Thesis (Ph. D.)--University of Cincinnati, 2006. / Keywords: Kentucky; Emancipation; Racial Violence; Civil War; Reconstruction; Freedmen's Bureau Includes bibliographical references.

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Made available in DSpace on 2014-06-11T19:23:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-27Bitstream added on 2014-06-13T20:27:31Z : No. of bitstreams: 1 oliveira_ts_me_mar.pdf: 1556003 bytes, checksum: 409aa3789a6725da0a9faabea5488ad8 (MD5) / Este trabalho tem como objetivo problematizar as influências da participação política, entre o final da I Guerra Mundial até a Revolução de 1930, da Liga da Defesa Nacional, a qual propõe um Projeto de Defesa, mas nele implicando um Projeto de Nação. Esta abordagem tem, como ponto de partida, os discursos proferidos por Olavo Bilac, na fundação da referida entidade, em 1916, identificando, neles, a tentativa da confluência de interesses, norteada pelo poeta, para um Projeto Nacional, baseado, inicialmente, no Serviço Militar Obrigatório, desdobrando-se em uma proposta para de Instrução Primária (alfabetização) à população, como estratégias para o Desenvolvimento Nacional. Tal Projeto tinha como objetivo propor a Unidade Nacional, por meio da centralização do governo federal, a partir de políticas públicas de Estado, objetivando a futura ocupação do espaço geográfico do país, conforme sua concepção própria de nacionalismo e cidadania. Em suma, procuraremos demonstrar, em nossa hipótese, que o objetivo em relação à fundação da Liga de Defesa Nacional, em 1916, era construir um projeto de modernização conservadora do Estado Brasileiro, momento em que os militares, juntamente com os civis, atuaram como Partido Militar, enquanto possibilidade histórica factual / This work aims problematize the influences of political participation of the League of National Defence between the end of World War I until the revolution of 1930, which proposes a project for the Defense, but it implies a Nation project. This approach has as its starting point the speeches made by Olavo Bilac, in the founding of that body in 1916, the attempt to identify the confluence of interests guided by the poet to a national project, based initially on compulsory military service, and unfolding in proposal for education (literacy) to the population, such as strategies for national development. The project aimed to propose a national unity through the centralization of the federal government from state policy, aiming at the future occupation of the geographic area of the country with his own conception of nationalism and citizenship. In short, try to demonstrate in our hypothesis that the objective in relation to the founding of the League of National Defense in 1916, was to build a project of conservative modernization of the Brazilian State, at which time the military along with civilians, served as Military Party as factual historical possibility

Thesis (Ph.D.)--Boston University. Bibliography: [p. 157]-161. / What was the religion of Abraham Lincoln? This question is an open field of enquiry for the students of Lincolniana. Numerous attempts have been made to account for the significant impact of his life upon humanity by examining the nature of his religious faith; however, the problem has not been adequately resolved. An adequate ans-v1er to this question is tantamount to an understanding of the greatness of his li~e. Why did Lincoln refuse to become a member of the Christian church? This question presents a challenge not only to Lincoln scholars; it is an issue that confronts the church historian, theologian, and philosopher. Moreover, the problem challenges organized Christianity to consider the basic reasons why Lincoln did not identify himself as a member of the church. [TRUNCATED] The Christian church of the nineteenth century could not claim Lincoln as a member. This fact is significant not only to an understanding of Lincoln; it is i mportant to an evaluation of the Christian church. Organized Christianity presented a barrier to the religious faith of Lincoln because its institutional form and theological content had subordinated the ethical essence of the spirit of Jesus. Lincoln accepted the Jesus of history, but he could not accept the church's concept of the Christ of faith. Membership in the Christian church was contingent on the individual's acceptance of church doctrine and his obedi ence to church discipline. Lincoln did not consider the acceptance of the prevailing Calvinistic and Arminian doctrines as essential to Christian faith. Lincoln attended church and he respected the organizations of Christianity, but the primary basis of his religious faith was sought outside the framework of the Christian church. His approach to faith was through life itself--a realization of the eternal values of life under God through human experience. The right of individual conscience in