Kitāb Mukālamāt ʻArabīyah : manuscript, [ca. 1783]

المقالة الأولى في حروف العربية ووضعهم في الكلام أول ذلك علىيد اليمين على جانب الشمال... :Incipit

Amthāl Luqmān al-Ḥakīm wa-baʻḍ aqwāl al-ʻArab =: Locmani Sapientis Fabulae et selecta quaedam Arabum adagia

cum interpretatione latina & notis Thomae Erpenii.

Sūrat Yūsuf wa-tahajjī al-ʻArab =: Historia Iosephi Patriarchae ex Alcorano, Arabicè

cum triplici versione Latina, & scholijs Thomae Erpenii, cujus & alphabetum Arabicum praemittitur.

Kitāb al-Ḥikam / li-ḥaḍrat al-Shaykh al-Akbar wa-al-Kibrīt al-Aḥmar Sayyidī al-Shaykh Muḥyī al-Dīn Muḥammad ibn al-ʻArabī al-Ṭāʼī al-Ḥātimī al-Andalusī : manuscript, 1904

Copy completed in 16 Ṣafar 1322 [June 17, 1904] in the hand of Aḥmad Fahmī al-ʻAṭṭār.

Bulūgh al-arab bi-taḥrīr al-nisab / li-Mawlānā al-Imām al-ʻAllāmah al-Humām Sībawayh zamānih wa-Farīd ʻaṣrih wa-awānih al-Shaykh Shihāb al-Dīn Aḥmad al-Ghunaymī al-Anṣārī : manuscript, [1622]

According to a muqābalah note on f. 11r, copy is collated with the author's copy in the presence of the author. The author signed the copy in his handwriting in the last days of Shaʻbān 1031 AH [June 1622 AD].

ʻUmdat al-ṭullāb fī maʻrifat ʻilm al-ḥisāb : manuscript, 1637

Written in one column, 21 lines per page, in black rubricated in red.

Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level

The integration of mathematics and science in secondary schools in the 21st century continues to be an important topic of practice and research. The purpose of my research study, which builds on studies by Frykholm and Glasson (2005) and Berlin and White (2010), is to explore the potential constraints and benefits of integrating mathematics and science in Ontario secondary schools based on the perspectives of in-service and pre-service teachers with various math and/or science backgrounds. A qualitative and quantitative research design with an exploratory approach was used. The qualitative data was collected from a sample of 12 in-service teachers with various math and/or science backgrounds recruited from two school boards in Eastern Ontario. The quantitative and some qualitative data was collected from a sample of 81 pre-service teachers from the Queen’s University Bachelor of Education (B.Ed) program. Semi-structured interviews were conducted with the in-service teachers while a survey and a focus group was conducted with the pre-service teachers. Once the data was collected, the qualitative data were abductively analyzed. For the quantitative data, descriptive and inferential statistics (one-way ANOVAs and Pearson Chi Square analyses) were calculated to examine perspectives of teachers regardless of teaching background and to compare groups of teachers based on teaching background. The findings of this study suggest that in-service and pre-service teachers have a positive attitude towards the integration of math and science and view it as valuable to student learning and success. The pre-service teachers viewed the integration as easy and did not express concerns to this integration. On the other hand, the in-service teachers highlighted concerns and challenges such as resources, scheduling, and time constraints. My results illustrate when teachers perceive it is valuable to integrate math and science and which aspects of the classroom benefit best from the integration. Furthermore, the results highlight barriers and possible solutions to better the integration of math and science. In addition to the benefits and constraints of integration, my results illustrate why some teachers may opt out of integrating math and science and the different strategies teachers have incorporated to integrate math and science in their classroom.

Conhece o microsoft mathematics? Não?! Então este workshop é para si!

