Law / LL.M.

La luminescence optique (OSL) a été mesurée sur dix-sept fragments de poterie collectés à Mailhot-Curran (BgFn-2), un site archéologique du Sylvicole supérieur tardif localisé dans le sud-ouest du Québec. Le but principal de ce projet était de dater ce site qui est considéré jusqu’à maintenant comme le plus récent site préhistorique de la concentration de Saint-Anicet, afin de poser un jalon dans la chronologie des sites de cette région. L’OSL a été utilisée conjointement à la datation par radiocarbone (14C) et la sériation du matériel archéologique. L’hypothèse archéologique propose que le village aurait été occupé pendant les années 1518 à 1530 de notre ère (Chapdelaine 2015a). Les résultats que nous proposons dans ce présent mémoire appuient cette proposition. Nous avons obtenu un âge de 490 ± 49 ans (année de référence : 2013), correspondant à l’année 1523 de notre ère avec une probabilité d’occupation du site Mailhot-Curran entre les années 1474 et 1572. Le programme de datation par luminescence optique a été réalisé sur des fragments de poterie domestique composés d’argile de la Mer de Champlain datant de la période du Quaternaire récent. La datation par stimulation infrarouge (IRSL) a été préférentiellement utilisée sur des aliquotes de grains fins polyminéraliques. Pour la détermination des doses équivalentes, un protocole SAR (Murray et Wintle 2000) modifié pour la mesure des feldspaths et incluant un lessivage optique a été utilisé (Lamothe et al. 2004). Les valeurs g ont été mesurées en suivant le protocole proposé par Auclair et al. (2003). La correction de Huntley et Lamothe (2001) a été utilisée afin de corriger les doses équivalentes mesurées pour la décroissance anormale du signal feldspathique. Les doses annuelles ont pour leur part été déterminées par des mesures réalisées in situ et en laboratoire. Les résultats que nous présentons dans ce mémoire sont affectés par une dispersion assez large. Cette variabilité a été prise en compte par des méthodes statistiques pour la détermination de l’âge probable de l’occupation du site Mailhot-Curran. / Optically stimulated luminescence (OSL) has been measured on 17 ceramic sherds collected at the Mailhot-Curran site (BgFn-2), a Late Woodland archaeological site located in south west Quebec. The main goal of this project was to date the youngest prehistoric village found in the Saint Anicet cluster to establish its position in the chronological framework of the area. OSL was used conjointly with radiocarbon dating (14C) and seriation of the archaeological remains. The archaeological hypothesis proposes an occupation of this village between 1518 and 1530 A.D. (Chapdelaine 2015a). The luminescence results we present in this master’s thesis are in agreement with this proposal : we obtained an age of 490 ± 49, which corresponds to A.D. 1523 with the probability of occupation at the Mailhot-Curran site between A.D. 1474 and 1572. The luminescence dating program was carried out on local ceramics composed of fired late Quaternary Champlain Sea clays. IRSL (infrared stimulated luminescence) was preferentially used on polymineral fine-grains aliquots. A modified SAR-IRSL protocol including optical bleaching was used to measure the equivalent doses (Murray and Wintle 2000, Lamothe et al. 2004). G values were measured following the protocol proposed by Auclair et al. (2003). The Huntley-Lamothe correction for anomalous fading (Huntley and Lamothe 2001) was used to adjust the equivalent dose. Annual doses were assessed by in situ and laboratory measurements. The results we present here are affected by a large range in the dates. This variability was taken into account by statistical methods in the determination of the age of the Mailhot-Curran site occupation.

