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Partager le résultat de cette recherche Interroger des sources externesLe Régime de la détention provisoire au cours de l'instruction préparatoire en droit algérien à la lumière du droit positif fran?ais / Mostapha Maouene
Titre : Le Régime de la détention provisoire au cours de l'instruction préparatoire en droit algérien à la lumière du droit positif fran?ais Type de document : texte imprimé Auteurs : Mostapha Maouene ; Université de Rennes, Editeur scientifique ; Chevallier, Directeur de thèse Année de publication : 1988 Importance : 470 f. Note générale : 1 Disponible dans la salle de recherche Langues : Français (fre) Catégories : Français - Anglais
DroitTags : Droit Comparé France Instruction préparatoire Instruction Procédure pénale Détention préventive Algerie Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4941 Le Régime de la détention provisoire au cours de l'instruction préparatoire en droit algérien à la lumière du droit positif fran?ais [texte imprimé] / Mostapha Maouene ; Université de Rennes, Editeur scientifique ; Chevallier, Directeur de thèse . - 1988 . - 470 f.
1 Disponible dans la salle de recherche
Langues : Français (fre)
Catégories : Français - Anglais
DroitTags : Droit Comparé France Instruction préparatoire Instruction Procédure pénale Détention préventive Algerie Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4941 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité MAO/266 MAO/266 Thèse Bibliothèque principale Thèses Disponible
Titre : فعالية التعليم المبرمج باستخدام الحاسوب في تخصص علم المكتبات : دراسة تجريبية لتدريس مادة البيبلوغرافيا المتحصصة Type de document : texte imprimé Auteurs : سعاد بوعناقة حرم جديدي, Auteur ; عبد اللطيف صوفي, Directeur de thèse Editeur : قسنطينة [الجزائر] : جامعة منتوري قسنطينة Année de publication : 2006 Importance : 227 ورقة. Format : 30سم Note générale : مذكرة دكتوراه العلوم
1نسخة موجودة في قاعة المطالعة
2نسخ موجودة في مخزن المكتبة المركزيةLangues : Arabe (ara) Catégories : Arabe
علم المكتبات و المعلوماتTags : ??????? ? ??????? ??????? ? ??????? ??????? ??????? ? ??????? ? ????? ?
? ????????? ? ?????? ? ??? ???????? ? ??????????? ?????? Instruction Programmed instruction Computer assisted
instruction Computer Multimedia Education Reference
Materials Librarianship studies Enseignement Enseignement programmé Enseignement
assisté par ordinateur Ordinateur Multimédia Bibliographie spécialisé programme BibliothéconomieIndex. décimale : 020 علم المكتبات و المعلومات Résumé : The most important using that distinguishes this stage is the knowledge explosion, telecommunication revolution and the informatics. These characteristics are connected and
overlapping; the development in each affects the other. In this research, we study the importance and qualification of designing lessons by using programmed instruction method
and multimedia programm, A technique for presenting a subject matter to a student who can work through it at his own learning speed, in a graded sequence of controlled steps. In addition to that we include the possibility of using the computer for producing educational aids, and clarify its characteristics and its obstacles.
Programmed instruction assisted by Computer is an attractive methods of learning, and can illustrate concepts through attractive animation, sound, and demonstration, it allow students to progress at their own speed. Computers capture the student’s attention because the programm is atractive, and engage the student’s spirit of competitivness to increase their scores, computer provide also immediate feedback.
This research includs two important parts, theoretical part comprises definitions, history, evolution of programmed instruction and computer assisted instruction. The second part
comprise the experiment study, which is based on multimedia programm used to learn some courses of “Material references” module, in “Librarianship studies”.
The most important results of this research are:
- This method of learning by using reduce time of learning
- it contributes to more efficient classroom procedure
- it calls for active participation of the learner.
- it enables students to work individually.Diplôme : Doctorat en sciences En ligne : ../theses/bibliotheconomie/ADJE2155.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=8683 فعالية التعليم المبرمج باستخدام الحاسوب في تخصص علم المكتبات : دراسة تجريبية لتدريس مادة البيبلوغرافيا المتحصصة [texte imprimé] / سعاد بوعناقة حرم جديدي, Auteur ; عبد اللطيف صوفي, Directeur de thèse . - قسنطينة (الجزائر) : جامعة منتوري قسنطينة, 2006 . - 227 ورقة. ; 30سم.
مذكرة دكتوراه العلوم
1نسخة موجودة في قاعة المطالعة
2نسخ موجودة في مخزن المكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
علم المكتبات و المعلوماتTags : ??????? ? ??????? ??????? ? ??????? ??????? ??????? ? ??????? ? ????? ?
