This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.

This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.

This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.

This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.

This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: The Israeli-Palestinian conflict cannot be classified as an isolated conflict. Today’s clashes were not triggered by a single event, but rather are as a result of thousands of years of violent and at times restrained disagreements about the rights of Jews, Muslims and other ethnic groups to the disputed land known collectively today as Israel and the Palestinian Territories. This study examines the media coverage of one event during the conflict, i.e. the withdrawal by Israeli settlers from the Gaza area. The study tracks coverage over ten weeks in the South African media context, specifically the Mail & Guardian, Cape Times and the Sunday Times – a media setting in itself highly diverse and compelling. Using a qualitative framing analysis as the central methodology, the study focused on six core frames in analysing all articles/reports relating to the Gaza withdrawal. In addition, the editors of the respective newspapers were interviewed to complement the textual analysis. The methodological approach addressed how each story was packaged and presented, and then questioned why certain frames dominated and others did not. The study found that conflict (a combination of violent and non-violent) was the dominant frame chosen. Consequences and Attribution of Responsibility were the next two most prominent frames. Both these frames were found to apportion blame to a particular side in presenting the news reports and when providing comment. Whilst all three newspapers argued that they practiced a balanced coverage, it was this perceived “balance” in using several different frames of presentation that neglected a key “historical” frame. This lack of historical context was one of the key results of the other frames being so dominant. / AFRIKAANSE OPSOMMING: Die konflik tussen Israel en Palestina kan nie gesien word as ’n geïsoleerde konflik nie. Die huidige konflik is nie veroorsaak deur ’n enkele gebeurtenis nie, maar spruit uit die voortslepende geweld tussen Jode, Moslems en ander etniese groepe wat reeds duisende jare lank duur, as gevolg van betwiste aansprake op die grondgebied gesamentlik bekend as Israel en die Palestynse grondgebied. Dié studie ondersoek die mediadekking van een gebeurtenis in die konflik, naamlik die onttrekking van Israeli setlaars in die Gaza-gebied. Die studie volg mediadekking oor tien weke deur drie Suid-Afrikaanse publikasies, Mail & Guardian, Cape Times en Sunday Times. Met behulp van kwalitatiewe raming-analise as die sentrale metodologie, konsentreer dié studie op ses rame in die analise van artikels, wat verband hou met die onttrekking uit die Gasastrook. Die navorsing word aangevul met onderhoude met die redakteurs van die koerante. Die metodologie is toegespits op die manier waarop die stories verpak en aangebied word, en bevraagteken waarom sekere raamwerke oorheers en ander van minder belang is. Die studie bevind dat Konflik (’n samestelling van geweldadige en nie-geweldadige konflik) die oorheersende raam was waarbinne artikels in dié tydperk aangebied is. Die Gevolge- en Toeskrywing van Verantwoordelikheid-rame kom ná konflik die meeste voor. By albei raamwerke word bevind dat skuld aan die een of ander kant toegeskryf word in die aanbiedeing van nuusverslae en wanneer kommentaar gelewer word. Hoewel al drie koerante volhou dat hulle gebalanseerde dekking aanbied, word ’n belangrike “historiese” raam in dié aanbieding verontagsaam as gevolg van die gebruik van verskeie rame om balans te bewerkstellig. Die gebrek aan ’n historiese konteks is een van die vernaamste gevolge van die oorheersing van die ander rame.

