No description available.

No description available.

A part of Johann Sebastian Bach’s musical duties in Leipzig was to present an annual setting of the passion for Good Friday Vespers. One such work was the Markuspassion, performed in 1731. Although the score of this companion work to the Matthäuspassion and Johannespassion has been lost, the original text of the Markuspassion is extant. Bach frequently made use of the parody technique in his compositions. This practice consisted of adapting existing music to a new text that was based on the rhyme scheme of the original one, resulting in two compositions essentially sung to the same music, barring a number of enforced changes. This particular feature of Bach’s compositional technique makes it possible that the lost music originally contained in the Markuspassion could be discovered within his oeuvre. In the late 19th century, Bach scholars began to research the possibility of reconstructing the Mi>Markuspassion, recognizing that it may have contained music parodied from other compositions basing, to a large extent, their research on textual comparison. Several attempts at reconstruction have been made between 1964 and 2009, resulting in at least 18 different versions of the Markuspassion. Some of reconstructors abandon the original structure of this work, others re-use music that Bach could not plausibly have chosen as a parody base for this work, while still others include large amounts of music composed by contemporaries of Bach. This has lead to the question: To what extent are the existing reconstructions of Johann Sebastian Bach’s Markuspassion historically justified, and what sources have reconstructors utilized in order to achieve performable editions? Five of the reconstructions have been carefully studied in this regard, leading to the conclusion that they are all worthwhile scholarly endeavours with their own merits, but that none of them can be performed as the definitive Bach Markuspassion. This study also contains recommendations to musicologists interested in this project, conductors wanting to perform one of these works and suggestions for a theoretical reconstruction combining material from existing attempts. / Dissertation (MMus)--University of Pretoria, 2010. / Music / unrestricted

Rudolf Carnap, Yehoshua Bar-Hillel. / "October 27, 1952." / Includes bibliographical references. / Army Signal Corps Contract No. DA36-039 sc-100 Project No. 8-102B-0 Dept. of the Army Project No. 3-99-10-022

Cette recherche se propose de mettre en exergue la place du péché dans les discours déclinés dans le duché de Bretagne du XIIe au début du XVIe siècle. Elle se fonde aussi bien sur les sources écrites (productions pastorales,textes normatifs de l’Église et l’État breton, oeuvres littéraires et moralisantes de la cour ducale) que sur l’iconographie, à travers les sculptures de l’époque romane et de la fin du Moyen Âge.Le péché y apparaît comme une clef de compréhension du monde et de son évolution : présenté comme une causalité historique majeure depuis le début de l’humanité, son instrumentalisation permet de représenter lesvices de l’altérité, liée à l’ethnie ou à la religion, d’appréhender les identités collectives de tout ordre (professionnelles, de classe, d’ordre, de genre), en même temps qu’il rappelle la place de l’individu dans la société. L’association constante des dominés avec les péchés du corps, ainsi que la mise en place d’une véritable géopolitique des princes « pécheurs » ennemis de la Bretagne (cupides, paresseux, homosexuels…), ne sont que deux exemples d’une utilisation socio-Politique des vices.Instrument de culpabilisation issu de la morale chrétienne, le recours massif au péché dans les discours dominants en Bretagne est d’abord lié à la réforme « grégorienne » du XIIe siècle, avant que les lettrés de la courducale des Montfort ne s’approprient ces discours pour légitimer le pouvoir de leur prince. Dans tous les cas, le péché s’impose comme un vecteur essentiel dans l’effort de normalisation morale de la société et du pouvoir au Moyen Âge / This research aims to highlight the place of sin in discourses in the Duchy of Brittany from the 12th to the early 16th century. The study is based on both written and iconographical sources (pastoral care production, normative documents of the Church and the State Breton, literary and moralistic works of the ducal court, sculptures from Romanesque period and late Middle Ages).Sin appears to be a key to understanding the world and its evolution : it is a major historical causality since the beginning of mankind ; it serves the representation of the ethnic or religious otherness ; it is an useful device to apprehend collective identities of any kind (professional, class, order, or gender identities) ; finally, it establishes the place of the individual in society. The recurring association of dominated classes with the sins of the flesh and the appearence of a ‘political geography’ of princes ‘sinners’ enemies of Britain (greedy, lazy, homosexual...) are two examples of a such socio-Political use of vices.As an instrument of guilt trip from Christian morality, the massive use of sin in the dominant discourses in Britain come up from the "Gregorian" reform of the twelfth century. Later, the scholars of the ducal court of Montfort begin to use these discourses to legitimize the power of their prince. In both cases, sin becomes a powerful agent in theeffort to moral normalization of society and power in the Middle Ages

