This thesis is a study of the fourth century B.C. Athenian politician Apollodoros the son of Pasion of Acharnae, and of the speeches which he delivered and which are preserved in the Corpus Demosthenicum. Chapter 1 contains a chronological survey of the lives of Pasion and Apollodoros. In Chapter 2, which contains an examination of the financial circumstances of the family, I am concerned not merely to tackle the vexed question of the size of Pasion's estate, but also to analyse the sources of that wealth, and the uses to which it was put. In Chapter 3 I examine the question of the authorship of the speeches which Apollodoros delivered, including the performance of some simple stylistic tests, which reveal a clear difference of style between these speeches and the genuine private speeches of Demosthenes. In Chapter 4 I discuss the form and function of the speeches, examining how far they diverge from the practice of other Athenian orators, and how far they are influenced by rhetorical theory. I also seek to question the generally held view that they are incompetently composed, and suggest that any diverges from Demosthenic practice or from rhetorical theory should not necessarily be considered indicative of a lack of ability on the part of their author. In Chapter 5 I try to assess whether Apollodoros received a rhetorical education, and I examine the likely sources of his legal and historical knowledge. In Chapter 6 I examine in detail one particular aspect of the speeches: the inclusion of a long and detailed historical narrative in Against Neaera. I attempt to determine the sources of this account, and then to look for any signs elsewhere in the speeches of an historical interest on Apollodoros' part. Chapter 7 deals with Apollodoros' political career, whilst in Chapter 8 I examine the position of the family within Athenian society. I attempt to determine the social circles in which Pasion and Apollodoros moved, the extent to which they were accepted into Athenian high society, and the ways in which they tried to use their money to acquire social acceptance. The two appendices contain a discussion of the authenticity of documents preserved in the manuscripts of the speeches, and the data from two stylistic tests which I performed.

Thesis (Ph. D.)--Ohio State University, 2003. / Document formatted into pages; contains viii, 204 p.; contains ills., map. Includes bibliographical references (p. 193-204). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 May 19.

Thesis (doctoral)--Academia Georgia Augusta, 1914.

Thesis (MPhil)--University of Stellenbosch, 2007. / On title page: MPhil in Antieke Kulture. Bibliography. Also available via the Internet.

In this thesis I set out to study the process through which special education teachers characterise and educate a group of pupils who are categorised as mentally handicapped. Teachers' perceptions of their pupils are reflected in their educational practice and constitute an important element in the complex and lengthy procedure during which a child is defined as mentally handicapped. The research examines these issues in practice by way of a case study of teachers in the Greater Athens Region of Greece. During the school years the label of mental handicap may be confirmed and maintained in a child's identity as he/she moves into adulthood. Schooling may also work in a positive way and provide for a child's eventual integration in the mainstream education and the community. It is this positive aspect of schooling which has become an inseparable part of the underlying principles in special education today. The Greek Education Act of 1985 concerns individuals with special educational needs and refers to the category of mentally handicapped, among other groups, as those with a right to education. As stated in the Act the scope of education is to provide for the balanced and effective development of the individuals concerned as well as for their mutual acceptance and integration in the community as a whole. The above principles laid down by the policy makers are loosely framed in the context of the Act and are open to interpretation by those who are involved in the practice of special education. Reference in the Act to "the balanced and effective development of the individuals and possibilities for their integration" may be defined in a variety of ways by the professionals involved in the system of special education. Among the latter the role of the teachers is a central one. Teachers are Expected to educate pupils who are already categorised as mentally handicapped and help them develop their potential and integrate as best as possible in the community. Depending on their personal experience, gained in the community, their training and their involvement in the system of special education, teachers may take different approaches in defining what mental handicap is and how education of the mentally handicapped pupils should and/or could be carried out. On the one hand teachers develop a professional ideology, that is, their conception of how their task should be carried out. On the other hand, faced with practical aspects of implementing such ideologies, teachers reach decisions as how to handle different cases in given situations. Thus, I am using the concept of teachers' perceptions of mental handicap to refer to the practical aspects of teaching the mentally handicapped as well as the teachers' own ideologies. The empirical research began with an exploratory study. This involved a sample of 10 teachers in 5 special schools in the study area. The results of the exploratory phase were then used for the design of the main research which concerned the study of 13 special schools with a sample of 40 teachers. In both exploratory and main research I have followed a research methodology based on the ethnographic approach in educational studies. This involved a flexible design to start the research and the use of observation and informal interview techniques in data collection. The results have been analysed mainly qualitatively. They show the range of criteria teachers in the sample are applying to identify their mentally handicapped pupils, criteria such as physical features or social and psychological characteristics of the pupils. They are not, however, applied in a universal manner by all the teachers. Variation in the criteria is analysed and conclusions are drawn that may be of use to further study in this area. As far as education of the mentally handicapped is concerned the results of my research point out the existence of a complex network of interactions within which teachers have to carry out their task. It involves elements both within and outside the schools where they teach, i. e., the attitude of the community as a whole and the general atmosphere at work. Teachers' approaches towards their mentally handicapped pupils may be formed through a process of interaction in different setups. In this research I am attempting to discover the outcomes of such interactions by studying teachers' practice of special education in the actual setting of the schools. I have sought to demonstrate that the outcome of teachers' interaction in each specific situation adds to a cluster of perceptions within which mental handicap is defined and dealt with. In some cases teachers may help maintain this already existing cluster, in other cases they may modify its form.

