Apostolic community life -- Spiritan Life No. 8 -- March 1999 -- CONTENTS -- Introduction -- (pg 1) -- Libermann's impossible dream? Vincent 'Toole -- (pg 3) -- Living together for mission; The students of Clamart and Torre d'Aguilha -- (pg 13) -- A reflection on retirement Charles Coffey -- (pg 19) -- Spiritan communities in Europe Jean-Paul Hoch -- (pg 25) -- As others see us - the witness of international communities Ide de Lange -- (pg 35) -- Community life in an inter-religious context Eddie Flynn -- (pg 39) -- African Spiritan: Intercultural community and SRL Jeronimo Cahinga -- (pg 45) -- Opening the doors Mark Connolly -- (pg 53) -- Our fraternal life in community -a personal reflection Rogath Kimaryo -- (pg 57)

By comparison with its secular counterpart, the liturgy of English medieval monasteries has received little attention. This thesis explores one aspect of the liturgy of some of the wealthiest and most influential foundations in England - the Benedictine houses. It covers the formation and proliferation of 'votive' observances, recited as additions to or replacements for the major calendar observances. Evidence is drawn from over fifty manuscripts, dating from the Benedictine reform of the tenth century to the eve of the Dissolution in the sixteenth century. Some thirty monasteries are represented, with particular reference to the practices of Winchester, St Albans, Worcester and St Mary's, York. Part One examines the precedent for appended observances in The Rule of St Benedict (c.540), and the interpretation of this document by the Carolingian reformer Benedict of Aniane (c.750-821). Votive practices in the first English monastic customary, Regularis Concordia (c.970), and other devotional sources of a similar date are analysed. Part Two deals with the proliferation of three major observances after the Conquest - the daily votive office, recited as an appendage to the regular hours, the weekly commemorative office, which served as a replacement for the ferial office, and the independent antiphon (in particular Salve regina), recited or sung after Compline. The structure, adoption and devotional characteristics of each observance are examined, with particular reference to the predominantly Marian bias of much of the repertory. The second volume contains liturgical texts and related analytical tables, a descriptive catalogue of sources, transcriptions of Marian antiphons from the Worcester Antiphoner (c. 1230) and a comparison of eight versions of Salve regina.

No description available.

It is commonly maintained that prior to World War I all was well between Jews and Arabs in Palestine. According to this view, the Jews were too few and the Arabs too inarticulate for discord to have manifested itself. Amongst the Arabs there was, at most, only rudimentary opposition to Jewish settlement in the country, and the general harmony was not broken until the British promised national sovereignty to both the Arabs and the Jews in the course of the Great War. This study seeks to do three things. It attempts to trace the development of the Ottoman Government's position regarding Jewish immigration into Palestine between 1882 and 1914, to describe how this policy was translated into practice by the authorities in Palestine, and to discover how the Arabs reacted to this influx of Jews in the light of Ottoman official policy and practice. This study, which is based mainly on diplomatic and Jewish records, reaches the conclusion that the popular notion of Arab- Jewish harmony in Palestine prior to 1914 has little grounding in fact.

This is a survey and analysis of the writings of English historians in the half-century before 1640. It is based on manuscript as well as printed sources; an attempt is made throughout to connect English historiography with contemporary European works. The central argument is that while there was no radical break with medieval and Tudor historical thought, the meaning of the word 'history' had expanded by 1640 to include antiquarian and philological research, previously considered related and useful disciplines, but not regarded as 'history'. Attention is also drawn to the conspicuous rarity of historical debate in this period, to the problem of historical scepticism and to the historians' deterministic and teleological views of the past. The introduction briefly examines the words 'history' and 'historiography' and their Renaissance and modern meanings. Chapter I surveys the theoretical assumptions about history common in the period, of which Sir Walter Ralegh was a typical exponent. Certain Catholic authors dissented from the secular and sacred historical traditions accepted by most English protestants. Chapter II examines the theme of 'union' in early Jacobean historiography and offers detailed sections on the works of John Speed and William Martyn. Chapter III studies the historical thought of John Hayward and Samuel Daniel. Chapter IV discusses three antiquaries who also wrote narrative histories: William Camden, Francis Godwin and George Buck. Chapter V shows how history was used as a means of presenting advice to the king by Francis Bacon, Robert Cotton and William Habington. Chapter VI surveys the historiography of the ancient world, focusing on Degory Whear, Edmund Bolton, Peter Heylyn, Fulke Greville and certain other writers. Chapters VII and VIII discuss the historical works of John Selden, whose Historie of tithes marks an important break with several common assumptions about the writing of history and about the past itself. The last chapter examines the historical thought of Lord Herbert of Cherbury and surveys the minor historical literature of the 1630s. The conclusion reiterates the most important findings. An appendix establishes the correct identity of Edward Ayscu, an early Jacobean historian who is usually confused with several namesakes.

