L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseigné. / This study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught.

The thesis deals with the Czechoslovak garisson and the diplomatic representation in Omsk during the Russian Civil War and the anti-bolshevik governments in the city (1918-1919). It focuses on the local events through the opticians mentioned above, evaluates and analyzes their role, attitudes, everyday life and relations with the White governments and the domestic population. The work is primarilly based on the study of archive sources, periodicals and memories of the participants.

Entre la fin des années 1860 et le milieu des années 1920, la philologie, la grammaire historique et l’histoire de la langue sont introduites dans l’enseignement supérieur français grâce à la création de postes et de chaires dans des établissements nouvellement fondés, comme l’École Pratique des Hautes Études et l’École normale supérieure de jeunes filles de Sèvres, ou profondément rénovés, comme la Faculté des lettres de Paris. La disciplinarisation de ces savoirs linguistiques de type historique participe du rapprochement entre enseignement et recherche et, ainsi, du renouvellement du système universitaire. En atteste la carrière dans les trois institutions citées de Gaston Paris, Arsène Darmesteter et Ferdinand Brunot, retracée à l’aide de correspondances privées et de documents d’archives d’ordre institutionnel. L’analyse de documents publiés par les établissements eux-mêmes (affiches, livrets, comptes rendus d’enseignements, ouvrages commémoratifs) met en évidence les difficultés que rencontrent ces trois enseignants pour s’adapter aux divers publics étudiants et aux préconisations officielles. Leurs notes de cours reflètent un travail de didactisation, qui passe par des pratiques d’écriture diverses dont on identifie les spécificités à l’aide des outils de la génétique textuelle. L’étude approfondie de deux objets de savoir met en lumière l’intérêt de ces notes en tant que sources pour l’histoire des idées linguistiques et de leur enseignement. D’abord, l’histoire de l’orthographe française, bien qu’absente des intitulés des cours, est présente dans les notes de cours. Ensuite, le « latin vulgaire » est un thème porteur d’enjeux idéologiques et épistémologiques majeurs invisibles dans les affichages institutionnels. / Between the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material.

Seit September 2010 wird am Handschriftenzentrum der UB Leipzig ein von der Deutschen Forschungsgemeinschaft (DFG) gefördertes Pilotprojekt zur Erschließung von Kleinsammlungen mittelalterlicher Handschriften in Sachsen und dem Leipziger Umland durchgeführt. Über die Vorgeschichte und Ziele des Projekts hat an dieser Stelle vor einem Jahr (vgl. BIS 2010/4, S. 250 – 253) der Leiter des Handschriftenzentrums Dr. Christoph Mackert berichtet.

My dissertation examines radical Protestant propaganda of the Thirty Years’ War (1618-1648). It investigates the radicals’ depiction of foreign allies of the German Protestants as well as the presentation of German Catholic leaders in pamphlets and broadsheets of the war. Through analysis of representative sources portraying Prince Bethlen Gabor of Transylvania and King Gustavus Adolphus of Sweden, it examines the arguments used to gain support for foreign Protestant figureheads among the moderates of the Protestant camp. The dissertation also investigates the presentation of Emperor Ferdinand II and Duke Maximilian of Bavaria in order to determine how propagandists denounced German Catholic rulers as no longer worthy of German Protestant allegiance or tolerance. My conclusion demonstrates how radical propagandists sought to change moderate Protestant attitudes towards German Catholic rulers and foreign allies through a cohesive and sophisticated campaign.

This diploma thesis investigates propaganda practices of the Czechoslovakian Ministry of Foreign Affairs applied especially to the local press of Vienna during the interwar period. The aim of the thesis is to explain the reasons that made the Czechoslovakian authorities take these steps and to reconstruct the events surrounding the subsidizing of the Vernay publishing house. A part of the investigation is an analysis of the press published under this house (Der Tag, Die Stunde, Die Börse, Die Bühne, Die Sphinx and business books of Compass) - its history, political orientation, columns, journalists, characteristics, etc. The emphasis is placed on changes brought by the Czechoslovakian influence. The thesis studies activities of the journalists (not only in Vernay's newspapers) during the crucial moments of the history of the Austrian - Czechoslovakian relations (e.g. the Austro-German Customs Union of 1931) and then draws conclusions on the effectiveness the propaganda. In this regard, the aspects seen as the most problematic are especially the non-loyalty of some of the journalists, a wide awareness of the propaganda in both countries, and a choice of newspapers intended for the purpose of propaganda.