experiencing religious faith was fundamental to Lincoln. According to his belief, faith and reason were job1ed in importance. He denied the assumption that by virtue of its alleged divine or igin, the church had exclusive authority to interpret the Hill of God. He deplored the divisive aspects of denominationalism that undermined the concept of brotherpood taught by Jesus. He recognized that the exclusive claims of the churches based on theology and polity did not foster a spirit of brotherhood. He could not justify the division of the churches over the issue of slavery. Lincoln was a Christian, but his Christian faith was not in conformity with the institutional Christianity of his time. He was a follower of Jesus in the sense that he loved God and humanity. Lincoln believed that t he Hay of Jesus v-ras infinitely larger and more meaningful than the example exhibited by the church. Although church membership was not important to him as a requisite to the Christian life, he did indicate that he would gladly join the church that specifically advocated adherence to the Two Great Commandments as the sole qualifications for membership. In his belief that ethical love transcended all other religious aspects of the Christian faith, Lincoln recognized that the living spirit of Jesus could not be contained in the rigid form of church doctrine. Thus his concept of God, Jesus, and man--the new wine of his faith--could not be contained in the old wineskins of organized Christianity.

1 score (viii, 79 p.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The Two Trees is a fifteen-minute musical composition for orchestra. Inspired by William Butler Yeats' poem of the same name, the piece depicts the images described by Yeats' poetic narrative through a double theme and variations form consisting of two contrasting themes that are related, one ascending and one descending. Each theme represents one of the two contrasting sections of the poem and is followed by a set of five variations for a total of ten. Since the rhyme scheme of each section of the poem is divided into five phrases of four lines, each musical variation corresponds to four lines of text. / Committee in Charge: David Crumb, Chair; Robert Kyr; Jack Boss

Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-Graduação em História, 2013. / Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2013-09-20T15:49:38Z No. of bitstreams: 1 2013_RamonRibeiroBarroncas.pdf: 3251291 bytes, checksum: 784ee1e0b81d553e204699314d985e5c (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2013-09-23T12:43:33Z (GMT) No. of bitstreams: 1 2013_RamonRibeiroBarroncas.pdf: 3251291 bytes, checksum: 784ee1e0b81d553e204699314d985e5c (MD5) / Made available in DSpace on 2013-09-23T12:43:33Z (GMT). No. of bitstreams: 1 2013_RamonRibeiroBarroncas.pdf: 3251291 bytes, checksum: 784ee1e0b81d553e204699314d985e5c (MD5) / O objetivo desta dissertação é mostrar os variados usos e apropriações da Antiguidade clássica presentes em diferentes registros discursivos da obra de Olavo Bilac (1865-1918). Em um período que vai do final do Império até os primeiros anos da República, Bilac foi membro ativo da intelectualidade brasileira: ajudou a consolidar o parnasianismo em terras tropicais, foi cronista do cotidiano carioca, participou das lutas abolicionistas, integrou grupos republicanos, lutou pelo ensino primário de qualidade, defendeu as reformas urbanas do Rio e Janeiro, promoveu campanhas pela implantação do serviço militar obrigatório. Em cada um desses momentos, a Antiguidade clássica apareceu em seus textos sob diversas concepções de tempo e a serviço de múltiplos fins. É no compasso das querelas entre Antigos e Modernos que se desenvolve boa parte das reflexões desta dissertação. ______________________________________________________________________________ ABSTRACT / The objective of this dissertation is to demonstrate the different appropriations and the various uses which Olavo Bilac (1865-1918) made of classical antiquity in his multifaceted lines of work. During a period which lasts from late Empire days to the first years of the Republic, Olavo Bilac was an active member of Brazilian intellectual society: he helped to consolidate the Brazilian Parnassianist movement, wrote short stories depicting the day-to-day life of cariocas, participated in abolitionist movements, was a member of groups which fought for the proclamation of the Republic, fought for quality in primary education, defended urban reforms in Rio de Janeiro and promoted campaigns for the implementation of compulsory military service. In each of these instances, antiquity appears in his texts from different temporal points-of-view and serving different purposes. The confrontation between Antiquity and Modernity, known as the Quarrel between Ancients and Moderns, also occupies an important part in the explorations that are proposed in this dissertation.

Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-08-20T22:39:46Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE André Mendes Salles.pdf: 3085215 bytes, checksum: e4a73ec339639fbf27591f4f9d525e5e (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-08-28T18:03:27Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE André Mendes Salles.pdf: 3085215 bytes, checksum: e4a73ec339639fbf27591f4f9d525e5e (MD5) / Made available in DSpace on 2018-08-28T18:03:27Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE André Mendes Salles.pdf: 3085215 bytes, checksum: e4a73ec339639fbf27591f4f9d525e5e (MD5) Previous issue date: 2017-06-13 / CAPES / O problema central que orienta a investigação é: como o conteúdo curricular Guerra do Paraguai foi/é abordado em livros didáticos de História do Brasil e do Paraguai e construído enquanto saber a ser ensinado por professores de História de ambos os países? Tem-se por objetivo analisar o conhecimento escolar Guerra do Paraguai, no Brasil e no Paraguai, com foco nas abordagens que fazem livros didáticos e professores da disciplina História, sem perder de vista como esse mesmo conhecimento escolar foi se reconfigurando – em consonância com a historiografia desses dois países – ao longo do tempo. A pesquisa em foco situa-se, portanto, no campo do currículo. O quadro teórico metodológico que constitui as lentes que possibilitaram a leitura dos dados é composta de autores que se vinculam à teoria crítica da educação e do currículo, como Goodson (1997), Forquin (1993), Young (2007; 2011), dentre outros. Conceitos como conhecimento escolar, disciplina escolar, livro didático, assim como saberes disciplinares compõem o quadro conceitual da pesquisa. Selecionamos como campo de pesquisa duas escolas de referência e experimentais – uma em cada país investigado. A pesquisa conta com quatro sujeitos participantes, que atuam como professores de Historia nas escolas selecionadas, sendo dois brasileiros e dois paraguaios. Foram utilizados como instrumentos de coleta de dados a pesquisa documental, o questionário e a entrevista semiestruturada. O tratamento e a análise dos dados, tanto os referentes aos livros didáticos, quanto àqueles relacionados às entrevistas, foram realizados através da técnica da análise de conteúdo, com uso da análise categorial temática (BARDIN, 1977). Analisamos um total de 26 livros didáticos, dentre os quais 14 livros brasileiros e 12 paraguaios, cobrindo um recorte temporal que foi desde o século XIX até os atuais livros didáticos utilizados pelos professores sujeitos da pesquisa. Na análise aos livros didáticos, no que se refere ao conhecimento escolar Guerra do Paraguai, identificamos que os mesmos serviram, em ambos os países estudados e em diferentes períodos, a construção de uma memória nacional. Tanto nas interpretações dos autores dos livros didáticos brasileiros e paraguaios quanto na fala dos professores de ambos os países, percebemos a relevância que a produção historiográfica sobre a Guerra do Paraguai possui na tradução desse saber disciplinar em conhecimento escolar. Como foi possível perceber, através da análise ao corpus documental selecionado/construído para esta pesquisa, o conhecimento escolar Guerra do Paraguai, tem-se constituído, ao longo do tempo, em um conhecimento de poderosos convertido em poderoso (YOUNG, 2007, 2011), estratégico e privilegiado no que concerne à formação de uma identidade nacional e à consolidação de uma história da nação nos países envolvidos no conflito. Contudo, atualmente, há a sinalização de que esse mesmo conhecimento escolar esteja ganhando outras dimensões, tanto no sentido de se tomar como problema a questão da identidade nacional, problematizando a Guerra do Paraguai como fator de fortalecimento dessa identidade, como por possibilitar uma reflexão em torno da valorização de um entendimento regional no sentido de buscar que conflitos da magnitude da que foi o da Guerra do Paraguai não tornem a acontecer na região. / The central problem that guides the investigation is: how the curricular content of Paraguay was / is approached in didactic books of History of Brazil and Paraguay? And how it was / is constructed while disciplinary knowledge to be taught by History teachers of Basic Education schools of both Countries? The aim of this study is to analyze the Paraguayan War school knowledge in Brazil and Paraguay, focusing on the approach taken by didactic books and teachers of History, without losing sight of how this same school knowledge was reconfiguring itself - in line with the Historiography of these two countries - over time. The focus research is, therefore, in the field of curriculum. The theoretical methodological frame that constitutes the lens that made possible the reading of the data is composed of authors that are