No description available.

A violência escolar é um fenômeno complexo e preocupante. Os professores, muitas vezes, sentem-se incapazes de mediar os conflitos diários, as agressões ou episódios de indisciplina, o que afeta o processo pedagógico. Este estudo versa sobre as representações sociais de violência por professores de uma escola pública, de ensino fundamental e médio. Os dados foram coletados através da observação participante e entrevistas semi-estruturadas com oito sujeitos. A análise das entrevistas foi realizada através do método de associação de idéias. Os resultados demonstraram distintas interpretações sobre a gênese da violência nas escolas, porém a retórica dos participantes não se ancora no conhecimento científico. Emergiram representações polissêmicas, com destaque para a significação psicologizante, educativo-familiar e um sentido fatalista. De modo geral, destacaram-se discursos formatados que reforçam o distanciamento, centralizam a culpa da problemática na crise familiar, no Estado, na progressão continuada e no aluno carente de afeto e de sentido de escola. / The school violence is a complex and worrying phenomenon. Teachers often feel unable to mediate daily conflicts, the attacks or indiscipline incidents, affecting the pedagogic process. This study deals with the social representations of violence by teachers in public schools, at elementary and high school levels. Data were collected through participant observation and semi-structured interviews with eight subjects. The analysis of interviews was conducted by the method of association of ideas. The results showed different interpretations on the genesis of the violence in schools, however, the rhetoric of the participants are not anchored in scientific knowledge. Polysemic interpretations emerged, with emphasis on the psychologizing meaning, family educational and a fatalistic sense. Generally, there were formatted speeches that highlight the detachment, center the fault of school violence on the family crisis, on the state, in the continued progression of teaching and the student with loose of affection and readiness.

Este trabalho tem como objetivo compreender e analisar o itinerário terapêutico do usuário de saúde mental, por meio de sua história de vida, para entender como a enfermidade se incorpora ao seu cotidiano e identificar como a família e a rede social contribuem ou não com o itinerário terapêutico do sujeito. Sob o prisma da antropologia, priorizou-se as narrativas do sujeito na tentativa de apreender a experiência do vivido. Para tanto, adotou-se uma metodologia qualitativa, de caráter descritivo centrado na análise das narrativas da pessoa em sofrimento psíquico, e complementada pelas narrativas de seus familiares. O colaborador deste estudo foi um usuário do Hospital-Dia do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo que participava das atividades do Grupo de Reintegração Social. A coleta de dados constou de entrevistas e observação participante. Para análise das narrativas utilizou-se o conceito de epifania.Temas fundamentais como o adoecimento, a solidão, a rotina, e a dificuldade de conviver com a doença permeiam esses momentos e norteiam a discussão dos resultados. / This work aimed at understanding and analyzing the therapeutic course of action of a mental health patient through his life history in order to verify how the disease is incorporated to his daily life and identify how his family and the social network contribute or not to the subject’s therapeutic course of action. Under the view of anthropology, the subjects’ narratives were prioritized in an attempt to understand what was experienced. To that end, a descriptive and qualitative methodological approach was adopted based on the analysis of the accounts given by a person in psychic suffering. Such analysis was then complemented by the accounts given by his relatives. The collaborator in this study was a user of the day-Hospital of the University Hospital of the University of São Paulo at Ribeirão Preto Faculty of Medicine who participated in the activities developed by Grupo de Reintegração Social (Social Rehabilitation Group). Data collection was conducted by means of interviews and participant observation. The Epifany concept was used to analyze the narratives. Fundamental themes such as falling ill, loneliness, routine and difficulty to cope with the disease permeated these moments and guided the discussion on the results.

