Sikh leader Jarnail Singh Bhindranwale’s militant and masculinist discourses were embraced by Punjabi Sikhs because of his presence as a charismatic authority, a concept first developed by sociologist Max Weber to understand the conditions surrounding and personal qualities of a figure which attracts followers. The rebellion he led in Punjab resulted from his radical exploitation of issues concerning the Sikh community. Religion was wielded as a tool, legitimizing Sikh violence as commanded by the Gurus. Radical interpretations of Sikh scripture and folklore were initially preached to rural, less educated crowds. While his sermons brought out their frustrations with the government, his charisma allowed him to manipulate young men, his largest demographic of supporters, into embracing violence. This study analyzes Bhindranwale from the perspective of the people that supported him. By identifying multiple social factors through which to understand Bhindranwale’s reign, this study exhibits his importance in understanding Sikhism in Modern India.

La transmission sociale de comportements chez les animaux non humains fait l'objet de nombreuses recherches en psychologie ou en biologie. Dans une perspective didactique de type anthropologique, nous montrons que certains comportements chimpanzés qualifiés de culturels par les primatologues sont comparables à ce que nous qualifions d'oeuvres en didactique. A ce titre, leur transmission peut faire l'objet d'une lecture didactique. Reprenant des données recueillies en primatologie, nous proposons une analyse didactique de l'action conjointe du jeune chimpanzé et de sa mère considérés comme des sujets institutionnels, relativement à l'oeuvre "cassage de noix". Le logiciel Transana nous a permis de procéder à plusieurs types d'analyses : 1/ analyses par tranche d'âge 2/ analyses par « action / succession d'actions » 3/ mise en évidence de biographèmes. Ayant décrit ce que font, à chaque tranche âge, les jeunes primates et leur mère, nous montrons que l'âge du petit chimpanzé constitue un déterminant des formes de l'action didactique. A partir des normes révélées par l'analyse par âge, nous avons identifié des épisodes dans lesquels les petits chimpanzés sortaient de la norme et où leur rapport au cassage de noix évoluait. Nous avons alors réalisé une étude de ces épisodes en les considérant comme des biographèmes que nous avons situé dans la biographie didactique des sujets observés. Les analyses transversales de certaines actions ayant un fort effet du point de vue de l'apprentissage nous conduisent à supposer que la nature et la forme de l'action didactique est influencée par d'autres déterminants, notamment le sexe du petit et le fait que la mère soit ou non primipare. / The social transmission of non-human animal behaviors has been studied by many psychologists or biologists. Adopting the anthropological viewpoint of the comparative approaches in didactics, we study the learning of nut-craking by young chimpanzees in Taï. This behavior described as "cultural" by primatologists are comparable to what didaticians call "oeuvres". In this respect, this object can be subjected to a didactic analysis. Using the data collected by primatologists, we offer a didactic analysis of the joint action of young chimpanzees and their mother (looked upon as institutional subjects) relating to nut-craking. The Transana software we used enabled us to carry out several types of analyses : 1/ longitudinal analyses by age group ; 2/ cross-sectional analyses by « action/sequence of actions » ; 3/ the highlighting of biographemes. Having described what young primates and their mother do in the course of each age group, we demonstrate that the chimpanzees' age constitues a determinant of the form of didactic action . Our method for studying the nut-craking learning process among wild chimpanzees applies for all acculturation situations. Using the norms the age analysis revealed, we identify episods called "biographems" in which young chimpanzees we can observe that their relation to nut-cracking evolved and located those biographems within the didactic biography of the subjects we observed. Since the cross-sectional analyses of certain actions had a strong effect in terms of learning, we assume that the nature and form of didactic action is influenced by other determinants, in particular the young chimpanzee's sexe and whether the mother is primiparous or not.

