Cette thèse s’intéresse aux collaborations et au partage du savoir entre intellectuels juifs et chrétiens, en France, durant les XIIIe et XIVe siècles et propose une analyse comparative des différents échanges, dans trois domaines distincts : théologie, philosophie et astronomie. En prenant en compte les sources latines et hébraïques qui témoignent de cette transmission du savoir, nous proposons une étude approfondie divisée en deux parties. La première s’intéresse à l’évolution de l’enseignement dans les communautés juives et dans la société chrétienne. La seconde analyse le contexte de rédaction des Extractiones de Talmut, la transmission du savoir entre Maïmonide et Thomas d’Aquin, la collaboration étroite entre Jacob ben Makhir et Armengaud Blaise, ainsi que l’échange intellectuel significatif entre Gersonide et ses confrères chrétiens. Notre objectif est de répondre aux questions suivantes : les savants chrétiens et juifs recevaient-ils l’information selon leur propre valeur intellectuelle, ne tenant pas compte de leur provenance ? Et existait-il une influence directe de l’un et de l’autre ? Cette étude tente ainsi de montrer les différents motifs de ces échanges à travers un champ contextuel constitué par un événement intellectuel précis. Nous verrons ainsi que ces relations vacillent entre méfiance et admiration. / This thesis sheds lights on collaborations and transfer of knowledge between Jewish and Christian scholars in France during the 13th and 14th centuries. We propose a comparative analysis of different exchanges, in three distinct areas: theological, philosophical and astronomical. Taking into account the Latin and Hebrew sources that testify this transmission of knowledge, we propose an in-depth study, dividing in two sections. The first part narrates the evolution of education in the Jewish communities and in Christian society. The second part analyses the context of the Extractiones de Talmut, the transmission of knowledge between Maimonides and Thomas Aquinas, the close collaboration between Jacob ben Makhir and Armengaud Blaise, as well as the significant intellectual exchange between Gersonides and his fellow Christians. Our objective is to answer the following questions: did Christian and Jewish scholars receive information according to their own intellectual value, ignoring their source? And was there a direct influence from one scholar towards the other? Thus, this study demonstrates the different motives of these exchanges through a contextual field constituted by a specific intellectual event. We will perceive that these relations vacillate between mistrust and admiration.

Alliés et amis de longue date, la France et les États-Unis n'ont cessé d'entretenir des relations depuis la Déclaration d'Indépendance de 1776. Néanmoins, ces échanges ont toujours été réputés extérieurs au domaine juridique, considéré comme inévitablement borné au champ national. Toutefois, l'examen approfondi des revues juridiques universitaires, entre la période 1870 et 1940, démontre la présence indéniable des juristes français dans la pensée juridique américaine, au travers des notes de bas de page, de comptes rendus d'ouvrages ou de la parution d'articles originaux. Grâce à la constitution d'une base de données et à des outils relevant de la bibliométrie, de l'analyse de réseau ou encore de l'iconographie, il a été mis en avant des usages fort différenciés de la référence française. Ces derniers remettent en question la question monolithique de l"influence" pour laisser transparaître une "circulation des idées" soumise à des processus de sélection et à l'emploi de voies de communication balisées. / France and the United States, long-standing allies and friends, have maintained constant relations since the 1776 Declaration of Independence. Nevertheless, these exchanges have always been considered external to the legal field, considered inevitably limited to the national field. However, an in-depth examination of law reviews between 1870 and 1940 shows the undeniable presence of French lawyers in American legal thought, through footnotes, book reviews or the publication of original articles. Thanks to the creation of a database and tools related to bibliometrics, network analysis and iconography, it has been possible to highlight the very different uses of the French reference. The latter question the monolithic question of "influence" to reveal a "flow of ideas" subject to selection processes and the use of marked communication channels.

