nÃo hà / A cidade de Fortaleza passou por significativas mudanÃas, relacionadas Ãs diretrizes racionais, inseridas no seu espaÃo urbano. A evoluÃÃo do sistema econÃmico renovando e recriando novos processos de acumulaÃÃo atravÃs do avanÃo da tÃcnica e da ciÃncia atingiram as prÃticas sociais e reestruturaram a malha urbana. Algumas Ãreas na cidade foram mais afetadas por essas transformaÃÃes que outras. Nos bairros, houve na maioria dos casos uma oscilaÃÃo entre deterioraÃÃo e renovaÃÃo, reorganizaÃÃo e ampliaÃÃo de suas funÃÃes e caracterÃsticas. Entre esses bairros, destaca-se o Benfica. Isso à percebido de vÃrias maneiras: construÃÃes de prÃdios em condomÃnio e shopping center, contrastando com a feira-livre mais antiga de Fortaleza; a permanÃncia de famÃlias, que nÃo querem mudar-se do bairro e que ali moram a mais de 50 anos, das rodas de amigos (moradores, estudantes, funcionÃrios, professores e frequentadores do bairro) nos bares e churrascarias, da presenÃa de pessoas que jà moraram no bairro e que sempre o visitam para âmatar um pouco da saudade, batendo um papo com os velhos amigosâ, no prÃ-carnaval e carnaval, referencial na busca de uma identidade prÃpria para o carnaval de Fortaleza e nas vÃrias instituiÃÃes educacionais ali instaladas. AtravÃs do estudo das prÃticas educativas desenvolvidas no bairro Benfica, por seus moradores, alunos, professores e funcionÃrios de instituiÃÃes educacionais, comerciantes e comerciÃrios, sindicalistas, entre outros, perceberemos, que mais que qualquer lugar da nossa cultura, o bairro à o espaÃo que fala da nossa experiÃncia emocional, uma autoreferÃncia da vida social. AlÃm da funÃÃo educacional que diferencia o Benfica dos demais bairros de Fortaleza, ele, tambÃm, à um espaÃo carregado de simbologia, produto do cotidiano, resultante dos segmentos populacionais que o transformaram em espaÃo de integraÃÃo social. Nosso estudo objetiva apresentar as prÃticas educativas que se desenvolvem no Benfica, a partir das narrativas daqueles que moram e convivem no bairro, associada a outras fontes como imagÃticas e documentos escritos, para uma interpretaÃÃo utilizando o mÃtodo hermenÃutico e um aporte teÃrico que se sustenta na Nova HistÃria Cultural, na Nova Geografia Cultural, na MemÃria, na HistÃria Oral, na Micro-HistÃria, na HistÃria e Geografia Local e no conceito de PrÃticas Educativas / The city of Fortaleza underwent significant changes, related to the rational guidelines, inserted in its urban space. The evolution of the economic system renewing and recreating new processes of accumulation through the advancement of technology and science reached social practices and restructured the urban fabric. Some areas in the city were more affected by these transformations than others. In the neighborhoods there was in most cases an oscillation between deterioration and renovation, reorganization and expansion of its functions and characteristics. Among these neighborhoods, Benfica stands out. This is perceived in several ways: Construction of condominium buildings and shopping center, contrasting with the oldest fair-free of Fortaleza; The permanence of families, who do not want to move out of the neighborhood and who live there for more than 50 years, from the wheels of friends (residents, students, employees, teachers and residents of the neighborhood) in bars and steakhouses, Already lived in the neighborhood and who always visit him to "kill a little of nostalgia, chatting with old friends", in the pre-carnival and carnival, a reference in the search of an identity for the Carnival of Fortaleza and in the various educational institutions Installed there. Through the study of the educational practices developed in the Benfica neighborhood, by its residents, students, teachers and employees of educational institutions, merchants and traders, trade unionists, among others, we will realize that more than anywhere in our culture, the neighborhood is the space that Speaks of our emotional experience, a self-reference of social life. In addition to the educational function that differentiates Benfica from the other neighborhoods of Fortaleza, it is also a space loaded with symbolism, a product of everyday life, resulting from the population segments that transformed it into a space for social integration. Our study aims to present the educational practices that develop in Benfica, based on the narratives of those who inhabit and live in the neighborhood, associated with other sources such as images and written documents, for an interpretation using the hermeneutical method and a theoretical contribution that is based on the New Cultural History, New Cultural Geography, Memory, Oral History, Microhistory, History and Local Geography and the concept of Educational Practices

