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Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: On The io" of May 1994 Nelson Mandela was inaugurated as the first democratically elected black president of South Africa. The occasion was regarded, both nationally and internationally, as a triumph for humanity and perfused with a widespread optimism for the future of South Africa. Mandela proclaimed in his inaugural speech that "Never, never and never again shall it be that this beautiful land will experience oppression of one by another .... The sun shall never set on so glorious an achievement." However, now, less than 10 years later the rapidly accelerating and devastating HIV/AIDS epidemic is again 'obscuring the sun'. Those people affected so negatively by the racial, economic and gender injustices of the apartheid past, seem again to be suffering a possible injustice, because of a health and welfare system that is struggling to meet the needs of the HIV affected population. The purpose of this dissertation is to examine the concept of distributive justice in South Africa, within the context of this devastating epidemic. I begin by discussing the Bill of Rights in the South African Constitution. I argue that an acceptable framework for a theory of justice for health care in South Africa, must be worked out against the background of this egalitarian Bill of Rights. I then consider the extent of the HIV epidemic, the effect it is having on the people of South Africa and the consequent implications for health care needs. It is within this context that I examine and compare three theories of distributive justice, namely utilitarianism, John Rawls' theory of "Justice as Fairness" and a libertarian concept of justice, as proposed by Robert Nozick. Utilitarianism is a consequentialist theory that focuses on producing the 'greatest happiness for the greatest number'. I argue that many health policy decisions in South Africa are in fact guided by this principle. However utilitarianism has both strengths and weaknesses which are critically examined. Within the framework of health care policy making, utilitarian justice dictates that rights are derivative and that the welfare of the majority usually takes precedence over the pressing needs of a minority. This issue in particular is discussed. Rawls' theory of "Justice as fairness" is critically discussed next. This theory has been adapted to health care by Norman Daniels, who argues that the Rawlsian principle of "fair equality of opportunity" is a suitable founding principle for health care institutions. Apartheid entrenched a system of 'inequality of opportunity'. Consequently, a theory that focuses on equality of opportunity, has many advantages within the South African context. I examine this theory in detail and provide justification for my assertion that it could be usefully adapted to South African healthcare and the HIV/AIDS epidemic. Finally, I discuss a Libertarian (Nozickian) theory of justice and examine both the strengths and weaknesses of this theory. I attempt to demonstrate why a libertarian system, with it vigorous commitment to moral and economic individualism and belief that one is only entitled to that share of healthcare that can be paid for, would be unjust, if rigorously applied within the post-apartheid South African context. I conclude my dissertation by reiterating my assertion that "Justice as Fair Equality of Opportunity" could be used as a just foundation for a theory of justice for health care in current day, HIV/AIDS affected South Africa. / AFRIKAANSE OPSOMMING: Teorieë van geregtigheid en 