Hasil untuk "Academies and learned societies"

Robson Pontes Custódio

Qual o fundamento que origina a ciência ocidental? Qual a relação entre a ciência atual e a filosofia pré-socrática? Por que estudar os filósofos pré-socráticos? Os seres humanos para não serem extintos deste mundo, se completam na natureza. Portanto, enfrentar, entender e teorizar a physys foi o ponto de partida nessa empreitada humana que vem da pré-história aos nossos dias, isso é fazer ciência. Os primeiros a buscarem esse entendimento e ao mesmo tempo teorizarem sobre essa missão epistemológica de se completar na natureza foram os gregos na filosofia pré-socrática. O objetivo principal do presente artigo, portanto, é demonstrar que a filosofia e a ciência ocidental são todas alicerçadas na crença dos pré-socráticos de que o mundo que se nos apresenta é kosmos e não caos. Todas as escolas pré-socráticas, tem como pressuposto, a ideia de que o mundo é algo totalmente passível de cognoscibilidade, e, portanto, passível de ser lido pela inteligência humana. A metodologia utilizada foi uma revisão bibliográfica nos próprios fragmentos dos principais pensadores pré-socráticos, além da leitura de autores renomados no estudo dessa filosofia e de artigos publicados sobre o tema estudado. A conclusão obtida é a de que estudar os físicos, nunca deixa de ser um estudo atual, pois as obras desses pensadores, mesmo com o passar dos séculos, continuam dialogando e trazendo sentido para a filosofia e ciência atuais.

Libor Ansorge

In his recent correspondence, Olivier Pourret points out the occurrence of “tortured phrases” due to the application of paraphrasing software.

Munana al Qudsiyah, Kholfan Zubair Taqo Assidqi, Nurul Azizah

ABSTRACT This thesis discusses the values of moral education of children to parents in the Qur'an Surah Al-Ahqaf Verse 15. A universal phenomenon that a child is obliged to be devoted to both parents, do good to both parents both while still alive or already die. This can be realized by respecting him, nurturing him and always praying for him.                The focus of this research is on the moral values of children to their parents and their implementation in the Qur'an verse 15. This study aims to determine what moral values are contained in the Qur'an letter Al-Ahqaf verse 15. Research This type of research uses a qualitative research approach using a descriptive analysis approach by using an analytical study method through a Library Research approach or library research. The method used in data processing is the tahlili method by following the discussion of commentators which include: interpretation of verses, asbabun nuzul verses, verse content.                Based on the results of research in the Qur'an Surah Al-Ahqaf verse 15 there are values of moral education of children to parents which include: (1) Familiarizing children to always do good to their parents, (2) Familiarizing children to respect others parents, (3) Obeying the advice and orders of parents, (4) Familiarizing children to accept parents' conditions under any circumstances, (5) Familiarizing children to always pray for their parents. The values of children's moral education to parents contained in the Qur'an Surah Al-Ahqaf verse 15 can be applied in everyday life.   Keyword : Moral Educational Values, Children to Parents, Surah Al-Ahqaf Verse 15    

Bernardo Soares Pereira

O presente trabalho tem como objetivo analisar a forma como a ciência é tratada no ensino de história a partir de um recorte temático e uma delimitação de fontes de pesquisa, enfocando a forma como o conteúdo “revolução científica” é abordado nos livros didáticos de história. Os dados são relacionados com a literatura sobre ensino de ciência e história e com as referências historiográficas centrais do tema. Apesar dos avanços dos livros didáticos em diversos campos, as conclusões apontam para uma padronização da apresentação da “revolução científica” em que a ciência do passado aparece destituída de suas principais discussões e como uma enunciação daquilo que se entende hoje por ciência.