This essay is about local history in history teaching in two cities; Kalmar and Vetlanda. The purpose was to see how teachers in Kalmar and Vetlanda define local history and what kind of local history they teach their students. I have also examined what benefits of didactics the teachers see in teaching local history. In order to find out I interviewed four history teachers at three schools in Kalmar and two history teachers at one school in Vetlanda. Some of the interviews were carried out over the telephone and the rest at the teachers´s schools. The teachers all work in upper secondary schools. What I found was that all the teachers had more or less the same definition of the term local history; it´s about the history in one area. This area could be where their students come from or the area where the school is located. Some teachers taught more local history than others. The teachers taught some different types of local history, for example: city guiding, literature studying, subject days, essays, to search material in archives and source material etc. All the teachers said that some benefits of didactics, when it comes to teach local history, were that it could give the students some more knowledge about their hometown and its surroundings. The students know much about their hometown, but not all the background. The closeness was also an advantage; the local history is just outside the door. Hopefully it could lead to a bigger interest when it comes to history.

<p>This essay is about local history in history teaching in two cities; Kalmar and Vetlanda. The purpose was to see how teachers in Kalmar and Vetlanda define local history and what kind of local history they teach their students. I have also examined what benefits of didactics the teachers see in teaching local history. In order to find out I interviewed four history teachers at three schools in Kalmar and two history teachers at one school in Vetlanda. Some of the interviews were carried out over the telephone and the rest at the teachers´s schools. The teachers all work in upper secondary schools.</p><p>What I found was that all the teachers had more or less the same definition of the term local history; it´s about the history in one area. This area could be where their students come from or the area where the school is located. Some teachers taught more local history than others. The teachers taught some different types of local history, for example: city guiding, literature studying, subject days, essays, to search material in archives and source material etc. All the teachers said that some benefits of didactics, when it comes to teach local history, were that it could give the students some more knowledge about their hometown and its surroundings. The students know much about their hometown, but not all the background. The closeness was also an advantage; the local history is just outside the door. Hopefully it could lead to a bigger interest when it comes to history.</p>

This thesis emerges out of a study of Thomas Pynchon’s work, from certain qualities and attributes that recur in his writing, notably the forces and hauntings of technology; the project is, further, alert to these phenomena as it is to Pynchon’s prose technique which exemplifies these aspects in its proliferative connections and modes of association. The study, whose title similarly derives from Pynchon’s Gravity’s Rainbow, offers readings of literary, historical and visual texts, and examines the radioactive substance, as well as the cultural implications and material manifestations, of the intercontinental ballistic missile (ICBM) and of its support mechanisms. Adopting an interdisciplinary perspective, the thesis focuses on the interface between geography and technology, and identifies how missile technology is expressed, developed and linked to already existing narratives of particular US states. It uses methods and interpretations drawn from the creative mythologies of Alexis de Tocqueville and Thomas Jefferson, the fields of cultural and military studies, theories of technology formulated by Paul Virilio, Jean Baudrillard, Laurence Rickels and Paul N. Edwards, architectural and spatial theories developed by Henri Lefebvre and Anthony Vidler, and Cold War horror and science fiction movies, all of which frame the wider issues involved. The premise for the project is the representation of American power, or of the ‘American spirit’, in D.H Lawrence’s words, as a monster, a vampire which feeds on the subjects of the nation; this notion of vampirism is latent in the project’s four chapters, on Colorado, Kansas, Cape Canaveral and New York, which seek to address different aspects of the country’s flights into (nuclear) enclosures. The first chapter, ‘Excavation’, focuses on the state of Colorado and uranium mining, and examines the missile’s substance, its nuclear core, through close readings of Stephen King’s The Shining. The second chapter, ‘Preservation’, is concerned with the state of Kansas and the missile silo, and employs the writings of Thomas Jefferson, Allen Ginsberg, Thomas Pynchon, Frank Baum and a range of political and military studies to arrive at a consideration of the form of the missile silo as the epitome of an architecture of storage. The third chapter, ‘Evacuation’, homes in on Cape Canaveral, guided by J.G. Ballard’s Space Age short stories and Thomas Pynchon’s Gravity’s Rainbow, and utilises archival material from James E. Webb, NASA administrator from 1961–1967, to argue that narratives of progress and possibilities of movement are bound to the need to seek refuge in static enclosures. The fourth chapter, ‘Transmission’, zeroes in on New York, and is concerned with missile defence; it deploys analysis of the works of H.G Wells, Jonathan Schell, Nikola Tesla, Ronald Reagan and Elaine Scarry to discuss the transmission of rays, and of rumours.