Originally presented as the author's Thesis (doctoral)--Universität Trier, 2002. / Includes bibliographical references (p. [295]-328) and indexes.

Originally presented as the author's thesis (doctoral)--Universität Trier, 2002. / Includes bibliographical references (p. [295]-328) and indexes.

Orientador: Paulo Ferreira de Araujo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-13T21:16:16Z (GMT). No. of bitstreams: 1 Florence_RachelBarbosaPoltronieri_D.pdf: 2556421 bytes, checksum: ff684c6ebf2a63fd63fb4c91d17db974 (MD5) Previous issue date: 2009 / Resumo: As possibilidades de discutir o desporto praticado pelas pessoas em condições de deficiência são inúmeras: rendimento diante das possibilidades agregadas com a sistematização de propostas adequadas através do deporto; os ganhos com as adaptações e inovações metodológicas; a adequação de material; possibilidades pedagógicas; os recursos tecnológicos como forma de maximizar as possibilidades; as inúmeras possibilidades mediadas pelos diferentes métodos de avaliações. Neste contexto a percepção de ganhos com a prática do desporto está presente no campo da saúde, social, político, além dos aspectos relacionados ao crescimento de pessoas a partir da ampliação de participação na sociedade. O presente trabalho justifica-se pelo envolvimento pessoal da pesquisadora, em relação à contribuição para a área da Educação Física Adaptada e para a pessoa em condição de deficiência. Objetivou-se investigar as particularidades ocorridas durante a trajetória dos atletas de ouro nas Paraolimpíadas de Atenas 2004 e as percepções sobre o sucesso dos sujeitos envolvidos: foram dezoito atletas em condições de deficiência visual e física, e dois atletas não deficientes, nas modalidades do judô, futebol de cinco, natação e atletismo. Para tanto, realizou-se uma pesquisa qualitativa do tipo estudo de caso descritivo cuja técnica para coleta de dados utilizou-se a entrevista semi-estruturada com êxito na sua aplicação de 100% da amostra, em seis Estados brasileiros, a saber: Paraná, Santa Catarina, Recife, São Paulo, Rio de Janeiro e Minas Gerais. Utilizou-se a Análise de Conteúdo como forma de análise dos textos observados através dos recortes das entrevistas, nas categorias: I. A trajetória dos atletas no segmento escolar, II. A participação dos atletas nas aulas de Educação Física Escolar, III. O envolvimento com o desporto adaptado, IV. O olhar da mídia, V. O apoio familiar, VI. A importância do apoio financeiro e VII. As possíveis contribuições para com o desporto adaptado. Desta forma, concluímos que a prática desportiva pelas pessoas em condições de deficiência adquirida tem sua iniciação, em sua grande maioria, dentro de um contexto de (re)construção de vida, ou seja, após tornarem estáveis as alterações decorrentes da deficiência nos níveis orgânicos e/ou psicológicos. É neste momento que o desporto adaptado ganha importância na vida destas pessoas, com a conquista da segurança, a recuperação da autoestima, a ampliação das oportunidades e as percepções de potenciais, seja no campo social, nos benefícios orgânicos, nos benefícios familiares, nos benefícios sociais e nos benefícios financeiros. / Abstract: Discuss the possibilities of the sport practiced by people in conditions of deficiency are numerous: income in front of possibilities combined with the systematization of proposals through Sport, the earnings for adjustments and methodological innovations, the adequacy of equipment, educational opportunities, resources technology as a way to maximize the possibilities, the endless possibilities mediated by the different methods of assessments. In this context the perception of gains to sport is present in health, social, and political aspects than the growth of people from the expansion of participation in society. This work is justified by the personal involvement of the researcher, for contribution to the field of Adapted Physical Education and the person on condition of disability. The objective was to investigate the features during the course of athletes from skateboarding gold in Athens 2004 and the perceptions about the success of the individuals involved: eighteen athletes were able to visually and physically, and two non-disabled athletes, in terms of judo , of five football, swimming and athletics. Thus, a type of qualitative research case study describing their technique for data collection using the semi-structured in its successful implementation of 100% of the sample in six Brazilian states, namely: Paraná, Santa Catarina, Recife, São Paulo, Rio de Janeiro and Minas Gerais. Using the Content Analysis as a way of analyzing the texts seen through the clippings of interviews in the categories: I. The trajectory of the athletes in the school segment, II. The participation of athletes in the classes of Physical Education School, III. The involvement with the sport adapted, IV. The gaze of the media, V. The family support, VI. The importance of financial support and VII. Possible contributions to the sport adapted. Thus, we conclude that the sport by people in terms of disability has gained its start, in most, within a context of (re) construction of life, or become stable after the changes in levels of disability resulting from organic and / or psychological. It is now appropriate that the sport gained importance in the lives of these people, with the achievement of security, the restoration of self-esteem, the expansion of opportunities and perceptions of potential, whether in the social field in organic benefits in family benefits, in social benefits and financial benefits. / Doutorado / Atividade Fisica, Adaptação e Saude / Mestre em Educação Física