In order to illustrate why museums are frequently sites of conflict and mediation, this dissertation examines the complex conditions under which knowledge is produced and disseminated at three Canadian museums. Approaching museums as social arenas or contact zones, the dissertation exposes power struggles in museums and dislodges a whole set of assumptions about what museums are and how they function. For the study I selected the following museums with anthropological mandates: MacBride Museum (Whitehorse), Prince of Wales Northern Heritage Centre (Yellowknife), and Vancouver Museum (Vancouver). The three museums were chosen because their geographical proximity to large communities of Aboriginal Peoples enabled an exploration of the changing relationships between them. Historically, museums have held the power to classify and define Aboriginal Peoples. Relatively recently, however Aboriginal Peoples have in various ways (by imposing constraints on how they and their cultures are exhibited, and through land claims and repatriation requests) been challenging their historic relationships with museums. In chapter one I discuss my objectives, methodology, and the work of those scholars who shaped this dissertation. Chapter two explores the invention of museums in the western world and begins linking the three Canadian museums with knowledge and power. In chapters three, four, and five I portray the mobility and productivity of three museums (MacBride Museum, PWNHC, and Vancouver Museum) in three distinct regions of Canada. I illustrate their ability to articulate identity, power, and tradition as well as the role they perform in the social organization of power relations. Each chapter begins with a description of the historical roots of power relations at each institution. This leads into a discussion of each museum's present system of authority: the state, governing bodies, professional staff and, increasingly, Aboriginal representatives. In the process I reveal some of the political pressures, institutional hierarchies, and personal conflicts that shape knowledge within these institutions. Chapter six is a review and critical analysis of systems of authority of the three museums and the challenges presented by Aboriginal Peoples. I conclude with the issues raised at the outset, which continue to confront the Canadian museum community, issues of inclusion and the limitations of cross-cultural translation, repatriation, and representation. / Arts, Faculty of / Anthropology, Department of / Graduate

La problématique qui justifie ce travail de recherche s’inscrit dans le paradigme de l’adéquation formation-emploi au Gabon et les conjectures théoriques qui nous ont permis de traiter de cette problématique s’inscrivent dans le paradigme socio-constructiviste en tant que paradigme épistémologique de la connaissance. En se centrant sur le volet formation, cette problématique fait état des dysfonctionnements dont le corollaire se traduit par un faible rendement scolaire des apprenants. Si toutes-fois ce faible rendement scolaire n’était manifestement plus à démontrer, il n’en demeurait pas moins que la diversité et la complexité des causes possibles n’en facilitaient point la visibilité et la lisibilité des solutions possibles. En se penchant un peu plus du domaine de réalité à partir duquel pouvaient prendre naissance les phénomènes observés et récriminés, il était question en effet d’interroger la situation d’enseignement et d’apprentissage en recherchant tous les liens de causalité ou de corrélation possibles entre la qualité des acquis des élèves et la diversité des facteurs susceptibles de favoriser ces insuffisances. Si cette indétermination nous situait entre : - une évidence des faits et - le souci d’élucidation des facteurs explicatifs, les résultats de notre thèse viennent de montrer avec cohérence et très grande significativité, l’existence d’une similarité entre les niveaux de rendement scolaire préexistants et les niveaux des acquis des élèves issus des dispositifs pédagogiques conçus et mis en œuvre par les enseignants dans les classes technologiques. / The problem which prompted this research work, registers in the adequacy between training and employment in Gabon; and the theoretical conjectures that enabled us to treat these problems are related to socio-constructivism as an epistemological paradigm of knowledge. While focusing on training aspects, these problems mention the dysfunctions whose corollary results in poor learning output. However, if these school poor outputs were obviously debatable, the diversity and the complexity of the possible causes did not facilitate the visibility, and the legibility of the possible solutions. Basing on the field from which the phenomena observed and recriminated originated, it comes out that the teaching and training situation, by searching all the possible causal or correlative links between the learners’ background knowledge and the diversity of factors likely to explain the insufficiencies. If this indetermination proves the facts to be obvious and requires clarification of the incriminated factors, the result of our thesis have just shown with coherence and very great clarification, the existence of a similarity/interdependence between the levels of preexistent school output and the levels of learners’ output resulting from the teaching devices designed and implemented by the teachers in technological classes.