From December 1983 to January 1984, 228 bamboo strips were unearthed in M247 at Jiangling, Hubei. These strips contained a collection of criminal cases called Zou Yan Shu, as well as 526 strips containing Laws of the 2nd Year. This discovery effectively patched a gap in judicature during the transition from the Qin to the Han. Beginning in 1985, a research group, Li Xueqin, and Peng Hao, began publishing the content of these strips in Wenwu. Soon scholars all over the world began researching the strips. In 2008, the Bamboo and Silk Manuscript Center at Wuhan University used infrared imaging (as well as referencing Cai Wanjin¡¦s revisions of the text and the research of other scholars) to make sense of a very muddled text. This also brought about many breakthroughs in research on the Zou Yan Shu. Now scholars understand much more concerning judicature during the Qin-Han period and how it differed from that of pre-Qin times. Despite this, few scholars have attempted a comprehensive analysis of the 22 cases found in this work. There is much research to be done on legal terminology in the text, the judiciary writing process in Zou Yan Shu, the reasons for compiling these 22 cases, knowledge of judiciary principles during Qin-Han gained from these cases, and several keys to unjust, falsified, and mistaken cases. This dissertation attempts to utilized prior understanding of the scholarly community to systematically and comprehensively analyzing all 22 cases and to explicate the meaning of the title Zou Yan Shu, judiciary terminology, the judiciary process, adjudicatory results, and reasons for the unjust, falsified, and mistaken cases. It was discovered that the purpose for this compilation was to educate law-enforcement officials and portrays the message that from receiving the initial report to apprehending and trying the criminal to gathering evidence to issuing the final judgment, if the principle ¡§all is decided by the law¡¨ is not strictly adhered to then mistakes are easily made. In addition, the way documents are written in Zhou Yan Shu is closely related to the judiciary process from the county-level all the way to the Commandant of Justice, revealing how this process worked at the various levels.

Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in Lapland. / Tiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja.

Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in Lapland. / Tiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja.

The thesis is focused on clarifying fatigue damage mechanisms and fatigue-creep damage mechanisms of MAR-M 247 and IN 713LC polycrystalline Ni-based superalloys. This thesis begins with basic information about nickel-based superalloys and their microstructure, followed by a description of fatigue and creep mechanisms and their mutual interaction. The next part contains experimentally obtained results describing the behavior of MAR-M 247 and IN 713LC superalloys under various sets of conditions. Three testing temperatures - 800, 900 and 950 °C were used for the measurement of fatigue properties under symmetrical loading cycle, because in the temperature range 800 – 950 °C, the mechanism of fatigue crack propagation of both superalloys should change from the originally crystallographic at "lower" temperatures (800 °C) to non-crystallographic at "higher" temperatures (950 °C). In addition the effect of processing technology on fatigue properties was studied on the superalloy IN 713LC. High-frequency cyclic loading (about 120 Hz) with high mean stress at elevated temperatures was applied to induce fatigue-creep interaction. The combined fatigue-creep loading was performed on the IN 713LC superalloy at 800 °C and on the MAR-M 247 superalloy at 900 °C.

Ce mémoire cherche à déterminer les enjeux et les implications de l'alliance de 215 a.C, principalement conclue par le général carthaginois Hannibal Barca et le roi Philippe V de Macédoine. À partir de la traduction critique d'une unique source, soit le serment d'Hannibal, tel que transcrit par Polybe (Histoires, VII, 9, 1-17), ce mémoire tente d'abord de cerner les aspects techniques de l'alliance : la nature du texte en fonction des diplomaties grecques et proche-orientales ainsi que l'identité des acteurs en présence. Il s'intéresse ensuite aux motivations, aux enjeux respectifs des parties contractantes, en regard notamment des perspectives d'égalité au sein de l'accord et des implications relatives à une campagne macédonienne contre le protectorat romain d'Illyrie. Ce mémoire se penche finalement sur les contrecoups de l'entente, pour ses contractants mais aussi pour la définition des hégémonies en Méditerranée au tournant du IIIe siècle a.C. / Québec Université Laval, Bibliothèque 2014