Cette thèse comporte trois parties, à travers lesquelles apparaît l'ambition de ce grand centre culturel et artistique d'apporter l'art moderne et contemporain non pas seulement à une élite, mais bien à tous les publics. La première partie a pour objectif d'explorer la création et la mise en place du Centre Pompidou, du point de vue politique, historique, ainsi que du point de vue architectural, à la fois original et pensé en fonction d tous les visiteurs. Dès son ouverture en 1977, deux séries d'expositions géo-culturelles répondent au au désir du Président Georges Pompidou, grand amateur d'art moderne et contemporain, de remettre Paris à la place culturelle que la capitale occupait avant la deuxième guerre mondiale. Toutes ces expositions géo-culturelles faisaient de Paris un initiateur et un novateur en matière d'art. La deuxième partie s’attache à une analyse portant sur trois expositions thématiques, qui présentent une nouvelle étape dans le développement du Centre, par leur façon d'aborder un sujet précis, de l'accompagner d'une trame et de renouveler la scénographie qui joue maintenant avec l'espace, la luminosité, les confrontations, les rapprochements de couleurs et de formes, afin d'éveiller la sensibilité de chaque visiteur. Big Bang soulignant deux aspects antagonistes de l'art moderne, la destruction et la création, et apparaissant comme une initiation à l'art moderne et contemporain et à ses nouvelles normes ; l'exposition elles tissant les liens entre l'art et un problème de société ( la place des femmes dans l'art ) ; Danser sa vie montrant l'enrichissement que la chorégraphie peut apporter au musée et faisant découvrir au public comment la danse et l'art plastique et visuel ont pu s'influencer réciproquement. La troisième partie aborde le renouveau de la transmission culturelle, grâce à tous les outils d'accompagnement de chaque exposition, ainsi que grâce aux conférences, spectacles, projections cinématographiques et aussi aux ateliers pédagogiques qui permettent d'éveiller la sensibilité des jeunes et de former le public de demain / This thesis has three sections, in which we present the ambition of a great cultural and artistic center to bring modern and contemporary art not only to an elite, but to all audiences. In the first section, we examine the political, historical and architectural elements which show that the Pompidou Center was designed to be accessible to a broad range of visitors. Since its opening in 1977, two series of cultural geography exhibitions have responded to the wish of President Georges Pompidou, a great lover of modern and contemporary art, to restore Paris to its pre-World War Two status of world cultural capital. All these geo-cultural exhibitions contributed to Paris’s status as an initiator and innovator in the arts. The second part of our study consists of an analysis of three thematic exhibitions. These exhibitions mark a new stage in the development of the Cnter. They are concerned with a specific subject, include a narrative and feature renewed scenography that now plays with space, luminosity, confrontations, reconciliations of colors and forms, in order to awaken the sensitivity of each visitor. Big Bang highlights two antagonistic aspects of modern art, destruction and creation, and is presented as an introduction to modern and contemporary art with its new standards. Elles@centrepompidou draws links between art and a social issue of the day--the place of women in art. Dancing one’s life shows the enrichment that choreography can bring to the museum by enhancing the experience of visual arts. The third part of this study thanks to all the tools which accompany each exhibition, and the conferences, shows, cinematographic projections and the pedagogical workshops. These workshops aim to stimulate the sensitivity of young people and educate the public of tomorrow

One research path has been to see whether the type of political regime, namely a democratic versus an authoritarian regime, influences economic growth. Much of the past literature has produced ambiguous results. But more recent studies using more sophisticated statistical techniques have often shown a positive effect of democratization upon economic growth. These studies have made welcome contributions. However, they often fail to examine how the effects of democratization could differ across countries or over time. In my dissertation, I will look more closely at how the effects of democratization could differ depending upon country characteristics - corruption and adherence to rule of law - or when democratization occurs. Chapter 1 investigates whether the association between corruption and economic growth differs between democracies and authoritarian regimes. Consider illegal corruption and legal lobbying, both forms of rent seeking, as imperfect substitutes. Suppose lobbying is easier to do in democracies. Then, lowering corruption in authoritarian regimes could have greater growth benefits because of the lower substitutability between corruption and lobbying in these countries. Using cross-country, annual data from 1984 to 2007, we regress economic growth on: the control of corruption, the degree of democracy, and an interaction term combining the two. We find that coefficients are positive on the first two variables. However, the coefficient on the interactive term is negative, suggesting that the benefits upon growth of controlling corruption are actually greater in authoritarian regimes. Chapter 2 examines both short and long-run effects of democratization upon economic growth and measures the extent they differ. For example, democratization could initially lower economic growth due to transitional costs. Effects could then turn positive as democratic reforms take hold and provide greater freedoms to the populace. But over time, greater amounts of rent seeking could occur and so diminish benefits of democratization. Or, do other patterns rise? Utilizing difference-in-difference estimations and controlling for time and country specific fixed effects, we analyze a panel data sample of 174 countries from 1960 to 2003. Our results show that democratizations are not associated with high transitional costs. Instead, we find that democratization enhances long-run growth more in Sub-Saharan Africa than in other regions. Finally, we find evidence that the effects of democratization upon growth differ between partial and full democratization episodes. Chapter 3 considers whether or not democratization improves institutions that have so often been argued to increase economic growth. Utilizing a panel dataset from 1984 to 2007 for 127 countries, we examine whether democratization promotes the rule of law. We generally find a positive influence from democratization upon the rule of law although effects are strongest for sub-Saharan Africa.