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2017-11-29T18:29:18Z No. of bitstreams: 1 jussara_rocha_koury.pdf: 976386 bytes, checksum: 7eb41aa8583b0022ac63398cf6f0900a (MD5) / Made available in DSpace on 2017-11-29T18:29:18Z (GMT). No. of bitstreams: 1 jussara_rocha_koury.pdf: 976386 bytes, checksum: 7eb41aa8583b0022ac63398cf6f0900a (MD5) Previous issue date: 2017-04-07 / The aim of the present study is to analyze some aspects of the origin of religious prejudice, found in the anthropological constitution of the Brazilian people in their originating matrices – the Brazilian indigenous, the Portuguese and the Black – as well as to inquire about the formation of our popular religiosity in order to understand the violence of Brazilian religious prejudice in relation to its African matrices. To do so, we used a qualitative approach and carried out our research through literary review as we wished to investigate, as far as possible, the socio-anthropological context that resulted (and still results at present) in implicit and/or explicit intolerance to Afro-Brazilian religious expressions. We seek shelter in Darcy Ribeiro‟s work because it is, if not the most important, one of the keys to understanding the ethnic and cultural formation of the Brazilian people. Our first concern was to inquire as to why a country as plural as ours is, at the same time, a bigoted country, at all levels of social relations, including the Afro-Brazilian religious practices. What is revealed, step by step, is the role that was played by the Catholic Church in the formation of religious prejudice, particularly with relation to the religions of African and indigenous matrices. The Catholic religion, like others with Jewish-Christian roots, adopts, in her monotheistic expression, the idea of a people chosen by the Only and True God. Thus, she expresses itself with a natural attitude of superiority over other peoples, dictating thought and behavior. And so, the Brazilian people repeat as they have learned: there is salvation only in the Jewish-Christian tradition. There is no room for questioning. The vision of all people as the children of God finds no place in this discussion. Is prejudice justified in this way? No. With awareness, one can understands its roots in order to build another kind of relationship with the originating matrices of the Brazilian people, in the hope of retrieving our identity also in the religious aspect. / Nossos objetivos nesta dissertação consistem em analisar aspectos da criação do preconceito religioso, presentes na constituição antropológica do povo brasileiro a partir de suas matrizes originantes – o índio, o luso e o negro –, como também em inquirir a formação de nossa religiosidade popular para, enfim, compreender a violência do preconceito religioso brasileiro em relação a suas matrizes africanas. Para tanto, utilizamos uma abordagem qualitativa e conduzimos nossa pesquisa por meio de uma revisão literária porque quisemos investigar, o quanto possível, o contexto socioantropológico que resultou (e resulta ainda hoje) na intolerância implícita e/ou explícita às expressões religiosas afro-brasileiras. Buscamos guarida em Darcy Ribeiro por ser, senão a mais importante, uma das chaves para compreendermos a formação étnica e cultural do povo brasileiro. Nossa inquietação primeira consistiu em indagar por que um país tão plural quanto o nosso é, ao mesmo tempo, um tão país preconceituoso, em todos os níveis de relações sociais, assim como no que se refere às práticas religiosas afro-brasileiras? O que se descortinou, passo a passo, foi o papel desempenhado pela Igreja Católica na formação do preconceito religioso, com recorte em relação às religiões de matrizes africanas e indígenas. Ela, como as outras de origem judaico-cristã, assume, em sua face monoteísta, a ideia de um povo escolhido pelo Deus Único e Verdadeiro. Assim sendo, reveste-se de uma natural – assim pensa, assim se comportou – superioridade em relação aos outros povos. E, desse modo, o povo brasileiro repete tal qual aprendeu: só existe salvação na tradição judaico-cristã. Aqui não há espaço para questionamentos. E a imagem de todos serem filhos de Deus não encontra espaço em tal discurso. Justifica-se, assim, o preconceito? Não. Compreendem-se suas raízes para, a partir do conhecimento, construir-se uma outra relação com as matrizes originantes do povo brasileiro, na esperança de conquistarmos nossa identidade também no aspecto religioso.

This thesis proposes that by producing and existing within a translingual text, the ethnofeminist has found a way to subvert others' construction of her and redefine her identity. In particular, the ethnofeminist uses code switching to select and reinvent meaning from the language system of the dominant culture while maintaining the language system of the "marginal" group. In combining two (or more) language systems within a literature she has created her own language.

