NJ, Univ., Diss.--Princeton, 1993. / Includes bibliographical references and index. - Based on the 1993 Princeton doctoral dissertation.

<p> Livy's Ab Urbe Condita, a history of Rome from its foundations to his own day, has been the subject of much scholarly analysis and criticism. The 35 extant books are primarily a political and military narrative in the tradition of Roman historiography, written at the end of the period known to us as the Republic and in the early decades of Rome's imperial period (ca. 30 BC--14 AD). What is remarkable about the work is the volume of stories and incidental references to family relationships and family life, particularly marriages and parent-child relationships, which often have little bearing on political or military activities. Throughout the AUC, Livy constructs consistent representations of family ideals according to the features of traditional morality that were dominant during his own day, applying them even to periods in which Roman society was likely quite different. His stories include emphatic and vivid exempla of traditionally appropriate behaviour between husbands and wives and in sexual behaviour as well as reciprocal duties between parents and their children. The explanations for Livy's keen interest in family relationships lie both in his own background and in the socio-political turbulence of the period during which he matured and began to write his history. During this same period, Augustus rose to political prominence and invoked a similar set of moral values in his programme of cultural renewal, in legislation as well as visual culture. The elements of this programme can be usefully compared to Livy's constructions of family ideology to further inform and articulate the scope of moral concerns which were of interest to politically and culturally active Romans of the first century BC. </p> / Thesis / Doctor of Philosophy (PhD)

Introdução- A universalidade complexa dos problemas ambientais exige uma educação ativa e transformadora. As presentes e as futuras gerações precisam ter a oportunidade de ter acesso a um conhecimento integral e atualizado que possibilite criar as bases necessárias para construção de uma nova cidadania universal que ao mesmo tempo valorize as características e capacidades regionais. A presente pesquisa desenvolveu-se a partir da disciplina Ciências Sociais numa Instituição privada de ensino superior da cidade de São Paulo envolvendo sete professores e oitenta e quatro alunos. Objetivos- Investigar como a temática ambiental tem sido tratada no currículo da disciplina de Ciências Sociais de uma Universidade privada de São Paulo e, com relação a isso, realizar observações sobre a práxis das aulas do pesquisador e propor alternativas para o ensino das conexões socioambientais, bem como identificar e analisar conhecimentos, opiniões, percepções e as práticas dos referidos alunos sobre a temática ambiental e verificar se os professores têm trabalho o conteúdo ambiental na disciplina de Ciências Sociais. Métodos- Os participantes responderam questionários que geraram dados submetidos à análise de conteúdo de BARDIN. Verificados os aspectos metodológicos e didáticos das práticas docentes, como a transversalidade, a interdisciplinaridade e o grau de assimilação dos conteúdos pelos alunos depois de ministrado o conteúdo, ainda que as questões socioambientais não constassem do conteúdo programático e da bibliografia da referida disciplina até o segundo semestre de 2012. Resultados- Todos os professores afirmaram abordar o tema ambiental, no entanto, a maioria achava que não tratava a questão como deveria, embora considerassem que poderia ser inserido transversalmente em todas as disciplinas devido à universalidade da temática. Tanto a complexidade do mundo contemporâneo como suas imposições econômicas e a devastação ambiental também justificariam a sua inclusão nas diferentes disciplinas e cursos. Esse fato foi atribuído um panorama histórico internacional e tradicionalista, muitas vezes inflexível, que exclui o ambiente da realidade social, em prol do antropocentrismo. Nos alunos, inicialmente foi constatada a falta de visão que considerava o ser humano como integrante de relações interdependentes entre os sistemas de vida e os recursos naturais. Situação modificada para a maior parte depois do conteúdo ambiental oferecido. Foi verificado nos alunos que tiveram o conteúdo ambiental com o