This study explores some of the implications of the distribution of estates between the landholders of Essex in 1066. Emphasis is placed on the immediate background of land ownership in Essex during the reign of Edward the Confessor, though some attention is paid to the earlier history of the shire. The principal source for the investigation is the pre-Conquest data recorded in the Essex folios of Domesday Book. In the first part the broad outlines of the structure of landholding society are considered. Particular attention is paid to those with large amounts of land, although the less extensive holdings of, freemen and sokemen are also discussed. Charters, will's and other pre-Conquest documents provide information on the earlier tenurial history of some estates, and from them and other evidence a model is proposed of the trends in land tenure in Essex between c900 and 1066. In an appendix identifiable lay landholders are listed with details of their estates, whilst in the body of the text the pre-Conquest holdings of ecclesiastical institutions are examined in detail. The second part of the study considers the evolution of the institutions 'of public administration within the shire, and where relevant the influence upon them of powerful landholders. This influence is seen most clearly in the hundreds, and an attempt is made to reconstruct the earlier history of the 1066 Essex hundreds, in particular the evolution of those in the west of the shire. The varying fortunes of the Essex burhs are considered in the light of the output from their mints. To complete the picture evidence of pre-Conquest private lordship - soke, -and commendation - is examined.

<p> The purpose of this research was to study the link between the Black Power Movement and changes that occurred in higher education between 1960 and 1980. The main research question study was, "What effect did the Black Power Movement have on changes in higher education from 1960 - 1980?" The intent of this historical research is to reconstruct knowledge on the complexity of the African American freedom struggle through the voices of thirteen Black Power activists, who were leaders of Black Power organizations, faculty in Black Studies programs, and students. </p><p> The study used an interview process to conduct the study. Data was collected through semi-structured interviews and a document analysis. The document analysis included primary documents, books, scholarly journals, and organizational websites. The sampling strategy was purposive because of the special knowledge of the participants. The findings were presented within organizations and across organizations. Lewins model of change was used to analyse the catalysts for change and the response of higher educational institutions. </p><p> There was a consensus among the participants interviewed and the literature reviewed that the Black Power Movement was a student-driven movement that was responsible for the formation of Black student organizations on campuses, particularly Black student unions, establishment of Black studies departments, an increase in African American faculty, and changes in curricula. The researcher discerned five major themes that describe the era, 1) the challenges of first-generation African American students on predominately White campuses, 2) the role of Black student unions in the success of African American students, 3) the lack of representation of Africans and African Americans in college courses, 4) the role of Black studies departments in providing information on Africans and African Americans, and 5) confusion between the accomplishments of the Civil Right Movement and the Black Power Movement. </p><p> The major findings of the study have implications for higher education institutions in 1) student affairs, 2) adragogy, 3) curricula, and 4) diversity education. Based on the findings, it is recommended that higher education institutions maintain and build on changes made in the past based on the lessons learned from the Black Power Movement.</p>

The Court of Appeal in Bohemia between 1749 and 1790 (1850) This thesis describes the development of The Court of Appeal in Bohemia between the years 1749 and 1850. The main aim of this thesis is the description of the role of this court in the system of justice in the second half of the eighteen century and the description of the effects of reforms of Maria Theresa and Joseph II on the constitution, structure and function of the court. In the form, which the court acquired at the time of the rule of Joseph II, the court remained for another sixty years. The Court of Appeal in Bohemia was founded in the year 1548. From the beginning it was a royal court and was empowered to hear appeals of municipal courts. Its competence was extended during the ages. On the contrary the district of the court was limited during the eighteen century only to Bohemia. In the year 1850 the court was transformed into Higher Regional Court in Prague.

No description available.

No description available.