Ali Imron

Abstrak Tulisan ini bertujuan untuk menguraikan nilai-nilai pendidikan tauhid Imam Ahmad bin Hanbal. Hal ini dilakukan karena selama ini Imam Ahmad bin Hambal lebih popular sebagai ulama Hadits dan atau ulama fiqih. Di sisi lain proses pendidikan yang dialami dan terima oleh Imam ahmad bin Hanbal jarang terungkap dalam kajian secara khusus termasuk kajian tentang nilai-nilai pendidikan tauhidnya. Peneliti melakukan kajian kualitatif pustaka terhadap berbagai literatur yang berkaitan dengan nilai-nilai Pendidikan Tauhid dan dihubungkan dengan Imam Ahmad bin Hambal. Berdasarkan analisis deskriptif yang dilakukan ditemukan hasil bahwa bahwasannya pendidikan tauhid merupakan proses penanaman ketauhidan atas keesaan Allah SWT. Ini penting untuk ditanamkan kepada manusia khususnya umat Islam dari sejak dini sekalipun. Imam Ahmad bin Hanbal sebagai salah satu ulama fiqh memiliki pendapat yang tidak jauh berbeda dengan ulama fiqih lainnya tentang tauhid dan nilai-nilai pendidikan tauhid. Hal ini dipertegas dalam peryataannya yaitu beriman hanya kepada Allah SWT, yakin atas keesaan Allah dan Allah pencipta alam semesta, serta percaya akan nama-nama dan sifat-sifat Allah SWT yang ada di dalam Al-Qur’an. Nilai-nilai pendidikan tauhid Imam Ahmad bin Hanbal dapat dikelommpokkan menjadi tiga nilai utama yaitu: nilai-nilai perilaku seorang muslim dalam hubungannnya kepada Allah SWT, diri sendiri dan kepada sesama manusia. Kata Kunci: Nilai-Nilai Pendidikan, Tauhid, Imam Ahmad bin Hambal Abstract This paper aims to describe the values of tauhid education from the perspective of Imam Ahmad bin Hanbal. This is done because during this time Imam Ahmad bin Hambal is more popular as a scholar of Hadith and / or scholar of fiqh. On the other hand, the educational process experienced and received by Imam Ahmad bin Hanbal is rarely revealed in specific studies including studies on the values of his tawhid education. The researcher conducted a qualitative literature review of various literatures related to the values of Tawheed Education and associated with Imam Ahmad bin Hambal. Based on the descriptive analysis carried out, it was found that tauhid education is a process of cultivating monotheism on the oneness of Allah SWT. This is important to instill in humans, especially Muslims from an early age. Imam Ahmad bin Hanbal as one of the scholars of fiqh has an opinion that is not much different from other fiqh scholars about tawhid and the values of tawhid education. This is emphasized in his statement, namely believing only in Allah SWT, believing in the oneness of Allah and Allah who is the creator of the universe, and believing in the names and attributes of Allah SWT that are in the Al-Quran. The values of Imam Ahmad bin Hanbal's monotheistic education can be grouped into three main values, namely: the values of the behavior of a Muslim in relation to Allah SWT, himself and to fellow humans. Keywords: Educational Values, Tawheed, Imam Ahmad bin Hambal

Yeney Widya Prihatiningtias, Sri Palupi Prabandari, Devi Nur Cahaya et al.

This community service activity is carried out to provide training and assistance to MSME groups that are members of the KSU Amangtiwi Malang City. This activity is carried out in relation to aspects of taxation and quality of product management, including aspects of trademark registration, food production certificates, foodstuff registration, halal label registration, and marketing methods. The hope is that these MSME players can stand up to their position in managing their products to enter the international market, as well as being orderly and obedient in tax administration. The method of implementing this activity combines online and offline to minimize the number of people gathering during the Covid-19 pandemi. The stages of the activities carried out were socialized and FGD (Focus Group Discussion) to identify initial needs; training in product management and marketing; assistance in trademark management; as well as training and assistance for MSME taxation and accounting. The activity was completed well and smoothly so that the participants were satisfied and This activity is assisted by this activity. Participants gain a better understanding of tax obligations and reporting procedures as well as an understanding of product management which includes trademark registration, SPP-IRT, BPOM and halal labels. Therefore, a follow-up program is needed so that assistance can be carried out inventively so that the participants are independent in managing their business.

