Dissertation--Philosophische Fakultät--Zürich--Universität, 2002. / Bibliogr. p. 242-265.

Texte remanié de: Väitöskirja--Taidehistorija--Helsinki--Taideollinen korkeakoulu, 1991. / Bibliogr. p. 359-363.

Dissertation--Music history and literature--Evanston (Ill.), 1987. / Bibliogr. p. 433-444.

Recent literature in the social sciences has emphasized the socially constructed nature of knowledge. Consequently, this has had a bearing upon the understanding of science; interpretations of the natural world; and issues associated with understanding 'the Other'. The relevance of these wider social debates can be extended into a consideration of 'natural' hazards in different cultural contexts. This thesis attempts to develop a 'middle ground', drawing on theories of critical realism, that appreciates the socially constructed nature of scientific practice, but that retains the empancipatory, positive potential of science and that allows intervention in other cultural contexts. The remainder of the thesis attempts to put some of these ideas into practice and to develop the implications of these arguments for those interested in understanding and mitigating 'natural' hazards in other cultures. Two case studies are used, relating to Egypt and the U.K., which explore the scientific understandings of 'natural' hazard events in two different cultural contexts. Fundamental to the approach adopted is the need to acknowledge science as a social practice and how it functions within different societies. Examples are given, pertaining to both Egypt and the U.K., of what this might mean in 'practice'. In summary, therefore, there is an appreciation of the implications of recent social science literature for hazards research and the development of a practical approach to hazards with a social and philosophical justification

No description available.

The presentation in this study is the result of a critical inquiry into the nature, extent and direction of the current trends towards the marketisation of education which constitutes a major structural change which has substantially impacted on teachers work. The inquiry has been prompted by the conviction that these trends represent quite a fundamental change in the provision of education and in the role of teachers which is not compatible with the goals of human development. / PhD Doctorate

Diss. : Philosophische Fakultät. Münster : 1980. - Bibliogr. p. 219-223. Index. -

Diss. : Philosophische Fakultät : Saarbrücken : 1984. - Bibliogr. 9 p. -

Diss. : Philosophie : Augsburg : 1979. - Bibliogr. p. 197-206. Index. -

Diss. : Fakultät für Orientalistik und Altertumswissenschaft : Heidelberg : [198- ?], soutenue sous le titre : " Das geschliffene Gedicht : Probleme der chinesischen Literaturkritik, dargestellt anhand aus-gewählter Abschnitte aus der songzeitlichen Anthologie " Jadesplitter der Dichter " des Wei Qingzhi ". - Bibliogr. p. 243-254. Index. - Résumé en anglais. -