WILLIAM PICKERING, (1796-1854), ANTIQUARIAN BOOKSELLER., PUBLISHER, AND BOOK DESIGNER: A STUDY IN THE EARLY NINETEENTH CENTURY BOOK-TRADE. By James M. McDonnell This study is the first systematic and detailed examination of the life and career of William Pickering. Pickering was chosen as a subject because he can be regarded as a transitional figure. In a period when the specialist publisher was coming to the fore, and bookselling and publishing were tending to become quite separate occupations, Pickering's combination of rare-book dealing and publishing was a continuation of eighteenth century practices into the 1850s. On the other hand Pickering's invention of cloth binding for books, his creation of a personal publishing style, his achievements as a book designer, and his involvement with the movement to lower book prices, are all innovatory traits. The study argues that Pickering's conservative and innovatory tendencies can best be understood as a response to particular social and economic conditions. It investigates Pickering's perception of and relation to his public, his authors, and his printer (Charles Whittingham the Younger) and financial backer (John Joseph Thornthwaite). It also examines Pickering's awareness of the financial and economic conditions which constrained his business. The argument is based upon an extensive and thorough study of Pickering Is extant correspondence, and upon those papers relating to his business which have been preserved. The most important primary source has been the printing ledgers of the Chiswick Press.

This thesis investigates cognition and knowledge in a rich selection of late medieval Florentine commonplace books (zibaldoni) and diaries (ricordanze) with a special focus on Giovanni Rucellai’s Zibaldone Quaresimale. In Chapter Two a new methodology, named Mental Model Framework in History (MMFH), is elaborated. By studying mental processes such as categorisation and decision making, MMFH enables us to study cognition in historical documents. The dissertation is based on a computer-assisted analysis described in Chapter Three . This has brought together a number of technologies (Natural Language Processing, Semantic Web, Text Encoding Initiative) and used them according to the interpretative goals of the MMFH. Chapter Four investigates the knowledge-constructing practice of late medieval Florentines, and concludes that commonplace books and diaries were tools of information management and knowledge transmission. The core chapters study four domains of thinking: space, time, agency and perception. Chapter Five analyses social recognition and judgement in Renaissance Florence and reveals how a new ethical thought took shape, one that prepared the transition to capitalism. By applying decision and game theory, Chapter Six examines horizontal friendship, a bond that functioned as an informal but risky social insurance in Florence. Chapter Seven studies how Florentines used superlatives to construct a hierarchy of the world, with Florence on the top. This was the manifestation of a fierce competition within and outside the walls of Florence, competition that strongly influenced the social and physical environment of the city. By studying selection, periodisation and causal reasoning, Chapter Eight pinpoints the gradual secularisation of the conception of time. The thesis concludes that the late medieval revolution in information culture marked by the gradual transition from an overwhelmingly oral culture to an increasingly literate culture produced quantitative and qualitative changes in human thought. This largely contributed to the birth of modern thought, and to the late medieval transformation of the social and physical environment.

The final thesis deals with computerized book-keeping and accounting software evaluation. The thesis is devided into 5 chapters. The initial four chapters are focused on history of book-keeping, legal regulation of computerized book-keeping, ICT impact on book-keeping and accounting software selection criteria. The last chapter is dedicated to the evaluation of the specific accounting software ACONTO.

一、研究目的：南北朝之經學，以五經正義為匯歸。隋代之經學，在南北朝義疏之學走向唐代五經正義之學中，實具關鍵之地位。劉焯、劉炫二氏為隋代之大儒，五經正義中：詩經、書經、左傳等皆據二劉先生之著作為底本，加以刪削而成，故以「劉焯劉炫之經學」為題，探討此一幽隱之轉折。 二、研究文獻：史傳書錄記載劉焯之經學著作有三種，劉炫之經學著作有十三種，然於唐未間先後亡佚。今日有佚文可得者，劉焯僅尚書義疏一種；劉炫亦僅尚書述議、毛詩述議、春秋左氏傳述議、春秋規過、春秋攻昧、孝經述議等六種。歷來輯者若不謨、郡瑛、薛承宣、黃奭、馬國翰、陳熙晉等雖有輯本，然蒐集範圍過窄，所據底本非佳善，文孛迻錄有失真，故未稱完善，故必重輯其佚文，以求完備。 三、研究方法：劉焯劉炫之著作，今率皆亡佚，僅有典籍援引，故必藉由輯佚，重輯其佚文，又必透過經學史之觀點，將其定位，以探究其經學之底蘊，最後亦必將二氏之思想，置於思想史中見其卓識，故此題融入輯佚、史學、經學、哲學等之全程觀點。 四、研究內容與成果：（一）說明本題以劉焯劉炫作綜合研究之因，闡述本題研究之四項價值，檢討以往研究之成果，並陳述本題之主旨與研究方法。（二）說明劉焯劉炫所處之時代背景與學術風尚。（三）依史傳參證劉焯劉炫之生平，考輯其著作。（四）重輯劉焯劉炫經疏之佚文，計得尚書佚文一百一十條，毛詩佚文八十二條，春秋左傳佚文四百十十八條，孝經述議佚文一百九十一條，合計八百又一條。（五）分就尚書學、詩經學、春秋左傳學、孝經學等四章，依重輯之佚文，就其形式與內容全面 考察之，且評論其得失。（六）簡述本題論述之要點，二劉先生治經之特色與對經學之貢獻，並說明本題研究之不足與今後研究之方向。 經學（尚書－毛詩－左傳－孝經）－隋代－劉焯－劉炫