Les outils technologiques sont omniprésents dans la société et leur utilisation est de plus en plus grande dans les salles de classe. Du côté de l'enseignement et de l'apprentissage des mathématiques, ces outils se sont vu attribuer des rôles qui ont évolué avec les années. Les rôles de soutien, de visualisation et d'enrichissement des contenus en sont des exemples. Une utilisation des outils technologiques dans l'enseignement s'accompagne d'apports pragmatiques et épistémiques potentiels, mais comporte également des limites et des risques. Il s’avère important d’examiner le rôle accordé à l’outil technologique dans les activités qui le mobilisent. Puisque le raisonnement mathématique fait partie d'une des compétences visées à l’école (MELS, 2006) et que les futurs enseignants semblent accorder moins d'importance à la validation et la preuve comme composantes de ce raisonnement (Mary, 1999), nous émettons l'hypothèse qu'une séquence d'activités montrant la complémentarité de la preuve et des explorations tirant parti de la technologie pourrait aider les futurs enseignants à mieux saisir ces enjeux. La présente recherche s’appuie sur l'ingénierie didactique pour développer et valider une séquence d'activités intégrant le logiciel GeoGebra. Cette séquence d'activités a été conçue dans les buts suivants : initier les futurs enseignants en mathématiques au secondaire à un logiciel de géométrie dynamique et leur donner l'occasion de voir des activités mathématiques utilisant la technologie et visant le développement du raisonnement, par l’articulation de l’exploration et de la preuve. Le cadre théorique sur lequel repose cette recherche intègre des éléments de l'approche anthropologique (Chevallard, 1992, 1998, 2003) et de l'approche instrumentale (Vérillon et Rabardel, 1995; Trouche, 2000, 2003, 2007; Guin et Trouche, 2002). Certaines idées sur les constructions robustes et molles (Soury-Lavergne, 2011), la distinction figure/dessin (Laborde et Capponi, 1994) et le réseau déductif (Tanguay, 2006) ont servi de repères dans la construction de la séquence d'activités. Cette recherche s'est déroulée au cours de l'hiver 2016 dans une université québécoise, dans le cadre d’un cours de didactique de la géométrie auprès de futurs enseignants au secondaire en mathématiques. Un questionnaire pré-expérimentation a été rempli par les participants afin de voir leurs connaissances préalables sur les programmes, les outils technologiques ainsi que leurs conceptions au sujet de l'enseignement et de l'apprentissage des mathématiques. Par la suite, les étudiants ont expérimenté la séquence d'activités et ont eu à se prononcer sur les connaissances mises en jeu dans chacune des activités, l’opportunité de son utilisation avec des élèves du secondaire, et les adaptations perçues nécessaires pour sa réalisation (s'il y a lieu). Des traces écrites de leur travail ont été conservées ainsi qu'un journal de bord au fur et à mesure du déroulement de la séquence. En triangulant les diverses données recueillies, il a été constaté que la séquence, tout en contribuant à l’instrumentation des participants au regard du logiciel utilisé, a eu chez certains d’entre eux un impact sur leur vision du développement du raisonnement mathématique dans l’enseignement des mathématiques au secondaire. L’analyse des données a mis en lumière la place accordée au raisonnement par les futurs enseignants, les raisonnements mobilisés par les étudiants dans les diverses activités ainsi que des indices sur les genèses instrumentales accompagnant ces raisonnements ou les induisant. Suite à l’analyse de ces données et aux constats qui en découlent, des modifications sont proposées pour améliorer la séquence d’activités. / Technological tools are ubiquitous in society and their use is growing in the classroom. In mathematics education, these tools have been assigned roles that have evolved over the years: support, visualization, content enrichment. The use of technological tools in education comes with potential pragmatic and epistemic contributions, but also has limitations and risks. We must therefore examine at the activity level the role technology should play. Mathematical reasoning is one of the competencies aimed by school (MELS, 2006) and future teachers seem to place less emphasis on validation and proving processes as components of this reasoning (Mary, 1999). We hypothesize that a sequence of activities showing the complementarity of the proving processes with explorations leveraging technology could help future teachers better understand these issues. This research is based on didactical engineering to develop and validate a sequence of activities with GeoGebra software. The sequence of activities has been designed to: introduce pre-service secondary mathematics teachers to dynamic geometry software and give them the opportunity to see mathematical activities using technology that aim at developing mathematical reasoning and proof. The theoretical framework on which this research is based integrates elements of the anthropological theory of the didactic (Chevallard, 1992, 1998, 2003) and of the instrumental approach (Vérillon and Rabardel, 1995; Trouche, 2000, 2003, 2007; Guin and Trouche, 2002). Some ideas on robust and soft constructions (Soury-Lavergne, 2011), the distinction between figure and drawing (Laborde and Capponi, 1994) and the deductive network (Tanguay, 2006) served as benchmarks in the construction of the sequence of activities. This research took place at a Quebec university during the winter of 2016, in a geometry didactics course for pre-service secondary mathematics teachers. A preliminary questionnaire was given to the participants to capture their prior knowledge of programs, technological tools and conceptions about mathematics teaching and learning. Subsequently, the students experienced the sequence of activities and had to decide on the knowledge involved in each activity, the relevance of its use with high school students, and the perceived adaptations necessary for its realization (if considered). Written traces of their work have been kept as well as a diary as the sequence unfolds. By triangulating the various data collected, it was found that the sequence, while contributing to the instrumentation of the participants with regard to the software used, had, for some of them, an impact on their vision of the development of mathematical reasoning in mathematics education at secondary level. The analysis of the data highlighted the place given to the reasoning by the future teachers, the reasonings mobilized by the students in the various activities and also signs of the instrumental geneses inducing these reasonings and accompanying them. Following the analysis of these data and the findings that follow, modifications are proposed to improve the sequence of activities.