Guilherme Babo Sedlacek

Discute-se a relação entre ensino de ciências e ideologia, mais especificamente no que diz respeito às noções de revolução, progresso e desenvolvimento utilizadas nos materiais didáticos em relação ao estudo da história e filosofia das ciências. Analisa-se o conceito de letramento científico, tal como expresso na Base Nacional Comum Curricular, e sua relação com a formação humanística dos estudantes. Os usos e abordagens em relação aos conteúdos relacionados à noção de Revoluções Científicas e o tema integrador STEAM são pesquisados nos livros didáticos de Projetos Integradores da área de Ciências Humanas e Sociais Aplicadas aprovados no PNLD 2021, destinados ao Novo Ensino Médio. Busca-se verificar as potencialidades e deficiências desses materiais, seus projetos e conteúdos em relação às discussões da historiografia das Revoluções Científicas, além de analisar as dimensões ideológicas sobre ensino STEAM presentes nos mesmos. Avalia-se o interesse e a aplicabilidade destes projetos integradores para o ensino de ciências numa concepção ampla, que envolva a formação humanística e valorize o papel das controvérsias para o progresso do conhecimento. Analisa-se ainda a noção de letramentos presente na BNCC e a polêmica sobre neutralidade científica e doutrinação político-ideológica na educação.

G. Feichtinger, M. Winkler-Dworak, I. Freund et al.

Ana Carolina de Carvalho Viotti

Este breve estudo trata de três manuais médicos escritos por cirurgiões licenciados nas Minas Gerais – o Erário Mineral (1736), a Relação cirúrgica e médica (1747) e o Governo de Mineiros [...] (1770). A partir deles, discutirei brevemente os limites da atuação desse tipo de profissional na colônia portuguesa nas Américas e a escritura de obras de cunho prescritivo por não-médicos, interrogando quais as doenças recorrentemente identificadas por eles, quais os tratamentos indicados, quais os referenciais médicos anunciados, que tipo de medicamento era comumente indicado e para quem esses remédios eram receitados. Percorrendo esse caminho, o objetivo é dar os principais contornos do que fora uma importante faceta da prática oficial de curar nas Minas Setecentistas

Lauro Carvalho

Chamada para a próxima edição.

Flávia Crivellari Fassis, Lilian Al-Chueyr Pereira Martins

Na tradição hipocrático-galênica, a condição de saúde estava relacionada  ao equilíbrio de humores corpóreos que, em diferentes combinações, resultavam em temperamentos. Esses temperamentos determinavam o caráter do homem, seus aspectos psicológicos, aparência física e afetos. Dos principais temperamentos (sanguíneo, colérico, melancólico e fleumático), o melancólico foi considerado o mais nocivo e de alterações psíquicas mais diversificadas, sendo objeto de estudo de tratados médicos, anatômicos e representações artísticas, literárias e filosóficas em diferentes períodos históricos, desde a Antiguidade Clássica. No âmbito artístico, inspirou uma iconografia exclusiva das emoções e da constituição física e fisiognomônica dos indivíduos, fortalecendo a relação intrínseca entre a alma e o corpo, principalmente na expressão do rosto. O objetivo deste artigo é estudar como o temperamento melancólico se relacionava com a produção iconográfica do artista Charles Le Brun (1619-1690). Este estudo levou à conclusão de que Le Brun transpôs para o campo da iconografia os conhecimentos da medicina hipocrático-galênica, da fisiognomonia e anatomia relacionando os traços faciais e personalidade. Separando corpo e alma relacionou os humores ao estudo das paixões em substituição ao estudo do caráter. Além disso, ele se preocupou com aspectos teóricos da pintura.

Jean Iwaz

Unfortunately, articles submitted to journals are rejected more frequently than is desirable. Journals themselves estimate that more than 60% of submitted articles are rejected without review (for top journals, the figure may even be 80%). Thus, whatever an article’s content or quality, an outright rejection should be expected right from the time of submission, and a reaction strategy defined beforehand. Each rejection should be carefully examined and fully understood before attempting any response. Here are some hints for beginners—or for edgy authors.