La problématique de la thèse : en quoi les effets de la crise financière et bancaire de 2007-2008 ont influé les comportements de banques et en quoi ces derniers consistent-ils ? Pour ce faire, nous avons montré, d’abord, que le bilan et le compte de résultats sont des outils explicatifs de comportements stratégiques et opérationnels de banques. Vu la responsabilité particulière des banques de grande taille dans cette crise, nous avons exploité les données des 200 premières banques mondiales figurant dans le classement de 2006 (avant crise) et de 2012 (après crise) extraites de la base «The Banker» en utilisant, ensuite, l’analyse factorielle exploratoire pour découvrir les facteurs latents qui influencent leurs comportements dans une logique de statique comparative. Les résultats obtenus montrent que la crise a changé ces comportements. Au plan de comportement stratégique, les banques européennes s’orientent, en 2012, vers le modèle de banque de «détail pur» alors qu’en 2006 elles se répartissaient sur 3 modèles: «détail pur»; «mixtes»; «marché». Pour les banques de l’Amérique du Nord et de l’Asie-Pacifique, déjà spécialisées dans le «détail pur» en 2006, le restent pour 2012. Au plan de comportement opérationnel, les banques européennes passent d’une focalisation sur la rentabilité vers le renforcement de la suffisance de capital. Les banques nord-américaines et de l’Asie–Pacifique, focalisées sur l’activité en 2006, s’orientent sur la rentabilité en 2012. En conclusion, 2 recommandations pour les régulateurs financiers : s’assurer que la tendance vers le modèle de banque de «détail pur» soit de long terme et accorder une attention accrue à la taille du bilan / The thesis problem: how the effects of the financial and banking crisis of 2007-2008 have influenced the behavior of banks and what do they consist of ? To do this, we showed, first, that the balance sheet and income statement are good explanatory tools of strategic and operational behavior of banks. Due to the special responsibility of the large banks in this crisis, we used data of the top 200 global banks listed in the 2006 (pre-crisis) and 2012 (post-crisis) classifications, retrieved from the database "The Banker". We used the exploratory factor analysis to discover the latent factors which influence the banks behaviors, in a comparative static logic. The results show that this crisis has actually changed these behaviors. From the strategic positioning perspective, the trend of the European banks after the crisis is the "retail-funded" banking model. In 2006, the positioning was heterogeneous with a "cocktail" of "retail-funded", "wholesale-funded" and "trading" banks. For the North American and Asia-Pacific banks, which was already specialized in the "retail-funded" in 2006, will remain so for 2012. In terms of operational behavior, European banks pass from a strong focus on profitability, before the crisis, to a reinforcement of capital adequacy, after the crisis. The banks of North America and Asia-Pacific, which were focused on the activity, before the crisis, will give more importance to the profitability after the crisis. In conclusion, two recommendations for the financial regulators : ensure that the trend in matter of strategic positioning of the banks is oriented to the “retail-funded” model and pay special attention to the size of the balance sheet.

No final da década de 1960 e início da seguinte, dentro do contexto que se convencionou chamar de cinema experimental ou de vanguarda norte-americano, um número sem precendetes de cineastas dedicou-se à elaboração de filmes-diário ou autobiografias filmadas. Esse movimento é acompanhado, no caso de alguns dos realizadores, por um interesse por outras formas (literárias ou pictóricas) de autorre- presentação e escrita de vida e por um esforço reflexivo sobre as possibilidades, usos e potências dessas formas no cinema. Partindo do entendimento que a autobiografia transforma-se em um campo de interesses para cineastas, críticos e público apenas a partir deste momento, esta tese pretende abordar como ela é formulada e inventada por cineastas como uma forma possível para o cinema. A partir da análise de textos e filmes de três cineastas centrais para essa elaboração, notadamente Stan Brakhage, Jonas Mekas e Hollis Frampton, demonstramos o papel do gênero na transformação de um panorama artístico e criativo. De um lado, como se verá, a autobiografia afirma-se e inventa-se como uma tentativa de dialogar e responder a uma história artística que incluí o próprio cineasta, de outro, ela propõe-se como um lugar de singularização e transformação dessa história. / On the threshold of the seventies, the autobiographical genre emerged as one of the main tendencies of the north-american avant-garde film. This event was followed by a growing interest in other forms of self representation and life narratives in painting and literature and by an intellectual effort to reflect on the uses, qualities, possibilities and predecessors of the new form in film. Understanding that autobiography becomes a field of interest for filmmakers, critics and public alike only at this moment in time, this dissertation intends to broach how autobiography is fashioned by filmmakers into a form viable for cinema. Relying on a vast documentation of writings by Jonas Mekas, Stan Brakhage and Hollis Frampton, three filmmakers whom we consider to be central to the understanding of the genre as such, and on close readings of their autobiographical films we demonstrate the role played by the genre in the transformation of a creative and artistic environment. As will be seen, the emergence of the genre responds to a historical and aesthetic transformation in experimental films and offers itself as a peronal narrative for this changing history.

