Thesis (Ph.D.)--Ohio University, August, 2008. / Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)

Thesis (M.A.)--Brigham Young University. Dept. of History. / Includes bibliographical references (leaves 143-146).

The Canadian military and veterans have a long history of dealing with psychological trauma caused by war and peacekeeping. Over the past century views about trauma among physicians, military leaders, society, and veterans’ themselves have been shaped by medical theories, predominant views about the ideal soldier and man, and the nation’s role in international affairs. Since the First World War, major conflicts and peacekeeping operations have been responsible for distinct shifts in how trauma is conceptualized, named, and experienced by Canadian soldiers and the public. Canadian historians have examined this subject by looking at particular wars, most notably the First World War, but no attempt has been made to provide a monograph-length study of military trauma over the past century. This thesis utilizes several lenses – medical, social, and cultural – to explore how conceptions of trauma changed from 1914 to 2014, how such changes affected veterans in their civilian life, and the interactions between medical and popular knowledge, military culture, and veterans’ lived experiences. With a particular emphasis on the latter, it uses oral interviews with veterans of the post-Cold War, government reports, medical literature, and national newspapers to track shifts in consciousness about trauma and its social and medical treatment. It argues that despite numerous changes in medical thought and popular understandings of trauma, stigmas about psychological illness persisted, and that masculine ideals inherent in 1914 were still present, albeit in an altered form, one-hundred years later. It also argues that the Canadian veteran’s experience demonstrates that from 1914 to 2014, trauma consistently oscillated between being a medical entity and a metaphorical representation of war, peacekeeping, veterans’ socio-economic struggles, and national identity. This thesis takes advantage of a historically unique openness in the Canadian military since the year 2000 to contribute to a growing literature about trauma in Canadian military history and society.

Submitted by LIDIANE VIANA null (lidiane_viana@hotmail.com) on 2018-04-05T19:22:21Z No. of bitstreams: 1 dissertação definitiva lidiane.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) / Approved for entry into archive by Maria Luiza Carpi Semeghini (luiza@assis.unesp.br) on 2018-04-06T00:28:30Z (GMT) No. of bitstreams: 1 viana_l_me_assis.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) / Made available in DSpace on 2018-04-06T00:28:30Z (GMT). No. of bitstreams: 1 viana_l_me_assis.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) Previous issue date: 2018-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação pensa a respeito do embate de vozes que existe no interior da escola, entre os discursos que representam a tradição escolar ou a força ideológica dominante e os discursos de resistência, entendidos como as vozes dos estudantes dentro deste processo dialético e dialógico, a partir do estudo de caso, em uma turma de 6º. ano, em uma escola estadual, da cidade de Tarumã/SP. Deste embate, o que se observa é um processo de apagamento da voz do aluno, um silenciamento gerado pela predominância da voz sistêmica e dominante, reproduzida pelo professor em sala de aula. Frente a este contexto, encontramos no poetry slam um espaço em que o aluno pode proferir os seus discursos, de acordo com suas idiossincrasias, reconhecendo que a escola também é o lugar da livre reflexão, da pluralidade de pensamento e da arte. Desse modo, neste trabalho buscamos (i) observar como se dá o embate de vozes dentro da escola e analisar como os jovens estudantes colocam-se frente a uma situação escolar em que são convidados a expressarem sua voz; (ii) estimular a escrita de enunciados autorais, de cunho poético-literário, reconhecendo o estudante também como sujeito autor; (iii) proporcionar ao aluno um contexto real de produção, circulação e apreciação estética de enunciados. A partir das atividades desenvolvidas por meio do poetry slam ou batalha de poesia, também analisamos de que maneira os discursos dos alunos foram arquitetados em suas poesias, com relação ao conteúdo temático, forma composicional e estilo. Fundamentamos nossa análise nos estudos do círculo de Bakhtin, sob a perspectiva dialético-dialógica de análise do discurso, portanto. Discutem-se as concepções de gêneros discursivos, voz social, ideologia, responsividade e estética, principalmente para pensar a respeito do ensino público de língua portuguesa e como este pode reforçar o silenciamento dos alunos ou, por outro lado, tornar-se um espaço de possibilidade discursiva. Reflete-se ainda sobre a concepção de poesia, sua função social, a sua presença no cotidiano escolar, bem como a sua relação com os cânones literários. Nossa metodologia, também calcada nos estudos bakhtinianos, contempla os conceitos de alteridade, silêncio e voz, cronotopo e exotopia. Os resultados obtidos mostram que, apesar da resistência oferecida pelo sistema de ensino, é possível construir espaços que privilegiam a voz dos estudantes no ambiente escolar / The concerning of this dissertation is think about the clash of voices that exists inside the school, between the discourses that represent the school tradition or within the dominant ideological strength. That voices can be seen as resistance discourses, understood as voice of students within this dialectical and dialogical process, from of a case study, in a class of 6° year, in a State School, at the city of Tarumã / SP. From this clash of voices, what is observed is a process of erasing the student's voice, a silencing generated by the predominance of the systemic and dominant voice, reproduced by the teacher in the classroom. Against this background, we find in poetry slam a space in which the student can utter his speeches, according to his idiosyncrasies, recognizing that the school is also the place of free reflection, plurality of thought and art. Thus, in this work we seek to (i) observe how the clash of voices within the school occurs and analyze how young students put themselves in front of a school situation in which they are invited to express their voice; (ii) stimulate the writing and production of authorial poetic-literary utterances, recognizing the student also as subject author; (iii) provide the student a real context of production, circulation and aesthetic appreciation of this kind of utterance. From the activities developed through the poetry slam or battle of poetry, we also analyze how the students' discourses were architected in their poetry, in relation to the thematic content, compositional form and style. We base our analysis on Bakhtin's circle studies, from the dialectical-dialogical perspective of discourse analysis. Conceptions of discursive genres, social voice, ideology, responsiveness and aesthetics are discussed, mainly to think about public Portuguese-language teaching and how this teaching can reinforce students' silencing or, on the other hand, become a space for discursive possibility. This work also discusses on the conception of poetry, its social function, its presence in the daily school life, as well as its relationship with the literary canons. Our methodology, also based on the Bakhtinian studies, include the concepts of alterity, silence and voice, chronotope and exotopia. The results obtained show that, despite the resistance offered by the education system, it is possible to construct spaces that favor the voice of students in the school environment / 5649480