linked to the critical theory of education and the curriculum, such as Goodson (1997), Forquin (1993), Young (2007; 2011), among others. Concepts such as school knowledge, school discipline, textbook, as well as disciplinary knowledge make up the conceptual framework of the research. We selected two reference and experimental schools as the research field - one in each investigated country. The research counts on four subjects, who act as History teachers in the selected schools, being two Brazilians and two Paraguayans. Documentary research, the questionnaire and the semi-structured interview were used as instruments of data collection. The treatment and analysis of the data, both those related to the textbooks and those related to the interviews, were carried out through the technique of content analysis, using categorical thematic analysis (BARDIN, 1977). We analyzed a total of 26 textbooks, including 14 Brazilian books and 12 Paraguayan books, covering a temporal cut from the nineteenth century to the current textbooks used by the research subject teachers. In the analysis of the textbooks regarding the school knowledge War of Paraguay, we have identified that in both countries studied and in different periods, they served to build a national memory. Both in the interpretations of the authors of the Brazilian and Paraguayan textbooks and in the speech of the teachers of both countries, we perceive the relevance that the historiographical production on the Paraguayan War has in the translation of this disciplinary knowledge into scholarly knowledge. As it was possible to perceive, through the analysis to the documentary corpus selected / constructed for this research, the school knowledge War of Paraguay has constituted, over time, in a knowledge of powerful turned powerful (YOUNG, 2007, 2011), strategic and privileged in the formation of a national identity and the consolidation of a history of the nation in the countries involved in the conflict. However, nowadays, there is a sign that this same school knowledge is gaining other dimensions, both in the sense of taking as a problem the question of national identity, problematizing the Paraguayan War as a factor to strengthen this identity, and to enable a reflection on (YOUNG, 2007, 2011). In this paper, we will focus on the development of a regional understanding in order to find that conflicts of the magnitude of that of the Paraguayan War do not happen again in the region, thus forming a powerful knowledge. / El problema central que orienta la investigación es: ¿cómo el contenido curricular de la Guerra de Paraguay fue/es abordado en libros didácticos de Historia del Brasil y del Paraguay y construido como saber a ser enseñado por profesores de Historia de ambos países? Se tiene por objetivo analizar el conocimiento escolar de la guerra de la Triple Alianza, en Brasil y en Paraguay, con enfoque en el abordaje que hacen libros didácticos y profesores de la disciplina Historia, sin perder de vista cómo ese mismo conocimiento escolar se fue reconfigurando - en consonancia con la historiografía de estos dos países, a lo largo del tiempo. La investigación en foco se sitúa, por lo tanto, en el campo del currículo. El cuadro teórico metodológico que constituye las lentes que posibilita la lectura de los datos se compone de autores que se vinculan a la teoría crítica de la educación y del currículo, como Goodson (1997), Forquin (1993), Young (2007; 2011), entre otros. Conceptos como conocimiento escolar, disciplina escolar, libro didáctico, así como saberes disciplinares componen el cuadro conceptual de la investigación. Seleccionamos como campo de investigación dos escuelas de referencia y experimentales, una en cada país investigado. La investigación cuenta con cuatro sujetos participantes, que actúan como profesores de Historia en las escuelas seleccionadas, siendo dos brasileños y dos paraguayos. Se utilizaron como instrumentos de recolección de datos la investigación documental, el cuestionario y la entrevista semiestructurada. El tratamiento y el análisis de los datos, tanto los referentes a los libros didácticos, como los relacionados con las entrevistas, se realizaron a través de la técnica del análisis de contenido, con el uso del análisis categorial temático (BARDIN, 1977). Se analizó un total de 26 libros didácticos, entre los cuales 14 libros brasileños y 12 paraguayos, cubriendo un recorte temporal que fue desde el siglo XIX hasta los actuales libros didácticos utilizados por los profesores sujetos de la investigación. En el análisis a los libros didácticos en lo que se refiere al conocimiento escolar de la guerra de la Triple Alianza, identificamos que los mismos sirvieron, en ambos países estudiados y en diferentes períodos, a la construcción de una memoria