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2017-01-26T23:24:02Z No. of bitstreams: 1 Aldrin_ Vers?o Final Impress?o.pdf: 7435625 bytes, checksum: fe41963e4b286813dd60b77e64b9e6c8 (MD5) / Made available in DSpace on 2017-01-26T23:24:02Z (GMT). No. of bitstreams: 1 Aldrin_ Vers?o Final Impress?o.pdf: 7435625 bytes, checksum: fe41963e4b286813dd60b77e64b9e6c8 (MD5) Previous issue date: 2016-09-22 / This essay presentes the results of some research, which has the object of studying an indigenous teacher and his discursive perspective about the didactic book of history it was atmed at identifying more specifically how this teacher brings into pieces the representations of the indian in the didactic book of history. The authors of this text were four teachers who have been teaching or taught the subject of history at the Indigendus School of Patax? Coroa Vermelha ? Red Crown located in the country of Santa Cruz de Cabr?lia in the south of Bahia. Having the accomplishment of this investigation done in this aforementioned school was necessary to obtain the altogether authorization as the followed: from the chief of the village Coroa Vermelha Red Crown, from the direction of the body of teachers who was investigated, from National Foundation of Indian (FUNAI) as well as the Committee of Ethics and Research Involved with Humanbeings (CEP), from the University of the State of Feira de Santana (UEFS). This piece of research is about the representation of the Indians cantained in the didactic book of History also contemplating the specifications of the book of the grade school witch was adapted by the school among others indicated by the government. Besides, the analysis of texts and the images presented in one of the chapters mentioned in the book which particularly deals with the indigenous peoples. This piece of reseach was of qualitative nature and having the interview semistructered as the main instruments of collecting the data, furthermore the verbal texts and imagery presented in the didactic book. The data were analyzed from the theoreticalmethodological perspective of the analysis of the images it was verified that although the chapter of the book analyzed and used by the teachers in their work the material brings along some advancements in relation to the thematic of the book contains images and verbal texts with stereotyped representations about the Indians. We could find the indigenous teachers put together in a critical way the representations and verbal speeches and imagery contained in the didactic book among many factors in themselves. We quote: the preservation of their traditions costums and cultural in heritance, the use of specific didactic materials from their culture and the technological Resources available in the school due to continued academic background as well as the knowledge of specific legislation aiming at education of the Indians among others. The indian peoples acquire each day more knowledge about their rights and personalized education and education also surpasses the planning of specific and didactic books whest quality fits the maximum of the culture of the indigenous peoples. This piece of research contributes to rethink the distortions that are still present in the didactic book of history related to the images and verbal texts about the Indians considered in its most important aspects the discursive perspective of the indigenous teachers in the context of the school of Patax?. This points out the necessity of re evaluating the didactic books produced with the participation or even the striking direction of the Indians taking into account the view of the diversity of specificity and the rich variety of the culture of indigenous peoples of patax?. / Esta disserta??o tem como objeto de estudo o ?ndio no livro did?tico de hist?ria e a (des)constru??o de representa??es pelo professor ind?gena patax?. A an?lise transitou entre os textos verbais e imag?ticos do cap?tulo espec?fico do livro did?tico de hist?ria que trata da tem?tica ind?gena e o discurso de quatro professores patax? que lecionam ou lecionaram a disciplina Hist?ria na escola ind?gena Patax? Coroa Vermelha, localizada no munic?pio de Santa Cruz Cabr?lia, no extremo sul da Bahia. Para a realiza??o desta investiga??o na referida escola, foi necess?rio obter um conjunto de autoriza??es, a saber: do Cacique da aldeia Coroa Vermelha, da dire??o, do corpo docente a ser investigado, da Funda??o Nacional do ?ndio (FUNAI), bem como do Comit? de ?tica em Pesquisa Envolvendo Seres Humanos (CEP), da Universidade Estadual de Feira de Santana (UEFS). A pesquisa foi de natureza qualitativa, tendo a entrevista semiestruturada como instrumento principal para a coleta dos dados, al?m dos textos verbais e imag?ticos presentes no livro did?tico. Os dados foram analisados a partir da perspectiva te?rico-metodol?gica da An?lise de Discurso de Linha Francesa e da An?lise da Imagem. Verificou-se que embora o cap?tulo analisado do livro trabalhado pelos professores traga alguns avan?os em rela??o ? tem?tica ind?gena, de forma geral, ainda cont?m, nas imagens e textos verbais, representa??es estereotipadas sobre os ?ndios. Podemos constatar que os professores ind?genas desconstroem, de forma cr?tica, as representa??es e discursos verbais e imag?ticos contidos no livro did?tico, por conta de v?rios fatores, dentre eles: a preserva??o de suas tradi??es; costumes e riqueza cultural; o uso de materiais did?ticos espec?ficos de sua cultura e dos recursos tecnol?gicos dispon?veis na escola; devido ? forma??o acad?mica continuada, bem como o conhecimento da legisla??o espec?fica para educa??o ind?gena. Os povos ind?genas adquirem, cada vez mais, conhecimento a respeito dos seus direitos sobre a educa??o diferenciada e esta educa??o perpassa tamb?m pela constru??o de livros did?ticos espec?ficos e de qualidade que se adequem, ao m?ximo, ?s culturas dos povos ind?genas. A pesquisa contribui para repensar as distor??es ainda presentes no livro did?tico de Hist?ria no que se refere ? imagens e textos verbais sobre os ?ndios, considerando, de forma primordial, a perspectiva discursiva de professores ind?genas no contexto da escola Patax?. Isto sinaliza a necessidade de que os livros did?ticos sejam reavaliados e produzidos com a participa??o ou mesmo a dire??o contundente dos ?ndios, tendo em vista contemplar a diversidade, riqueza e especificidades das culturas ind?genas.

