Der vorliegende Beitrag untersucht das Dreiecksverhältnis zwischen ökologischer Nachhaltigkeit, wirtschaftlichem Wachstum und liberaler Demokratie und stellt fest, dass dieses sich in den westlichen Konsumgesellschaften im Angesicht der zunehmenden lebensweltlichen Manifestation der "Grenzen des Wachstums" grundlegend neu konfiguriert. Dabei zeichnen sich tatsächlich die Konturen einer "demokratischen Postwachstumsgesellschaft" ab - allerdings unter gänzlich anderen Vorzeichen, als es der überwiegende Teil der Transformationsforschung ersehnt. In der Absicht, einen Beitrag zur Rückkopplung der normativen und sich als transformativ verstehenden Teile der Nachhaltigkeitsforschung an die sozialwissenschaftliche Analyse moderner Gesellschaften zu leisten, zeigt der Beitrag zunächst, wie im Bereich umweltpolitischer und demokratiebezogener Diskurse zentrale Narrative, die über Jahrzehnte die Debatte bestimmt haben, heute ihre Glaubwürdigkeit verlieren und sich damit das Feld für eine Neujustierung der Dreiecksbeziehung eröffnet. Anschließend wird aus gesellschaftstheoretischer Perspektive ausgeleuchtet, wie die Demokratie im Zeichen moderner Subjektivitätsverständnisse und bestenfalls noch moderater Wachstumsraten zunehmend zu einem Mittel der "nachhaltigen" Verteidigung nicht-nachhaltiger Lebensstile wird. Entschiedener denn je, so zeigt sich, erheben moderne Konsumgesellschaften die "Politik der Nicht-Nachhaltigkeit" zu ihrem Prinzip.

Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 GracianaFD.pdf: 2970581 bytes, checksum: c1ff770889898414c89539276036b80e (MD5) Previous issue date: 2009-11-11 / The present work had as principal objective to analyze the, 9th grade students understanding about the solutions of an equation of the 2? degree, using geometric processes of the History of the Mathematics. To do so, the research had as base the elaboration and application of a group of teaching activities, based on Jean Piaget's construtivism. The research consisted of a methodological intervention, that has as subjects the students of a group of 9th grade of the State School Jos? Martins de Vasconcelos, located in the municipal district of Mossor?, Rio Grande do Norte. The intervention was divided in three stages: application of an initial evaluation; development of activities‟ module with emphasis in constructive teaching; and the application of the final evaluation. The data presented in the initial evaluation revealed a low level of the students' understanding with relationship to the calculation of areas of rectangles, resolution of equations of the 1st and 2nd degrees, and they were to subsidize the elaboration of the teaching module. The data collected in the initial evaluation were commented and presented under descriptive statistics form. The results of the final evaluation were analyzed under the qualitative point of view, based on Richard Skemp's theory on the understanding of mathematical concepts. The general results showed a qualitative increase with relationship to the students' understanding on the mathematical concepts approached in the intervention. Such results indicate that a methodology using the previous student‟s knowledge and the development of teaching activities, learning in the construtivist theory, make possible an understanding on the part of the students concerning the thematic proposal / O presente trabalho teve como principal objetivo analisar a possibilidade de compreens?o, por parte de alunos do 9? ano, sobre a obten??o das solu??es de uma equa??o do 2? grau, utilizando processos geom?tricos da Hist?ria da Matem?tica. Para tanto, a pesquisa teve como base a elabora??o e aplica??o de um conjunto de atividades de ensino, baseado na teoria construtivista de Jean Piaget. A pesquisa consistiu em uma interven??o metodol?gica, tendo como sujeitos os alunos de uma turma de 9? ano da escola Jos? Martins de Vasconcelos, situada no munic?pio de Mossor?, Rio Grande do Norte. A interven??o foi dividida em tr?s etapas: aplica??o de uma avalia??o inicial; desenvolvimento de um m?dulo de ensino com ?nfase em ensino construtivo e a aplica??o da avalia??o final. Os dados apresentados na avalia??o inicial, ou diagn?stica, revelaram um baixo n?vel de compreens?o dos alunos com rela??o ao c?lculo de ?reas de ret?ngulos e resolu??o de equa??es do 1? e 2? graus, servindo para subsidiar a elabora??o do m?dulo de ensino. Os dados coletados na avalia??o inicial foram comentados e apresentados sob a forma de estat?stica descritiva. Os resultados da avalia??o final foram analisados sob o ponto de vista qualitativo, com base na teoria de Richard Skemp sobre a compreens?o de conceitos matem?ticos. Os resultados gerais mostraram um avan?o com rela??o ? compreens?o dos alunos sobre os conceitos matem?ticos abordados na interven??o. Tais resultados indicam que uma metodologia que leve em considera??o os conhecimentos pr?vios dos alunos e o desenvolvimento de atividades de ensino, apoiada em teoria construtivista, possibilita uma compreens?o por parte dos alunos acerca da tem?tica proposta