The purpose of this study was to investigate the use electronic portfolios (e-portfolios) in private tertiary institutions in South Africa to enhance the learning experience of scholars. The study adopted an interpretive ontological stance and subjective epistemological stance as the researcher sought to understand how-portfolios can be used to enhance learning. The focus was on understanding people in a social setting though employing field research to collect and interpret data. Action research, in this case employing a pre-test, intervention and post-test limited to a single cycle, was selected as strategy. The empirical part of the study was conducted during the first semester of 2014 (January to May) at a private tertiary university in Gauteng, South Africa. A pre-survey has been conducted before implementation and a post-survey after the implementation of e-portfolios to test the attitude of the participants, where after the results were compared. The pre-test was administered before creating e-portfolios and the post-test towards the end of the semester after developing and maintaining e-portfolios. Questionnaires were used to obtain information such as the attitude of the respondents on learning, assessment, reflection, collaboration and interpersonal communication through the use of e-portfolios. Questionnaires served as the main data collection tool throughout the survey. The sample was selected from first and second year students in the Information Technology faculty, with the sample size n=48. The researcher further collected data through observing subjects and conducting group interviews that were recorded to augment the questionnaire approach and verify the results through triangulation. The questionnaires were distributed to the participants who were given thirty minutes to complete. Responses were made using a five-point Likert scale and open-ended questions. The response rate was outstanding as all 48 subjects participated in the study. The researcher used a mixed-methods approach for this study; SPSS 22.0 was used for quantitative data analysis and thematic analysis was employed for the qualitative data. Reliability for quantitative data was determined using Cronbach’s alpha. Regression analysis was done as well as correlations to determine relationships and associations. To further cement relationships, t-tests and Spearman’s correlation coefficient were employed. Trustworthiness for qualitative data and justification for credibility, dependability, transferability and confirmability were discussed. vi The results revealed that e-portfolios could be used effectively at private tertiary institutions to enhance the learning experience of scholars as evidenced by the significant statistics obtained in this study.

Thesis advisor: Robert J. Starratt / This thesis is a descriptive and analytical study of the complete works of Michael Fullan as a scholar of educational change. Fullan is one of the foremost individuals who have helped established the field of educational change and who continues to push the field forward. This dissertation investigates, articulates and interrogates the intellectual and strategic contributions of Fullan in the scholarly field of educational change. This is a critical description and examination of the historical events and trends that influenced his research and to which he was responding. It provides insight into a significant area of practice and research in educational administration by looking at the development of a field through the intellectual contributions of one of its most important authorities. The main purpose is to highlight the development and cogency of Fullan's ideas in the field of educational change through an examination and exploration of his intellectual underpinnings. This study was grounded in the qualitative research tradition, particularly rooted in a conceptual framework of hermeneutics. The task was to search for an understanding rather than explanation and for interpretation rather than prediction. Thus, in this study the researcher was the primary instrument for data collection and analysis. Data was using collected various artifacts, namely: books, journal articles, scholarly papers, technical reports, conference papers, dissertations about Fullan, web-site reports and/or papers, newspaper articles and publicity material. More specifically, Fullan's writings were primarily accessed through various venues: the internet (especially his website: http://www.michaelfullan.ca/), college libraries and professors who use his books. One person-to-person interview was conducted to clarify. Data was critically analyzed and reported thematically and chronologically in order to position Fullan's works within those historical periods and to identify the development and evolution of his theory of change. Findings indicate several periods of education reform: innovation and diffusion, school effectiveness and school improvement, restructuring and reculturing, large-scale reform and post-standardization. Fullan's assessments of each period revealed that he has been more influential in the large-scale reform period than the others. Themes unfolding highlighted the importance of stakeholders (students, teachers, principals, parents and community, district administrators, consultants) and concepts (process, objective and subjective assumptions, moral purpose, relationships, knowledge, sustainability, complexity/chaos & evolutionary theories, systems, paradoxes, coherence and theory of action. Connections to key thinkers in sociology, educational change and mentors as well as Fullan' unique approach to the change process among various other change process models, definitions and perspectives were highlighted. Development and evolution of Fullan's theory of education is underscored by the influence of early mentors in sociology as well as decades of emphasis on certain critical issues within the literature: namely, the absence of the implementation perspective (1970s), meaning-making (1980s), capacity-building (1990s), systems-leading (2000s) and a more recent post-standardization era. Critical and positive commentaries on particular Fullan's works reveal multiple and often opposing values, assumptions and purposes of education that characterize scholar's experiences and advocacy. The paper concludes with a brief personal and critical reflection on Fullan's educational change literature highlighting strengths, weaknesses and the future challenges for scholars in the field. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

