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The thesis comprises two parts: the first examines German Reformation dialogues from the period 1520 to 1525 in a general study; the second discusses six texts in detail. The introduction deals with the literary tradition of dialogue, with the place of Reformation dialogues among other contemporary forms of literature, with the rapid growth of printing and the output of polemical pamphlets, and with present-day evaluations of both German Reformation dialogues and the society which produced them. As most dialogues were published anonymously, the question of authorship is treated. The authors' aims, views and loyalties coincide in some instances and display dissimilarities in others. The broad anticlerical movement encompasses a variety of different shades of opinion. Common characteristics in the way polemical dialogues were written are determined, and variations noted. The 'common man' appears both as a frequent interlocutor in dialogues and as a recurrent topic of debate. It is the conduct and the role of the Roman church, however, which represents the predominant concerns of the dialogue-authors. The possibility that the 'common man' protagonist influenced the way in which commoners saw themselves and were seen by other social groups is examined, as is the possible effect of the literary 'common man' on social unrest among the contemporary lower classes. Part I concludes that there is no evidence to show that German Reformation dialogues played any direct or even indirect role in inciting rebellion. It is, moreover, doubtful whether significant numbers of the actual insurgents were influenced by or even familiar with the German Reformation dialogues. The pamphlets were primarily for the literate classes, the educated and semieducated. The dialogues studied in detail in Part II are Karsthans, Pfarrer und Schultheiß, Kunz und Fritz, Chorherr und Schuhmacher, Bauer, Belial, Erasmus und Dr. Faber, and Muntzerischer Schwarmer und evangelischer Bauer. This choice reflects the changing preoccupations of the authors from the beginning to the end of a singularly formative period in German history. This study aims to ascertain the particular concerns of each author and the manner in which he has sought to present them to the reader.

Thesis presented for graduation--Library school of the New York Public Library. 1916.

Thesis presented for graduation--Library school of the New York Public Library. 1916.

Thesis (M.Med.Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (doctoral)--Université de Paris IV, 1976. / Includes bibliographical references (p. 11-88 (2nd group)) and index.

Diss.--Wien--Universität. / Bibliogr. p. 316-327.

Texte remanié de: Diss.--Philosophische Fakultät--Bonn--Friedrich-Wilhelms-Universität, 1993.

Thesis (MA (Afrikaans and Dutch))—University of Stellenbosch, 2005. / The question about how the reader persona is realised in HIV/AIDS documents, how readers appreciate this persona, as well as what effect it has on the eventual text appreciation occurred as a direct result of Claatje ter Hoeven’s study, “Auteurs- en lezersrollen in wervende tekste: Drie deelstudies naar personae in Zuid-Afrikaanse bankbrochures” (2002).