En deux parties distinctes mais complémentaires, ce travail se présente comme le parallèle dans le domaine grammatical des recherches menées sur l’archaïsme dans la rhétorique et la littérature latines. Nous analysons tout d’abord la manière dont les grammairiens latins, de Varron à Priscien, considèrent ce phénomène, dans le cadre de la définition de la langue latine correcte (Latinitas). Les questions du recours aux archaïsmes dans l’usage et de l’autorité des auteurs littéraires anciens, telles que l’on peut les retrouver dans les textes du corpus des grammatici Latini, sont au centre de notre étude. Nous proposons ensuite pour la première fois une édition avec traduction et commentaire critique des fragments de Flavius Caper, grammairien de la fin du IIe siècle après J.-C. : cette époque marquant la diffusion d’une mouvance stylistique et littéraire archaïsante, l’examen du point de vue d’un grammairien sur la langue latine contemporaine se révèle primordial pour comprendre l’évolution de la pensée linguistique antique. L'édition des fragments du De Latinitate et du De dubiis generibus de Caper nous donne par ailleurs l'occasion de réfléchir aux problèmes des sources et de la transmission des textes, aussi bien grammaticaux que littéraires, ainsi que d'effectuer un commentaire analytique sur un auteur à tort négligé et qui, par sa réception, a joué un rôle de premier plan dans la tradition artigraphique tardo-antique. / Organised in two complementary parts, the present research follows up, in the grammatical tradition, on other studies led on archaism in the fields of Latin rhetoric and literature. The first part deals with the way in which Latin grammarians, from Varro to Priscian, apprehend the notion of archaism, within the definition of what they consider to be the correct Latin language (Latinitas). The study is focused on both the main issues of the use of archaisms in the current usage, and the ancient poets’ and prose writers’ authority, as noticeable in the grammatici Latini corpus. In the second part, an edition of Flavius Caper’s grammatical fragments, with a French translation and critical commentary, is proposed for the first time. Caper is a scholar of the end of the 2nd century AD, an era especially known for the diffusion in the literary circles of an archaizing stylistic tendency. Consequently, examining the point of view of a grammarian on the linguistic usage of his time appears crucial to understanding the evolution of linguistic thought in Antiquity. The edition of Caper’s fragmentary De Latinitate and De dubiis generibus gives us the opportunity to reflect upon sources and transmission of grammatical and literary texts. Finally, the comments made on the work of a still unrecognised scholar should highlight the importance of his treatises in the late antique grammatical tradition.

This thesis is one of the first works in the Czech language dealing with the personality and work of Marcus Cornelius Fronto, Roman rhetor of 2. century A. D. and teacher of Marcus Aurelius. After the palimpsest with the correspondence of Fronto was found in early 19th century, the reputation of this man suffered greatly. The man had been seen for many decades as superficial and flat archaisator, whose letters have no or only very little value for us. The aim of this tesis is to examinate the most problematical questions connected with Fronto, firstly his attitude to philosophy and the opinion, that archaism is the main and ubiquitous characteristic of his style. This theoretical treatise is accompanied with translation of several selected texts.