? ????????? ? ?????? ? ??? ???????? ? ??????????? ?????? Instruction Programmed instruction Computer assisted
instruction Computer Multimedia Education Reference
Materials Librarianship studies Enseignement Enseignement programmé Enseignement
assisté par ordinateur Ordinateur Multimédia Bibliographie spécialisé programme BibliothéconomieIndex. décimale : 020 علم المكتبات و المعلومات Résumé : The most important using that distinguishes this stage is the knowledge explosion, telecommunication revolution and the informatics. These characteristics are connected and
overlapping; the development in each affects the other. In this research, we study the importance and qualification of designing lessons by using programmed instruction method
and multimedia programm, A technique for presenting a subject matter to a student who can work through it at his own learning speed, in a graded sequence of controlled steps. In addition to that we include the possibility of using the computer for producing educational aids, and clarify its characteristics and its obstacles.
Programmed instruction assisted by Computer is an attractive methods of learning, and can illustrate concepts through attractive animation, sound, and demonstration, it allow students to progress at their own speed. Computers capture the student’s attention because the programm is atractive, and engage the student’s spirit of competitivness to increase their scores, computer provide also immediate feedback.
This research includs two important parts, theoretical part comprises definitions, history, evolution of programmed instruction and computer assisted instruction. The second part
comprise the experiment study, which is based on multimedia programm used to learn some courses of “Material references” module, in “Librarianship studies”.
The most important results of this research are:
- This method of learning by using reduce time of learning
- it contributes to more efficient classroom procedure
- it calls for active participation of the learner.
- it enables students to work individually.Diplôme : Doctorat en sciences En ligne : ../theses/bibliotheconomie/ADJE2155.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=8683 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité بوع/2155 بوع/2155 Thèse Bibliothèque principale Thèses Disponible 
Titre : A Cognitive and focus-on-form approach to free stabilized interlanguage and avoid putative fossilization : The case of third year LMD students of English at the University Centre of Mila Learning parallel structures. Type de document : texte imprimé Auteurs : Fouad Boulkroun, Auteur ; Hacene Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 323 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : l'interlangue la fossilisation stabilisation instruction centration sur la forme centration sur le sens feedback prise de conscience prise en conscience Interlanguage fossilization stabilization focus on form focus on meaning input enhancement consciousness-raising noticing ??? ??????? ?????? ?? ?????? ?????? ?????? ?????? ??????? ??????? ????? ??????? ??? ????? ??????? ??? ?????? ??????? ??????? ????? ????? ???????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : It cannot be denied that the ultimate aim of L2 teaching/learning is to produce functionally competent performers who are not at a disadvantage, or short, of grammatical equipments.
However, undue focus on meaning or communicative skills at the cost of forms or grammatical accuracy results in learners who stop developing at a grammatically inaccurate level of proficiency. Evidence from several immersion studies justifies the motivation for formal instruction, i.e. the inclusion of grammar, an issue that constitutes the cornerstone of the endless debate in L2 teaching methodologies: Should we teach grammar at all? It is our
contention that focus-on-form instruction should be adopted as a mediator between extreme practices by teaching grammar forms in situations where the focus is primarily on meaning and communication. The present study suggests a cognitive and focus-on-form approach to free stabilized interlanguage, escape putative fossilization, and boost L2 acquisition. It seeks to investigate the differential effect of different types of instruction, namely focus-on-form, focus-on-meaning and no-instruction. In order for us to determine the role of focus-on-form instruction in the acquisition of English parallel structures, five research questions are put forward, where two are most prominent: 1) Does focus-on-form instruction, both preemptive and reactive, have a differential effect on learners' interlanguage system? 2) Are short-term gains, if at all, maintained in the long-term? These are translated into working hypotheses which are roughly summarized as follows: the focus-on-form instructed subjects and the focus-on-meaning subjects would outperform the uninstructed participants of the control group; secondly, different types of instructional conditions would have differential effects on the short-term learning of parallel structures; thirdly, the focus-on-form group would outperform the focus-on-meaning group in the short-term; and finally, short-term gains would be maintained in the long-term and higher for the focus-on-form group than for the focus-onmeaning group. Seventy eight (78) third-year LMD university English language learners are
divided into three groups: a focus-on-form group (N=27), a focus-on-meaning group (N=27), and a control group (N=24). A Grammaticality Judgment Test (GJT) was used to measure accuracy of the target parallel forms over the short- and the long-term; therefore, three similar but not identical tests were administered at three temporal times: a pre-test, an immediate post-test, and a delayed post-test. The results of the present study show that focus-on-form instruction had a differential effect in language learning in both the short- and the long-term.
Recommendations for both research and pedagogy are discussed, and a model course of instruction is suggested.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1484.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10818 A Cognitive and focus-on-form approach to free stabilized interlanguage and avoid putative fossilization : The case of third year LMD students of English at the University Centre of Mila Learning parallel structures. [texte imprimé] / Fouad Boulkroun, Auteur ; Hacene Saadi, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2018 . - 323 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : l'interlangue la fossilisation stabilisation instruction centration sur la forme centration sur le sens feedback prise de conscience prise en conscience Interlanguage fossilization stabilization focus on form focus on meaning input enhancement consciousness-raising noticing ??? ??????? ?????? ?? ?????? ?????? ?????? ?????? ??????? ??????? ????? ??????? ??? ????? ??????? ??? ?????? ??????? ??????? ????? ????? ???????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : It cannot be denied that the ultimate aim of L2 teaching/learning is to produce functionally competent performers who are not at a disadvantage, or short, of grammatical equipments.