'n gesondheidsbeleid vir die VIGS epidemie in Suid Afrika: 'n vergelykende ontleding. Op die 10de Mei 1994 is Nelson Mandela ingehuldig as die eerste demokraties verkose swart president van Suid- Afrika. Die geleentheid is in beide Suid-Afrika en in die buiteland beskou as 'n oorwinning vir humaniteit. Optimisme oor Suid-Afrika se toekoms was oral tasbaar. Mandela het in sy inhuldigingstoespraak verkondig dat dit nooit weer sal gebeur dat hierdie pragtige land sal lyonder die onderdrukking van een oor die ander nie. Hy het gesê dat die son nooit salondergaan op so 'n wonderlike prestasie nie. Nou, minder as tien jaar later, is die verwoestende VIGS epidemie besig om weer die 'son te laat ondergaan'. Dieselffde mense wat alreeds onder apartheid se rasisme en ekonomiese en geslagsongeregtighede gely het, blyk nou weer verontreg te word; hierde keer omdat die gesondheids- en welsynsisteem sukkel om in die behoeftes van die VIGS-geaffekteerde populasie te voorsien. Die doel van hierdie verhandeling is om die konsep van distributiewe geregtigheid in die konteks van die dreigende VIGS epidemie te bespreek. Ek begin met 'n bespreking van die Verklaring van Regte soos vervat in die Suid-Afrikaanse Grondwet. Ek voer aan dat enige aanvaarbare teorie oor geregtigheid in die Suid-Afrikaanse gesondheidsisteem gegrond moet word op hierdie egalitêre Verklaring van Regte. Tweedens kyk ek na die omvang van die VIGS epidemie, die effek wat dit op die HIV-positiewe populasie en hulle familielede het, en die gevolglike implikasies vir gesondheidsbehoeftes. Dit is binne hierdie konteks dat ek drie teorieë van distributiewe geregtigheid ondersoek en vergelyk; naamlik utilitarisme, John Rawls se teorie van "Justice as Fairness", en 'n libertynse konsep van geregtigheid soos voorgestel deur Robert Nozick. Utilitarisme is 'n konsekwensialistise teorie wat beteken dat die regte daad die een is wat in enige situasie die grootste geluk vir die meeste persone sal meebring. Ek voer aan dat baie van die beleidsrigtings wat 'n gesondheidsorg in Suid-Afrika gevolg is, deur hierdie teorie beïnvloed is. Utilitarisme het uiteraard sterk en swak punte en beide kante word krities ondersoek. In 'n gesondheidsorg konteks beteken utilitarisme dat regte altyd afgelei is en dat die welsyn van die meerderheid gewoonlik belangriker is as die van 'n minderheid, selfs wanneer die probleme van die minderheid ernstig en dringend is. Rawls se teorie van geregtigheid word vervolgens krities bespreek. Hierdie teorie is deur Norman Daniels aangepas vir gesondheidsorg. Hy stel voor dat Rawls se beginsel van 'regverdige gelykheid van geleentheid' baie effektief aangepas kan word vir gesondheidsorginstellings. Apartheid het 'n sisteem van ongelyke geleentheids verskans; gevolglik hou 'n teorie wat gelykheid van geleentheid verseker baie voordele vir die Suid- Afrikanse situasie in. Ek bespreek hierdie teorie in detail en poog om my standpunt dat die teorie besonder geskik is vir Suid-Afrikaanse gesondheidsisteem - veral in die konteks van die VIGS epidemie - te regverdig. Laastens bespreek ek die libertynse teorie van geregtigheid soos voorgestel deur Robert Nozick. Ek probeer aantoon waarom hierdie teorie, wat gebaseer is op morele en ekonomiese individualisme en gevolglik aanvoer dat mense geregtig is op gesondheidsorg alleenlik as hulle daarvoor kan betaal, onregverdig is in die Suid-Afrikaanse post-apartheid konteks. Ek sluit hierdie. verhandeling af deur weer te argumenteerdat Rawls se teorie en die beginsel van 'geregtigheid as gelyke geleentheide' uiters geskik is as 'n grondslag vir gesondheidsorg in Suid-Afrika vandag.