The problem of the thesis is to develop rationale for the teaching of local history in the schools through the use of recorded documentary statements by eyewitnesses to local events. As illustrative of this mode of teaching local history, a series of recordings are made in which the residents of the Pomona, California, area who were eyewitnesses to the local events or who could relate reliable hearsay about the history of Pomona are interviewed. A research methodology for the taking, editing, and cataloguing of these tape recordings for school use is developed and executed.

This is an account of the social and work experience of successive generations of immigrants in a mushrooming industrial city, Paterson, New Jersey, 1880-1915. In the late nineteenth century the city became the centre of the American silk industry. It's economy flourished, dominated by the production of this one product. Its mills and machinery were technologically the most advanced of any in the world. Paterson quickly became a Mecca for immigrant silk hands. Their adaption to the new work routines in the city's mills forms the focal point of this study. Immigrant workers brought with them work and collective traditions coloured by their experience in the silk industries of their homelands. They were ill-suited to the advanced form of production in Paterson mills and constantly disrupted the plans of local factory owners. The resultant tension became an ingrained feature of industrial life in the city as a continuous stream of immigrants re-enforced the disruptive tendencies of their predecessors in the mills. Paterson millowners were so hidebound by their wayward workers that by the end of the century they formed concerted plans to assume a new dominance over the economic fortunes of the city. Their campaign was directed primarily against Paterson's newest immigrant group, Italian millhands. It assumed a distinctive flavour from that fact. In 1913 the new stance of millowners culminated in the notorious "War in Paterson". Although the 1913 strike is commonly attributed to the inflammatory presence of the Industrial Workers of the World, it was rooted in tensions wholly independent of that organization. The failure of the strike confirmed the new social and political status of Paterson's factory owners, and the eclipse of a long tradition of collective disruption by the city's immigrant millworkers.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: F. Michael Connelly.

Master's paper (M.S. in L.S.)--University of North Carolina at Chapel Hill, 2006. / Includes bibliographical references (p. 60-62) and abstract.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1999. / Includes bibliographical references (leaves 145-147).

President Obama’s tenure in the White House had a significant effect on political comic deliberation and performance within stand-up comedy, particularly in reference to discussions of race and racial politics. This thesis examines the subversive and conservative qualities of political stand-up comedy under his presidency, exploring how the cultural form reacted and responded to the ideological, performative, cultural and political tones and pressures of this era. These chapters range from an analysis of Obama’s own presidential stand-up addresses, to African American, left-wing and right-wing political comic reaction within stand-up comedy, and finishes with an examination of Donald Trump’s effect on political stand-up (and the broader areas of political comic production) in the final year of the Obama era. The thesis’ nine case studies explore narratives and issues of Obama-era power and various political, social and cultural items of the period. The primary methodology consists of textual and discourse analyses of the nine case studies. These are reinforced using a broad data collection of relevant journalistic, political, theoretical, comic, and cultural analysis. The main findings of this thesis are that political stand-up comedy was largely a timid cultural agent in the Obama era due to a range of ideological, racial, cultural and socio-political qualities. Subversive elements can, however, still be found throughout the nine case studies, particularly in the area of right-wing political stand-up comedy, a subversion which is magnified by the field’s deficit in cultural and social insurance in comparison to African American and left-wing political comic ruminations.