The principles of war have been questioned for a long time. Many scientists and military officers believe that they are too wide-ranging, contradictory or even invalid. Nonetheless, the principles of war have been institutionalised in several military doctrines and are used in military education. The purpose of this paper is to analyse whether the principles of war can explain the outcome of modern maritime warfare. Since the principles of war cannot be regarded as one theory, Liddell Hart’s theory of the principles of war is chosen for this analysis. Using a case study method, the Battle of Baltim in the Yom Kippur War and the sinking of the ARA General Belgrano in the battle of the Falklands Islands are analysed against the theory. Although Liddell Hart’s theory was developed by analysing land warfare, the principles of war are regarded as universal and generally applicable and therefore may be used for analysing maritime warfare. The result of the analysis shows that Liddell Hart’s principles of war can explain the outcome of modern maritime warfare. The principlessecurity, mobility, concentration and surprise are observed in both cases to varying degrees and they are significant in explaining the outcome of the event. Even though Liddell Hart’s theory can explain the outcome, it is shown that the principle of mobility rarely will be fully achieved in submarine operations because of the lack of self-defence systems against enemy weapons.

The topic of the dissertation is a reconstruction of organisation structure and personnel overview of the Superior Land Court in Bohemia between 1541-1620. The thesis is divided into two parts of the research. In the first part, the court is examined from perspective of administration history and history of justice. The aim is to reconstruct the structure of courts as an independent institution within the organisation of the provincial administration in Bohemia prior to the Battle of White Mountain. Position of court within the structure of noble courts before 1620, as well as the subject of location, time frame and the process of judicial hearing, the topic of casting and seating arrangements or subject of the occupation and release of judicial posts is being dealt with in its sub-chapters. This part is based on normative sources of the central authorities and sources of assessor's personal nature. Judges - as a group of individual assessors within the court are examined in the other part. The aim is to find and identify all personnel appointed for the function within the Court associate justice (the Chief Clerk; Juror without the Superior Land Court). Each juror is presented in structured biography. The biographies are drawn according to a template. The core of biography is mainly to monitor assessor in...