Made available in DSpace on 2016-04-27T16:33:18Z (GMT). No. of bitstreams: 1 EHPS - Josefa Eliana Souza.pdf: 549498 bytes, checksum: 4943669ec240cca8aad854584b915d09 (MD5) Previous issue date: 2006-10-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this study is to understand the way Tavares Bastos dealt with Brazilian public education in the 60 s and in the beginning of the 70 s, in the XIX century, as for what he named the Brazilian public education program . It also tried to answer the following question: if and how did the author try to incorporate North-American models into the program of public education in Brazil? In order to perform such task, pamphlets the author/politician published between the years of 1861 and 1873 were examined. The analysis of such work allows identifying elements tha t are part of the program of public education aimed at by Tavares Bastos, and it emphasis that elements of the North- American models were used, mainly the one implemented by Horace Mann, and the ones presented by Aléxis Tocqueville, as an appropriate ama lgam to direct the Brazilian people towards the path of progress and civilization. By picking elements that constitute those models, Tavares Bastos built arguments in order to defend the idea of a free and universal school, mandatory education, co-education schools, and a teaching program dedicated mainly to knowledge based on practical principles that would provide the students with a kind of training that would be more adequate to the needs of workers from the fields of industry, commerce, and agriculture of that time. Therefore, the provinces should be equipped with schools whose mission would be preparing students to perform the tasks society demanded and to prepare them for democracy / Neste estudo a finalidade é compreender o modo como Tavares Bastos tratou a instrução pública brasileira, na década de 60 e início de 70 do século XIX, no que denominou de programa de instrução pública brasileira . Buscou-se também responder a seguinte questão: se e de que forma o autor procurou incorporar modelos ou referentes norteamericanos ao programa de instrução pública do Brasil? Na realização dessa tarefa foram examinados os panfletos que o autor/parlamentar publicou entre os anos de 1861 a 1873. A análise dessa produção permite identificar elementos que constituem o programa de instrução pública almejado por Tavares Bastos e afirmar que elementos de modelos norteamericanos foram mobilizados, sobretudo o implementado por Horace Mann e os apresentados por Aléxis Tocqueville, como um amálgama adequado para conduzir o povo brasileiro ao caminho do progresso e da civilização. Ao pinçar elementos que constituem esses modelos, Tavares Bastos produziu os argumentos para defender a escola gratuita e universal, o ensino obrigatório, escola mista, programa de ensino voltado, sobretudo, para o conhecimento baseado em princípios práticos e que possibilitassem ao aluno um tipo de formação mais adequada às necessidades do trabalhador da indústria, do comércio e da agricultura da época. Por isso, as províncias deveriam ser dotadas de escolas, cuja missão deveria ser preparar o aluno para exercer as tarefas que a sociedade exigia e preparar o caminho para a democracia