The purpose of this thesis has been to use tragedy to discover conceptions about mental and emotional processes reflected in contemporary language which, though it may not have been used throughout the society in the particular forms tragedy uses, was understood, and felt to be powerful, by the contemporary audiences of the plays. Through detailed examination of the type of imagery used in thinking about the mind, various inferences have been made about conceptions of the sources of harmful emotion and about the ways in which men judge each other, how they sympathize with each other, and how far they can understand each other's private feelings, in a society which may have been in these respects very different from our own. The material has been confined to tragedy - though parallels from other poets and evidence of particular beliefs and theories have been sought in archaeological data, medicine, philosophy and history - since tragedy, is for two reasons, particularly suitable for a study of this kind. First, the process of watching a tragedy involves observation aid evaluation of other people from their actions; the audience is invited to react to and ponder the implications of different 'serious actions' the imitation of which is included in Aristotle's definition of tragedy. Secondly, tragedy is a musical event which offers in different musical patterns the expression and resolution of extreme emotions; and one of the main points to emerge in this thesis is Greek fears of unrhythmical and uncontrollable emotion. The images associated with emotion are those of savage daemons and wild beasts. As on the mythological level Orpheus could control wild beasts by the power of his music, on the social and dramatic level music, which imposes order, rhythm and harmony on those listening to it and performing it, can calm extreme emotions in ritual and in tragedy, of which it is an essential part. Chapter One: In the Mind. This chapter examines statements about the composition of the mind in tragedy: the different mental organs, located deep within the hitman body, their movement in relation to each other, and their 'darkness'. The images which express the activity of the mind disturbed include: shaking and trembling, filling, swelling and inflammation; wave, storms, wind and breath. The dreams that visit the mind are imagined as coming out of the earth; but the 'muchos' of the mind is implcitly compared to the underground darkness in which the blind seer lives. The mind itself is imagined to be 'prophetic'. The imagery of wave and storm, drawn from the world outside to express feelings within the mind, suggests the easy association of the components of the natural world and the components of the mind; an association demonstrated in the theories of Presocratics and Hippocratic writers. Finally, the supreme fear is fear of the mind 'adrift': the motif of the 'wandering mind' is reflected in the geographical wandering of mad figures in myth. Their activities and feelings are expressed in images and pursuit: of the goad, yoke, and whip. Chapter Two: Into the Mind. This chapter explores the outside sources of mental harm. Passions that trouble the mind are expressed and described with the help of imagery, and the imagery draws mainly on the outside world: on the daemons of cult and fantasy, and on the wild animals who endanger man physically. Part A considers the shapes of persecution, culturally-determined, which provide models for the individual imagination. The Olympian gods, their winged weapons; the Erinyes, their goads and love of blood; the Gorgon, her piercing eye; the Sphinx, her claws and dangerous song; the animals, the 'death-bringers', particularly the bull, horse, dog, lion and snake. Part B examines the images of emotion themselves: wings and piercing weapons; rays of the eye; driving and blows; hunting and ambush; wrestling and capture (human imagery); biting and eating (animal imagery); and imagery from the natural