The British sporting landscape significantly altered during the nineteenth century as industrialisation affected the leisure patterns of the previously rural communities that were now residents of the urban city. As both space and time available for sport reduced, traditional pastimes continued to survive amid the numerous public houses that had emerged within, and in, the outskirts of Britain’s major industrial centres. Land attached to, and surrounding, the more rural taverns was procured for sporting purposes, with specially built stadia developed and publicans becoming gatekeepers to these working-class pursuits. Pedestrianism, the forerunner to modern athletics, became a lucrative commercial enterprise, having been successfully integrated into the urban sporting model through public house endorsement. The sporting publicans, especially within the city, used entrepreneurial vision to transform these activities into popular athletic “shows” with these professional athletes demonstrating feats of endurance, speed and strength, all under the regulation of the sporting proprietor. In Manchester, areas such as Newton Heath developed their own communities for pedestrianism and, through entrepreneurial innovation and investment, the Oldham Road became a hotspot for athletic competition throughout much of the nineteenth century. Within these communities, there was a reliance on the individual to cultivate and maintain athletic interest through their endorsement and promotion of, and their continued investment in, sporting entertainment. The relationship between entrepreneurial sportsmen and public houses has long been noted and there are abundant examples of individuals who combined their sporting activities with the role of licensee, but these are usually limited in scope and are overtly descriptive narratives that do little beyond documenting the individual achievements of their subjects. The traditional biographical method, whereby individual profiles are constructed through the uncovering of historical detail, is normally employed within the sport history discipline but this requires re-evaluation if a more complete picture of sport is to be established. Further biographical methods, such as collective biography and prosopography, whereby individuals are collectively studied through more measured techniques, should be applied to give further analysis of the impact of individuals within a specific sporting environment. This study uses all three approaches, biography, prosopography and collective biography, to give a more nuanced narrative that uncovers the changing nature of pedestrianism within nineteenth-century Manchester. Each chapter utilises a different biographical approach to explore a unique aspect of Manchester pedestrianism and gives further recognition to the previously anonymous population that helped to create a diverse hub for athletic entertainment. Although several themes permeate all three narratives, each method has its own outcomes, which provide alternative interpretations and perspectives on Manchester’s sporting history. Whilst pedestrianism is used as an exemplar, the study intends to highlight the importance of the individual, as opposed to national organisations, in telling the story of nineteenth-century sport.