Ações de educação em saúde na temática da hipertensão arterial sistêmica (HAS), desenvolvidas em UBS, são o objeto desta pesquisa. Estas ações são preconizadas pelo Ministério da Saúde (MS) como parte do protocolo de assistência à HAS. A educação em saúde é definida pelo MS como processo de construção de conhecimentos em saúde, voltado à população, com o objetivo de que ela se aproprie desses conhecimentos, para aprimoramento do auto cuidado e para reivindicarem a atenção em saúde de acordo com suas necessidades. No entanto, prestar assistência a portadores de doenças crônicas é um dos mais árduos trabalhos desempenhados pelos profissionais de saúde, em particular a enfermagem, que na ESF é o profissional mais presente no cuidado do paciente crônico e de sua família. Torna-se uma atividade frustrante e cansativa, tanto para o trabalhador quanto para a pessoa que procura o tratamento. Desempenhar o atendimento apenas seguindo as diretrizes orientadas pelo protocolo do MS só aumenta a frustração e o sentimento de impotência, pois ao profissional é atribuída a responsabilização pelo monitoramento de um agravo que não será superado se as ações continuarem mascarando o determinante do processo saúde-doença. Ao sujeito portador de HAS, essa prática também causa frustração e impotência; ao ser culpabilizado e responsabilizado individualmente pelo problema, não desenvolve a crítica para identificar as origens dos mal estares e das pressões que sente, e que estão localizadas nos desgastes consequentes da manutenção da vida cotidiana. Portanto, também não desenvolvem a possibilidade de identificar na ação coletiva os instrumentos para o enfrentamento dessas pressões, que se expressam no corpo bio-psíquico. Propor material educativo, com foco na HAS, para balizar ações educativas de trabalhadores de UBS, a partir da educação emancipatória. Educação emancipatória é a que propõe a construção do conhecimento e a reflexão acerca da realidade vivenciada pelo indivíduo, pela possibilidade de intervir criativamente no processo, de modo que educando e educador ora aprendem, ora ensinam, e juntos buscam respostas através da problematização de situações enfrentadas diariamente, relacionadas por exemplo, ao tratamento da hipertensão. Estudo documental, de caráter investigativo que procurou analisar o conteúdo dos materiais impressos como cartazes, folders e folhetos, disponibilizados pelo MS e sites de domínio público, para uso de profissionais de saúde e pacientes, sobre o tema HAS. O processo de avaliação do conteúdo dos materiais, possibilitou a conformação da Saúde Pública que conhecemos no Brasil: a verticalização, com enfoque nos atendimentos programáticos e prioritários, segundo a lógica higienista e autoritária, baseada na transmissibilidade, mudança de comportamento e culpabilização do indivíduo, sem levar em consideração o contexto sócio-econômico; portanto, não consideram a heterogeneidade de classes sociais dos indivíduos, que somente têm em comum a doença referida: HAS. O estudo teve como resultado a proposição de um roteiro de apoio para profissionais de saúde da AB, para Educação em saúde para portadores de HAS, com os conceitos da Saúde Coletiva e da educação emancipatória. A construção do Material educativo procurou servir como contraponto e superação desse modelo prescritivo, com embasamento em conceitos do campo da Saúde Coletiva, para instrumentalizar os trabalhadores para compreender como as pessoas vivenciam o processo de adoecimento e os recursos que utilizam para o enfrentamento da HAS, identificando potenciais de fortalecimento/desgaste que permeiam a vida e (padrões alimentares, de sono, entre outros). / Health education activities on the theme of systemic arterial hypertension (SAH), developed in UBS, are the object of this research. These actions are recommended by the Ministry of health (MS) as part of the Protocol HAS assistance. Health education is defined by MS as knowledge construction process in health, back to the population, with the intention that she take ownership of that knowledge, for enhancement of auto care and to claim the health care according to their needs. However, assist people with chronic diseases is one of the most strenuous work performed by health professionals, in particular nursing, that in most professional ESF is present in the care of the chronic patient and his family. Becomes a frustrating and tiring for both the worker and the person seeking treatment. Play the attendance just following the guidelines directed by MS Protocol only increases the frustration and the feeling of helplessness, because the Professional is assigned the responsibility for monitoring of an injury that will not be surpassed if the actions continue masking the determinant of the health-disease process. The subject HAS carrier, this practice also causes frustration and impotence; to be blamed and held responsible individually for the problem develops critical to identify the origins of evil being and pressures, and that are located in the wear resulting from maintenance of everyday life. So, too, do not develop the ability to identify collective action the instruments to deal with these pressures, that are expressed in the body bio psychic. Propose educational materials, with focus on HAS to mark out educational actions of UBS workers, from the emancipatory education. Emancipatory education is proposing the construction of knowledge and reflection about the reality experienced by the individual, the possibility to intervene creatively in the process, so that learner and educator now learn, now teach, and together seek answers through the problematization of situations faced daily, for example, related to the treatment of hypertension. Study methodology of investigative character who sought to analyze the contents of printed materials such as posters, brochures and leaflets, available from MS and sites in the public domain, for use by health professionals and patients on the theme HAS. The evaluation process of the content of the materials, made possible the formation of Public Health met in Brazil: the verticalization, with focus on programmatic priority calls, according to the logic and authoritarian hygienist, based on transmissibility, behavior change and scapegoating of the individual, without taking into account the socio-economic context; Therefore, do not consider the diversity of social classes of individuals, that only have in common the disease referenced: HAS. The study has resulted in the proposal of a roadmap for health professionals of AB, to health education for patients with HAS, with the concepts of collective health and emancipatory education. The construction of the educational Material sought to serve as a counterpoint and overcoming this prescriptive model, with support in the field of public health concepts, to exploit the workers to understand how people experience the process of illness and the resources they use to fight HAS potential identifying strengthening/wear that permeate the lives and (food, sleep patterns, among others).