Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 206-224).

Abstract Not Provided / Thesis / Doctor of Philosophy (PhD)

The primary purpose of this study was to examine the relationship between identity development in late adolescent university students and family history knowledge. The relationship was examined within both the individual developmental and family systems theoretical frameworks. It was proposed that identity development involves achieving personal autonomy from the family of origin and at the same time maintaining positive relatedness to the family of origin. Identity development was examined using exploration, commitment, autonomy, and relatedness as dependent variables. It was proposed that late adolescent's personal exploration of and commitment to roles and values may be influenced by knowledge of parent and grandparent histories. It was also proposed that late adolescent's achievement of personal autonomy and positive family relatedness may be influenced by knowledge of parent and grandparent histories. The sample consisted of 239 university students. The Parental Relationship Inventory (PRI) and the Ego Identity Process Questionnaire (EIPQ) measured identity development constructs. The Do You Know? (DYK) scale measured family history knowledge. Multiple regression analyses indicated a significant positive relationship between commitment and family history knowledge and relatedness and family history knowledge, a negative relationship between autonomy and family history knowledge, and a weak correlation between exploration and family history knowledge. Findings indicate family history knowledge may influence components of identity development. This has practical implications for parents and others such as teachers, youth workers, social workers, and youth program designers whose work is directed at enhancing adolescent development.

Thesis (Ph.D.)--University of Melbourne, School of Historical Studies, 2009. / Typescript. Includes bibliographical references (leaves 279-352)

Thesis (M.A.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 464-476).

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:20:46Z No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) / Made available in DSpace on 2017-10-24T18:20:46Z (GMT). No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) Previous issue date: 2016-09-27 / The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps. / A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.

Made available in DSpace on 2014-07-29T16:17:45Z (GMT). No. of bitstreams: 1 Dissertacao_Raquel_Camos.pdf: 866330 bytes, checksum: d48e1029c989450967753981a1acaf68 (MD5) Previous issue date: 2009-09-21 / This dissertation investigates the conception of history in Machado de Assis' literature and thinking on literature, seeking to demonstrate how they set up the possibility of anonymous people being considered subjects of history. Asserting the equality of the indifference, they question the core of the conception of history of the 19th century Brazilian historians. According to them, there is history because there is inequality, because there are men who are worth of eternal memory and lives destined to oblivion. Claiming the "principle of any representable" and making equal the distinguished and the anonymous, Machado de Assis refused a partition of the sensible which gives each one its own place: for national literature, national themes; for history, the distinguished man. Stablishing a "thinking of the new disorder" (Jacques Rancière), Assis' work admits to turn into objects of history and literature those that, by definition, were once excluded: the anyone, and the anything. / Esta dissertação investiga a concepção de história presente no pensamento sobre a literatura e na literatura de Machado de Assis, buscando demonstrar como elas abrem a possibilidade de que os anônimos sejam considerados sujeitos da história. Afirmando a igualdade da indiferença, elas questionam o cerne da concepção de história dos historiadores brasileiros do século XIX. Para estes, há história porque há desigualdade, porque há homens que são dignos de eterna lembrança e vidas destinadas ao esquecimento. Reivindicando o princípio do qualquer representável e equiparando ilustres e anônimos, Machado de Assis recusou uma partilha do sensível que assinala a cada um o seu lugar próprio: para a literatura nacional, temas nacionais; para a história, o homem ilustre. Instaurando um pensamento da desordem nova (Jacques Rancière), sua obra permitiria transformar em objeto da história e da literatura aquele que, por definição, era delas excluído: o qualquer um.