pesquisador, o incremento no entendimento da relação entre ambiente e sociedade (de 42 por cento para 76 por cento ) e na compreensão da relação entre ambiente e cidade, bem como entre ambiente e qualidade de vida. Quanto à contribuição do conteúdo socioambiental estudado na disciplina Ciências Sociais, a maioria considerou entre boa e excelente. Quanto ao grau de mudança nos conhecimentos sobre o assunto, 49 por cento consideraram que houve grande mudança, 26 por cento que houve média mudança. Conclusões- Existe a premente necessidade de investimento em uma educação ambiental transversal que seja estimulante e enriquecedora para os alunos, bem como a preparação e melhoria continuada dos recursos humanos docentes para que se tornem atuantes e aptos a oferecer ampla formação integral sobre a temática socioambiental independente de estar formalmente incluída nos programas ou planos de ensino, conforme proposições sugeridas como recomendações do pesquisador, alternativas para o ensino das conexões socioambientais. / Introduction - The complexity of environmental problems requires an active and transformative education. The Current and future generations need to have the opportunity and access to a comprehensive and updated knowledge that enables to create the necessary construction of a new universal citizenship that simultaneously enhances the features and capabilities regional bases. This research was developed from the Social Science discipline at a private institution of higher education in the city of São Paulo and involving 84 students and seven professors. Objectives - Investigate how environmental issues have been addressed in the curriculum of the discipline of Social Science from a private University of São Paulo and, in this regard, make observations about the practice in class researcher and propose alternatives to the teaching of social and environmental connections as well as identify and analyze knowledge, opinions, perceptions and practices of those students about environmental issues and verify that teachers are working the environmental content in the discipline of Social Sciences. Methods - Participants completed questionnaires that generated data submitted to content analysis of BARDIN. Checked the methodological and didactic aspects of teaching practices, such as transversal, interdisciplinary studies and the degree of assimilation of the contents by the students after given content, although the environmental issues not included on the syllabus or the literature of the discipline until the second half of 2012. Results - All professors said addressing the topic, however, most felt that the issue was not as it should, although they considered to be inserted transversely in all subjects due to the universality of the theme. Both the complexity of the contemporary world as their economic constraints and environmental devastation also justify their inclusion in different disciplines and courses. This was attributed an international and historical overview traditionalist, often inflexible, which excludes the environment of social reality, in support of anthropocentrism. The students initially was indicated lack of vision that saw the human being as part of interdependent relationships between living systems and natural resources . Modified for the majority of content provided after the environmental situation. Increasing the understanding of the relationship between environment and society (42 per cent to 76 per cent ) and in understanding the relationship between environment and city was found in students as well as between the environment and quality of life. Regarding the contribution of environmental content studied in Social Science discipline, most considered between good and excellent. The degree of change in knowledge on the subject, 49 per cent thought that there was a great change, there was an average 26 per cent change. Conclusion - There is urgent need for investment in a transverse environmental education that will be stimulating and enriching for the students as well as the preparation and continuing improvement of human resources faculty to become active and able to offer wide extensive education, independently of environmental issues to be included in the formal programs of disciplines or educations plans, as propositions suggested as recommendations of the researcher, alternative for teaching social and environmental connections.