However, undue focus on meaning or communicative skills at the cost of forms or grammatical accuracy results in learners who stop developing at a grammatically inaccurate level of proficiency. Evidence from several immersion studies justifies the motivation for formal instruction, i.e. the inclusion of grammar, an issue that constitutes the cornerstone of the endless debate in L2 teaching methodologies: Should we teach grammar at all? It is our
contention that focus-on-form instruction should be adopted as a mediator between extreme practices by teaching grammar forms in situations where the focus is primarily on meaning and communication. The present study suggests a cognitive and focus-on-form approach to free stabilized interlanguage, escape putative fossilization, and boost L2 acquisition. It seeks to investigate the differential effect of different types of instruction, namely focus-on-form, focus-on-meaning and no-instruction. In order for us to determine the role of focus-on-form instruction in the acquisition of English parallel structures, five research questions are put forward, where two are most prominent: 1) Does focus-on-form instruction, both preemptive and reactive, have a differential effect on learners' interlanguage system? 2) Are short-term gains, if at all, maintained in the long-term? These are translated into working hypotheses which are roughly summarized as follows: the focus-on-form instructed subjects and the focus-on-meaning subjects would outperform the uninstructed participants of the control group; secondly, different types of instructional conditions would have differential effects on the short-term learning of parallel structures; thirdly, the focus-on-form group would outperform the focus-on-meaning group in the short-term; and finally, short-term gains would be maintained in the long-term and higher for the focus-on-form group than for the focus-onmeaning group. Seventy eight (78) third-year LMD university English language learners are
divided into three groups: a focus-on-form group (N=27), a focus-on-meaning group (N=27), and a control group (N=24). A Grammaticality Judgment Test (GJT) was used to measure accuracy of the target parallel forms over the short- and the long-term; therefore, three similar but not identical tests were administered at three temporal times: a pre-test, an immediate post-test, and a delayed post-test. The results of the present study show that focus-on-form instruction had a differential effect in language learning in both the short- and the long-term.
Recommendations for both research and pedagogy are discussed, and a model course of instruction is suggested.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1484.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10818 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1484 BOU/1484 Thèse Bibliothèque principale Thèses Disponible
Titre : La Détention préalable en droit fran?ais et algérien : sa nature éffective subsititut son mode d'indemnisation Type de document : texte imprimé Auteurs : Mohamed Salah-Bey ; Université d'Alger, Editeur scientifique Année de publication : 1973 Importance : 296 f. Note générale : 1 Disponible au magasin de la bibliothèque centrale Langues : Français (fre) Catégories : Français - Anglais
DroitTags : Droit Comparé Procédure pénale Juge d'instruction Détention Pénale Instruction Droit pénal Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4929 La Détention préalable en droit fran?ais et algérien : sa nature éffective subsititut son mode d'indemnisation [texte imprimé] / Mohamed Salah-Bey ; Université d'Alger, Editeur scientifique . - 1973 . - 296 f.
1 Disponible au magasin de la bibliothèque centrale
Langues : Français (fre)
Catégories : Français - Anglais
DroitTags : Droit Comparé Procédure pénale Juge d'instruction Détention Pénale Instruction Droit pénal Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4929 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SAL/17 SAL/17 Thèse Bibliothèque principale Thèses Disponible
Titre : La Notion d'instigation en droit pénal algérien et fran?ais Type de document : texte imprimé Auteurs : Nourredine Gharbi ; Université de Constantine, Editeur scientifique ; Mekki Derdous, Directeur de thèse Année de publication : 1981 Importance : 115 f. Format : 29 cm. Note générale : 3 Disponibles dans le magasin de la bibliothèque centrale Langues : Français (fre) Catégories : Français - Anglais
DroitTags : Algerie France Législation Organisation Incitation Instigation Mode d'éxpression Complicité Instruction Droit pénal Auteur principal Infration Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5005 La Notion d'instigation en droit pénal algérien et fran?ais [texte imprimé] / Nourredine Gharbi ; Université de Constantine, Editeur scientifique ; Mekki Derdous, Directeur de thèse . - 1981 . - 115 f. ; 29 cm.
3 Disponibles dans le magasin de la bibliothèque centrale
Langues : Français (fre)
Catégories : Français - Anglais
DroitTags : Algerie France Législation Organisation Incitation Instigation Mode d'éxpression Complicité Instruction Droit pénal Auteur principal Infration Index. décimale : 340 Le droit Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5005 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité GHA/185 GHA/185 Thèse Bibliothèque principale Thèses Disponible
