This thesis explores the relationship between the plurality of polyphonic and independent voices and consciousnesses, a Mikhail Bakhtin's concept, in two plays by Lope de Vega. El maestro de Danzar y El bobo del colegio are two of his least known and studied. Both plays present protagonists, simple citizens, which pretend to court two noble ladies. Under these circumstances, they are forced to avoid social rejection, issue guaranteed by their humble lineage. In order to complete their undertaking, they disguise as a dance teacher and a university fool. This process shields them from, the above mentioned, traditional disapproval they are subject to. It also entitles them to become, symbolically and virtually, the main dialogic executors in the play. Bakhtin depicts the process of embracing an alternate identity, different from their own, as a vital part of carnival. It compels the leading characters, El maestro and El bobo being no exception, to undergo two changes. First, they become a new individual, recognizable only to those who are aware of their masks. Second, their voices attract attention to the point of influencing the preeminent nobles of the comedy to follow their lead. Further, their ideas come to matter more than those of any other voice in the comedy. In the beginning they follow an ideal, and are subdued by social hierarchy. At the conclusion, they finish leading and controlling the polyphonic relationship between the independent voices and consciousnesses of the other characters in the play. And rather than a conflict, both comedies depict a harmonic social interaction of all their characters. Although scholarship exists analyzing individual plays, a comprehensive study of the effective association between language and disguise favoring a villano over high-class citizens has never been undertaken. This is Lope's strategy to plainly contrast the traditional social differentiation of classes.

Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning. / Inclusive Education / M. Ed. (Inclusive Education)

Giovanni Boteros (1544-1617) treatise <i>The Reason of State</i> (1589) seemed somewhat uncharacteristic of sixteenth-century political thought, considering the pride of place given to economics in his text. The Age of Reformation constituted not only a period of new ideas on faith but also one of new political thinking, and as the research into the influences on Boteros economic thought progressed, I began to consider the period as one where economic thinking was becoming more common among theologians of the reforming churches and bureaucrats of the developing states. Having been trained in the schools of the Jesuits, Botero was exposed to one of the most potent and intellectually uniform of all the reforming movements of the period, and I argue it was here that he first considered economics as an aspect of moral philosophy. While it cannot be proven positively that Botero studied or even considered economics during his association with the Jesuits (roughly from 1559-1580), the fact that a number of those who shaped the Jesuit Order in its first few generations discussed economics in their own treatises leads one to a strong circumstantial conclusion that this is where the economic impulse first rose up in his thinking. Indeed, it was this background that readied Botero to consider economics as an important part of statecraft with his reading of Jean Bodins (1530-1596) <i>The Six Books of the Republic</i> (1576), in which economics is featured quite prominently. Bodins own economic theory was informed primarily by his experience as a bureaucrat in the Parlement of Paris, where questions on the value of the currency and on the kings ability to tax his subjects were in constant debate among the advocates. I argue further that, upon his reading of Bodins <i>Republic</i>, Botero saw how economics could be fused with politics, and he then set out to compose his own treatise on political economy (although he certainly would not have called it such). In <i>The Reason of State</i>, Botero brought his Jesuit conception of economic morality together with Bodins writings on political economy to create a work, neither wholly Jesuit nor wholly Bodinian, which in the end outlined an overall political and economic structure of society quite distinct from the sum of its parts.