Made available in DSpace on 2016-04-27T16:57:35Z (GMT). No. of bitstreams: 1 Flainer Rosa de Lima.pdf: 5423010 bytes, checksum: d2ee35486f50040333def5754f0bee2b (MD5) Previous issue date: 2006-09-06 / The objective of this research was to study all courses developed and realized by Grupo de Estudos do Ensino da Matemática GEEM for Mathematics Teachers from high school during Brazil Modern Mathematics Movement MMM that occurred along the 60 s and 70 s decades. This way we studied several thesis and dissertations about that matter and we analyzed a lot of documents from Personal Archive s Osvaldo Sangiorgi APOS, a teacher who was GEEM s president and a great MMM s promoter and implementer too. To complement all of these information we considerated some interviews realized with teachers that participated as formers and pupils from courses of this Group and all of those interviews was consummated on theoretic bases recommended by Bogdan & Biklen (1994) and Freitas (2002). The theoretic methodologies considerations was sustained on the next authors: Chartier (1991), that helped us on appropriation concept comprehension; Chervel (1990) and Julia (2001), whom we took as base their studying about scholar culture conceptions and the constitution of disciplines at schools; Le Goff (1992), who had helped us with monuments analyses and the transformation of its in documents; Nunes (2002/2003), that helped us with GEEM courses history analysis and with interviewed people reports; Vidal (2005 and 2005a), who supported us on analysis about practices of GEEM courses. We had considerated that teachers formations proposed by GEEM was based in a technique rationality perspective: all of courses was for training and its were supported on a apprenticement contents and with a kind of methodology that privileged the elaboration of a great quantity of exercises with reduced discussion about class practice, that the pedagogic component was not the great courses preoccupation / A presente pesquisa teve como objetivo estudar os cursos que o Grupo de Estudos do Ensino da Matemática GEEM desenvolveu e realizou para os professores de Matemática do Ensino Secundário durante o Movimento da Matemática Moderna no Brasil MMM, que perdurou nas décadas de 60 a 70. Dessa forma, estudamos as teses e dissertações relacionadas ao tema em questão, analisamos os documentos do Arquivo Pessoal Osvaldo Sangiorgi APOS, professor esse que foi o presidente do GEEM, divulgador e implementador do MMM. Como complemento à essas informações, consideramos entrevistas realizadas com professores que participaram como formadores e alunos dos cursos desse Grupo e que foram realizadas nas bases teóricas que Bogdan & Biklen (1994) e Freitas (2002) recomendam. As considerações teórico-metodológicas foram apoiadas nos autores: Chartier (1991), que nos auxiliou na compreensão do conceito de apropriação; Chervel (1990) e Julia (2001), nos quais baseamo-nos nas concepções de cultura escolar e da constituição de disciplinas nas escolas; Le Goff (1992), que nos assistenciou nas análises dos monumentos e na transformação desses em documentos; Nunes (2002/2003), nos apoiou na analise da história dos cursos do GEEM e na análise dos relatos dos entrevistados; e Vidal (2005 e 2005a), nos amparou na análise das práticas dos cursos do GEEM. Consideramos que a formação dos professores proposta pelo GEEM estava baseada numa perspectiva da racionalidade técnica: os cursos voltavam-se para treinamentos e amparavam-se na aprendizagem de conteúdos e com metodologia que privilegiava a elaboração de grande número de exercícios e com reduzida discussão da prática em sala de aula, ou seja, o componente pedagógico pareceu não ser a maior preocupação dos cursos

Made available in DSpace on 2016-04-27T16:57:44Z (GMT). No. of bitstreams: 1 diss 12_09_06 Flainer revisada com senha.pdf: 5660113 bytes, checksum: f6d2c382bde4d39e872fca450a047868 (MD5) Previous issue date: 2006-09-06 / The objective of this research was to study all courses developed and realized by Grupo de Estudos do Ensino da Matemática GEEM for Mathematics Teachers from high school during Brazil Modern Mathematics Movement MMM that occurred along the 60 s and 70 s decades. This way we studied several thesis and dissertations about that matter and we analyzed a lot of documents from Personal Archive s Osvaldo Sangiorgi APOS, a teacher who was GEEM s president and a great