M. Purton, F. Michelangeli, L. Fésüs

In the digital age, the model of paying to read research has been questioned, and there has been a move toward open access publishing, where content is freely available to all, including machines. The European Union and European Research Council, together with 13 European research funding organizations and 3 charitable foundations, have now accelerated the pace of change, with their Plan S [1], announced in September 2018. From 2020, all researchers receiving funds from these organizations (cOAlition S) will be required to publish their work in open access journals and on platforms that are compliant with the rules of Plan S. For many learned societies, journal publishing is one of their most important activities. The journals provide their members with platforms to publish their research and to read the work of others. A quick look at some of the most established scientific journals shows that many of them are run through their corresponding learned societies. For example, The FEBS Journal and FEBS Letters are run by The Federation of European Biochemical Societies (FEBS), PNAS is published by the National Academy of Sciences, and the Journal of Biological Chemistry is owned by the American Society for Biochemistry and Molecular Biology (ASBMB). By selling subscriptions to these journals to the wider academic community, learned societies make an income, which supports the many other services they provide to the scientific community. Most societies are supportive of open access. Some, like FEBS, have recently launched new open access journals while others have adopted a ‘hybrid’ model of publishing open access articles within their subscription journals, with adjustments to subscription charges to avoid so-called ‘double dipping’. However, the restrictions placed by Plan S will probably mean that hybrid journals will be off limits to authors in receipt of funds from cOAlition S members. Society publishers are faced with making rapid changes to their business models or maybe losing their journals and with them most of their income. If Plan S was fully implemented this would have a dramatic effect upon the annual revenue income stream of FEBS. For instance, if we could maintain the current levels of papers published for each of our journals and charge the current article processing charge (APC) for each journal, then the annual income would likely be reduced to less than half, which would consequently cover less than half the current annual expenditure on our activities. Many of our current activities would need to be dramatically curtailed or even axed. The knock-on consequences will mean a severe reduction for the many hundreds of postgraduate students and early-career scientists that we currently help on an annual basis. Restricting opportunities for development and growth of the next generation of molecular life scientists, due to limited availability of funds from FEBS and those of similar learned societies, could ultimately restrict the future progress of science in Europe. Another aspect of Plan S that is worrying society publishers is the pace of change. Flipping a journal to open access immediately is costly [2]. In further implementation guidance published in November [3], Plan S has offered a window of 3 years (to the end of 2021) for publishers to set in place transformative agreements that transition their journals from ‘pay to read’ to ‘pay to publish and read’, with the journals moving

Radosław Rybkowski

Od roku 2004 łączne zadłużenie Amerykanów z tytułu zaciągniętych kredytów studenckich wzrosło o ponad bilion dolarów. „Edukacyjna bańka”, jak bywa określane to zjawisko, stało się dla uczelnianej administracji i dla polityków problemem, który wymaga interwencji władz publicznych. Przedstawiana w artykule problematyka jest warta zainteresowania, bo stanowi bardzo dobrą ilustrację czterech głównych problemów: definiowania polityki wobec szkolnictwa wyższego jako części szerszej polityki publicznej; wykorzystania kredytów studenckich jako metody wspierania dostępności do wyższej edukacji; obecności i znaczenia dyskursu (i analizy dyskursu) w tworzeniu i badaniu polityki wobec szkolnictwa wyższego; oraz znaczenia badań innych systemów szkolnictwa wyższego dla przygotowania skutecznych polskich rozwiązań. Budowanie polityki opartej na dowodach (evidence-based policy) oznacza także konieczność krytycznej oceny rozwiązań przyjętych za granicą, by móc zrozumieć przyczyny tamtejszych sukcesów i niepowodzeń. Także i po to, by przekonać się o tym, czego należy unikać.