Author: Bc. Antonín Mařík Title: Capture of the abduction contracture of the hip joint as a biomechanical cause of idiopathic scoliosis The theme of the thesis is based on lectures and numerous publications by Professor Tomasz Karski, MD, PhD from Lublin, published in international journals (from the 1990s to the present). The work is based on the biomechanical cause of the "so-called idiopathic" scoliosis, the cause of which is considered primarily the restriction of adduction in the right hip joint - so-called an abduction contracture. This contracture is one of the symptoms of "Syndrome of Contracture" according to Prof. Hans Mau (Tübingen, Germany). The years-long prevailing "standing easy" attitude on the right lower limb is a manifestation of the abduction contracture in the right hip joint and the cause of scoliosis in two groups and three types of classification of "biomechanical" scoliosis according to Karski. The main object of the thesis is an objective assessment of the relationship between the abduction contracture of the right hip joint and the idiopathic scoliosis (IS) of the spine in the examined set of probands. Clinical and anthropological examinations were performed in a group of 20 patients with idiopathic scoliosis and 16 control probands, including specialized tests on the...

The dissertation focuses on the phenomenon of a new presence of references to traditional folk culture in contemporary Czech and Slovak art. Emphasis is placed on the period from the year 2000 to the present. The core of the work consists of chapters devoted to artists who in this period significantly thematized various aspects of traditional folk culture, either as a partial element of specific projects or in the form of continuous interest in the field. The essence of this part is to show the breadth and heterogeneity of the examined manifestations across the media spectrum. The main purpose of the work is to analyze and place the researched phenomena in a relevant context within the theory and history of art. The reason is their different nature from thematically similar manifestations in the 19th and 20th centuries. In addition, when compared with current trends abroad, a number of connections are shown, such as links to environmental issues, criticism of the state of society and, above all, to new issues related to personal and collective identification. Therefore, I base the analysis of these phenomena on a hybrid interdisciplinary basis using theoretical approaches to identity in the social sciences and humanities. I do so in the introductory theoretical chapters, but the main focus is on the final analytical synthesis. To a large extent, it also builds on data obtained from interviews with artists, the transcripts of which the reader will find in the appendix. Finally, the documentation of curatorial projects and exhibitions realized as a practical part of the dissertation project is attached.

This master's thesis deals with the natural environment of two selected deserted medieval localities - Jevany-Dubina (Prague-East District) and Hol (Capital City of Prague). This work consists of two relatively independent parts. The first theoretical part describes chemical processes occurring in forest soils, and anthropogenic impact on soil. The second part is the actual research associated mainly with the study of agricultural land use and the variability of the natural environment influenced by man. The research of the Jevany-Dubina site consisted of an additional geodetic survey, a description of all relics, a surface collection and a geophysical survey. Selected procedures partially helped to interpret the parts of the settlement and its function. We conclude that a farmstead with guardians was most probable. The main part of the thesis is devoted to a geochemical research in the intravilan and extravilan of the deserted medieval village Hol. The greatest attention was paid to the interpretation of phosphorus (P) distribution in soil. Another of the issues dealt with in this thesis was the extent to which residents fertilized their fields and gardens around the village. Higher values of anthropogenic P in soil have been documented only in the intravilan of the village. Farther away from the...