinéma mis à la rue
Tomasovic, Dick ULg

Conference (2008, July 06)

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See detailDe l'éditeur romantique au Let's do it
Habrand, Tanguy ULg

Article for general public (2011)

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See detailDe l'éducation des enfants
Wasseige, Adolphe Charles François ULg

Speech/Talk (1887)

Detailed reference viewed: 21 (2 ULg)