MMM s promoter and implementer too. To complement all of these information we considerated some interviews realized with teachers that participated as formers and pupils from courses of this Group and all of those interviews was consummated on theoretic bases recommended by Bogdan & Biklen (1994) and Freitas (2002). The theoretic methodologies considerations was sustained on the next authors: Chartier (1991), that helped us on appropriation concept comprehension; Chervel (1990) and Julia (2001), whom we took as base their studying about scholar culture conceptions and the constitution of disciplines at schools; Le Goff (1992), who had helped us with monuments analyses and the transformation of its in documents; Nunes (2002/2003), that helped us with GEEM courses history analysis and with interviewed people reports; Vidal (2005 and 2005a), who supported us on analysis about practices of GEEM courses. We had considerated that teachers formations proposed by GEEM was based in a technique rationality perspective: all of courses was for training and its were supported on a apprenticement contents and with a kind of methodology that privileged the elaboration of a great quantity of exercises with reduced discussion about class practice, that the pedagogic component was not the great courses preoccupation. / A presente pesquisa teve como objetivo estudar os cursos que o Grupo de Estudos do Ensino da Matemática GEEM desenvolveu e realizou para os professores de Matemática do Ensino Secundário durante o Movimento da Matemática Moderna no Brasil MMM, que perdurou nas décadas de 60 a 70. Dessa forma, estudamos as teses e dissertações relacionadas ao tema em questão, analisamos os documentos do Arquivo Pessoal Osvaldo Sangiorgi APOS, professor esse que foi o presidente do GEEM, divulgador e implementador do MMM. Como complemento à essas informações, consideramos entrevistas realizadas com professores que participaram como formadores e alunos dos cursos desse Grupo e que foram realizadas nas bases teóricas que Bogdan & Biklen (1994) e Freitas (2002) recomendam. As considerações teórico-metodológicas foram apoiadas nos autores: Chartier (1991), que nos auxiliou na compreensão do conceito de apropriação; Chervel (1990) e Julia (2001), nos quais baseamo-nos nas concepções de cultura escolar e da constituição de disciplinas nas escolas; Le Goff (1992), que nos assistenciou nas análises dos monumentos e na transformação desses em documentos; Nunes (2002/2003), nos apoiou na analise da história dos cursos do GEEM e na análise dos relatos dos entrevistados; e Vidal (2005 e 2005a), nos amparou na análise das práticas dos cursos do GEEM. Consideramos que a formação dos professores proposta pelo GEEM estava baseada numa perspectiva da racionalidade técnica: os cursos voltavam-se para treinamentos e amparavam-se na aprendizagem de conteúdos e com metodologia que privilegiava a elaboração de grande número de exercícios e com reduzida discussão da prática em sala de aula, ou seja, o componente pedagógico pareceu não ser a maior preocupação dos cursos.

Made available in DSpace on 2016-04-27T16:57:54Z (GMT). No. of bitstreams: 1 dissertacao_viviane_silva.pdf: 6145194 bytes, checksum: 2028f996e288f9267d3725b2de2eb2b5 (MD5) Previous issue date: 2007-05-23 / Secretaria da Educação do Estado de São Paulo / The objective of this research was to understand how Osvaldo Sangiorgi made an appropriation of the Morris Kline´s book named O Fracasso da Matemática Moderna , after 15 years of Modern Mathematics Movement MMM in Brazil and to identify the arguments in which he was based on forward the declared failure to continue divulgating the Modern Mathematics up to the 1980s. To reach this, we studied several thesis and dissertations about MMM and analysed some document´s from Osvaldo Sangiorgi´s Personal Archive APOS. These informations was complemented by documents from Acervo Histórico do Instituto Brasileiro de Edições Pedagógicas IBEP and a recorded interview done with Sangiorgi in 1988. The theorical methodologies considerations whe sustained by the following authors: Chartier (1991) who supported us on the appropriation concept comprehension; Prochasson (1998), Gomes (1998) and Alves (2003) that assisted us with the treatment with the APOS; Geertz (1989) who supported us on culture concept; Certeau (1982) who taugh us the historian work, Chevel (1990) and Julia (2001) which we discussed