Suchergebnisse

One: Methods of Concept Formation -- I. Metrical Concepts and Measurement in the Humanities -- II. Concepts with Family Meanings in the Humanities -- III. Persuasive Function of Language -- Two: Applications -- A. Aesthetics and Art Theory -- IV. Informational Aesthetics -- V. The Concept of Kitsch -- VI. The Concept of Happening -- VII. Interpretation of Art Works -- VIII. Beauty and its Socio-Psychological Determinants -- B. Social Sciences -- IX. The Concept of Indicator in the Social Sciences -- X. Semiotic Theory of Culture -- XI. Theory of Questions and its Applications in the Social Sciences -- Author Index.

Une recherche historique sur l'entre deux-guerres, à travers des exemples en Angleterre, Allemagne, France et nord de la France, Autriche, Pays-Bas, République de Weimar, et qui montre les rapports complexes et diffus entre architecture, demande sociale et divers modes d'action politique

I/Approaches to Teleology, Intentionality, and Historical Understanding -- Causal and Historical Explanation -- Against Reductionism and Purism : Tertium Datur -- Is Transcendental Hermeneutics Possible? -- The Intentions of Intentionality -- Comments on Professor Hintikka's Paper -- Reply to J. N. Findlay -- II/Causality and Intervention -- Causality and Action -- Causality and History -- An Analysis of Causality -- Explanation and Understanding of Human Behavior -- III/Human Action and its Explanation -- Human Abilities and Dynamic Modalities -- On Deciding -- Intention and Practical Inference -- The Causal Theory of Action -- Explanation and Understanding in History -- Inductive Explanation, Propensity, and Action -- IV/Replies to Commentators. Second thoughts on Explanation and Understanding -- Replies -- Determinism and the Study of Man -- Index of Names.

Analyse de projets d'aménagement et de leur évolution de 1960 à 1978 : le canal St Martin à Paris 10e et la ville de Provins, puis le rapport de la ville avec le passé et le mythe du progrès.

The evaluation of student achievement in college has only recently become an important area of research. The main focus of this study was to determine the achievement of students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences at Utah State University. Several other variables were considered throughout the study including (1) the achievement of students in introductory courses offered by other colleges than the College of Humanities, Arts, and Social Sciences, (2) the effects of using standardized and teacher-made tests in measuring achievement, and (3) the achievement gain/loss of students tested two months after the completion of the course. The students in four introductory courses--Political Science 111, Sociology 101, Geology 101, and Economics 200--were tested. The students in Political Science 111 and Economics 200 were tested with standardized tests specific to the subject area. The students in Sociology 101 and Geology 101 were tested with teacher-made tests. All students were given a pretest at the beginning of the course and a posttest at the conclusion of the course. The students in Sociology 101 and Geology 101 were tested a third time two months after the termination of the course to measure long term retention. Null hypotheses were used in the study. The analysis of variance with the F-test of significance was employed at the .01 level of significance for the primary hypothesis and the .05 level for the subsidiary hypotheses. In conclusion, the data indicated that students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences--Political Science 111 and Sociology 101--showed an increase in knowledge after taking those courses. The data also showed increases in knowledge of those students laking introductory courses--Geology 101 and Economics 200--which were offered by colleges other than the College of Humanities, Arts, and Social Sciences. The data in relation to the subsidiary hypotheses indicated that (1) students in introductory courses offered by other colleges at USU showed larger knowledge gains than the students in the introductory social science courses offered by the College of Humanities, Arts, and Social Sciences, (2) students in courses measured with teacher-made tests scored higher than the students in courses measured with standardized tests, and (3) an interaction existed between the method of testing and the college offering the course. Finally, the students in the two courses--Sociology 101 and Geology 101--who were tested two months after the completion of the course continued to show positive achievement gains.

En prenant l'exemple de la Tarentaise, cette recherche tente de déterminer comment se déroulent les rapports entre l'action publique et l'ensemble des textes législatifs, règlementaires et administratifs sur laquelle elle s'appuie, d'une part, et d'autre part sur le déroulement de la construction, en matière architecturale, environnementale et urbanistique. Les champs d'action publique ont fait l'objet de nombreux travaux, dont une des caractéristiques principales est l'association entre le fonctionnement classique de l'administration d'état et la mise en place de structures ou de modes d'interventions nouveaux, dont la légitimité ressortit à un autre ordre.