Giovanni Boteros (1544-1617) treatise <i>The Reason of State</i> (1589) seemed somewhat uncharacteristic of sixteenth-century political thought, considering the pride of place given to economics in his text. The Age of Reformation constituted not only a period of new ideas on faith but also one of new political thinking, and as the research into the influences on Boteros economic thought progressed, I began to consider the period as one where economic thinking was becoming more common among theologians of the reforming churches and bureaucrats of the developing states. Having been trained in the schools of the Jesuits, Botero was exposed to one of the most potent and intellectually uniform of all the reforming movements of the period, and I argue it was here that he first considered economics as an aspect of moral philosophy. While it cannot be proven positively that Botero studied or even considered economics during his association with the Jesuits (roughly from 1559-1580), the fact that a number of those who shaped the Jesuit Order in its first few generations discussed economics in their own treatises leads one to a strong circumstantial conclusion that this is where the economic impulse first rose up in his thinking. Indeed, it was this background that readied Botero to consider economics as an important part of statecraft with his reading of Jean Bodins (1530-1596) <i>The Six Books of the Republic</i> (1576), in which economics is featured quite prominently. Bodins own economic theory was informed primarily by his experience as a bureaucrat in the Parlement of Paris, where questions on the value of the currency and on the kings ability to tax his subjects were in constant debate among the advocates. I argue further that, upon his reading of Bodins <i>Republic</i>, Botero saw how economics could be fused with politics, and he then set out to compose his own treatise on political economy (although he certainly would not have called it such). In <i>The Reason of State</i>, Botero brought his Jesuit conception of economic morality together with Bodins writings on political economy to create a work, neither wholly Jesuit nor wholly Bodinian, which in the end outlined an overall political and economic structure of society quite distinct from the sum of its parts.

Important traité philosophique portant sur l’amour et l’amitié, le Breuiloquium de amore et amicitia d’Alfonso de Madrigal, dit « El Tostado » (1401/1410-1454) comprend une synthèse des conceptions classiques et chrétiennes sur l’amour dans toutes ses formes (spirituel, familial, charnel, concupiscent) et sur l’amitié (vertueuse, politique) qui résulte de la juxtaposition d’exercices académiques et d’enseignements donnés par le Tostado à la Faculté des Arts de Salamanque. Notre travail doctoral consiste à proposer une édition critique de la première partie consacrée à l’amour, à partir des deux témoins manuscrits conservés d’un traité resté jusqu’à présent inédit. Le commentaire qui accompagne l’édition vise non seulement à éclairer la place privilégiée qu’occupe la théorie amoureuse du Tostado au sein du traité comme de l’ensemble de l’œuvre tostadienne, mais également à replacer l’élaboration de cette théorie dans le contexte de l’enseignement salmantin puis de la diffusion d’une culture universitaire au sein des milieux auliques, au moment même où se forge un premier humanisme castillan. Nous proposons enfin d’examiner si la version castillane du Breuiloquium (Breuiloquio de amor et amiçiçia) est une traduction ou une auto-traduction (comme le prétend le prologue) et de resituer cette entreprise dans l’histoire de la traduction, à une époque où ce phénomène acquiert une importance considérable. C’est sur la confrontation entre le discours théorique sur la traduction – formalisé dans un texte postérieur du Tostado – et sa mise en pratique dans l’élaboration de la version castillane que repose l’analyse traductologique réalisée. / An important philosophical treaty written by Alfonso de Madrigal, also known as “El Tostado” (1401/1410-1454), the Breuiloquium de amore et amicitia sums up both the classical and the Christian conceptions of love of every kind (spiritual, physical, familial, carnal, lustful) and friendship (virtuous, political), brought together within a text that is a juxtaposition of academic exercises and of lectures given by El Tostado at the Faculty of Arts of Salamanca. This Ph. D. thesis is a critical edition of the first part of this treaty (the one dealing with love), founded on two remaining manuscripts of a text that to this day has never been published. The commentary that comes along with the edition aims at understanding the central role played by El Tostado’s love theory in the underlying logic of his treaty but also within his entire work. This commentary also seeks to grasp the construction of this love theory in the double context of the Salmantine teaching and of the diffusion of a university culture into John II’s court, at a moment when some first form of Castilian humanism was rising. Finally, this thesis tries to figure out if the Breuiloquium is a translation or an auto-translation (as stated in the prologue), and thus to understand the treaty from the point of view of the history of translations, precisely when translating reached a whole new degree of importance. The confrontation between a theoretical discourse about translation –that El Tostado formalised in a later text– and its practical dimensions in the translation from Latin to Castilian is the base upon which our traductological analysis is founded.

Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning. / Inclusive Education / M. Ed. (Inclusive Education)

Syftet med denna studie är att utveckla kunskap om hur diskussionerna kring avskaffandet eller behållandet av särskolan som skolform i relation till Carlbeck-kommitténs arbete har förts i Lärarförbundets (LF) tidningar. Studien ingår i forskningsprojektet From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective. Projektet bedrivs i Stockholms universitets regi, lett av Wieland Wermke och Gabriella Höstfält.  Arbetet bygger på en kvalitativ innehållsanalys av artiklar från fackliga tidskrifter. Det empiriska materialet utgörs dels av artiklar i Lärarförbundets tidskrifter Specialpedagogen och Specialpedagogik och dels av Carlbeck-kommitténs del-, och slutbetänkande. I arbetets historiska bakgrund och forskningsöversikt identifieras två historiska spår gällande synen på organisation av undervisning för elever med intellektuell funktionsnedsättning. Arbetets resultat påvisar att dessa historiska spår även fortlöper under den studerade tidsperioden. Vidare visar resultatet en tydlig avsaknad av engagemang i frågan om skolformens existens från professionen och fackliga företrädare. Möjliga orsaker till detta presenteras i diskussionsdelen. Studiens resultat indikerar hur särskolan blivit en säkerhetsventil för att avlasta den starkare målstyrda grundskolan. En av de slutsatser som framkommer i arbetets diskussion är att Carlbeck-kommitténs arbete utgjorde ett försök att föra samman Salamancadeklarationens tanke om en skola för alla med PISA:s mer målinriktade intention. / The aim of this study is to develop knowledge of how the discussions about the abolition or retention of special school in relation to the Carlbeck Committee have been conducted in the Swedish Teachers' Association's (LF) magazines. The study is part of the research project From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective . The project is run under the auspices of Stockholm University, led by Wieland Wermke and Gabriella Höstfält.  This study is based on a qualitative content analysis of articles from LF member magazines. The empirical material consists partly of articles in LF member magazines Specialpedagogen and Specialpedagogik and partly of the Carlbeck Committee's partial and final report. In this study's historical background and research overview, two historical traces are identified regarding the view of the organization of teaching for students with intellectual disabilities. The results of the study show that these historical traces also continue during the studied period. Furthermore, the results show a clear lack of commitment to the issue of the existence of special schools for students with intellectual disability from the profession and union representatives. Possible reasons for this are presented in the discussion section. The results of the study indicate how the special school has become a safety valve to relieve the stronger goal-oriented primary school. One of the conclusions that emerges in the discussion of the work is that the work of the Carlbeck Committee was an attempt to bring together the Salamanca declaration's idea of a school for all with PISA's more goal-oriented intention. / From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective .

From 1494 until 1512, around a dozen securely datable prints containing or relating to music were published in the city of Salamanca in present-day Spain. To date, these works have not been considered as a group. This thesis takes the perspective of the Salmantine printers to examine this corpus. To do so, the study gathers methods and secondary sources from a variety of fields, particularly combining history of the Iberian book with musicology. The thesis establishes Juan de Porras as the dominant printer in Salmantine music printing production with prominent connections to the Fonseca family, particularly the Archbishop of Santiago de Compostela, Alfonso II de Fonseca. Music production was also motivated by liturgical reforms sweeping across the Peninsula, as well as related language reforms occurring at the University of Salamanca. While liturgical prints had pre-established markets and patrons, marketing techniques in the music treatises show that these works were targeted to different segments of Iberian society. The thesis includes three appendices which 1) collate all identifiable persons in the prints, 2) present a catalogue of Salmantine music prints from 1494 to 1512, and 3) compare music types used in the liturgical books of the corpus.