The subject of this thesis is to analyze the perception of a naked female body in French society of the 2nd half of the 19th century. The work focuses on discovering, highlighting and interpreting the theme of female nudity in artistic works of this period, which provoked strong reactions and influenced contemporary culture. The first part is consecrated to the position of women in the 2nd half of the 19th century society on historical, social and cultural backgrounds and its changes in the ambience of the first wave of the women's movement. The attention is brought to some significant representatives of early feminism and to the goals and innovations these personalities were aiming to achieve. The second part of the thesis describes and analyzes selected works of art on the theme of female nudity. First, it deals with the works of academic painters who were the bearers of traditional artistic ideals and academic rules for displaying naked female body. Their artistic production is nowadays somewhat underestimated. In art history, however, it plays an important role. Therefore, the value of their work for the study of the perception of a naked female body is not omitted. The interest then turns to the Impressionism, the outstanding 2nd half of the 19th century art movement. In the center of...

A descriptive analysis was given of the characteristics of the authors and citations of the articles in the journal Theological Studies from 1940-1995. Data was gathered on the institutional affiliation, geographic location, occupation, and gender and personal characteristics of the author. The citation characteristics were examined for the cited authors, date and age of the citations, format, language, place of publication, and journal titles. These characteristics were compared to the time-period before and after the Second Vatican Council in order to detect any changes that might have occurred in the characteristics after certain recommendations by the council were made to theologians. Subject dispersion of the literature was also analyzed. Lotka's Law of author productivity and Bradford's Law of title dispersion were also performed for this literature. The profile of the characteristics of the authors showed that the articles published by women and laypersons has increased since the recommendations of the council. The data had a good fit to Lotka's Law for the pre-Vatican II time period but not for the period after Vatican II. The data was a good fit to Bradford's Law for the predicted number of journals in the nucleus and Zone 2, but the observed number of journals in Zone 3 was higher than predicted for all time-periods. Subject dispersion of research from disciplines other than theology is low but citation to works from the fields of education, psychology, social sciences, and science has increased since Vatican II. The results of the analysis of the characteristics of the citations showed that there was no significant change in the age, format and languages used, or the geographic location of the publisher of the cited works after Vatican II. Citation characteristics showed that authors prefer research from monographs published in English and in U.S. locations for all time-periods. Research from the disciplines of education, psychology, science and the social sciences has increased, but authors preferred the use of theological sources for their research more than 70% of the time both before and after the council.

This dissertation considers how gendered discourses shaped the US Army’s culture during the Second Seminole War of 1835-1842 and the Mexican-American War of 1846-1848. Historians have increasingly understood these years as the regular army’s formative era but focus on officers. Yet, while native-born West Pointers came to dominate the officer corps, foreign-born recruits filled the enlisted ranks. Little scholarship considers what it meant for the army to be increasingly led by West Pointers and manned by foreign-born soldiers. Officers left the military academy with deeply held beliefs regarding what it meant to be an officer in the army family—a stern father to enlisted men and the Native peoples whom the army considered its wards, and a committed protector of supposedly harmless women. Their paternalistic ideals encountered the complexities of war in Florida and Mexico, where officers both sought to accomplish their missions and condition enlisted men to their authority. Through these wartime experiences, a shared army culture emerged. It was animated by the figure of the soldier as a protector of women and tested in interactions between the army and enemy—Native and Mexican—women. This previously unacknowledged development lent army culture an internal coherence that guaranteed officers’ control over soldiers and an external coherence characterized by a reputation for paternalism. This enabled the army to secure a respected position as an American institution. One consequence was that soldiers were unable, or unwilling, to understand women as enemies. As a result, such authors largely erased or ignored female combatancy from their records—a process typical of many wars. The key to uncovering women’s contributions is to look more critically at official military documents. Methodologically, this project proposes a feminist approach to military history that considers how army leaders constructed women’s presence in, and absence from, military records in specific, deliberate ways. Grasping that process matters—it legitimized the regular army and its officers. Attention to discourses about women, the prototypical outsiders in histories of war, can help historians consider the discursive processes at work within the genre of army writing. The army’s erasure of women’s wartime activities succeeded so well that according to most accounts of the 1830s and 1840s, women—whether Mexican, Native, or American—had no military history. Yet, the army’s relationships with enemy women shaped it in meaningful ways. The regular army's paternalism, well developed by 1848, used men’s control over and obligations to women to reify the superiority of regular soldiers to other men and of officers to enlisted men. The protection of women sometimes served as a common language between officers and enlisted men, sometimes as a path for enlisted men to challenge officers’ claims to moral superiority, and sometimes as a justification for changes to military policy. By 1848, these workings cohered into an engine of army paternalism, a deep-seated logic whose machinations were sometimes overt, sometimes submerged, and underlay the army’s choices. I call this the logic of protection.