A presente pesquisa objetivou investigar a criação de um novo habitus a partir da história e memórias da Escola de Administração (EA) da UFRGS que completou 20 anos em 2016. Para tanto, foi realizado um levantamento documental e fotográfico dos 20 anos da instituição, além de entrevistas de história oral com agentes vinculados a ela durante este período. As falas foram subdivididas nas categorias: história, memória e habitus e analisadas a partir de referencial teórico de Pierre Bourdieu e Joel Candau. Evidenciou-se nas falas que o campo de pesquisa demonstrou as razões práticas de todas as relações sociais e interações junto aos agentes. As mudanças de entendimento e encaminhamento de vida a partir das experiências vivenciadas no campo acadêmico resultaram em transformações práticas, tais como: i) Docentes – aplicação de novas metodologias em sala de aula; descoberta do papel de líder, gerador e inspirador de conhecimento; maior respeito à participação dos alunos em sala de aula. ii) Discentes – descoberta de competências próprias; crescimento profissional e pessoal; vocação acadêmica; entendimento da atuação profissional em áreas como marketing, finanças e outras; responsabilidade por gerir e se relacionar com pessoas; ativismo político. iii) Técnicos – sentido para a vida. Confirma assim, que as estruturas estabelecidas na EA contribuíram para a formação de um novo habitus, considerando os efeitos e os espaços de possibilidades desse campo social, da reprodução, do capital cultural, da conversão do olhar percebida em todos os atores sociais a ela vinculados. / The present research aimed to investigate the creation of a new habitus from the history and memories of the School of Administration (EA) of UFRGS, which completed 20 years in 2016. For that, a documentary and photographic survey of the institution's 20 years was carried out. Of oral history interviews with agents linked to her during this period. The lines were subdivided into the categories: history, memory and habitus and analyzed from the theoretical reference of Pierre Bourdieu and Joel Candau. It was evidenced in the speeches that the field of research demonstrated the practical reasons of all the social relations and interactions with the agents. Changes in the understanding and routing of life from the experiences lived in the academic field have resulted in practical transformations, such as: i) Teachers - application of new methodologies in the classroom; discovery of the role of leader, generator and inspirer of knowledge; respect for student participation in the classroom. ii) Students - self-discovery; professional and personal growth; academic vocation; understanding of professional performance in areas such as marketing, finance and others; responsibility for managing and relating to people; political activism. iii) Technicians - meaning for life. It confirms that the structures established in the EA have contributed to the formation of a new habitus, considering the effects and spaces of possibilities of this social field, of reproduction, of cultural capital, of the conversion of the perceived look in all social actors linked to it

A presente pesquisa objetivou investigar a criação de um novo habitus a partir da história e memórias da Escola de Administração (EA) da UFRGS que completou 20 anos em 2016. Para tanto, foi realizado um levantamento documental e fotográfico dos 20 anos da instituição, além de entrevistas de história oral com agentes vinculados a ela durante este período. As falas foram subdivididas nas categorias: história, memória e habitus e analisadas a partir de referencial teórico de Pierre Bourdieu e Joel Candau. Evidenciou-se nas falas que o campo de pesquisa demonstrou as razões práticas de todas as relações sociais e interações junto aos agentes. As mudanças de entendimento e encaminhamento de vida a partir das experiências vivenciadas no campo acadêmico resultaram em transformações práticas, tais como: i) Docentes – aplicação de novas metodologias em sala de aula; descoberta do papel de líder, gerador e inspirador de conhecimento; maior respeito à participação dos alunos em sala de aula. ii) Discentes – descoberta de competências próprias; crescimento profissional e pessoal; vocação acadêmica; entendimento da atuação profissional em áreas como marketing, finanças e outras; responsabilidade por gerir e se relacionar com pessoas; ativismo político. iii) Técnicos – sentido para a vida. Confirma assim, que as estruturas estabelecidas na EA contribuíram para a formação de um novo habitus, considerando os efeitos e os espaços de possibilidades desse campo social, da reprodução, do capital cultural, da conversão do olhar percebida em todos os atores sociais a ela vinculados. / The present research aimed to investigate the creation of a new habitus from the history and memories of the School of Administration (EA) of UFRGS, which completed 20 years in 2016. For that, a documentary and photographic survey of the institution's 20 years was carried out. Of oral history interviews with agents linked to her during this period. The lines were subdivided into the categories: history, memory and habitus and analyzed from the theoretical reference of Pierre Bourdieu and Joel Candau. It was evidenced in the speeches that the field of research demonstrated the practical reasons of all the social relations and interactions with the agents. Changes in the understanding and routing of life from the experiences lived in the academic field have resulted in practical transformations, such as: i) Teachers - application of new methodologies in the classroom; discovery of the role of leader, generator and inspirer of knowledge; respect for student participation in the classroom. ii) Students - self-discovery; professional and personal growth; academic vocation; understanding of professional performance in areas such as marketing, finance and others; responsibility for managing and relating to people; political activism. iii) Technicians - meaning for life. It confirms that the structures established in the EA have contributed to the formation of a new habitus, considering the effects and spaces of possibilities of this social field, of reproduction, of cultural capital, of the conversion of the perceived look in all social actors linked to it