Mokhamad Miptakhul Ulum

Abstract Implementation of education that is very instant and commercial can damage the process of character building of the nation so that in the long term make education not as a means of social reconstruction but social deconstruction. It is necessary that there is a long process in learning so there is no moral decadence. The concept ofṭūluaz-zamān in the Ta‘līm alMuta‘allim according to Az-Zarnuji is very important as a terms of studying. Az-Zarnuji combines ṭūluaz-zamān with żaka' (intelligent), ḥirṣin, (willingness), iṣṭibārin (patient), bulgatin (money) and irsyādiustāżin (teacher guidance) as an inseparable entity to produce learners qualified and able to understand about the process of seeking knowledge both formal, informal and nonformal. Ṭūluaz-zamān is important for students to cultivate blessings but must be accompanied by khidmah (devotion), ta'allum (learning) and ta'alluq bi syaikh (relationship with the teacher). Kata Kunci: Ṭūlu az-zamān , Ta‘līm al-Muta‘allim, Az-Zarnuji Abstrak Penyelenggaraan lembaga pendidikan yang sangat instan dan komersial dapat merusak proses pembentukan karakter bangsa sehingga dalam jangka panjang menjadikan pendidikan bukan sebagai sarana rekonstruksi sosial tapi dekonstruksi sosial. Proses pendidikan yang lama dalam menimba ilmu sangat penting agar tidak terjadi dekadensi moral. Konsepṭūlu az-zamān dalam kitab Ta‘līm al-Muta‘allim menurut Az-Zarnuji sangat penting sebagai syarat menuntut ilmu. Az-Zarnuji mengkombinasikanṭūlu az-zamān dengan żaka’ (cerdas), ḥirṣin, (kemauan), iṣṭibārin (sabar), bulgatin (ada uang) dan irsyādi ustāżin (bimbingan guru) sebagai satu kesatuan yang tidak bisa dipisahkan untuk menghasilkan peserta didik yang berkualitas dan mampu memahami tentang proses mencari ilmu baik formal, informal maupun nonformal. Tulu az-zaman itu penting bagi santri untuk menumbuhkan berkah namun harus di sertai dengankhidmah (pengabdian), ta’allum (belajar) dan ta’alluq bi syaikh (hubungan dengan kyai). Kata Kunci: Ṭūluaz-zamān,Ta‘līm al-Muta‘allim, Az-Zarnuji

Réka Lengyel, Gábor Tüskés

Anna Buchner-Jeziorska

W artykule przedstawiono wzajemne relacje między systemem edukacji a społeczeństwem i gospodarką, a zwłaszcza istotny wpływ tego systemu na procesy modernizacyjne. Przytoczone dane statystyczne wyraźnie pokazują, iż system kształcenia realnego socjalizmu sprawił, że społeczeństwo polskie charakteryzuje niski potencjał modernizacyjny - zarówno w wymiarze obiektywnym, tj. poziomu wykształcenia (około 70% Polaków ma najwyżej wykształcenie zasadnicze zawodowe), jak i wymiarze subiektywnym (osoby o niskim poziomie wykształcenia są z reguły przeciwnikami zmian społeczno-gospodarczych). Ponadto opisany przykład Polski wskazuje na brak jasno określonej polityki edukacyjnej państwa oraz niedocenianie roli systemu kształcenia w procesie transformacji (tj. po roku 1989) zarówno z punktu widzenia kształtowania struktury społecznej, jak i możliwości zwiększenia potencjału modernizacyjnego społeczeństwa.

Julita Jabłecka

W wielu krajach od drugiej połowy lat osiemdziesiątych zachodzą zmiany w stosunkach między państwem i szkołami wyższymi oraz rozwija się działalność legislacyjna nastawiona na stworzenie nowego modelu zarządzania szkołą wyższą. W artykule wyjaśniono, jak zachodzące zmiany są interpretowane przez badaczy problematyki szkolnictwa wyższego za pomocą koncepcji państwa ewaluacyjnego i menedżeryzmu. Autorka próbuje znaleźć odpowiedź na pytanie, czy - mimo specyficznych cech rozwoju historycznego i tradycyjnych rozwiązań organizacyjnych szkolnictwa różnych krajów - zarysowały się wspólne tendencje do zmian systemów zarządzania. Analiza została ograniczona do sektora uniwersytetów i zilustrowana przykładami krajów zazwyczaj pomijanych w badaniach, tzn. Danii, Norwegii, Austrii oraz Wielkiej Brytanii, w której zmiany zaczęły się najwcześniej i są najbardziej radykalne.

Berenika M. Wincławska

Autorka podejmuje analizę wybranych tekstów omawiających rolę uniwersytetu. Książka Rethinking the University: a Collection of Texts on the Idea o f the University, with Reference to the Present Time  zawiera zbiór prac, których autorami są głównie profesorowie Uniwersytetu im. Karola w Pradze. W pracach tych ukazano różne modele uniwersytetu, zmieniające się wraz z upływem czasu. Szczególnie duży nacisk położono na zagadnienia odnowy uniwersytetu związanej z upadkiem komunizmu oraz demokratyzacją życia społecznego w Republice Czeskiej.

Wojciech Maciejewski

Tekst wygłoszony na seminarium projektu STRADEV, zatytułowanym „Odpowiedzialność, wiarygodność, strategie rozwoju - społeczna rola uczelni wyższych”, które odbyło się w listopadzie 1999 roku na Uniwersytecie Warszawskim.