Il y a soixante-dix ans, le droit pénal des mineurs acquérait son autonomie. Influencée par les idées humanistes de l'après guerre, l'ordonnance du 2 février 1945 a mis en place un droit pénal spécifique à l'enfance délinquante tourné davantage vers la protection et l'éducation du mineur auteur d'une infraction que vers sa répression. Ce système de justice tutélaire n'a toutefois pas résisté à l'épreuve du temps. L'augmentation de la délinquance juvénile ainsi que son évolution – les mineurs délinquants seraient de plus en plus jeunes et de plus en plus violents – ont en effet conduit les pouvoirs publics à douter de l'efficacité du dispositif mis en place par l'ordonnance du 2 février 1945, laquelle serait trop laxiste et donnerait un sentiment d'impunité aux jeunes délinquants. Le législateur est ainsi intervenu à maintes reprises, surtout depuis 2002, pour réformer le dispositif mis en place par ce texte et l'adapter aux problèmes de la jeunesse. Ces réformes, qui ont profondément bouleversé la justice des mineurs, n'ont-elles pas mis à mal sa spécificité? C'est à cette question que notre étude s'attachera à répondre. / Seventy years ago, the criminal law of the minors acquired its autonomy. Influenced by the humanist ideas which emerged after war, the prescription of February 2nd, 1945 set up a specific criminal law in the delinquent childhood turned more to the protection and the education of the minor author of a breach than towards its repression. This system of guardian justice did not however stand the test of time. The increase of the juvenile delinquency as well as its evolution - The juvenile delinquents would be more and more young and more and more violent - indeed led public authorities to doubt the efficiency of the device set up by the prescription of February 2nd, 1945, which would be too overliberal and would give a feeling of impunity to the young delinquents. The legislator so intervened in many reprises, especially since 2002, to reform the device set up by this text and to adapt it to the problems of the youth. These reforms, which profoundly upset the justice of the minors, did not they damage its specificity? It is this question that our study will attempt to answer.

