The purpose of this study was to identify the role of nongovernmental organizations in Nicaragua and their impact on the status of women. The study analyzed the status of women at the beginning of the revolution, starting in 1980. The study then examined the evolution of non-governmental organizations deriving from the original group named the Luisa Amanda Espinosa Association of Nicaraguan Women (AMNLAE). It then described the impact of non-governmental organizations on policy making and building civic societies. Ultimately, this study analyzed the status of women thirty years after the revolution and demonstrates through institutionalism that because of the effect of non-governmental organizations on society, the status of women has improved. It then concluded that nongovernmental and intergovernmental organizations are necessary for building civic societies wherein gender equality is accepted.

Orientadora: Profa. Dra. Márcia Helena Alvim / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / A presente pesquisa discute a inserção da História das Ciências (HC) no ensino de Física, como forma de promover um ambiente crítico e reflexivo, distante do ensino tradicional perpetuado na maioria das escolas, onde a ciência, de forma geral, é vista como a-histórica, composta por gênios e promotora do saber único e verdadeiro. Tendo em vista este panorama, apresentam-se algumas reflexões a respeito do distanciamento deste tipo de ensino, por meio de associações com a concepção bancária da educação, discutida por Paulo Freire. O objetivo principal dessa pesquisa é investigar a temática da Revolução Científica em aulas de Física do Ensino Médio, buscando elaborar, aplicar e analisar uma proposta didático-metodológica que inclua essa discussão na promoção da reflexão sobre a importância da HC no ensino. Esta pesquisa é caracterizada como pesquisa-ação e busca a interface da HC com o ensino de Física, a fim de contribuir para a formação de cidadãos críticos. A proposta didático-metodológica foi aplicada no 1º ano do Ensino Médio de uma escola da rede privada de ensino, localizada em São Bernardo do Campo, São Paulo, onde através da reflexão histórica acerca da Revolução Científica, com o uso de diferentes recursos pedagógicos, buscou-se promover situações de aprendizado nas quais se privilegiaram os momentos de discussão e produção escrita dos alunos sobre a temática. Por fim, os resultados obtidos da aplicação da proposta possibilitou identificar que a HC no ensino contribuiu para a promoção de ambientes de reflexão sobre o desenvolvimento da ciência e, por consequência, mostrou-se um recurso promissor para o aprendizado científico dos alunos. Outra significativa contribuição refere-se a alguns elementos didáticos que levam ao aprimoramento das aulas e evidenciam a postura dos alunos diante das experiências compartilhadas em sala de aula. / Traditional teaching promoted in most school¿s view science as an-historical, made up of geniuses and promoter of the unique and true knowledge. This research discusses how the insertion of History of Sciences (HC) in the teaching of Physics, promotes a critical and reflexive Education. This will be presented with some reflections on the importance of distancing traditional education, through the association with the banking concept of education discussed by Paulo Freire. The main objective of this research is to investigate the Scientific Revolution in High School Physics classes, seeking to elaborate, apply and analyze a didactic-methodology proposal that includes the promotion of reflections on the importance of HC in science teaching. The research is an action-research which interfaces the HC with the teaching of Physics, to contribute to the development of critical citizens. The didactic-methodological proposed was applied in the 1st year students of a private high school in São Bernardo do Campo, São Paulo. The historical reflection by the Scientific Revolution, with the use of different pedagogical resources, seek to developed learning situations by encouraging discussion and written production of students. The results highlighted that HC teaching contributed to the promotion of an environment for reflection and the development of science teaching. Consequently, proving to be a promising resource for student¿s scientific learning. Another important contribution refers to some didactic elements that lead to the improvement of classes, this situation was evidenced by the shared experiences in the classroom.

Made available in DSpace on 2017-06-01T18:12:26Z (GMT). No. of bitstreams: 1 dissertacao_jose_ferreira.pdf: 6072651 bytes, checksum: 35ed79622d640e30cddcb7cbfa7034d0 (MD5) Previous issue date: 2008-07-23 / The military coup of 1964 indicated a genuine political retreat in the movement for a just and fraternal society, because it established a dictatorial and antidemocratic regime. Protestant groups began to support it. In doing so they were embracing a denial of democratic and christian values, since these very churches, by defending the theory of protestant ideology, based on liberty and free will, became themselves authoritarian and repressive, treating those opposed to the new regime as enemies without the due process of law. The March of the Family with God for Freedom, in Recife, meant that the support of protestant and catholic religious groups for the military coup of 1964, were actually threatening the preservation of christian and democratic values. People in leadership of protestant and catholic churches joined against a common enemy: communism. In this context we study the Crusade of Christian Basic Action (Cruzada ABC), a protestant educational movement of youths and adults, sustained by an agreement among USAID, the Colégio Agnes Erskine of Recife, and SUDENE, which alleged to be philanthropic. We emphasize the religious content and proselytism of the Cruzada ABC, inspired by the social values of the United States / O golpe militar de 1964 significou um verdadeiro retrocesso político no caminho rumo a uma sociedade justa e fraterna, pois instaurou um regime ditatorial e antidemocrático. Setores protestantes passaram a apoiá-lo, caracterizando uma negação dos valores cristãos democráticos, pois as mesmas igrejas, que defendiam a tese de que a ideologia protestante se baseava na liberdade de comportamento e no livre arbítrio, tornaram-se autoritárias e repressoras, tratando os que se opunham ao novo regime de forma inquisitorial. A Marcha da Família com Deus pela Liberdade, no Recife, significou o apoio de grupos religiosos, tanto protestantes, quanto católicos, ao golpe militar de 1964, apoio dado em nome da preservação dos valores cristãos e democráticos que estariam sendo ameaçados. Pessoas colocadas na cúpula das igrejas protestante e católica se uniram contra um inimigo comum: o comunismo. Dentro de tal contexto estudamos a Cruzada de Ação Básica Cristã (Cruzada ABC), movimento protestante de educação de jovens e adultos, sustentado por um acordo entre a USAID, o Colégio Agnes Erskine, de Recife, e a SUDENE, que alegava ter um caráter filantrópico. Ressaltamos o conteúdo religioso da Cruzada ABC e seu proselitismo, inspirado nos valores da sociedade estadunidens