This thesis examines how the law dealt with international fugitives. It focuses on formal extradition and the cross-border abduction of wanted criminals by police officers and other state officials. Debates over extradition and abduction reflected important issues of state power and civil liberty, and were shaped by currents of thought circulating throughout the imperial, Atlantic, and common law worlds. Debates over extradition involved questioning the very basis of international law. They also raised difficult questions about civil liberties and human rights. Throughout this period escaped American slaves and other groups made claims for what we would now call refugee status, and argued that their surrender violated codes of law and ideas of justice that transcended the colonies and even the wider British Empire. Such claims sparked a decades-long debate in North America and Europe over how to codify refugee protections. Ultimately, Britain used its imperial power to force Canada to accept such safeguards. Yet even as the formal extradition system developed, an informal system of police abductions operated in the Canadian-American borderlands. This system defied formal law, but it also manifested sophisticated local ideas about community justice and transnational legal order. This thesis argues that extradition and abduction must be understood within three overlapping contexts. The first is the ethos of liberal transnationalism that permeated all levels of state officials in British North America/Canada. This view largely prioritised the erosion of domestic barriers to international cooperation over the protection of individual liberty. It was predicated in large part on the idea of a common North American civilization. The second context is Canada’s place in the British Empire. Extradition and abduction highlight both how British North America/Canada often expounded views on legal order radically different from Britain, but also that even after Confederation in 1867 the empire retained real power to shape Canadian policy. The final context is international law and international legal order. Both extradition and abduction were aspects of law on an international and transnational level. As a result, this thesis examines the processes of migration, adoption, and adaptation of international law.

The intent of this thesis is to understand how we as educators and learners in our Western system of education can bridge and heal the fundamental principles of a constructed divide embedded in our consciousness that continues to be reproduced in our Western academy. The primary goal is to make visible this divide that is based on the intellectualization of Western education in the absence of spiritual aspirations, thus revealing the potential of spiritual transformation within the academy and our everyday lives. In my literature-based thesis research I explored, analyzed and discussed two bodies of literature: the historical intellectualization of Western education on the one hand, and, on the other, Eastern Philosophy with the emphasis on Higher Self Yoga, African Philosophy and North American Aboriginal Spirituality. I investigated these bodies of literature employing a research paradigm that has its foundation in a spiritual ontology and epistemology. I analyzed my findings using such methodologies as appreciative inquiry, content analysis and textual analysis, including anti-colonial and indigenous knowledges theoretical frameworks. I found that the synthesis and integration of the inner life wisdom revealed in the three philosophies is an integral component fundamental toward a whole life vision of education, an educative vision that has the potential to serve as a catalyst to open the gates for life-enhancing change in the academy and our everyday lives. Change implies becoming aware of our true origin, who we truly are, and what our intrinsic purpose is. Change implies becoming aware of humanity’s accelerated transition toward a higher level of spiritual planetary consciousness, a spiritual evolution as an inner quest of unity with nature, the larger human community, the universe, and the divine Source itself. Change implies whole life educational processes, inclusive of the unfoldment of inner life wisdom, the authority of the human spirit, and the sense of divinity, as useful bridging work in healing the divide in our aware consciousness and our educational institutions. Whole life change needs to be the responsibility of academic education, as well our self-responsibility of realizing ourselves as citizen of the world living within one-world consciousness. All is one.

This thesis examines how the law dealt with international fugitives. It focuses on formal extradition and the cross-border abduction of wanted criminals by police officers and other state officials. Debates over extradition and abduction reflected important issues of state power and civil liberty, and were shaped by currents of thought circulating throughout the imperial, Atlantic, and common law worlds. Debates over extradition involved questioning the very basis of international law. They also raised difficult questions about civil liberties and human rights. Throughout this period escaped American slaves and other groups made claims for what we would now call refugee status, and argued that their surrender violated codes of law and ideas of justice that transcended the colonies and even the wider British Empire. Such claims sparked a decades-long debate in North America and Europe over how to codify refugee protections. Ultimately, Britain used its imperial power to force Canada to accept such safeguards. Yet even as the formal extradition system developed, an informal system of police abductions operated in the Canadian-American borderlands. This system defied formal law, but it also manifested sophisticated local ideas about community justice and transnational legal order. This thesis argues that extradition and abduction must be understood within three overlapping contexts. The first is the ethos of liberal transnationalism that permeated all levels of state officials in British North America/Canada. This view largely prioritised the erosion of domestic barriers to international cooperation over the protection of individual liberty. It was predicated in large part on the idea of a common North American civilization. The second context is Canada’s place in the British Empire. Extradition and abduction highlight both how British North America/Canada often expounded views on legal order radically different from Britain, but also that even after Confederation in 1867 the empire retained real power to shape Canadian policy. The final context is international law and international legal order. Both extradition and abduction were aspects of law on an international and transnational level. As a result, this thesis examines the processes of migration, adoption, and adaptation of international law.