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The dynamics of geographical space becomes more and more complex and changeable, and one of its effects is well known in the population living in rural areas spreading on diversification of agricultural and non-agricultural occupations (pluriactivity) as well as the new tasks assigned to rural and agriculture, which are consolidated in addition to farming. The increase of the phenomenon of non-agricultural activities in rural areas makes these activities no longer to be associated only to the agricultural, inducing farmers to develop "new" economic and social functions. With increased interest to the rural "world", there is a complexity of technical objects and actions in the field, that is bringing the need to seizure the multiple functions of agriculture. (multifunctionality). The research aims to analyze the pluriactivity and multifunctionality as alternatives in the process of battle "in the" land of the settlers called Zumbi dos Palmares in the state of Mato Grosso. The settlement located in the city of Dom Aquino, southeast region of the state, was set at a location where conditions do not allow further development, hindering social and economic reproduction of family plots. Therefore, the alternatives analyzed enable the supplementary income and hence the stay of families in settlement plots, keeping life and reproduction, even in a precarious way and far from infrastructure for market access, technical assistance, health care and education assistance. / A dinâmica do espaço geográfico torna-se cada vez mais complexa e mutável, e um de seus efeitos é notório na população residente em áreas rurais difundindo-se na diversificação das ocupações agrícolas e não agrícolas (pluriatividade), bem como nas novas funções atribuídas ao rural e à agricultura, que se consolidam para além da agropecuária. O aumento do fenômeno das atividades não agrícolas no rural faz com que estas atividades deixem de serem associadas somente ao agrícola, levando os agricultores a desenvolverem novas funções econômicas e sociais. Com maior interesse pelo mundo rural, há uma complexidade de objetos técnicos e de ações no campo, que trazem a necessidade de apreensão das múltiplas funções da agricultura. (multifuncionalidade). A pesquisa objetiva-se na análise da pluriatividade e da multifuncionalidade como alternativas no processo de luta na terra dos assentados de Zumbi dos Palmares no estado de Mato Grosso. O assentamento localizado no município de Dom Aquino, região sudeste do estado, foi fixado em um local em que as condições não permitem maior desenvolvimento, dificultando a reprodução social e econômica dos lotes familiares. Portanto, as alternativas analisadas possibilitam à complementação da renda e, consequentemente, a permanência das famílias nos lotes do assentamento, dando continuidade a vida e sua reprodução, ainda que de forma precária e distante de infraestrutura para acesso aos mercados, da assistência técnica, da assistência a saúde e da assistência a educação.

This essay discusses the perceived case of post-traumatic stress disorder in Leslie Marmon Silko's character Tayo from the novel Ceremony, using personal accounts of actual PTSD-suffering war veterans as a point of reference. The goal is to fathom the influence that culture may have in the development and healing of PTSD, and to identify possible trans-cultural aspects. The main focus of the analysis is therefore on personal background, interpersonal relationships, post-war experiences, and experienced symptoms.

This study seeks to address three main questions: How do Panegyric VI, Lactantius, and Eusebius characterise and utilise their respective visions in their narratives? In what ways are they similar and/or different? Are some or all of the accounts related and, if so, how do they contribute to the Christian Vision legend? In Chapter One the vision narrative in Panegyric VI is deconstructed to show that the panegyrist describes the vision as taking place on Constantine’s return march from Massalia and that he is describing a dream-vision that took place at the sanctuary of Apollo at Grand. In Chapter Two it is argued that: Lactantius never resided in Gaul; he places the vision incorrectly in 312 because he did not know the details of the tradition and used Licinius’ dream as a template; and the Christian character of the vision is part of his interpretation. In Chapter Three Eusebius’ account is deconstructed to show that: the vision story derives from Constantine ca. 336; there is evidence that Constantine was reconstructing his past experiences; Eusebius inserted parallels with St. Paul to give the appearance of a conversion narrative; and Constantine’s actual story shows little influence of Christian socialisation. In each chapter the core elements of the narratives are highlighted: each describes a dream-vision, in which a deity appears to Constantine with a promise of victory and a token representation of that promise. In Chapter Four it is argued that Lactantius and Eusebius are describing the same symbol, which is a tau-cross with a loop; and that the panegyrist and Eusebius describe the same vision: they give the same chronology, but the panegyrist avoids referencing a solar halo because it was an inopportune omen of civil war. In conclusion, all three sources describe the same experience from different perspectives: the vision of Apollo was being constantly adapted to incorporate new historical developments. Appended also is an argument for redating Panegyric VI to August 309 on the basis of the narratives of the panegyrist and Lactantius, as well as archaeological investigations at Cologne (Constantine’s bridge over the Rhine) and Deutz (Castellum Divitia).