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11	Du texte à l’histoire : la question de la chronologie coranique / From text to history : the issue of qur’ānic chronology Stefanidis, Emmanuelle 19 January 2019 (has links) Parole sans contexte évident ni trame narrative, le texte fondateur de l’islam ne dévoile pas aisément ses origines. Cette thèse examine un code de lecture particulier qui a pour effet de contextualiser le texte sacré de l’islam dans ce qu’on imagine avoir été son contexte premier. La lecture chronologique consiste à déterminer l’inscription temporelle de chaque sourate ou énoncé coranique par rapport, d’une part, aux autres énoncés et, d’autre part, à la carrière prophétique de Muḥammad. En (ré-)introduisant une dimension temporelle et narrative, l’interprétation du Coran est facilitée. Ce dernier est ainsi en mesure de raconter, sinon son histoire, du moins une histoire. La chronologie coranique structure à la fois l’exégèse musulmane prémoderne et la recherche universitaire occidentale sur le Coran. Dans cette thèse, nous examinons ces deux domaines de production de savoir, non pas en opposition l’un avec l’autre mais comme deux moments de la réception du texte coranique. Cette approche inclusive permet, à travers l’étude d’une problématique spécifique, d’entamer une réflexion sur les convergences et les divergences entre l’érudition islamique et la recherche occidentale. Notre point de départ et fil conducteur est la liste chronologique des sourates, qui circule dans la Tradition musulmane avant d’être reprise et retravaillée par des universitaires occidentaux. La quête de la séquence originelle du Coran a engendré des débats autant parmi les exégètes que dans la recherche historico-critique. Nous retraçons ces débats et portons une attention particulière à la « textualité » du Coran, qui en fait un texte particulièrement difficile à ancrer dans un contexte. / Devoid of a clear context and a narrative frame, the founding text of Islam does not easily reveal its origins. This thesis examines a particular reading code that contextualises the Muslim scripture in what is imagined to have been its original context. A chronological reading aims at determining the temporal position of each sura or qur'ānic passage in relation to, on the one hand, the rest of the text and, on the other hand, the prophetic career of Muḥammad. By (re-)introducing a temporal and narrative frame, the interpretation of the Qur’ān is facilitated. The text is thus allowed to tell its own story or – in any case – a story. The issue of qur’ānic chronology structures both pre-modern Muslim exegesis and Western academic research on the Qur’ān. In this thesis, we examine these two fields of knowledge, not in opposition to one another but as representing two moments in the Qur’ān’s reception. This inclusive approach enables a reflection on the continuities and discontinuities between the Muslim scholarly tradition and Western research. The chronological list of suras, transmitted by Muslim tradition and examined by Western academics, provides the starting point and the connecting thread of the thesis. The search for the original sequence of the Qur’ān has generated debates, both in exegetical circles and in historical-critical research. We explore what is at stake in these debates and pay specific attention to the textuality of the Qur’ān, which, we argue, does not easily allow us to inscribe the Muslim Scripture in a clear context. Geschichte des Qorâns Chronologie du Coran Exégèse du Coran Étude historico-critique du Coran Codification du Coran Codex de ‘Alī Texte scriptible Écriture de l’histoire Geschichte des Qorâns Chronology of the Qur’ān Exegesis of the Qur’ān Codificfication du Coranation of t Codex of ‘Alī Writerly text Writing history
12	Learner performance and teaching in public secondary schools in Zambia : a critical study Haamoonga, Brenda Cynthia 12 1900 (has links) The study was primary undertaken to critically study the nature of learner performance and teaching in public secondary schools in Zambia, with a focus on four public, co-education, day schools in the Copperbelt region for the purposes of addressing the challenge of poor performance in the Grade 12 National examinations that has characterised public secondary schools in the country. The researcher was guided by the main research question: ‘What is the nature of learner performance and teaching in public secondary schools in Zambia?’ The aim of the research was to establish the factors that negatively affected learner performance and teaching in the selected schools in order to develop effective mechanisms that would improve the education system in public secondary schools both at regional and national levels. The study was undertaken using a qualitative interpretive phenomenological approach mainly propounded by Martin Heidegger (1889-1976), for the purposes of collecting the lived experiences of the 24 purposively selected participants employed in this research: 4 head teachers, 8 teachers and 12 learners. Data collection was based on semi-structured interviews among the two longest serving teachers (male and female) per school and each of the head teachers in all the four schools; and two focus group interviews (from the highest and lowest performing schools) comprising six learners per group of equal gender among the selected Grade 12 candidates from the debate club and school council. The research also included analysis of documents like: school mission statements and visions, schemes and records of work and learners’ record of performance. The gathered information was manually analysed and interpreted. The major findings from the analysed data were that public secondary schools were negatively affected by four main categories of factors: (a) socio-economic factors; (b) the nature of the teaching and learning environment; (c) personal factors relating to the learners, teachers and head teachers; and (d) policy issues relating to learner enrolment and assessment, teacher selection, recruitment and development and highly controlled bureaucratic systems. The study established that improved learner performance is crucial to national development because the quality of an education system is measured by the performance of learners, and is the major drive for many aspects of development. The study also revealed that it was possible to improve learner performance, based on a number of lessons that can be drawn from the international research findings on characteristics of high-performing schools. Finally, the study recommends that public secondary schools in Zambia should revise their approach to enrolment of learners, teacher recruitment and development, and leadership appointment, and should adopt policies that meet the needs of the Zambian context as well as investing in research. / Educational Studies / D. Ed. (Philosophy of Education) Critical study Performance of learners Public secondary schools Teaching Zambia 373.1264096894
13	La société anonyme unipersonnelle en droit OHADA : étude critique / The one-person limited company under the OHADA LAW : A Critical Study N'Takpé, Adjoua Marie-Hortense 30 June 2016 (has links) Le régime juridique de la société anonyme unipersonnelle (SAU) de droitOHADA est défini par renvoi au régime prévu pour la SA pluripersonnelle, avec desadaptations minimales. En réalité, le caractère unipersonnel de la SA lui confère une certaineparticularité qui rend inappropriée la transposition pure et simple des règles du modèlepluripersonnel. Outre les difficultés d’application qu’elle entraîne souvent, la technique durenvoi laisse irrésolues de nombreuses questions suscitées par l’unipersonnalité. Le régimejuridique de la SAU dans son ensemble en ressort insuffisamment adapté à l’unicitéd’actionnaire.Une adaptation du régime juridique de la SAU de droit OHADA au particularisme del’unipersonnalité devient alors nécessaire. Elle doit être entreprise sous fond de simplificationdes règles, d’une part à l’égard de la société, à travers les règles relatives à sa constitution et àson évolution, d’autre part, à l’égard des acteurs que sont l’actionnaire unique, les organesd’administration et de contrôle.Au-delà de son approche critique, l’étude a surtout pour ambition de proposer unmodèle de société anonyme unipersonnelle au régime juridique plus lisible, simple et attractif. / The one-person limited company under the OHADA LAW has seen itslegal regime being defined with reference to the regime of the multi-persons limited company,with minimum adaptations. In fact the one-person character of the Limited company gives it a certain peculiarity that renders inappropriate the pure and simple transportation of rules of the multi-person limited company model. Besides the difficulty of implementation that it oftenentails, the technique of referring leaves unresolved many questions raised by the one-personlimited company model. The legal regime of the one-person limited company as a whole thatarises is insufficiently adapted to the unique shareholder.An adaptation of the one-person limited company legal regime of the OHADA LAWto the particularity of the one-person thus becomes necessary. It has to be undertaken underthe simplification of rules, on the one hand with regards to the company, through rules relatedto its constitution and its evolution, on the other hand, with respect to the actors that are thesole shareholders, administrative and control bodies. Acte unilatéral Acteur Actionnaire unique Adaptation Administrateur général Aménagement Constitution ab initio Constitution par réunion des actions Contrat avec soi-même Étude critique Dissolution-confusion Dissolution-liquidation Droit OHADA Harmonisation Pluripersonnalité Régime juridique Réunion des actions en une main SA classique SA pluripersonnelle Séparation des patrimoines Société anonyme unipersonnelle Transmission universelle du patrimoine Unipersonnalité Unilateral act Actor Sole shareholder Adaptation General administrator Planning Constitution ab initio Constitution by shares Contract with oneself Critical study Dissolution-confusion Dissolution-liquidation OHADA LAW Harmonisation Multi-persons Legal regime Meeting of shares in one hand Classical limited company Multi-persons limited company Separation of property One-person limited company Transfer off assets One-person 340

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