The intent of this thesis is to understand how we as educators and learners in our Western system of education can bridge and heal the fundamental principles of a constructed divide embedded in our consciousness that continues to be reproduced in our Western academy. The primary goal is to make visible this divide that is based on the intellectualization of Western education in the absence of spiritual aspirations, thus revealing the potential of spiritual transformation within the academy and our everyday lives. In my literature-based thesis research I explored, analyzed and discussed two bodies of literature: the historical intellectualization of Western education on the one hand, and, on the other, Eastern Philosophy with the emphasis on Higher Self Yoga, African Philosophy and North American Aboriginal Spirituality. I investigated these bodies of literature employing a research paradigm that has its foundation in a spiritual ontology and epistemology. I analyzed my findings using such methodologies as appreciative inquiry, content analysis and textual analysis, including anti-colonial and indigenous knowledges theoretical frameworks. I found that the synthesis and integration of the inner life wisdom revealed in the three philosophies is an integral component fundamental toward a whole life vision of education, an educative vision that has the potential to serve as a catalyst to open the gates for life-enhancing change in the academy and our everyday lives. Change implies becoming aware of our true origin, who we truly are, and what our intrinsic purpose is. Change implies becoming aware of humanity’s accelerated transition toward a higher level of spiritual planetary consciousness, a spiritual evolution as an inner quest of unity with nature, the larger human community, the universe, and the divine Source itself. Change implies whole life educational processes, inclusive of the unfoldment of inner life wisdom, the authority of the human spirit, and the sense of divinity, as useful bridging work in healing the divide in our aware consciousness and our educational institutions. Whole life change needs to be the responsibility of academic education, as well our self-responsibility of realizing ourselves as citizen of the world living within one-world consciousness. All is one.

The fossiliferous sediments of the Hueso and Tapiado formations exposed in the Vallecito Creek-Fish Creek section (VCFC) of the Anza-Borrego Desert (ABD) span the boundary between Blancan and Irvingtonian North American Land Mammal 'Ages.' Historically, the determination of the Blancan-Irvingtonian (B-I) boundary in the VCFC proved problematic. A new study to determine the B-I boundary in the VCFC revealed data inaccuracies in both published works and curatorial records of the mammal and other vertebrate fossils from the ABD. Most individual inaccuracies were minor, but an accumulation of over 50 years of multiple inaccuracies had significant effects on local and regional biostratigraphic and biochronologic correlations. A detailed investigation of the inaccurate data resulted in recognition of 17 types of error, with at least five sources. The two most prominent sources of error are those derived from publication and curation protocols. Examination of over 150 publications and in-house faunal lists produced over 830 taxonomic names and format variants, for 110 mammalian taxa identified from the ABD and VCFC. Approximately 50% of the taxonomic identifications were previously published without voucher catalogue numbers or fossil descriptions. A critical review of the taxonomic assignments resulted in an updated faunal list of ABD terrestrial Mammalia, including 110 taxonomic names, 66 unqualified genera, and 46 unqualified species. A supplemental list of 'retired' taxa includes 178 previously published or listed taxonomic names and format variants. The 4.5 km sequence of originally superposed sediments within VCFC is now tilted at 23 degrees and exposed in plan view. This exposure was captured in both aerial photos and satellite imagery. GIS layers of the Geomagnetic Polarity Time Scale and individual collecting localities are readily superposed onto the stratigraphic images. When united with the faunal database, GIS maps of biostratigraphic data facilitate detection and correction of data errors. Resulting corrected maps show highest and lowest stratigraphic occurrences of taxa, as well as geographic clustering of taxonomic groups, outlining possible paleohabitats. As a result of data improvement and GIS display, the local B-I boundary currently is best estimated by the presence of Ovibovini at >1.42 Ma. / text