A presente pesquisa objetivou investigar a criação de um novo habitus a partir da história e memórias da Escola de Administração (EA) da UFRGS que completou 20 anos em 2016. Para tanto, foi realizado um levantamento documental e fotográfico dos 20 anos da instituição, além de entrevistas de história oral com agentes vinculados a ela durante este período. As falas foram subdivididas nas categorias: história, memória e habitus e analisadas a partir de referencial teórico de Pierre Bourdieu e Joel Candau. Evidenciou-se nas falas que o campo de pesquisa demonstrou as razões práticas de todas as relações sociais e interações junto aos agentes. As mudanças de entendimento e encaminhamento de vida a partir das experiências vivenciadas no campo acadêmico resultaram em transformações práticas, tais como: i) Docentes – aplicação de novas metodologias em sala de aula; descoberta do papel de líder, gerador e inspirador de conhecimento; maior respeito à participação dos alunos em sala de aula. ii) Discentes – descoberta de competências próprias; crescimento profissional e pessoal; vocação acadêmica; entendimento da atuação profissional em áreas como marketing, finanças e outras; responsabilidade por gerir e se relacionar com pessoas; ativismo político. iii) Técnicos – sentido para a vida. Confirma assim, que as estruturas estabelecidas na EA contribuíram para a formação de um novo habitus, considerando os efeitos e os espaços de possibilidades desse campo social, da reprodução, do capital cultural, da conversão do olhar percebida em todos os atores sociais a ela vinculados. / The present research aimed to investigate the creation of a new habitus from the history and memories of the School of Administration (EA) of UFRGS, which completed 20 years in 2016. For that, a documentary and photographic survey of the institution's 20 years was carried out. Of oral history interviews with agents linked to her during this period. The lines were subdivided into the categories: history, memory and habitus and analyzed from the theoretical reference of Pierre Bourdieu and Joel Candau. It was evidenced in the speeches that the field of research demonstrated the practical reasons of all the social relations and interactions with the agents. Changes in the understanding and routing of life from the experiences lived in the academic field have resulted in practical transformations, such as: i) Teachers - application of new methodologies in the classroom; discovery of the role of leader, generator and inspirer of knowledge; respect for student participation in the classroom. ii) Students - self-discovery; professional and personal growth; academic vocation; understanding of professional performance in areas such as marketing, finance and others; responsibility for managing and relating to people; political activism. iii) Technicians - meaning for life. It confirms that the structures established in the EA have contributed to the formation of a new habitus, considering the effects and spaces of possibilities of this social field, of reproduction, of cultural capital, of the conversion of the perceived look in all social actors linked to it

Cette thèse porte sur l’histoire de l’École primaire ‒ ou premier degré ‒ au cours de la décennie centrale du XXe siècle. Y sont analysés les processus décisionnels de la politique scolaire au niveau de l’administration ministérielle et académique, ainsi que l’exercice quotidien des prescriptions scolaires sur le terrain des écoles, grâce au recours à de nombreux éclairages monographiques. La première partie de l’étude s’attache à démêler les divers aspects de la politique scolaire de l’État français à l’aide d’analyses quantitatives originales, et en prenant appui principalement sur le point de vue des acteurs en charge de son application : hauts fonctionnaires du ministère, inspecteurs d’académie, jusqu’aux enseignants eux-mêmes. Une seconde partie propose un portrait du fonctionnement logistique quotidien des écoles primaires du pays dans le contexte de la guerre et de l’Occupation. Enfin, la troisième partie décrit le rétablissement de l’École républicaine sur le territoire et les multiples défis idéologiques, pédagogiques et matériels, auxquels est confrontée l’institution scolaire. S’appuyant sur un grand nombre d’archives publiques et privées inédit, cette thèse aboutit ainsi à renouveler le regard historiographique posée sur l’histoire scolaire de cette période. En effet, la décennie guerrière des années 1940 a vu éclore des réformes et des réflexions qui en font un temps d’expériences et d’apprentissages intenses pour la génération des acteurs appelés à forger l’École du second XXe siècle. C’est en ce sens que l’on qualifiera ce moment historique de véritable « classe de guerre ». / This thesis focuses on the history of French elementary school in the middle decade of the twentieth century. School policy is analyzed through the decisions of ministerial and academic administrations along with its daily enforcement in classes, exemplified by numerous monographs of interest. First, the study attempts to untangle the various aspects of school policy under the French State, relying mainly on the words of its enforcers: ministerial officials, schools inspectors and, of course, teachers. It exposes quantitative investigations on the repressive impact of the regime and on the unprecedented financial public support for free education, in addition to a detailed analysis of the Vichy educational reforms. It then depicts the everyday life of primary schools in the context of war and Occupation. The third part chronicles the restoration of republican school over the national territory, and emphasizes the multiple ideological, educational and material challenges it had to face. Based on a large number of original archives, both private and public, this thesis leads to reevaluate the historiographical standpoint on the history of school of this time. Indeed, the 1940s gave birth to reforms and reflections that made this decade of war a time for experiments and intense learning for the generation of professionals who were to shape the school of the second part of the century. It is in this sense that this historical moment may be called a “war class”.