O objeto desta investigação é o espaço da Escola Dominical (ED) como um local de potencialidade para abordar e desenvolver prevenção em HIV/AIDS. Os objetivos específicos foram conhecer a Igreja Evangélica Assembleia de Deus (AD), a Escola Dominical, seu currículo e como o HIV e a AIDS são/ ou podem ser abordados em seu conteúdo curricular de maneira a refletir na vivência e no cotidiano das relações afetivas. Para tanto, foi realizada pesquisa de revisão de literatura descritiva, exploratória e quantitativa sobre a Igreja e Escola Dominical, conteúdo curricular, prevenção em HIV/AIDS. De maneira sucinta são apresentados fatos relacionados à historicidade da Assembleia de Deus no Brasil, sua origem e abordagens teológicas, bem como a ênfase dada à prevenção do HIV/AIDS. Também é discutida a origem da Escola Dominical no mundo, no Brasil, em especial na Assembleia de Deus, sua forma organizacional, burocrática e administrativa, com destaque ao modelo curricular e conteúdo abordado nas diversas faixas etárias que se apresenta. Com isso, procura-se perceber a ocorrência e enfoque dado à abordagem sobre a epidemia de HIV/AIDS. De maneira geral a abordagem relacionada à historicidade destaca a figura dos expoentes Daniel Berg e Gunnar Vingren como fundadores da AD no Brasil. Em relação à Escola Dominical observou-se que sua origem praticamente acompanha a origem da igreja no Brasil. Ela utiliza conteúdo curricular orientado pelo Setor de Educação Cristã, disponibilizado às faixas etárias do maternal ao adulto. Utiliza para isso material padronizado e impresso pela casa Publicadora da Assembleia de Deus, chamado Lições/ Revista da Escola Dominical. É incentivado o aperfeiçoamento de professores da ED através de encontros e cursos específicos e ou literatura impressa. Quanto ao enfoque dado ao vírus HIV e AIDS observou-se que no currículo apresentado não há manifestação relacionado à atuação da ED com relação à prevenção. Quando ocorre abordagem frente a doenças, o mesmo se dá de maneira implícita, num contexto geral sem especificidade direta. Dessa forma, é possível inferir sugestão de conteúdo para possíveis abordagens. / The objective of this investigation is the Sunday School classes (SS) as a potential place to address and develop prevention to HIV/AIDS. Specific objectives were to know the Evangelical Church Assembly of God (AG), the Sunday School, its curriculum and how HIV and AIDS are /or could be approached in its curriculum content, to reflect the experience in daily affective relations. For this, a survey was conducted of literature descriptive review, exploratory and quantitative literature review about the Church and Sunday School, curriculum content, and prevention to HIV/AIDS. Succinctly facts relating to the historicity of the Assembly of God in Brazil, its origin and theological approaches, as well, as the emphasis on prevention of HIV/AIDS are presented. It also discusses the origin of Sunday School in the world, in Brazil, especially in the Assembly of God, its organizational form, bureaucratic and administrative, with emphasis on the curriculum model and content covered in the various age groups as presented. With this, search to understand the occurrence and focus given to the approach to HIV/AIDS. In general the approach related to the historicity highlights the exponents Daniel Berg and Gunnar Vingren as founders of AG in Brazil. Regarding Sunday School it was observed that its origin came almost with the origin of the church in Brazil. It uses content-oriented curriculum of the Division of Christian Education, available to ages from kindergarten to adult. It uses for this standardized material and printed by Publishing House of Assembly of God, called Lessons / Magazine Sunday School. It encourages the development of SS teachers through meetings and specific courses and/or printed literature. As for the focus given to HIV and AIDS It was observed that the curriculum presented no manifestation related to the performance of the SS regarding prevention. When the approach about the disease occurs, it will be at implying form, in a general context without direct specificity. Thus, it is possible to infer suggestion content for possible approaches.

This study analysed the representation of South African women politicians in the Sunday Times’ election news during the 2004 Presidential and general elections, by drawing on perspectives from cultural studies, the constructionist approach to representation and the sociology of news production. Using content analysis and critical discourse analysis, the study found that very few women politicians were used as news actors/sources in the Sunday Times, and that when women politicians were figured, the paper tended to present them in ways that serve to sustain women’s subordinate status in society. Using content analysis, the study analysed 106 news items published between January 1, 2004 and April 30, 2004, and found that of all the 588 identifiable news actors/sources counted, 135 were women and 453 were men. Of these, only 7.67% (or 26) were women politicians and 92.33% (or 313) were men politicians. On average however, the amount of words allocated to a woman politician was more than that allocated to a man politician. The discourse analysis also revealed how the Sunday Times managed to reproduce textually the hegemonic power relations between women and men, by constructing different subject positions for women politicians and men politicians, which generally tended to be negative and positive respectively. In the representation of women politicians, the study revealed patterns that tended to ascribe them negative personality traits, accentuate their passivity and dependency on men, and construct them as incompetent political leaders. This study’s conclusions pose a challenge to the role of the national newspaper in the transformation of gender relations and the promotion of equal access to political and decision-making positions, and to the news media. News discourse, as a social practice, both determines and is determined by the social structure in which it is produced. By systematically reproducing subordinate subject positions for women in the news, the Sunday Times helps to further women’s subordinate status in society. Particularly, as part of the broader social cultural context that is embedded in patriarchal and gender ideologies, the Sunday Times does not merely reflect but actively and effectively constructs the reality it claims to be representing.