world, wind, wave, fire, storm. Chapter Three: Into And Out Of The Mind. The material studied so far suggests a world-view which emphasizes the external source of human emotion and pain. But some images, some forms of theory, some direct atatements in tragedy (and elsewhere at this period) suggests that another world-view also operated within the imagination; that the source of human emotion and disease lay within man himself. For various reasons, not least emotional comfort, this view is not canvassed as widely, nor does it affect language and belief as powerfully, as the first. There are areas of experience, however, where it is important, and particularly in ideas about madness and demonic possession. Madness in tragedy is presented as a temporary event which passes and leaves the man 'himself' again. The case for belief in demonic possession at this period, which has been challenged recently, is reconsidered; and the implications of demonic possession and inspiration are discussed, of the external and internal sources of power good and bad. Examples are collected of the recognition in tragedy of the projection process, lay which the mind projects its own feelings, particularly the dangerous ones, outside into the world. The psychoanalytic concept of projection is outlined, and the role it has played in psychologically-oriented medical history: particularly in Paracelsus and Freud. Fifth-century medical theories are examined: theories of the origin of the physical and mental disease. These invoke both external sources of harm, and internal ones. In medicine and poetry alike the two views, though apparently paradoxical, operate in a complementary way, since belief is shifting and inconstant in societies and individuals alike. There are parallels in Anthropological material for the complementary relation of inconsistent world views: and the tendency of theorists has always been to divide mental functioning into two types (compare theories which divide mental structures, and divide them into three). Chapter Four: Out Of The Mind. This chapter considers the actions that express emotion. These are of two kinds, the individual actions of which tragedy is composed (considered in chapter five), and involuntary and ritualized actions, which may have sons universal physiological basis but which are also culturally determined. The natural process of observation - 'opsis' - is replaced in tragedy by words (eg 'Why are you pale?'). Physical reactions to emotion mentioned in tragedy are collected, and deductions made by observers about the internal feelings which produce such reactions. Parallels from medicine are considered: the importance of observation in medical theory and practice has given us a picture of the physical symptoms of physical disease which resemble the physical symptoms of emotion recorded in tragedy. There are dangers in taking physical symptoms recorded in poetry too literally (illustrated by a study of Sappho fr. 31), but though the poetic expression of such symptoms is affected by dictates of convention and genre, it does provide evidence for the tendencies of observation and reaction accepted in the whole society, if not for the single 'true' experience of a lyric poet. Tragedy: the main feature in physical symptoms of emotion and madness is a terrifying unrhythmical violence, which corresponds to the wild movements of the pursuing daemons in Chapter two, and the wild twisting movements in the images of the mind of Chapter one. The principle of projection, discussed in Chapter three, is working here, projecting the wild movements of the body of the man suffering intense emotions, onto both his imagined pursuers, and the unseen organs of his mind. Ritualized expression of emotion is an attempt to impose order, rhythm and control on this violence. The ritual expression of grief, the emotion which occurs most often in tragedy, tries to control emotion in two ways.

Akademisk avhandling--Stockholm. / Includes bibliographical references.