No description available.

Entre 1860 et 1869, Edmond et Jules de Goncourt publient six romans : Charles Demailly (1860), Soeur Philomène (1861), Renée Mauperin (1864), Germinie Lacerteux (1865), Manette Salomon (1867), Madame Gervaisais (1869). C'est la totalité de la production romanesque des deux frères.Ces volumes forment un ensemble bien groupé dans le temps, où se retrouve une évidente unité d'intention, de ton, d'écriture. Les historiens de la littérature sont aujourd'hui d'accord pour classer ces oeuvres sous la rubrique "Romans réalistes". Mais ils diffèrent dans leur analyse et leur appréciation du "réalisme" de ces ouvrages. A quoi tient réellement ce "réalisme" ? Telle est, présentée de la façon la plus sommaire, la question à quoi le présent mémoire se propose de répondre. [...]

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This dissertation focuses on slaves and peasants as self-consciousness actors in northwestern Sierra Leone between 1896 to 1956. During this period, which covers almost the entire duration of British colonial rule in the region, these subaltern groups used covert and violent actions to protest the various demands---labour, tribute and taxation---of the state and the local elite. Covert actions like evasions, escapes and migrations became interwoven into the fabric of colonial rule. / Violent actions, which tended to be spasmodic, erupted when social and economic conditions deteriorated sharply. Four major rebellions occurred during colonial rule in region. The first, spearheaded by local rulers, took place within the general context of African resistance to colonialism in 1898. After the rulers were coopted by the colonial state the burden of resistance fell on peasants and slaves. In 1919, after enduring excruciating war-time experiences, peasants, petty-traders, slaves and the urban unemployed rioted against Syrian traders who they believed hoarded and profited from rice. The rural destitution created by the Great Depression and a major locust attack led many ex-slaves and peasants to join the millenarian movement of the itinerant muslim cleric, Idara Konthorfili in 1931. Ware called on his followers not to pay colonial tax and tried to mobilize them to fight against the state. In 1955 and 1956, peasants and other rural groups throughout northwestern Sierra Leone rebelled against high taxation and the despotism of their chiefs. In its timing and virulence the anti-chief rebellion of 1955 and 1956 represented a major paradox in African history. It had occurred during the moment of decolonization; a period when the colonial transfer of power to the new African elite was following formulaic and relatively peaceful lines. / The state responded to subaltern protest with repression, paternalism and readjustments in existing social relations. By their actions, slaves and peasants forced the state and elite groups to acknowledge and respond to their concerns. The balance which emerged out of this process of resistance, repression and accommodation became the moral economy of colonialism in Sierra Leone.

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Human cognitive development is a matter of interest for different disciplines among which are philosophical epistemology and cognitive psychology. Shi razi (Mulla Sadra), a Muslim philosopher, deals, among other issues, with the problem of human cognitive development through his 'Irfani -philosophical methodology on the basis of the principles of his philosophy. These principles are the principality and gradation, tashki k, of existence and substantial motion through which Shi razi relates cognitive development to the existential progress of the human being. Piaget from the Western tradition of cognitive psychology focuses his work on the problem of human cognitive development, investigating the issue through a semi-experimental methodology and interpreting his findings on the basis of the principles of genetic epistemology, namely, the analogy between cognitive and physical organisms in terms of assimilation, accommodation and equilibrium. These two perspectives are studied and compared in this thesis with respect to their underlying principles, their scopes and methodologies. Finally, a multi-disciplinary approach is proposed for the study of human cognitive development.

There is no abstract available for this thesis.