Analýza dvou latinských překladů Husovy České nedělní postily v rkp. Brno, Moravská zemská knihovna, Mk 56 a Mk 91 a jejich částečná edice Analysis of Two Latin Translations of Hus' Czech Sunday Postil in Mss. Brno, Moravian Library, Mk 56 and Mk 91 and their Partial Edition Mgr. Jan Odstrčilík Annotation This study examines two unedited Latin versions of Jan Hus's Czech Sunday Postil, which are preserved in mss. Mk 91 and Mk 56 in the Moravian library in Brno, Czech Republic. The primary analysis is of ms. Mk 91, which provides a faithful, or even word-for-word, translation of the Czech original, edited by Jiří Daňhelka, but still contains a number of Czech words. This multilingual characteristic is studied in the context of macaronic sermon literature. Methodological problems and approaches in this field are discussed (authorship, types of bilingualism, performance of bilingual sermons), alongside three Latin-Czech macaronic sermon collections: the Quadragesimale admontskému, Hus's Sermons from the Bethlehem chapel, and the postills of Michal Polák also called the Sermones de sanctis latino-bohemici. Both the language and the contents of Mk 91 are studied in this work. In the part concerning the language, various problems are presented with which a translator had to deal (different system of cases in the...

Made available in DSpace on 2016-08-03T12:21:21Z (GMT). No. of bitstreams: 1 Jorge Wagner de Campos Freitas.pdf: 585705 bytes, checksum: 6d9c6a2d10ac20894647285e9e74651f (MD5) Previous issue date: 2006-03-23 / The objective at this study is to identify some factors that have contributed for the evasion of adolescents of the Sunday School. Is study limits its scope to the Methodist Church in cities of the interior of the State of São Paulo. To understand the current condition of adolescence is a requisite to develop actions in order to make it able to the practice of faith. The first chapter focuses the adolescence development. Since the beginning of the Industrial Revolution, researchers, medical doctors, psychologists, educators among others have done research or this phase of life. Chapter two an analysis of the Sunday School. The goal of this chapter to understand its origins, its relationship with the adolescence its structure and functioning; since, it is one of the best spaces for adolescent formation. A the adolescent needs an educative model that helps his her development, and the Sunday School could be the educative agency to provide an appropriate education to the current time. The third chapter deepens the general concept of education and specifically the Christian education distinguishing them from education. The necessary model of education for the development of the adolescent must be that one the one that helps his her to elaborate its own development in a continuous practice of elaboration and rework of its education, allowing experiences of life in a Christian perspective. Finally, chapter four analyzes the result of the field research, the adolescent opinion on the Sunday School and from this understanding to identify the factors that contribute for the evasion. / Este estudo tem como objetivo identificar alguns fatores que têm contribuído para a evasão de adolescentes da Escola Dominical. O trabalho limita-se ao âmbito da Igreja Metodista, em cidades do interior do Estado de São Paulo. Entender a atual condição da adolescência é requisito para desenvolver ações capazes de prepará-la para o exercício da fé. O primeiro capítulo enfoca o desenvolvimento da adolescência.. Desde o início da Revolução Industrial pesquisadores, médicos, psicólogos, educadores entre outros têm se voltado à pesquisa desta fase de vida. O segundo capítulo propõe uma análise da Escola Dominical. O objetivo deste capítulo é compreender suas origens, seu relacionamento com a adolescência, sua estrutura e funcionamento, pois, ela é um dos melhores espaços para a formação do adolescente. Este precisa de um modelo educativo que ajude seu desenvolvimento e a Escola Dominical pode ser a agência educativa para garantir uma educação apropriada à época atual. O terceiro capítulo aprofunda o conceito de educação de modo geral e educação cristã de modo específico distinguindo-as de ensino. O modelo de educação necessário para o desenvolvimento do adolescente deve ser aquele que o ajude a elaborar seu próprio desenvolvimento numa prática contínua de elaboração e re-elaboração de sua educação, propiciando experiências de vida numa perspectiva cristã. Por fim, o quarto capítulo analisa o resultado da pesquisa de campo, a opinião do adolescente sobre a Escola Dominical e a partir desta compreensão identificar os fatores que contribuem para a evasão.