Thesis advisor: Robert Capalbo / The Presidential Scholars Program is a full tuition scholarship program offer to the 15 most outstanding applicants to Boston College each year. It involves three summer programs: a summer of service, an international summer experience, and a career development internship. The Program is funded by the Wall Street Council's Tribut Dinner to Boston College. During the first decade and a half of its existence, the Program has successfully fulfilled its mission to increase the intellectual standing of the University. / Thesis (BS) — Boston College, 2007. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program.

Magister Theologiae - MTh / A number of biblical scholars have observed that the Bible has been used by dominant groups in certain societies to justify and condone discrimination and oppression. Slavery, colonialism and apartheid are often cited as examples of racial oppression based on particular understandings of the Bible. Some biblical scholars have pointed to the fact that theologians who work in contexts of racially liberated societies, such as South Africa, are slow in recognizing the injustices caused by gender discrimination. Instead, male privilege continues to be upheld particularly through the Biblical justification of male headship. The popularity of the 'Mighty Men' Conference is a case in point as it encourages men to take their supposedly rightful, "God-given" place as prophet, priest and king in marriage and family relationships. The emerging popularity of male-headship theology thwarts whatever gains have been made in the areas of gender justice and equality in various spheres of society, including the church. Headship theology often goes unquestioned because it is supported by particular interpretation/understanding of biblical texts which are quoted out of context to support and justify male dominance. For example, Luke 7: 36-50 is often interpreted in showing the "sinful" woman as one who needs forgiveness.

In my thesis, I set out to study academic peer reviews in the hope of clarifying the experts’ views on what qualities and qualifications are desirable when appointing or promoting scholars within History of Science. I also investigate whether or not these views change over the years, as I have studied opinions written between 1980 and 2010. I use a qualitative method of analysis, in which I study what words in the peer reviews are used to describe certain values, and how these words relate to the historical and political background of History of Science in Sweden. My research indicates that academic experts are starting to adapt their opinions to the change in educational politics that has taken place during the second half of the 20th century. The Swedish system of academic peer review is also showing signs of possible decline in certain areas. However, the change in what qualities and qualifications are highly esteemed by the experts has, in many ways, been slow and many values remain the same throughout the studied years.