Bien que la globalisation culturelle laisse supposer qu'il soit possible de produire et de recevoir de façon égalitaire des informations partout dans le monde, les cartes du savoir sont en réalité caractérisées par un déséquilibre énorme. Le projet analyse ce phénomène en s’appuyant sur l‘exemple du transfert trilatéral de la littérature académique africaine en France et en Allemagne depuis les années cinquantes. D’une part, le but principal de ce projet est de relever la quasi totalité des livres et recueils universitaires en sciences sociales et humaines rédigés par des intellectuels africains et publiés dans des maisons d’édition allemandes et françaises. D’autre part, l’analyse des résultats quantitatives est basée sur une approche macro-perspective en s’appuyant sur les études qualitatives sur le sujet préexistantes. L’analyse quantitative et la classification des résultats ainsi que leur interprétation permettent actuellement d’obtenir des connaissances étonnantes, non seulement sur des continuités et discontinuités dans la publication de la littérature universitaire en provenance d’Afrique sur une période d‘environ soixante ans, mais également sur les profils géographiques, thématiques et temporels des maisons d’édition ainsi que sur leurs préférences personnelles, éditoriales et linguistiques. Grâce à la collection de données, le filtrage, le traitement ultérieur et la visualisation, nous pouvons alors comprendre quelle « Afrique scientifique » a finalement été transmise et importée, pour la période définie (1950-2012), à ces deux marchés du livre. Cette approche permet d’envisager de nouvelles hypothèses et interprétations pour l’analyse de la circulation du savoir africain, à l’instar des publications en sciences sociales et humaines. Une approche établie pour la recherche sur le franchissement culturel des frontières constitue le concept de transfert culturel. Pour ce travail, le concept fournit des approches théoriques et pratiques essentielles. En combinant différentes méthodes pour lesquelles les « digital humanities » ont été de plus en plus souvent sollicitées, l’approche méthodologique va vers une reconstruction complète du transfert, en utilisant aussi bien les analyses quantitatives que qualitatives. / Even though international interconnectedness and globalization evoke the idea of being able to produce and receive knowledge equally all over the world, the maps of knowledge are unevenly distributed on a global scale. My dissertation project analyses this phenomenon by examining the trilateral, multidimensional transfer of African academic literature to Germany and France since the 1950s.The research interest of this project is to determine and organize the entire spectrum of publications from the social sciences and the humanities written by African authors and published in German and French publishing houses. The quantitative analysis on a macro level is based on already existing qualitative studies in the field. The quantitative analysis and the classification of the results give valuable knowledge about continuities and discontinuities in the publication of African academic literature over the span of six decades (1950-2012). The research further examines and elaborates upon geographical, thematic, and temporal profiles of the publishing houses as well as their personal, editorial, and linguistic preferences. By means of collecting, filtering, processing, and visualizing the data, it is possible to find out what kind of “academic Africa” has finally reached the two national book markets. This approach helps to identify new hypotheses and interpretations concerning the circulation of African knowledge in general through the specific example of academic literature from the social sciences and the humanities. Providing important theoretical and practical approaches for this project, the concept of cultural transfers is an established approach for analysing cultural border crossings between countries and regions. The methodological approach combines different methods and, for the data processing, includes examples from the digital humanities to realize an all-embracing reconstruction of the entire transfer process in both a quantitative and qualitative sense.