the concept of pertaining to school culture and the purposes of education, and Nóvoa (1992) that helped us with the teacher´s history of life. We evidenced that the impact of the book written by Morris Kline, sure made possible some openings for discution on possible corretions for the problems detected in the education of the Modern Mathematics in Brazil. Osvaldo Sangiorgi detached some positive points emerged with the Movement, between them: the mobilization of uncountable teachers in TV and in-classe courses, promoted by Grupo de Estudos do Ensino da Matemática GEEM and the student´s motivation showed on the participation in the Olimpíadas de Matemática. Considering these factors, among others, kept on spreending the Modern Mathematics until the 1980s, inserting, in this context, the application of this mathematics notions into the computer science / A presente pesquisa teve como objetivo compreender como Osvaldo Sangiorgi apropriou-se do livro O Fracasso da Matemática Moderna , de Morris Kline, após 15 anos do Movimento da Matemática Moderna - MMM no Brasil e identificar os argumentos nos quais se baseou para diante do declarado fracasso continuar a divulgar a Matemática Moderna até a década de 80. Para tanto realizamos um estudo das teses e dissertações sobre o MMM e analisamos documentos do Arquivo Pessoal Osvaldo Sangiorgi APOS. Complementaram essas informações, documentos do Acervo Histórico do Instituto Brasileiro de Edições Pedagógicas IBEP e a gravação de uma entrevista com Osvaldo Sangiorgi realizada em 1988. As considerações teóricometodológicas foram apoiadas nos autores: Chartier (1991) que nos amparou na compreensão do conceito de apropriação; Prochasson (1998), Gomes (1998) e Alves (2003) que nos auxiliaram no tratamento com o APOS; Geertz (1989) nos amparou com o conceito de cultura; Certeau (1982) nos ensinou o trabalho do historiador; Chervel (1990) e Julia (2001) com os quais discutimos a concepção de cultura escolar e as finalidades do ensino; e Nóvoa (1992) que nos auxiliou na discussão da história da vida dos professores. Constatamos que o impacto do livro de Morris Kline, possibilitou sim uma abertura de discussões sobre possíveis correções para os problemas detectados no ensino da Matemática Moderna no Brasil. Osvaldo Sangiorgi destacou alguns pontos positivos surgidos com o Movimento, entre eles: a mobilização de inúmeros docentes nos cursos presenciais e pela TV, promovidos pelo Grupo de Estudos do Ensino da Matemática GEEM, e a motivação dos estudantes apreciada nas participações das Olimpíadas de Matemática. Por esses fatores, entre outros, continuou a divulgar a Matemática Moderna até a década de 80, inserindo, nesse contexto, uma aplicação dessa voltada a noções de informática

Ce projet de mémoire entreprend de montrer dans quelles conditions artistiques et sociales ont évolués cinq peintres canadiens à Paris à la fin du XIXe siècle. Les artistes à l'origine de la décoration de la chapelle Sacré-Coeur de l'église Notre-Dame de Montréal; Henri Beau, Joseph Franchère, Charles Gill, Ludger Larose ainsi que Joseph Saint-Charles, se présentent ici, comme un prétexte à l'étude du parcours emprunté par nombreux peintres canadiens à Paris à cette époque. Le choix de la période d'étude est déterminé par le début de leur séjour en France et par la fin du projet de décoration de la chapelle (1887-1895). Dans un premier temps, la recherche dresse un portrait du contexte de formation dans lequel ils ont progressé. À ce propos, l'École Nationale Spéciale des Beaux-Arts, l'Académie Julian et Colarossi sont les principales institutions fréquentées par les artistes. Dans un deuxième temps, cette étude établit quelles étaient leurs conditions de vie et occupations sociales à Paris. Pour ce faire, elle définit leur situation économique par le type d'habitation dans lequel ils vivaient et leur emplacement. Quant à leur vie sociale comme étrangers, elle est reconstituée à partir des lieux et des personnes qu'ils côtoyaient. Dans un dernier temps, ce mémoire entreprend d'illustrer dans quelle mesure leur passage dans la capitale mondiale de l'art a influencé leur carrière artistique au Canada. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Henri Beau, Joseph-Charles Franchère, Charles Gill, Ludger Larose, Joseph Saint-Charles, Académies, Paris, Chapelle du Sacré-Coeur, Montréal.

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