181 research outputs found
Willem Christiaan van Manen: A Dutch Radical New Testament scholar
No full textW C van Manen is the most fascinating representative of the 'Dutch Radicals'. In his opus magnum, (1890-1895), Paulus, he argued that we do not have any authentic Pauline epistles. Earlier, in 1865, he had defended the thesis that Paul was the author of 1 Thessalonians. Ater his appointment as a professor in Leiden we can see his growing doubt about the authenticity of even the four main epistles: Romans, 1 and 2Corinthians and Galatians. In 1889 Van Manen said for the first time that, in his opinion, we do not have any authentic Pauline epistles. The importance of Van Manen is that he compels us to account for ouropinions regarding the authorship of the thirteen 'Pauline' epistles
Toward a Phenomenology of Curriculum: The Work of Max Van Manen and T. Tetsuo Aoki.
No full textIn this study an attempt was made at understanding contemporary thought and application of phenomenological research to the field of curriculum and instruction. More specifically, it sought to identify a place and need for a methodology in curriculum research that exposes and clarifies the dynamics of pedagogy as a result of investigating the existential/ontological nature of pedagogical activity. In accomplishing this, the works of two major North American phenomenological curriculum theorists, T. Tetsuo Aoki and Max van Manen were examined. The work of these two significant contemporary curriculum theorists was used due to the international recognition their seminal phenomenologically oriented research activities in curriculum has received. The work of van Manen and Aoki was not only examined for its theoretical foundations and principal themes, but was also used as the guide to a modest phenomenological investigation by the author into the interpretation given to the phenomenon of experiencing knowledge by thirty-three Developmental Reading students from Louisiana State University. This examination of the study was prefaced by a review of three theoretical emphases from which the research of reading has been approached. This examination of the field of reading included a positing by the author of the necessity and benefits a phenomenological perspective of reading can offer to its curriculum development and instruction. Based on this discussion and the work of van Manen and Aoki, the phenomenological analysis of these students\u27 written responses to the reading of the novel Flowers For Algernon provided the researcher with the basis for several recommendations to curriculum development and instructional approaches in teaching reading to developmental education students. The conclusion of this study found that phenomenology, as part of an eclectic research methodology, can uniquely contribute to curriculum research and allows for the creation of a more lifeworld sensitive pedagogical praxis
A contribution to the solution of some specific ship propulsion problems: A reappraisal of momentum theory
No full textMechanical, Maritime and Materials Engineerin
Calculation of performance and cavitation characteristics of propellers including effects on non-uniform flow and viscosity
No full textMechanical, Maritime and Materials Engineerin
On the use of lifting surface theory for moderately and heavily loaded ship propellers
No full textIt is usual to subdivide the loading range of a ship propeller, in which it developes a thrust in the direction of advance, into light, moderate and heavy loadings. The division is based on the degree to which the flow is influenced by the action of the propeller. For the heavily loaded propeller no generally reliable computation model is yet available. Often a computation model for the moderately loaded propeller is used,in which the effects corresponding to the deformation of the wake are missing. In this study it is investigated,for a propeller model with infinitely many blades, in which way the characteristic flow phenomena of the wake react on the flow at the location of the propeller. For that purpose a consideration,indicated by Von Karman and Burgers, of the hydrodynamical equation of motion is applied. In doing so the non-linear terms and the pressure term in the equation of motion are partly considered as secondary forces and partly derived from an acceleration potential. It is proved in this way that the centripetal pressure build-up, due to the rotational velocities in the wake, can be considered as a secondary force on the propeller model and induces an axial velocity. The contraction of the wake also induces velocities at the location of the propeller model, which cannot be associated with secondary forces on the propeller model, however. The effects found are, in modified form, also assumed for a propeller with finite blade number. They are introduced into an available madel based on lifting-surface theory. The results of the analysis of some propellers show a good correlation with experimental data. This correlation leads to the conclusion that the mean axial velocity at a propeller blade section is practically independent from the load and equal to the product of the rate of rotation and the pitch.Applied Science
La responsabilidad ética-pedagógica de los profesores-educadores : una mirada nueva desde Max van Manen
No full textTomando conciencia de que la formación del profesorado -en concreto de Secundaria- necesita tener muy en cuenta -además de las dimensiones «teóricas» y «técnicas» de la enseñanza-educación- aquélla de orden «ético-pedagógica» en sentido profundo, el artículo se propone sacar a la luz gran parte de lo que el reconocido pedagogo Van Manen ha ido descubriendo, a lo largo de sus numerosas reflexiones e investigaciones, sobre la teoría y práctica de la «responsabilidad ética-pedagógica»: una disposición que está en el corazón de todo verdadero profesor-educador, debidamente formado globalmente. El interés de este trabajo reside, así, en la comprensión profunda de esa actitud esencial de toda auténtica relación educativa entre un educador y un menor. En este sentido, se destaca que, según Van Manen, lo más distintivo de todo auténtico educador es la vivencia comprometida en la práctica de su responsabilidad ética-pedagógica. Para este cometido, el artículo, más que teorizar en exceso, ayuda al lector a captar de forma evocativa la esencial actitud inherente a la responsabilidad pedagógica; para ello se la ilustra con un «ejemplo real y comentado » entresacado de una investigación fenomenológica-hermenéutica realizada por el autor del artículo. El fin de esta segunda parte es hacer lo más visible posible cómo los educadores muy responsables pedagógicamente logran poner en práctica esa disposición esencial estudiada, invitando al lector-educador a que también él emule dicha responsabilidad pedagógica en su propia práctica educadora.The first point consists of being aware that the education of the teachers -concretely those of secondary education- needs to assure -besides the theoretical and technical dimensions of the task of teaching- the «ethical-pedagogical» dimensions in a deep sense. From there, this study has an aim: to shed light on a good part of what Van Manen has been discovering through his numerous reflections and researchs on the theory and practice of the «ethical-pedagogical responsibility»; a disposition that is in the heart of every real teacher-educator, after to have received a global education. In this line, the interest of this study consists in the deep understanding that Van Manen has obtained on this essential attitude, a disposition present in all authentic relation between an educator and a child. In this sense, in this study one stands out that, according to Van Manen, in the practice, the most essential of all good educator is his/her intense experience of «ethical-pedagogical responsibility». A contribution -also new- of this article consists of illustrating all the previous one with an «real example commented» selected of a phenomenological-hermeneutical research conducted by the author of this study, in order to make as visible as possible how the teachers who have a very great pedagogical responsibility are able to put in practice -with naturalness- that essential disposition, subject of this study, so that the reader-educator feels highly the attraction to emulate in his/her own educational practice this pedagogical responsibility
Invloed van de ongelijkmatigheid van het snelheidsveld op het ontwerp van scheepsschroeven
No full textMechanical, Maritime and Materials Engineerin
Monitor in het belang van de vennootschap : een analyse van de functie van commissarissen
No full textThis book comprises an analysis of the function of the board of supervisory directors within corporations. This analysis is based on the study of relevant literature, interviews with supervisory directors and on the experiences of the author in his capacity of accountant (and with that, of advisor to various boards of managing and supervisory directors). ...
Zie: Summery
- …
