Within the growing field of surveillance studies, national identity cards and related issues have become an important research topic. Most research in this field, however, does not consider the role of media in the development of surveillance. This research examines the history of mediated public debates about identity cards in the U.K. In the U.K, since the Identity Cards Bill 2004, National Identity cards have been widely debated across the British national newspapers once again after several heated historical debates in WWI, WWII, and the 1990s. It is this thesis s purpose to analyze the role of the British national newspapers in generating support and resistance in the development of British national identity cards in the past one hundred years, respectively in 1915, 1919, 1939, 1951, and from 1994 to 2008. This thesis also seeks to find out the continuities and changes in the way British national newspapers influence the repeated introduction and withdrawal of identity cards over time. Specifically, by employing the methods of content and frame analysis, the thesis examines the actors involved in the mediated debate of British national identity cards, their argumentation, the frames underlying the argumentation and the themes appeared in the debates, in order to find out to what extent the British print media supported or opposed the identity cards over time.

Made available in DSpace on 2016-04-27T19:31:16Z (GMT). No. of bitstreams: 1 Almir Felix Batista de Oliveira.pdf: 6626932 bytes, checksum: e59557103f2f9cbc915d1e081a160916 (MD5) Previous issue date: 2016-03-11 / This doctorate study aims to examine (investigate, characterize and understand) the relationships entertained in Brazil between most recent historiography (academic and academic history) and didactic historiography, in other words, the writing for elementary's school students and teachers consumption (History textbook), with regard to the concept cultural heritage. From the analysis of four collections of the first phase of Basic Education that were approved in the assessments made by the National Textbook Program (PNLD) 2004, 2007, 2010 and 2013, we sought to understand how this concept appears in those textbooks. We seek to identify the ways that the didactic historiography appropriates the thesis about cultural heritage developed in recent years and produced, sometimes by historians with the changes in historical science, or by other professionals (architects, anthropologists, geographers, etc.) that have addressed this theme. For further, we also seek to understand how the teaching of history (identity trainer) using textbooks of history (didactic historiography) and with the measurement history teacher can ensure learning that takes into account the recognition the other and of cultural diversity / O presente trabalho de doutoramento tem por objetivo examinar (investigar, caracterizar e compreender) as relações entretidas no Brasil entre a historiografia de ponta (historiografia acadêmica e universitária) e a historiografia didática, ou seja, a escrita destinada ao consumo dos alunos e professores do ensino fundamental (llivro ddidático de História), no que diz respeito ao conceito ppatrimônio ccultural. A partir da análise de quatro coleções para a primeira fase do Ensino Fundamental aprovadas nas avaliações realizadas pelo Programa Nacional do Livro Didático (PNLD) 2004, 2007, 2010 e 2013, buscamos compreender como esse conceito aparece no livro didático. Buscamos identificar as formas pelas quais a historiografia didática se apropria das teses sobre o patrimônio cultural desenvolvidas nos últimos anos e produzidas, ora pelos historiadores concomitantes com as mudanças na ciência histórica, ora por outros profissionais (arquitetos, antropólogos, geógrafos, entre outros) que se debruçam sobre essa temática. Para, além disso, buscamos também compreender, como o ensino de história (formador de identidade) utilizando-se dos livros didáticos de história (historiografia didática) e contando com a medição do professor de história possa garantir um aprendizado que leve em consideração o reconhecimento do outro e da diversidade cultural

近年民間檔案逐漸受到檔案館的青睞，成為檔案館徵集的範圍之一，而口述歷史也屬於其中一部份。口述歷史會產生錄音帶、錄影帶、電子檔、訪談抄本、受訪者捐贈資料等，種類相當繁雜，而臺灣各檔案典藏單位進行口述歷史之後，有不同的整理與保存方式。希望藉此研究瞭解臺灣各檔案典藏單位是如何整理與運用口述歷史館藏，並提出一個更完善的整理與管理機制、提供更多元的運用方式。 本研究採用文獻分析法、深度訪談法與比較研究法，探討新加坡、澳洲、美國、加拿大、英國、香港等地的作法，並實際訪談中研院近史所、國史館、國史館臺灣文獻館、北市文獻會、宜蘭獻史館、臺大校史館、海大校史室、清大校史館等臺灣檔案典藏單位。 根據研究結果，提出結論如下：一、各典藏單位從事口述歷史主要有三項目的，分別為學術研究、史料蒐集、院史纂修或校史纂修；二、各典藏單位整理口述歷史館藏的人員不足；三、口述歷史館藏主要依據載體類型分開典藏；四、只有部分典藏單位將口述歷史館藏進行簡單建檔；五、提供利用的口述歷史館藏多屬已修改過的定稿；六、口述歷史館藏的運用類型偏少。 針對上述研究結論，提出六項建議：一、依據檔案載體典藏口述歷史館藏；二、加速口述歷史館藏的簡編，以提供利用；三、進行口述歷史館藏的內容描述；四、建立口述歷史館藏的智能編排，將相關資料連結；五、擴大口述歷史館藏的運用層面；六、建置全國的口述歷史資料庫。