Wei and Chin Dynasties had been viewed as the most chaotic period characterized by changeable political situations, continuous wars, and difficult lives. In this period, the decline of classical studies and popularity of Daoism and Buddhism studies contributed to a very active world of ideas. Living in such a special time, scholars in Wei and Chin Dynasties could thus liberated their spirits, owned freedom of thoughts and beliefs, acted freely, and created arts with enthusiasm. In addition, they concretely built up a kind of distinguished and unique beauty of arts. This kind of special craze for the beauty of countenance and deportment as well as the beauty of inner verve not only shows certain historical characteristics and aesthetic perspectives during those periods, but also serves as a very important part of Chinese cultural history, and is therefore worth further investigations. This thesis looks deeply into Shih-Shuo Hsin-Yu, which vividly portrayed behaviors and appearances of famous scholars in Wei and Chin Dynasties. Based on literary documents talking about the real significance of ¡§famous scholars¡¨ in Wei and Chin Dynasties, this thesis concludes certain primary elements of being a famous scholar, which are ¡§superior knowledge,¡¨ ¡§unique personality,¡¨ ¡§ strict morality and magnanimity,¡¨ ¡§affections with wisdom,¡¨ ¡§free spirits,¡¨ and ¡§delicate appearance and behavior.¡¨ Also, famous scholars in Wei and Chin Dynasties can be divided into several types, which are ¡§free-spirit,¡¨ ¡§talkative,¡¨ ¡§physical and mental beauty,¡¨ ¡§encyclopedic,¡¨ and ¡§virtuous.¡¨ What¡¦s more, there are four attributes that can present the beauty of outward semblance, namely ¡§tall and slim,¡¨ ¡§beautiful face,¡¨ ¡§elegant expressions and delicate behaviors,¡¨ and ¡§fashionable clothes.¡¨ Last, in order to highlight the inner verve and noble spirits of those famous scholars in Wei and Chin Dynasties, they put emphasis on the aesthetic of ¡§portraying the inner verve from the semblance,¡¨ and ¡§observing the semblance to grasp the inner verve.¡¨ Even though famous scholars pursued physical beauty, they did not judge people from their appearance. Instead, they stressed the inner beauty of spirits which reflected from delicate semblance and behaviors. Therefore, anyone who ¡§acted without vulgarity,¡¨ ¡§owned handsome appearance and good shape,¡¨ ¡§ stood out above the rest,¡¨ ¡§possessed wisdom and generosity,¡¨ ¡§maintained cleanness and brightness,¡¨ and ¡§made resolute decisions¡¨ could be categorized as a famous scholar. Even a person who had ¡§ugly appearance but fine verve¡¨ could also be a famous scholar. As a result, throughout the study on the physical beauty and spiritual beauty of the famous scholars in Wei and Chin Dynasties, this thesis not only displays the countenance, inner spirits as well as the true significance behind the seemingly superficial quest for beauty of the famous scholars in Wei and Chin Dynasties, but also clearly represents the historical characteristics and aesthetic trends by examining the way how the famous scholars in Wei and Chin Dynasties established the beauty of outer appearance and inner verve.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 270-295).

This empirical study explores Chinese scholars’ conceptions of the characteristics of quality in research. It follows a phenomenology approach and uses four mixed qualitative methods (online survey, interview, focus groups and document analysis). Phenomenological coding strategies and Pierre Bourdieu’s field and cultural theory are utilised to analyse the data and achieve a theoretical understanding of the findings. It is found that the participants viewed quality via multifarious lenses and identified diverse actual criteria. They nominated many ‘normal’ criteria that were similar to the western standards of research quality, especially the methodological ones, and some ‘abnormal’ ones which were indigenous and contextual in nature (i.e., related to the particular context of educational research in China). The participants elaborated their criteria through 3 layers: methodology (technical quality criteria), contextualisation (i.e., criteria that were about the relationship between the research and the context), and criteria related to the impact of research. The contextual issues (e.g., job title evaluation system, research policy and administrative interference) generated “unscholarly” criteria, and hindered the academics’ good intention to consider and follow the conventional criteria in action. They influenced the academics’ opinions of quality and their ways of conducting research. In the participants’ eyes, doing research in China was tantamount to writing papers, and it was not about assuring quality but reflected the academics’ struggles to meet all sorts of requests at institutional and national levels. The participants looked for an impact of research at the practical level (e.g., teaching and learning), and suggested a combination of both theoretical and practical significance of research. Powerful academics have not created cultural and scholarly debates to consider and select the criteria nominated by other academics, and have not used them in the government and institutional documents. In Bourdieusian terms, quality as reflected in some aspects of the habitus of participants has been greatly influenced by the field, the capital and the symbolic power; but the habitus of most scholars has not yet managed to affect the field. There is much in the field that could be altered to enable the habitus to affect and develop the quality of educational research. This current study provides recommendations for educational research, university-teachers’ research and practice, researcher development, as well as research policy and management in the Chinese context, and/or abroad.