L’étude de l’image de Robespierre dans le discours politique de la Restauration à la fin du XIXe siècle met en lumière le processus de construction de la légende dorée de Robespierre, légende qui n’a jamais été étudiée de manière précise, bien qu’elle ait influencé fortement l’historiographie. Forgée à partir de 1830 par des militants appartenant à la composante radicale du parti républicain, elle présente Robespierre comme le défenseur de l’égalité politique et sociale, le théoricien du droit à l’insurrection et l’apôtre d’une religion fraternelle qui doit servir de base à un nouveau contrat social. Cette étude montre aussi que la légende noire de Robespierre est traversée par des fractures idéologiques mal discernées jusqu’ici. La légende noire conservatrice/contre-révolutionnaire née sous la Révolution fait de Robespierre à la fois un tyran et un anarchiste niveleur et impie. La légende noire libérale qui se développe sous la Restauration en fait seulement un tyran clérical. Les légendes noires communiste et anarchiste, apparues respectivement au tournant de 1840 et sous la Deuxième République, dénoncent non seulement le cléricalisme de Robespierre mais aussi son manque d’ambition sociale. A la différence de la légende noire communiste, la légende noire anarchiste reprend l’image du tyran et critique le rôle de Robespierre dans la Terreur. Enfin, la légende noire libérale-républicaine apparue à partir du milieu du XIXe siècle s’inscrit dans le prolongement de la légende noire libérale tout en étant influencée par les légendes noires communiste et anarchiste et fait de Robespierre un tyran politique et clérical dont elle souligne le peu d’intérêt pour les questions économiques. / Studying the image of Robespierre in the political discourse from the Restauration to the end of the 19th century highlights the construction process of the golden legend of Robespierre, which has never been precisely analysed, although it influenced profoundly historiography. Built from 1830 onwards by militants belonging to the radical fringe of the republican movement, it presents Robespierre as the defender of political and social equality, the theoretician of the right to insurrection and the apostle of a brotherly religion, basis of a new social contract. This study also shows that Robespierre’s dark legend is split by ideological divides which remained until now unclear. A dark legend which can be called “conservative/counter-revolutionary” appeared during the Revolution. It describes Robespierre at the same time as a tyrant and as a godless leveller anarchist. The liberal dark legend appeared under the Restoration presents Robespierre only as a clerical tyrant. The communist and anarchist dark legends, which emerged respectively at the beginning of the 1840’s and under the Second Republic, point out not only Robespierre’s clericalism but also his lack of social concerns. Unlike the communist dark legend, the anarchist dark legend reuses the image of the tyrant and denounces Robespierre’s implication in the Terror. Finally, a republican-liberal dark legend emerges in the middle of the 19th century. It is a continuation of the liberal dark legend which is also influenced by the communist and anarchist dark legends. It presents Robespierre as a political and clerical tyrant and stresses on his lack of interest in economic issues.

The velvet revolution in November of 1989 meant end of communistic domination and rediscovery of democracy. The turn of eighties and nineties belongs to important historical period of Czech society; it brought principal revolution changes - new political and economy system, new international station of our state, new political rights and freedom, but also new liability and responsibility. Changes were related to Czech media too. They became private. Focus of this diploma thesis is detailed analysis of the journal Pochodeň in the turn of eighties and nineties, especially the procedure of newspaper's transformation after the year 1989. Thesis describes the period before November 1989, when Pochodeň was the press authority of regional bureau of the Communistic Party. Next part of this diploma work is characterization of the velvet revolution in the redaction and resulting development after the year 1990. Thesis is set to context of the past. Part of this capitol is general view on transformation of the Czech society, economy and Czech media. This way of conception of my analyses describes recent history of the journal Pochodeň and uses memoirs of journalists, which worked in the newspapers in the turn of eighties and nineties.

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Master’s thesis deals with aerodynamic heating of launch vehicle during ascent phase by using CFD simulation. Ascent trajectory and payload fairing geometry is design using data of existing small launch vehicles. Critical flight regimes are identified using 2D calculations, and in these regimes analysis is performed by axially symmetric simulations. Simulation results are compared to values obtained from theoretical and semi-empirical calculations.

博士(社会学) / 甲第505号 / 204p / Hitotsubashi University(一橋大学)

English Abstract This Master Degree (Mgr.) thesis, takes up the topic of so called Military Revolution theory debate, focusing on historical and social developmental process, unfolding in the Early modern Europe. Military revolution is conceptualised as a source of far reaching societal change, having a civilisational dimension, contributing to overall weberian rationalisation process, happening in the Occident. In this text, military revolution is theoretically approached as a non-substantional developmental process and its structure and dynamics are analyzed using customized version of actor-network-theory of Bruno Latour. In this attempt, usual assumptions of natural ontological continuity, totality and developmental character of social realm are critically suppressed. Theoretical outcome of this thesis, based upon historical evidences, confirms, that even using this profoundly critical approach, military revolution possesses a distinctive quality of a developmental process and it can serve as a strong cognitive instrument of social sciences for researching Early modernity in Europe. Powered by TCPDF (www.tcpdf.org)

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