The Jesus of history and the Christ of faith are two different figures. Two centuries of search for the historical Jesus has led to greater awareness and better use of New Testament criticism, had salutary effects on proper historical biblical research and the desire to look beyond the paucity of material about Jesus in the canonical gospels. Despite proven difficulties the historical Jesus is an endless enterprise eliciting an equally endless fascination. The solution to the Jesus mystery appears better linked to Paul who has never been subjected to the same degree of historical research as Jesus. The figure, character, preaching, and teaching of Jesus was fashioned by the gospel authors not just to fit in. with the primitive church but to provide a natural linkage with Pauline Christianity. Christian faith is only loosely intertwined with Jesus of Nazareth and has everything to do with the Christ de"-ised by Paul. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

Made available in DSpace on 2016-06-02T20:25:15Z (GMT). No. of bitstreams: 1 4743.pdf: 1215681 bytes, checksum: 4422300d0b07c05dd1bfa96d9f3767ac (MD5) Previous issue date: 2012-02-16 / Financiadora de Estudos e Projetos / The seminar, a discursive activity predominantly oral and a literacy practice, is a genre of discourse usually used in the academic community as a method of student assessment, which receives peculiar shapes, according to the area of knowledge that it takes place. In this context, first-year university students often participate in this activity intuitively. Based on the social-interactionist and socio-rhetorical language studies, and through qualitative research method we followed the oral presentations of new incoming undergraduate students, who belong to three distinct areas of knowledge (Agricultural Science, Exact Science and Humanities Science) of a public university in the State of São Paulo, with the purpose of examining how university students acquire the discursive seminar gender. By the analysis of audio and image recordings of the students‟ presentations, semi-structured interviews withteachers, field notes and journal, we concluded that students acquire this discursive activity based on oral presentations previously known or following other literacies practices presented in the academic context. / O seminário, atividade discursiva preponderantemente oral e prática letrada, é um gênero do discurso usualmente empregado na comunidade acadêmica brasileira como método de avaliação estudantil e que assume formatos peculiares, de acordo com a área do saber em que se realiza. Nesse contexto, estudantes recém-ingressos na universidade muitas vezes participam dessa atividade de forma intuitiva. Com base nos estudos linguísticos sociointeracionistas e sociorretóricos, e por meio do método de pesquisa qualitativo acompanhamos apresentações expositivas de estudantes recém-ingressos na academia, pertencentes a três áreas distintas do saber (Ciências Agrárias, Exatas e Humanas) de uma universidade pública do interior paulista, com o objetivo de analisar de que modo esses universitários de apropriam do gênero seminário. Mediante a análise de gravações de áudio e imagem de apresentações realizadas pelos estudantes, entrevistas semiestruturadas realizadas com professores, notas e diário de campo, concluímos que os estudantes se apropriam de tal atividade discursiva, baseando-se em práticas letradas de exposição oral por eles conhecidas ou pautando-se em gêneros presentes no contexto acadêmico.

Particular parts of the project 'Uniform Education System for Expert Activities' are listed and described in this dissertation. Legal approaches to the issue of expert activities in selected European countries were mapped on the basis of researches. The fact that the current legal regulation of expert activities in the Czech Republic does not include the obligation of the lifelong learning of experts, does not specify the ways and forms of verifying of qualification requirements before appointing to the office, and also does not provide for the further educating after the registering on the list of experts, is seen as a problematic situation. The suggested system is divided in two basic parts: before registering the expert on the list of experts, focusing on the qualification requirements and the way of their verification by administrative authorities, and after appointing to the office and registering to the central list of experts, focusing on lifelong learning during the whole time of practising of the profession, as well as on the form and content. Some basic methods of sociological survey (especially introductory seminars and questionnaire surveys) were used as the information source. These dates were evaluated and applicable conclusions were compiled and integrated into in more detail described components parts of the suggested education system, in which also the already existing training courses and workshops were taken in consideration. For the purpose of regular verifying of expert's professional qualification, a credit system was developed, as well as the periodicity of verifying of the expert's professional qualification and the form of record keeping in the Index of Expert's Professionalism.

Am 08. und 09.12.2005 fand im Vortragssaal der SLUB Dresden eine Fortbildungsveranstaltung für Fachreferenten der Ingenieurwissenschaften statt. ...