Avec le développement des véhicules électriques, la question de la valorisation des batteries lithium-ion (BLI) se pose pour diverses raisons. Pourtant, une filière de valorisation structurée n’existe pas aujourd’hui. Notre travail académique a pour objet l’étude de cette dernière. La filière de valorisation des BLIs est définie comme un système sociotechnique, complexe en émergence. Notre problématique consiste alors à l’étudier d’un point de vue technico-économique, organisationnel et prospectif et ce en tenant compte des différentes complexités. Cette problématique soulève trois questions de recherche : Comment modéliser la filière de valorisation des BLIs comme un système organisationnel complexe en émergence ? Comment faire de la prospective sur la filière de valorisation des BLIs ? Comment analyser la gouvernance de la filière de valorisation des BLIs ?Pour modéliser la filière de valorisation des BLIs, nous mettons en œuvre d’une manière combinée trois méthodes de modélisation systémiques : SCOS’M (Systemics for Complex Organisational Systems’ Modelling), la cartographie cognitive et la dynamique des systèmes. La modélisation a pour objectif la caractérisation de la filière (parties prenantes, sous-systèmes …), la compréhension de ses dynamiques d’évolution et l’identification des variables clés dans ces dynamiques. Cette modélisation est une base pour la suite.Pour faire de la prospective sur la filière de valorisation des BLIs, nous préconisons l’utilisation des scénarios. Ces derniers sont définis à l’aide de la matrice SRI (Stranford Research Institute), en exploitant les variables clés qui interviennent dans les dynamiques d’évolution de la filière. La prospective est permise en simulant le modèle dynamique des systèmes avec différents scénarios, afin d’analyser les aspects technico-économiques. Pour l’étude de la gouvernance de la filière de valorisation des BLIs, le périmètre a été restreint à l’activité de reconditionnement. Dans ce cas, l’étude de la gouvernance revient à analyser des combinaisons de répartition (application 2nde vie, partie prenante). Une méthodologie d’aide à la décision a été développée pour cette fin. D’une manière générale, cette thèse a identifié les enjeux et questions qui se posent lors de l’étude de la valorisation des batteries lithium-ion des véhicules électriques. A travers notre modélisation, nous avons établi une base d’analyse utile à l’aide à la décision. Nous avons répondu à certaines questions (aspects technico-économiques et organisationnels) et ouvert la voie pour d’autres (aspects logistiques et environnementaux). / With the development of electric vehicles, the recovery of lithium-ion batteries (LIB) arises for various reasons. However, a structured recovery network does not exist today. Our academic work aims to study this latter. The LIBs recovery network is defined as a socio-technical complex emerging system. Our problematic is then to study it from a technical-economic, organizational and prospective perspective, taking into account the different complexities. This problematic raises three research questions: How to model the LIBs recovery network as a complex organizational emerging system? How to foresight on the LIBs recovery network? How to analyze the LIBs recovery network governance?To model the LIBs recovery network, we apply with combination three systemic modeling methods: SCOS'M (Systemics for Complex Organisational Systems' Modelling), cognitive mapping and system dynamics. The modeling aims to characterize the recovery network (stakeholders, subsystems ...), understand its dynamics and identify the key variables in these dynamics. This model is the basis for the following research questions.To Foresight on the LIBs recovery network, we recommend the use of scenarios. These are defined using the SRI matrix (Stranford Research Institute), exploiting the key variables. Foresight is permitted by simulating the system dynamics model with different scenarios to analyze the technical-economic aspects. For the study of the LIBs recovery network governance, the scope was restricted to the repurposing activity. In this case, the study of the governance comes down to analyzing the combinations (2nd life application, stakeholder). A decision aid methodology has been developed for this purpose. In general, this thesis identified the questions that arise when considering the recovery of LIBs. Through our modeling, we have established a useful basis for decision aid. We answered some questions (technical-economic and organizational aspects) and paved the way for others (logistical and environmental aspects).

[pt] O objetivo deste trabalho é propor atividades experimentais, fundamentadas na História da Matemática, que problematizem o conteúdo ensinado no 9º ano do ensino fundamental da escola básica, com base nos seus processos históricos de produção provocando o diálogo entre duas abordagens que fundamentam o presente estudo: a história da matemática e o ensino por atividades experimentais. Acreditamos que esse diálogo possibilita o alcance de objetivos específicos importantes: humanização da matemática possibilitando que alunos deste ano de escolaridade compreendam a matemática como produto da necessidade humana e significação da matemática promovendo o aprendizado através do desenvolvimento de atividades práticas que tragam sentido e motivação à aprendizagem de novos saberes. Três conteúdos tradicionais que constam no currículo deste segmento são apesentados com base na conjugação simultânea destas abordagens: o teorema de Tales, o teorema de Pitágoras e a equação do segundo grau. Para cada um deles, apresentamos uma abordagem histórica, levantamos reflexões importantes sobre construções e autorias e sugerimos atividades fundamentadas no diálogo entre história e prática como propostas a serem desenvolvidas juntos aos alunos. / [en] The objective of this work is to propose experimental activities, based on the History of Mathematics, that problematize the content taught in the 9th grade of elementary school, based on their historical production processes, provoking a dialogue between two approaches that underlie the present study: the history of mathematics and teaching by experimental activities. We believe that this dialogue enables the achievement of important specific objectives: humanization of mathematics enabling students of this school year to understand mathematics as a product of human need and meaning of mathematics promoting learning through the development of practical activities that bring meaning and motivation to learn new knowledge. Three traditional contents that appear in the curriculum of this segment are presented based on the simultaneous combination of these approaches: the Tales theorem, the Pythagorean theorem and the 2nd degree equation. For each of them, we present a historical approach, raise important reflections on constructions and authorship and suggest activities based on the dialogue between history and practice as proposals to be developed together with the students.