nacional. Tanto en las interpretaciones de los autores de los libros de texto brasileños y paraguayos como en el discurso de los profesores de ambos países, percibimos la relevancia que la producción historiográfica sobre la guerra del Paraguay posee en la traducción de ese saber disciplinar en conocimiento escolar. Como se pudo apreciar, a través del análisis al corpus documental seleccionado/construido para esta investigación, el conocimiento escolar de la Guerra de la Triple Alianza, se ha constituido a lo largo del tiempo en un conocimiento de poderosos convertido en poderoso (YOUNG, 2007, 2011), estratégico y privilegiado en lo que concierne a la formación de una identidad nacional ya la consolidación de una historia de la nación en los países involucrados en el conflicto. Sin embargo, actualmente, hay la señalización de que ese mismo conocimiento escolar esté ganando otras dimensiones, tanto en el sentido de tomar como problema la cuestión de la identidad nacional, problematizando la Guerra del Paraguay como factor de fortalecimiento de esa identidad, como por posibilitar una reflexión acerca de la valorización de un entendimiento regional en el sentido de buscar que conflictos de la magnitud de la que fue el de la Guerra del Paraguay no vuelvan a suceder en la región.

D.Litt. et Phil. / While the historical theory of W. B. Yeats’s A Vision (1925) has received proportionately more scholarly attention than other aspects of the system, the deeper theoretical principles that inform it have not been discussed or analysed sufficiently. Many prominent scholars of the Yeats’s corpus have rejected the need to study the system all together, while others have provided simplified accounts of the historical theory elucidated in Book IV “The Great Year of the Ancients” and Book V “Dove or Swan”. A detailed study of A Vision’s historical theory is sorely needed, as we know little of how it operates at a deeper theoretical level. This thesis approached this lack by elucidating the theoretical foundation that Yeats’s discussion of history in “Dove or Swan” is based on. This required an analysis of Yeats’s idiosyncratic use of the ancient Greek concept of the “Great Year”. Yeats’s elucidation of the “Great Year” derives its distinction from the Automatic Script, which the system of A Vision is based on. In the process, Yeats’s treatment of the evolution of the “Great Year” from Plato through Ptolemy to modern astrologers was discussed. This required a lengthy and thorough examination of the geometry that informs A Vision’s historical system. This geometric scheme is complex and requires careful consideration, for it is easy to confuse the movement represented in each figure. This study provides illustrations that are derived from Yeats’s descriptions of diagrams and from his instructions of how to interpret the movement that occurs within them. This results in diagrammatic representations that have never been utilised and analysed to such a comprehensive extent. A by-product of providing an extensive and comprehensive account of the geometry that informs the historical theory of A Vision is the emergence of a barely discussed, but very crucial, geometric and theoretical component of the historical system, the line of interacting periods. The line of interacting periods represents each historical period and event as being constituted by the Four Faculties; Will, Creative Mind, Mask and Body of Fate. In effect, this line allows for an analysis of the historical system that incorporates not only the Faculties but other theoretical components of the system of A Vision as well, which includes the twenty-eight phases of the Great Wheel and the strife between the primary and antithetical tinctures. When “Dove or Swan” is viewed from this theoretical perspective Yeats’s discussion of history reveals itself to be an application of the system’s fundamental tenets to four thousand years of European history. It tries, in this way, to maintain the internal cohesion of the system as a whole. Every historical event, period and figure signifies the fluctuating dominance of one tincture over the other. Yeats’s emphasis on the development of European aesthetics results in a discussion of movements that seeks to reveal the primary and antithetical components at work during any given period of European art. Yeats’s selective interest in European history and art suggests that “Dove or Swan” is not a complete discussion of the people and events that shaped modern Europe. From one point of view, it represents an amateur historian’s quest to find empirical justification for a theory that he claims to have gleaned from a supernatural source. Seen from another angle “Dove or Swan” represents poet’s effort to apply metaphors, meant for poetry, to empirical historical data.