Syftet med detta arbete har varit att undersöka om berättelsen kan fungera som katalysator för elevernas reflektion över sig själva och deras situation i ett postmodernt samhälle. Väsentliga frågor i sammanhanget blev dels huruvida de själva kunde bli medvetna om och reflektera över sina egna och andras strategier i en sådan omfattande social omvandling. Ett sådant fenomen som kom i fokus var vårt behov av ytliga statussymboler.Det i grunden kvalitativa arbetet bygger på tre synvinklar och tillika källor. För det första, mig själv som oundvikligt subjektivt filter; för det andra eleverna och för det tredje, mediala källor som på olika sätt har kunnat användas i sammanhanget.Under arbetets lopp har jag kommit fram till att arbetets informativa, reflektiva och diskursiva processer i sig utgjorde ett lika intressant material som slutsatserna. / The purpose of this work has been to examine the function of storytelling as an induct-ive way to develop self reflection and environmental awareness of the students. Key subjects have been if they could be attentive to the very reflective process itself and to the strategies we apply, when to cope with dynamic changes as those of the postmodern society. Also the possibility to find basic explanations, to specially one of these strategies – one that has been more and more frequently used – became a pursuit in this work. The phenomenon in mind is our seemingly growing demand for “superficial valuables”.This work is basically qualitative. Three perspectives – as well as sources of inform-ation – have been developed through the process of this work: firstly, the inevitably subjective experiences of my own; secondly, the students; and thirdly, different forms of applicable public media. Especially the contribution from the students can’t be overstated. Initially it was them who made me aware of the phenomenon, described above. Moreover they gave input, partly through the literature seminar and the related discussion, partly through a minor enquiry consisting of a few but fundamental questions connected to the matter of “wealth” and “ability”.Quite early during the progression of this work I came to an understanding that the informative, the introspective and the communicative processes of the work itself constituted a most interesting substance. Hence, I made a more careful attempt to describe this development and my thoughts connected to it, rather than giving too much focus on the aftermath. Retrospectively seen, it presents somewhat self-evident answers of the two initial questions above. Yes, storytelling might work as a complement to more radical experiences of the real life. It can be used as a key to existential reflection in an urban security-devoting postmodern society. Also obviously, there seem to be more profound explanations to our quest for superficial valuables – needs beyond the very appeal. They could be connected to the natural instinct of individual survival through real or “illusory” acceptance and irreplaceability within one or more collective social orders – in short, the importance of being important.

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This master thesis deals with the spiritual progress pointing to a national self-awareness in the Enlightenment era from the beginning until 1848. The Enlightenment is an European phenomenon, which is characterized by a change of thinking, and self-awareness. This idea of tolerance and human emancipation contributed to the reforms of fundamental social, political and ecclesiastical changes. These changes result not only from a philosophical influences, but also from royal reforms during the reign of Maria Theresa and Joseph II in particular. The Teresian enlightened Catholicism and Josephinian reformism fully started the journey from the Enlightenment to liberalism. Powered by TCPDF (www.tcpdf.org)

The thesis is divided in two parts. The first theoretical part defines the term cooperation and deals with the question of cooperation and individualism in school environment. It also reflects the documents where cooperation is explicitly mentioned. It shows the influence of school culture and climate on the development of cooperation, and it studies the climate of teacher-staff, and the role of the leadership in teachers' cooperation. The thesis further tries to map the reasons for refusing cooperation and define the environment that would encourage and support cooperation among teachers. At the same time, it identifies obstacles that prevent cooperation. It is aimed at mapping the areas and forms of cooperation used in school systems and various levels in which the teachers are wiling to cooperate. The practical part contains an exploratory study aimed at discovering the actual situation in teachers' cooperation in Primary/Lower Secondary Schools in the capital city Prague and a good practice examples that present options of cooperation among teachers in a Primary and Lower Secondary School in Prague 2.

The basic theme of this work is characterization of the role of Special Educational Centre in the training of teaching staff educating pupils and children with autism spectrum disorder. Theoretical knowledge in the field of autism and education of individuals with disabilities is compared with the content of specific educational seminars and with questionnaire survey from its participants. The analysis of the survey documents and reflects the needs of teachers and it is the basis for the workshop design optimization as well. The result of the presented work emphasizes the need to professionally educate teachers in the field of autism.

This diploma thesis deals with development of industrial school in Volyně in the last one hundred years (1914-2014). Due to such long and rich history of this industrial school, being the second oldest functioning school of this kind, we covered the last one hundred years. Division into chapters follows the changes of school name where such change reflects certain social situation. In this work you can find development of school, its capacity problems which could be solved by looking for and subsequent finding a suitable place for construction and following building of school grounds, problems with accommodation and boarding of students. We keep track of changes related to changes of political situation, changes of study length, fields of study, students´ activities etc. Certain space is related to presentation of school to public (competitions, exhibitions, seminars). In this work you can also find some interesting facts which characterize given period. Sources for this thesis were taken from the archive materials of State district archive in Strakonice, annuals and annual reports of school and school chronicles. This work should contribute to covering history of education system in Volyně.