Made available in DSpace on 2016-07-27T13:53:16Z (GMT). No. of bitstreams: 1 RONEIDE BRAGA SANTOS.pdf: 1899356 bytes, checksum: f23bcfee6a8aac0a8b8268893f2fbc70 (MD5) Previous issue date: 2014-08-22 / This research deals with the process of choosing the principals of state elementary schools in the city of Anápolis, state of Goiás, Brazil, in 2011. Its main purpose is to find out if the changes which occurred in 2011 led to a democratic choice or if they were just a way the government found to use the election process to legitimize its power of influence within the schools. The general objective is to contribute to a critical analysis on the changes in elections for principals of state schools in the city of Anápolis in 2011 in accordance to the 2783/SEDUC/GO ordinance. These changes were the insertion of an online course for precandidates to that position, an eliminatory test and a mandatory course on educational management for the elected candidates. In this sense, the study is justified by the importance of understanding the implications of the current policy of the State Board of Education of Goiás concerning the democratic management of schools, as well as its importance and credibility within the local community. The methodology is principled by a qualitative research paradigm and the data were raised through the study of relevant documents and legislation and the application of semistructured interviews. The data were analyzed based on the theoretical framework and allowed to ponder the impact of changes of 2011 elections for democratic management. The most important conclusion of this research was that in the year of 2011, there was not an election but a validation of pre-approved candidates who passed the test on management. In the city of Anápolis there were few schools with candidates competing for the election. Besides, some principals have been dismissed from their functions and the local board of education has designated other professionals to replace them. The participants, in general, have not noticed any change in the schools management and have expressed dissatisfaction with the current model of choice which in their opinion represents a setback in the election process for principals and consequently for the democratic management of public schools. / Esta pesquisa trata do processo de escolha dos diretores da educação básica da rede estadual de educação do município de Anápolis-Goiás em 2011. Ela tem como problemática central desvelar se as mudanças ocorridas em 2011 permitiram uma escolha democrática ou se esta foi uma forma do governo realizar as eleições, legitimando seu poder de influência dentro das escolas. O objetivo geral é contribuir com as análises críticas sobre as mudanças ocorridas nas eleições para diretores das escolas estaduais no município de Anápolis em 2011 conforme a portaria 2783/SEDUC/GO, como a inserção de um curso preparatório na modalidade a distância para os pré-candidatos, uma prova de caráter eliminatório e um curso de gestão educacional obrigatório para os candidatos eleitos. Nesse sentido, o estudo justifica-se pela importância de se compreender os meandros da atual política da Secretaria de Estado da Educação de Goiás no que se refere à gestão democrática das escolas, bem como sua importância e credibilidade junto à comunidade local. A metodologia aplicada foi a pesquisa de natureza qualitativa, e os procedimentos foram o estudo da documentação/legislação pertinente e realização de entrevistas semiestruturadas para levantamento de dados. Os dados foram analisados à luz do referencial teórico, e permitiram ponderar sobre o impacto das mudanças das eleições de 2011 para a gestão democrática. As conclusões mais importantes desta pesquisa são no sentido de que no ano de 2011 não houve uma eleição de diretores, mas sim uma validação dos candidatos pré-aprovados na prova sobre gestão. Em Anápolis, houve poucas escolas com candidatos concorrentes nas eleições, e alguns diretores estão sendo exonerados de suas funções e, em seus lugares, a Subsecretaria indica os diretores que irão ocupar o cargo. No geral, os entrevistados não perceberam nenhuma mudança na gestão das escolas e demonstraram insatisfação com o atual modelo de escolha, apontando, assim, para um retrocesso no processo das eleições para diretores e em consequência para a gestão democrática das escolas públicas estaduais.