Darbe buvo nagrinėjama svarbiausio XVI – XVIII a. Lietuvos Didžiosios Kunigaikštystės bajoriško teismo Lietuvos Vyriausiojo Tribunolo advokatų visuma (iš 1662 – 1792 metų laikotarpio), suvokiant ją kaip profesinį elitą. Šiam tikslui pasiekti tarpusavyje buvo derinami analitinis, statistinis ir prozopografinis metodai. Buvo stengiamasi išsiaškinti jame dirbusių advokatų skaičių, vidutinę darbo trukmę, juos įvardinti naudotus terminus. Analizuoti jų darbo bruožai, įvaizdis, kolektyvinė biografijos momentai - socialinė ir teritorinė kilmė, išsilavinimas kūryba, karjera. / The current thesis researches the advocates of the most important court of the nobility of Lithuania of the 16th –18 th century – the Grand Tribunal of Lithuania in the period of 1662 – 1792. They are investigated combining analytical, statistical and prosopographic methods. In the first part of the work the court itself is presented, the hours of its sessions and the sphere of its competences are analyzed. The second part reviews the general number of advocates (287) and the average number of advocates in each session (18). It also discusses the terms that are used in reference to the advocates (procurators, plenipotent, patron, mecenas) and the laws that govern the institution of advocacy in this court. The final part of the work is devoted to the analysis of the advocate’s social and regional backgrounds, their education and creative activities, professional and other types of career.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-17T16:21:52Z No. of bitstreams: 1 Fabiana Della Coletta Monteiro.pdf: 1885530 bytes, checksum: 327dcfb9437c371e3cd441f48bb59f59 (MD5) / Made available in DSpace on 2016-08-17T16:21:52Z (GMT). No. of bitstreams: 1 Fabiana Della Coletta Monteiro.pdf: 1885530 bytes, checksum: 327dcfb9437c371e3cd441f48bb59f59 (MD5) Previous issue date: 2016-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research aims to shed a light on the Brazilian artistic production since the 1980’s, influenced by the country’s political opening after the military dictatorship and by the cultural movements resulted this period, focused on the dynamic of arts in the city of Sao Paulo. The arrival of a new generation on the art scene, called by the circuit as “Geração 80”, seems to have provoked a sense of rupture with the previous generation’s artistic production, mostly because of the use of traditional art medias, like painting, draws and sculpture. This work combines three fronts of theoretical and methodological analysis that aim to enlighten the senses and the acting of these artists in the city of Sao Paulo, mostly emerging from art schools and take positions as continuity in the art process. It presents the study of generations, which assumes by the historical context the heritage left by the previous generation in what was absorbed as a directional principle to the artistic production of the period and also to the principles that have been denied, that is, the character of rupture of this new generation and the internal conflicts of this group, especially with regard to construction of generational identity. Also the development of collective and social profile biography, and the trajectories of active Sao Paulo artists from the 1980s who now constitute a part of what we call contemporary art. And finally the fortune critical reception of this generation in the field of art, such as the inclusion signs and categories mobilized by critics as the legitimacy strategies of this production We investigate the social dispositions of the agents that act in the field of art for the production of context and sense in the Brazilian cultural scenario / A pesquisa visa jogar luz sobre a produção artística brasileira a partir da década de 1980, influenciada pela abertura política do país pós-ditadura e pelos movimentos culturais resultantes do período, com foco na dinâmica das artes na cidade de São Paulo. A chegada de uma nova geração no ambiente artístico, denominada pelo circuito como “Geração 80”, parece ter provocado um sentido de ruptura com a produção artística da geração anterior, principalmente no que diz respeito ao uso dos suportes tradicionais da arte, como a pintura, o desenho e a escultura. O trabalho articula três frentes de análise teórico-metodológicas que procuram esclarecer os sentidos e a atuação desses artistas na cidade de São Paulo que, em sua maioria saídos de escolas de arte, se colocam como continuidade no processo artístico. Apresentam-se o estudo de geração que pressupõe, junto ao contexto histórico, a herança deixada pela geração anterior, naquilo que foi absorvido como princípio direcional para a produção artística daquele período e também no que diz respeito aos princípios que foram negados, isto é, o caráter de ruptura da nova geração e os conflitos internos deste grupo, sobretudo no que concerne a construção de uma identidade geracional; a elaboração de biografia coletiva e perfil social, bem como as trajetórias dos artistas paulistas atuantes desde a década de 1980 que constituem atualmente uma fatia do que chamamos de arte contemporânea; e finalmente a fortuna crítica da recepção desta geração no campo da arte, como os signos de inclusão e as categorias mobilizadas pela crítica como estratégias de legitimação desta produção. Investigamos as disposições sociais dos agentes que atuam no campo da arte para a produção de contexto e de sentidos dentro do cenário cultural brasileiro

Human sexuality has been overrun with narratives that limit the possibilities of pleasure. Sex-positive workers have the potential to challenge the ways in which these limitations become embodied. In this research I explore narratives of sex education and youth, pleasure as prevention, and the medicalization of sexuality. I engage in collective biography as a way to identify how these narratives shape the way bodies and pleasure get taken up in specific places. Drawing from poststructural feminist theory I propose three ways of reconceptualizing bodies and pleasure as emergent sites of change and potential. Through an analysis of the experiences of sex-positive service workers in Canada, I consider what else, and for whom, bodies, pleasure, and sex education might look like. / Graduate / 0680 0733 0573 / yorkchender@gmail.com

<p>This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.</p><p>The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.</p><p>One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas. </p>