A vertiginosa difusão das TIC e o crescente desenvolvimento de diverso software científico estão a produzir mudanças relevantes nos processos formativos em matemática, estando estas a favorecer a criação de novos e melhores recursos didáticos e de autoaprendizagem, assim como uma nova forma de gerar e difundir conhecimento ou experiências cognitivas (Atencio, 2013). No entanto para tirar partido, a nível pessoal ou profissional, da variedade de recursos que estão ao nosso alcance para aprender/ensinar matemática, como os programas Geogebra, Surfer, GeCla, Microsoft Mathematics etc., é importante conhecê-los e saber trabalhar com eles. Tendo em vista este objetivo, neste Workshop pretende-se “apresentar” o software Microsoft Mathematics, explorá-lo como recurso na resolução de algumas tarefas de matemática, assim como discutir as suas potencialidades e limitações. O software Microsoft Mathematics, inicialmente com a designação Microsoft Math, foi lançado pela Microsoft Corporation em 2006, e surgiu para tentar resolver o problema de muitos alunos brasileiros que tinham dificuldades nas disciplinas que envolviam cálculo. No início estava apenas disponível para uso de uma comunidade estudantil que, com o apoio de empresas e universidades, visava formar alunos na área de tecnologias de informação para o mercado de trabalho. Depois de algumas melhorias, o programa passou a ser disponibilizado para o público em geral e a ser comercializado (Sousa e Araújo (s.d.)). Atualmente a versão 4.0 é a mais recente, é gratuita e está disponível para download na internet no site https://www.microsoft.com/ptpt/ download/details.aspx?id=15702. Do ponto de vista da matemática, o Microsoft Mathematics abrange domínios como a aritmética, o cálculo, a álgebra e a estatística. Por exemplo, permite executar uma diversidade de cálculos: resolver equações, inequações e sistemas de equações, converter unidades de medida, calcular estatísticas básicas (como média e desvio-padrão), efetuar operações com números complexos, calcular derivadas e integrais, realizar operações com matrizes, entre outros, e, em alguns casos, possibilita a consulta da resolução passo a passo. Tem também uma vertente gráfica, podendo representar-se gráficos a duas ou a três dimensões. Esta funcionalidade possibilita, ainda, representar graficamente equações com parâmetros, o que permite visualizar as mudanças em função da variação do valor do parâmetro, que pode ser de grande utilidade, por exemplo, na discussão de sistemas de equações lineares. Em termos de usabilidade, o Microsoft Mathematics tem uma interface simples e facilmente compreensível para o utilizador e a sintaxe para comunicar com o software é quase sempre a que se utiliza em matemática. Torna-se igualmente uma mais-valia quando se pretende produzir documentos em Word com simbologia matemática, pois permite exportar para este aplicativo o trabalho realizado. Conclui-se, assim, que o Microsoft Mathematics é um software educativo que fornece um conjunto de ferramentas que podem constituir um apoio para os estudantes do 3.º ciclo do ensino básico, do ensino secundário e ensino superior, na resolução de tarefas que exigem conhecimentos matemáticos. Pode, ainda, tornar-se um recurso útil para os professores tanto na preparação de aulas como no contexto de sala de aula, na medida em que, para além de facilitar a execução de cálculos, permite explorar alguns conteúdos de uma forma interativa e com maior profundidade.

The Arab Spring: where was the EU, and what is its future in the region? Jean Monnet/Robert Schuman Paper Series Vol. 13 No. 4, February 2013

From the Introduction. In 2010 the martyring of Mohamed Bouazizi began a ripple of civil uprisings across the Middle East, and would lead to a wave of revolutions that the media would dub the Arab Spring. From North Africa to the Gulf Region, these civil uprisings made major headlines but found little intervention on behalf of world superpowers such as the United States or the European Union. Acting as more of an observer than as an active participant in these revolutions, it would seem that the European Union played a small role in preventing civil unrest, or in aiding in the policing of these oppressive governments. By example of the passive position held by Europe during these revolutions, the EU appears to be ill equipped to handle security issues such as the massive revolutionary chain witnessed across the Mediterranean. Now, however, they have a new opportunity to be involved in a post- Arab Spring Mediterranean. This paper seeks to address some reasons behind the Arab Spring, describe the institutional framework previously and currently in place, as well as to analyze the progress of Europe’s relationship with the Mediterranean by analyzing the EU’s past and current role in the Mediterranean. It will also look at critiques of the EU’s role in the Arab Spring, as well as the opportunities to be taken in the Mediterranean region.

The Arab Spring: A Litmus Test for the EU’s Women’s Rights Policy in the Euro-Mediterranean Area? Bruges Regional Integration & Global Governance Paper 1/2013

The promotion of women’s rights is described as a priority within the external action of the European Union (EU). As a result of the Arab Spring uprisings which have been ongoing since 2011, democracy and human rights have been pushed to the forefront of European policy towards the Euro-Mediterranean region. The EU could capitalise on these transformations to help positively reshape gender relations or it could fail to adapt. Thus, the Arab Spring can be seen to serve as a litmus test for the EU’s women’s rights policy. This paper examines how and to what extent the EU diffuses women’s rights in this region, by using Ian Manners’ ‘Normative Power Europe’ as the conceptual framework. It argues that while the EU tries to behave as a normative force for women’s empowerment by way of ‘informational diffusion’, ‘transference’ ‘procedural diffusion’ and ‘overt diffusion’; its efforts could, and should, be strengthened. There are reservations over the EU’s credibility, choice of engagement and its commitment in the face of security and ideological concerns. Moreover, it seems that the EU focuses more intently on women’s political rights than on their social and economic freedoms.

Regionale Integration in der arabischen Welt – eine neofunktionalistische Analyse = Regional integration in the Arab world - a neofunctional analysis. ZEI Discussion Paper C222, 2014

No abstract.