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Esta tese tem como objeto de estudo os mecanismos de reputação em comunidades virtuais de aprendizagem implementadas através de redes de compartilhamento Peer-to-Peer. Os sistemas de reputação, modelados através da TIS de Piaget e dos conceitos de comunidade e sociedade apresentados por Ferdinand Tonnies consistem na contribuição desta tese e visam a eficiente implantação de Comunidades Virtuais de Aprendizagem através de Peer-to-Peer. A implementação de Comunidades Virtuais de Aprendizagem através de redes de compartilhamento Peer-to-Peer apresenta diversos aspectos a serem observados. Podemos considerar como fator positivo a popularização do conceito pelo compartilhamento de materiais na Internet, com o aumento do numero de usuários de softwares como o e-mule e o kazaa. Como limitante, temos principalmente a dificuldade de identificação de relevância dos materiais disponibilizados em relação ao contexto de aprendizagem que se pretende estabelecer. Considerando que a identificação de origem e relevância é uma condição indispensável à constituição de Comunidade Virtuais de Aprendizagem, faz-se necessário estabelecer mecanismos de reputação que contemplem tais questões. O conceito de valor, o estabelecimento de critérios de avaliação para os objetos disponibilizados, bem como de classificação dos agentes componentes da comunidade são objetos de estudo da presente tese. Este trabalho situa-se, então, na área de intersecção da Ciência da Computação com as Ciências da Educação e Sociologia. Na área das Ciências da Educação temos o aporte da Teoria de Interação Social de Piaget, da Sociologia buscamos apoio em Tonnies e, visando suportar a comunidade virtual a ser modelada, buscamos o aporte da Ciência da Computação no que diz respeito as redes peer-to-peer. / The main focus of this dissertation is on the reputation mechanisms of virtual learning communities implemented as peer-to-peer content sharing networks. The reputation systems modeled according to the Social Interaction Theory of Piaget and to the concepts of community and society introduced by Ferdinand Tonnies are the main contributions of the present study. The idea is to reach an effective deployment of virtual learning communities through peer-to-peer networks. The implementation of peer-to-peer networks in virtual communities raises several issues that should be noticed. The popularization of this concept due to the increase of content sharing by means of software such as e-mule and kazaa may be considered positive, but there are also limiting factors, as how to identify which material would be relevant for the content in question. Considering that the identification of origin and relevance is a key condition to the constitution of virtual learning communities, it is necessary to establish reputation mechanisms that approach such questions. The concept of value, the establishment of evaluation criteria for objects available, as well as the classification of agents that constitute the community are objects of study of this dissertation. This work takes place in an intersection area among Computer Science, Education and Sociology. The Social Interaction Theory, by Piaget, supports the Education area, Tonnies provides the support for the Sociology issues and, from Computer Science we take the support for the peer-to-peer networks approach.

The origin, development and working of the welfare system at the Company of the Emperor Ferdinand Northern Railway in the period 1836-1907 The objective of this thesis is The origin, development and working of the welfare system at the Company of the Emperor Ferdinand Northern Railway in the period 1836-1907. The research is focused on the origin and working of the Retirement Fund, the Sickness Fund from 1874, Sickness Fund from 1888 and the Childrens' shelter of the Emperor Ferdinand Northern Railway Company. The method of this research was the archival sources, printed sources and literature collection and analysis and then comparison the origin, development and working of Social Security systems at state railways, state administration, members of Habsburg monarchy armed forces and also at other private railway companies in the period of 1836 - 1907. The sources confirm that the Emperor Ferdinand Northern Railway provided some employees, their widows and orphans with comprehensive care of pension, sickness security and partly also accident insurance through its funds. The company also offered childrens' shelter service, that provided children and orphans with free of charge upbringing and education with the view to preparing them to work for the Northern Railway. The company was not the only that...