The main purpose of this study was to identify the positions taken by Representative Francis H. Case of South Dakota on major foreign policy questions during the years 1937 through 1941 and to determine why those positions were taken.The research focused on several questions: (1) Were there experiences in Case's early life which shaped his adult attitudes? (2) What were Case's stands on major foreign policy questions prior to his election to Congress in 1936? (3) What stands did Case take on major foreign policy questions as a congressman between 1937 and 1941? and (4) What factors contributed to the formation of Case's foreign policy views between World War I and World War II?Research indicated that the experiences of growing up in the rural environment of Iowa and South Dakota in the late nineteenth and early twentieth centuries did shape Case's adult attitudes. As a congressman Case was conscientious, dedicated, hard-working, and deeply concerned about his state and the nation.The problem that concerned Case the most upon entering Congress in 1937 was keeping the nation out of foreign wars. As a young college student during the First World War he developed strong anti-war views. Eventually, however, he was swept up in the Wilsonian idealism of the day and joined the United States Marine Corps to do his part to help win the "war to end war." Although Case saw no fighting in World War I his military service served to strengthen his anti-war views.During the 1920's, as a newspaperman, Case displayed a cautious internationalism. He supported membership of the United States in the World Court and in some sort of international peacekeeping organization. In the 1930's, however, he became disillusioned by the deterioration of world peace and turned toward isolationism. By the time he was elected to the House of Representatives in 1936 he was a confirmed isolationist.A careful examination of Case's speeches, writings, and letters revealed that the twin pillars of his isolationism were unilateralism and noninterventionism. As a unilateralist Case believed that the nation should follow an independent foreign policy. As a noninterventionist he believed the United States should resist the temptation to intervene in the quarrels of ethers and dedicate its efforts to solving its problems at home. Case united his efforts with other confirmed congressional isolationists between 1937 and 1939 to promote a unilateral and noninterventionist foreign policy for the nation.After the outbreak of World War II, however, Case had to constantly adjust his isolationist views to changing circumstances e the United States moved closer and closer to involvement in theconflict which raged abroad. He fought against the Roosevelt Administration's "steps short of war" to aid the Allies but once policy decisions were made he supported them energetically. He believed this was the only sensible course of action to take.In this regard he differed from the more extreme isolationists in Congress who only reluctantly supported such measures as the destroyers-bases trade, the Selective Service Act, and the LendLease Act. By late 1941, although he hoped war might be averted )y some means, Case was willing to accept it.The isolationism of case in the pre-World War II years was got simple obstructionism based upon ignorance or folly. It was he carefully considered response of a conservative Middlewestern Republican to complex domestic and foreign developments. Although it was an unwise policy to follow it is understandable given the circumstances of the times.

The aim of this study was to determine whether the underachievement of pupils in science is due to the fact that the pupils have not reached the phase of formal thinking. The question is whether the difference in achievement in science of pupils with the same I.Q. can be attributed to the fact that the underachiever is on a lower cognitive level than the better achiever. The child in the junior secondary school phase is in or somewhere between the phase of concrete operational thinking or phase of formal operational thinking. An analysis of the syllabi in the junior secondary school phase showed that formal operational thinking is required of pupils especially in standard 7. In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools in a big town. The experimental group consisted of pupils with I.Q. ≥ 108 with low marks in science while the control group consisted of pupils with I.Q. ≥ 108 who did well in science. In this study 58 pupils were tested individually with 4 tests of formal thinking namely the switches-test (an adaption of the combinations of coloured and colourless chemical bodies-test), equilibrium in the balance, flexibility of rods and the oscillation of a pendulum. A significant difference was found between the experimental and control groups. (F = 28,84, p < 0,001). This study proved the following: (i) Gifted pupils in the junior secondary school phase with poor marks in science haven't reached the level of formal thinking to the same degree as gifted pupils with good marks in science. (ii) Gifted children in standard 6 who did well in science had already reached a plateau with regard to the development of formal thinking. (iii) Pupils differ with regard to the level of cognitive development regardless of having the same I.Q. and age. The above conclusions have the following implications for didactics: - The curricula and syllabi must be combined in such a way that formal thinking is not expected of the child before he is capable of it. Every teacher must try to individualize his teaching methods in order to make provision for differences in the cognitive levels of the pupils in his class. / Thesis (MEd)--PU vir CHO

In this study, an experimental group of college honors students were given instruction via researcher-developed Piagetian concrete operational learning strategies for the purpose of assessing: (1) the effectiveness of the strategies on concept acquisition in human genetics, and (2) growth in intellectual development as a result of the students' being instructed by concrete operational learning strategies rather than lecture.Evaluation of the effectiveness of the learning strategies on human genetics concept acquisition required the construction of comprehensive and unit pre/post-tests and administration of these tests to both experimental and control group populations. A Piagetian Task Instrument was administered as a pre/post-test to selected experimental group members to assess their growth, if any, in intellectual development. In addition, the Myers-Briggs Type Indicator (MBTI) was used as a diagnostic instrument in an attempt to identify students preferring to learn via a concrete operational mode of instruction regardless of their Piagetian level of intellectual development.The comprehensive and unit pre/post-tests and the MBTI were administered for the purpose of testing the following null hypotheses: Null Hypothesis 1. There are no significant differences between themeans of the comprehensive pretest results and the comprehensive post-test results for either the experimental or control groups.NullHypothesis2.There is no significant difference between the experimental and the control groups with respect to the means of the comprehensive pre/post-test results.Null Hyothesis 3. There are no significant differences between the means of the results on the unit pretests and the unit posttests for either the experimental group or the control group.Null Hypothesis, 4. There are no significant differences between the means of the unit pre/post-test results when comparing the experimental and control groups.Null Hypothesis 5. There is no significant correlation between students preference, as indicated by a Likert scale item, for instructional method with any one or more of the indices on the Myers-Briggs Type Indicator.Results of the study led to the rejection of null hypotheses 1 and 3 at less than the .001 level. These data indicate that both concrete operational learning strategies and lecture were effective instructional methods in facilitating long-term and short-term human genetics concept acquisition.