abstract: This dissertation seeks to show that the fate of emerging democracies is largely dependent upon the strategic behaviors of political militaries and their coup potential. Given the known issue of democratization's temporarily destabilizing effects, it first examines if such effects makes states vulnerable to coups. It finds clear evidence on democratization's destabilizing effects on coup risk. Such evidence is used to shed new light on the literature about the armed forces and coups in emerging democracies. To explain variation in the military's responses to democratization and consolidation against coup threats, it argues that how the armed forces were organized and controlled during the authoritarian periods influences whether emerging democracies are able to consolidate against coup risk. Second, it explores the declining coup risk and the trilateral relationship between Western democracy promotion, coup risk, and election violence in recently emerging electoral regimes, the so-called "illiberal democracies." It argues that vulnerability to Western leverage, coupled with an emphasis on multiparty elections, creates a political moral hazard problem for incumbents, permitting them to commit electoral violence during the emergence of mass electoral politics. / Dissertation/Thesis / Doctoral Dissertation Political Science 2015

Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-11Bitstream added on 2014-06-13T20:31:46Z : No. of bitstreams: 1 perez_mi_me_arafcl.pdf: 689103 bytes, checksum: 30f07cdae2799cf8f10d9094b14f7ddf (MD5) / Partindo da análise da expansão do ensino secundário na cidade de Araraquara e no interior de uma unidade escolar, este trabalho objetiva verificar em que medida o processo de democratização do ensino modificou e transformou a cultura escolar da instituição educativa, influenciou as práticas instituídas e consolidadas ao longo do tempo e interferiu no funcionamento interno da unidade escolar. A análise dos documentos possibilitou-nos concluir que houve uma ampliação radical das oportunidades educacionais, principalmente a partir do ano de 1968, quando medidas importantes foram implementadas pela política educacional do Estado. Essa ampliação, porém, firmou-se apenas na garantia de acesso e na expansão da matrícula, uma vez que a permanência de práticas historicamente cristalizadas no seio da escola secundária criou obstáculos à democratização do ensino, impedindo que parte considerável dos alunos completasse o processo de escolarização. A entrada maciça de alunos e professores no ensino público ginasial secundário desestruturou, de maneira significativa, toda uma cultura escolar que há décadas servia a interesses completamente distintos dos que agora eram atribuídos a esse ramo de ensino. O relativo fracasso das propostas democratizadoras deveu-se, em parte, ao fato de os reformadores não terem considerado, no momento de implantar medidas educacionais de tão grande impacto, o peso das tradições e a bagagem histórica das instituições educativas secundárias. / Starting for the analysis of the expansion of the secondary education in a school unit of Araraquara, this work intends to verify as the process of democratization of education modified and transformed the culture school of the educative institution, influenced the practice instituted and consolidated throughout the time and intervened with the internal functioning of the school unit. The analysis of documents became possible to conclude that it had a radical magnifying of the educational opportunities, mainly from the year of 1968, when important measured were implemented by the educational politics of the State. This magnifying, however, was firmed only in the access guarantee and in the expansion of the school registration, since the permanence of practices crystallized by history in the center of the secondary school created obstacles to the democratization of education, hindering that a considerable number of pupils completed its educational process. The massive entrance of pupils and teachers in secondary public education shook, in significant way, all a school culture that served, per decades, to the completely distinct interests of those now attributed to this part of the education. The relative failure of the democratic proposals happened, in part, because the reformers did not consider, when implementing educational measures of so great impact, the weight of the traditions and the historical luggage of the secondary educative institutions.