Typescript (photocopy).

Tesis para optar al grado de Magíster en Estudios Latinoamericanos / Enmarcada en una investigación más extensa sobre Andrés Bello, la tesis plantea entender el espíritu de Andrés Bello a partir de cuatro ejes (la libertad, el imperio, el estilo y los discípulos [de Bello]). Sin embargo, esta investigación se concentra en los primeros dos (libertad e imperio). A través de los “papeles” (funciones que realiza) y “letras” (escritos), se busca dar con el espíritu de Bello. Este debe ir más allá del concepto de “orden”, que le ha sido típicamente asociado, proponiéndose que es me-jor el neologismo griego “gramácrata”, es decir, ver en Bello a un representante del gobierno de la letra “escrita”, “impresa”, con todas las derivaciones que esto supone y que la tesis busca afinar. “Libertad” e “Imperio” son así dos caras de una misma moneda que competen a una “normatividad propiamente americana”. La libertad en Bello debe ser entendida en sentido colectivo (emancipación y formación de nuevas repúblicas) e individual (ideología de la codificación y sus principios fundamentales); esa misma libertad debe ser situada como experiencia creativa (la poesía de Bello; la analogía con Goethe) y en relación al poder establecido (“auctoritas” y autoridad política), en tanto se propone que Bello realiza su libertad y posibilita la de los otros por medio de un “espíritu dramatúrgico”. En seguida, la tesis trabaja en torno al “imperio”. Bello participa de la idea que el imperio romano se expandía de oriente a occidente, que España lo continúa y que sus dominios americanos coloniales son un imperio apócrifo que lentamente va fraguando su estatura imperial (asunto que, por ejemplo, expresan las decisiones prosódicas en poesía). Este imperio tiene lengua común entre sus criollos, pero con las independencias el imperio se fragmenta en repúblicas y solamente la len-gua común y su fortalecimiento (gramática) hará posible que Hispanoamérica mantenga cierta unidad y peso internacional. Normativamente este asunto se expresa al interior de las repúblicas (homologación de códigos civiles) y entre las repúblicas (principios del derecho internacional). En la len-gua y el derecho internacional Bello propone el quicio del “uso” general y constante; mientras que en la ley interna prefiere una medida revolucionaria como el código (desdeñando la costumbre como fuente de derecho), aunque sin trasplantar el modelo napoleónico (así, el código de Bello es especial en muchos aspectos). Al establecer una normatividad propiamente americana Bello busca además armonizar los restos del imperio a la “civilización” sin volverse dependiente de esa civilización que refulge desde Europa (vgr. escribe una cosmografía pensada y sentida desde el hemisferio sur; pro-pende modos para el “saneamiento de títulos” de las nuevas repúblicas, al principio ilegales, a fin de lograr reconocimiento y confianza; defiende a América en sus notas sobre el origen de la sífilis). Finalmente, se explica que la épica —como la poesía del imperio— ya no es posible para Bello y que su interés está en la historia, desde su narrativa y el detalle. / Enero 2020