This thesis in the History of Education studies the pedagogization of Swedish society from 1812–1828. These ambitions were promoted by state officials and educational innovators who we­re tightly knit through social networks. The research questions are: Why did these indi­vi­duals orga­nize themselves the way they did in the field of education? Which practices of external com­mun­ica­­tion and interaction within associations existed? Which impact did these practices of external communication and internal interaction have on the educational debate? Civic formation is analyzed through the activity or practices identified in the diffusion of useful knowledge, self-education, scho­ols, and educational policies. Arguments for civic formation, educational imperatives, are reflected in new words and new schools. The imperatives are in part an outcome of social networking studied through affiliations to associations, newspapers and governing boards. Hence, a great number of affiliations have been organized in a new and advanced web-based application. Papers and associations were important to in dissolving feudal society, and as key ingred­ients for the emancipation of the middle class, they gradually gained more in­fluence upon society. The educational reformers’ involvement in papers and societies were important for them coining new Swedish words with educational importance: it was an extern­al communicative practice. Involvement in associations is somewhat more internal and has been studied as leading to social interaction. This interaction is studied as social capital through social network analysis. This revealed focal points on the individual level which made a signi­fi­cant contribution to the educational debate. These were social networks sustained by the spi­rit of Enlightenment and emancipation. What has long been un­recog­ni­zed in the History of Edu­cation is presented as important features in this thesis through the analysis of social networks.

This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education. The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike. One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas.

En France, lorsque l’éducation primaire est devenue laïque, gratuite et obligatoire avec les lois Jules Ferry (1881-1882), les pédagogues républicains valorisaient un enseignement par l’émulation. À l’aide de grandes figures de l’histoire nationale, ces acteurs souhaitaient fournir aux jeunes écoliers et écolières des exemples moraux et patriotiques, lesquels incarnaient les grandes vertus républicaines. En général, les modèles exposés aux garçons et aux filles sur les bancs d’école reflétaient et perpétuaient la division des sexes dans la société française : les images montrées aux garçons illustraient un rôle public, militaire et politique tandis que celles présentées aux filles indiquaient plutôt un rôle privé, domestique et maternel. La plupart des études réalisées jusqu’à présent se sont concentrées uniquement sur le contenu des manuels scolaires officiels. Cependant, les exemples féminins mis en évidence dans la littérature jeunesse, en particulier dans les populaires biographies collectives, n’ont pas encore fait l’objet de recherches historiques approfondies. Ce genre littéraire prisé par le public français de la fin du XIXe siècle, mais déprécié dans les cercles universitaires, offre pourtant un riche éventail de modèles pour la jeunesse. Ce mémoire propose ainsi une analyse des icônes morales, civiques et patriotiques dans trois biographies collectives féminines publiées dans la décennie suivant les réformes scolaires (précisément entre 1886 et 1893). Cette étude permet de mettre en lumière, voire de redéfinir, l’identité « féminine » et « française » véhiculée par les auteurs de ces œuvres, lesquels soumettent des modèles alternatifs, moins figés dans les conventions, qui s’éloignent des exemples traditionnels axés sur la différence sexuelle et introduits dans les ouvrages scolaires à la même époque. / As Jules Ferry’s Laws (1881-1882) rendered French primary education secular, mandatory and free, most republican pedagogues designed educational lessons developed on the principle of emulation. By promoting national historical figures and heroes, they mostly sought to provide moral and patriotic models, embodying republican values, to all young boys and girls. Many examples offered in classrooms illustrated and perpetuated a vision of French society based on the sexual division of labor: masculine icons expressed public, military, and political roles while feminine icons revealed private, domestic, and maternal attributes or responsibilities. Previous academic studies on the subject explored almost exclusively the content of primary official textbooks. Meanwhile, feminine models presented in children’s literature, especially within popular collective biographies, have not yet been the object of extensive historical research. Although this literary genre was consumed in great numbers by the public in fin-de-siècle France, it has until recently always been sidelined in academic studies. However, it can be argued that collective biographies showed a significant diversity of role models to French youth. Thereby, this Master’s thesis proposes an analysis of moral, civic, and patriotic icons, which schoolgirls were meant to emulate, included in three collective feminine biographies published during the years following Ferry’s school system reforms (between 1886 and 1893). This study attempts to define the « feminine » and « French » identity shaped by the authors of these books, which recommended less conventional and alternative models, different from traditional examples usually seen in official textbooks of the period.