A violência escolar é um fenômeno complexo e preocupante. Os professores, muitas vezes, sentem-se incapazes de mediar os conflitos diários, as agressões ou episódios de indisciplina, o que afeta o processo pedagógico. Este estudo versa sobre as representações sociais de violência por professores de uma escola pública, de ensino fundamental e médio. Os dados foram coletados através da observação participante e entrevistas semi-estruturadas com oito sujeitos. A análise das entrevistas foi realizada através do método de associação de idéias. Os resultados demonstraram distintas interpretações sobre a gênese da violência nas escolas, porém a retórica dos participantes não se ancora no conhecimento científico. Emergiram representações polissêmicas, com destaque para a significação psicologizante, educativo-familiar e um sentido fatalista. De modo geral, destacaram-se discursos formatados que reforçam o distanciamento, centralizam a culpa da problemática na crise familiar, no Estado, na progressão continuada e no aluno carente de afeto e de sentido de escola. / The school violence is a complex and worrying phenomenon. Teachers often feel unable to mediate daily conflicts, the attacks or indiscipline incidents, affecting the pedagogic process. This study deals with the social representations of violence by teachers in public schools, at elementary and high school levels. Data were collected through participant observation and semi-structured interviews with eight subjects. The analysis of interviews was conducted by the method of association of ideas. The results showed different interpretations on the genesis of the violence in schools, however, the rhetoric of the participants are not anchored in scientific knowledge. Polysemic interpretations emerged, with emphasis on the psychologizing meaning, family educational and a fatalistic sense. Generally, there were formatted speeches that highlight the detachment, center the fault of school violence on the family crisis, on the state, in the continued progression of teaching and the student with loose of affection and readiness.

Este trabalho tem como objetivo compreender e analisar o itinerário terapêutico do usuário de saúde mental, por meio de sua história de vida, para entender como a enfermidade se incorpora ao seu cotidiano e identificar como a família e a rede social contribuem ou não com o itinerário terapêutico do sujeito. Sob o prisma da antropologia, priorizou-se as narrativas do sujeito na tentativa de apreender a experiência do vivido. Para tanto, adotou-se uma metodologia qualitativa, de caráter descritivo centrado na análise das narrativas da pessoa em sofrimento psíquico, e complementada pelas narrativas de seus familiares. O colaborador deste estudo foi um usuário do Hospital-Dia do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo que participava das atividades do Grupo de Reintegração Social. A coleta de dados constou de entrevistas e observação participante. Para análise das narrativas utilizou-se o conceito de epifania.Temas fundamentais como o adoecimento, a solidão, a rotina, e a dificuldade de conviver com a doença permeiam esses momentos e norteiam a discussão dos resultados. / This work aimed at understanding and analyzing the therapeutic course of action of a mental health patient through his life history in order to verify how the disease is incorporated to his daily life and identify how his family and the social network contribute or not to the subject’s therapeutic course of action. Under the view of anthropology, the subjects’ narratives were prioritized in an attempt to understand what was experienced. To that end, a descriptive and qualitative methodological approach was adopted based on the analysis of the accounts given by a person in psychic suffering. Such analysis was then complemented by the accounts given by his relatives. The collaborator in this study was a user of the day-Hospital of the University Hospital of the University of São Paulo at Ribeirão Preto Faculty of Medicine who participated in the activities developed by Grupo de Reintegração Social (Social Rehabilitation Group). Data collection was conducted by means of interviews and participant observation. The Epifany concept was used to analyze the narratives. Fundamental themes such as falling ill, loneliness, routine and difficulty to cope with the disease permeated these moments and guided the discussion on the results.