Orientador: Rosa Fátima de Souza / Banca: Vera Teresa Valdemarim / Banca: José Carlos Souza Araújo / Resumo: Partindo da análise da expansão do ensino secundário na cidade de Araraquara e no interior de uma unidade escolar, este trabalho objetiva verificar em que medida o processo de democratização do ensino modificou e transformou a cultura escolar da instituição educativa, influenciou as práticas instituídas e consolidadas ao longo do tempo e interferiu no funcionamento interno da unidade escolar. A análise dos documentos possibilitou-nos concluir que houve uma ampliação radical das oportunidades educacionais, principalmente a partir do ano de 1968, quando medidas importantes foram implementadas pela política educacional do Estado. Essa ampliação, porém, firmou-se apenas na garantia de acesso e na expansão da matrícula, uma vez que a permanência de práticas historicamente cristalizadas no seio da escola secundária criou obstáculos à democratização do ensino, impedindo que parte considerável dos alunos completasse o processo de escolarização. A entrada maciça de alunos e professores no ensino público ginasial secundário desestruturou, de maneira significativa, toda uma cultura escolar que há décadas servia a interesses completamente distintos dos que agora eram atribuídos a esse ramo de ensino. O relativo fracasso das propostas democratizadoras deveu-se, em parte, ao fato de os reformadores não terem considerado, no momento de implantar medidas educacionais de tão grande impacto, o peso das tradições e a bagagem histórica das instituições educativas secundárias. / Abstract: Starting for the analysis of the expansion of the secondary education in a school unit of Araraquara, this work intends to verify as the process of democratization of education modified and transformed the culture school of the educative institution, influenced the practice instituted and consolidated throughout the time and intervened with the internal functioning of the school unit. The analysis of documents became possible to conclude that it had a radical magnifying of the educational opportunities, mainly from the year of 1968, when important measured were implemented by the educational politics of the State. This magnifying, however, was firmed only in the access guarantee and in the expansion of the school registration, since the permanence of practices crystallized by history in the center of the secondary school created obstacles to the democratization of education, hindering that a considerable number of pupils completed its educational process. The massive entrance of pupils and teachers in secondary public education shook, in significant way, all a school culture that served, per decades, to the completely distinct interests of those now attributed to this part of the education. The relative failure of the democratic proposals happened, in part, because the reformers did not consider, when implementing educational measures of so great impact, the weight of the traditions and the historical luggage of the secondary educative institutions. / Mestre

Since the end of the 80s there has been a great and unprecedented proliferation of democracy over the African continent. The first two chapters of the essay are dealing with the analysis of its cause and course. In connection with the first part of the essay the third and longest chapter ensues by the analysis of the prospects of this process, with regard to the initial conditions and actual processes on the continent.

"Arab World" is the only region in the world that lacks democratic values. However, back in December 2010, the authoritarian regimes of the Middle East had faced rapid and remarkable political change under the dynamics of the so-called "Arab Spring". The existing regimes in some of the Arab countries have met the popular opposition that demanded for the changes towards democratization processes, which was perceived by many scholars as a positive factor to the emergence of democracy. Since then, the question of the perspective of democratization of the Arab world has come to the agenda of most political debates. Thus, the aim of this thesis is to discuss and analyze whether democracy is able to develop in Arab region, what are the main challenges to it and whether in the past four years Arab Spring has facilitated the transformation of the political regimes.

Democratization has been dominating international relations since the end of the Cold War. Moreover, democratization assistance became embedded in states' foreign institutions, as it is seen in the examples of the United States and the European Union. As states perceive international relations from a neo-realist perspective, it raises a concern about their reasoning behind democracy promotion. This thesis attempts to find a correlation between states' geopolitical objectives and democratization. Its goal is to prove that democratized countries tend to incline towards the assisting power, and this benefits the assisting power's geopolitical objectives. By studying EU and US geopolitical goals and applying them on the democratization of Ukraine, this thesis attempts to find how democracy promotion in Ukraine benefited the USA and the EU. To support the claim that ideology can be used to pursue geopolitical goals, it draws a parallel with the Communist coup d'état in Czechoslovakia in 1948 and analyzes how the USSR benefited from supporting the Czechoslovak Communist Party. Keywords Democratization, soft power, smart power, Cold War, communism, United States, European Union, USSR, geopolitics, democracy assistance

With the capitulation of Japan in August 1945, World Tier II came to an abrupt end but that date signified the beginning of a phenomenon quite unique in history: the transformation of an alien and authoritarian culture into a democratically oriented society by means of educational Ideas and methodology. The role of American educational philosophy in the democratization of Japanese society warrants more attention than it has thus far received. It was with this in mind that the following study was undertaken.

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