Introdução- A universalidade complexa dos problemas ambientais exige uma educação ativa e transformadora. As presentes e as futuras gerações precisam ter a oportunidade de ter acesso a um conhecimento integral e atualizado que possibilite criar as bases necessárias para construção de uma nova cidadania universal que ao mesmo tempo valorize as características e capacidades regionais. A presente pesquisa desenvolveu-se a partir da disciplina Ciências Sociais numa Instituição privada de ensino superior da cidade de São Paulo envolvendo sete professores e oitenta e quatro alunos. Objetivos- Investigar como a temática ambiental tem sido tratada no currículo da disciplina de Ciências Sociais de uma Universidade privada de São Paulo e, com relação a isso, realizar observações sobre a práxis das aulas do pesquisador e propor alternativas para o ensino das conexões socioambientais, bem como identificar e analisar conhecimentos, opiniões, percepções e as práticas dos referidos alunos sobre a temática ambiental e verificar se os professores têm trabalho o conteúdo ambiental na disciplina de Ciências Sociais. Métodos- Os participantes responderam questionários que geraram dados submetidos à análise de conteúdo de BARDIN. Verificados os aspectos metodológicos e didáticos das práticas docentes, como a transversalidade, a interdisciplinaridade e o grau de assimilação dos conteúdos pelos alunos depois de ministrado o conteúdo, ainda que as questões socioambientais não constassem do conteúdo programático e da bibliografia da referida disciplina até o segundo semestre de 2012. Resultados- Todos os professores afirmaram abordar o tema ambiental, no entanto, a maioria achava que não tratava a questão como deveria, embora considerassem que poderia ser inserido transversalmente em todas as disciplinas devido à universalidade da temática. Tanto a complexidade do mundo contemporâneo como suas imposições econômicas e a devastação ambiental também justificariam a sua inclusão nas diferentes disciplinas e cursos. Esse fato foi atribuído um panorama histórico internacional e tradicionalista, muitas vezes inflexível, que exclui o ambiente da realidade social, em prol do antropocentrismo. Nos alunos, inicialmente foi constatada a falta de visão que considerava o ser humano como integrante de relações interdependentes entre os sistemas de vida e os recursos naturais. Situação modificada para a maior parte depois do conteúdo ambiental oferecido. Foi verificado nos alunos que tiveram o conteúdo ambiental com o pesquisador, o incremento no entendimento da relação entre ambiente e sociedade (de 42 por cento para 76 por cento ) e na compreensão da relação entre ambiente e cidade, bem como entre ambiente e qualidade de vida. Quanto à contribuição do conteúdo socioambiental estudado na disciplina Ciências Sociais, a maioria considerou entre boa e excelente. Quanto ao grau de mudança nos conhecimentos sobre o assunto, 49 por cento consideraram que houve grande mudança, 26 por cento que houve média mudança. Conclusões- Existe a premente necessidade de investimento em uma educação ambiental transversal que seja estimulante e enriquecedora para os alunos, bem como a preparação e melhoria continuada dos recursos humanos docentes para que se tornem atuantes e aptos a oferecer ampla formação integral sobre a temática socioambiental independente de estar formalmente incluída nos programas ou planos de ensino, conforme proposições sugeridas como recomendações do pesquisador, alternativas para o ensino das conexões socioambientais. / Introduction - The complexity of environmental problems requires an active and transformative education. The Current and future generations need to have the opportunity and access to a comprehensive and updated knowledge that enables to create the necessary construction of a new universal citizenship that simultaneously enhances the features and capabilities regional bases. This research was developed from the Social Science discipline at a private institution of higher education in the city of São Paulo and involving 84 students and seven professors. Objectives - Investigate how environmental issues have been addressed in the curriculum of the discipline of Social Science from a private University of São Paulo and, in this regard, make observations about the practice in class researcher and propose alternatives to the teaching of social and environmental connections as well as identify and analyze knowledge, opinions, perceptions and practices of those students about environmental issues and verify that teachers are working the environmental content in the discipline of Social Sciences. Methods - Participants completed questionnaires that generated data submitted to content analysis of BARDIN. Checked the methodological and didactic aspects of teaching practices, such as transversal, interdisciplinary studies and the degree of assimilation of the contents by the students after given content, although the environmental issues not included on the syllabus or the literature of the discipline until the second half of 2012. Results - All professors said addressing the topic, however, most felt that the issue was not as it should, although they considered to be inserted transversely in all subjects due to the universality of the theme. Both the complexity of the contemporary world as their economic constraints and environmental devastation also justify their inclusion in different disciplines and courses. This was attributed an international and historical overview traditionalist, often inflexible, which excludes the environment of social reality, in support of anthropocentrism. The students initially was indicated lack of vision that saw the human being as part of interdependent relationships between living systems and natural resources . Modified for the majority of content provided after the environmental situation. Increasing the understanding of the relationship between environment and society (42 per cent to 76 per cent ) and in understanding the relationship between environment and city was found in students as well as between the environment and quality of life. Regarding the contribution of environmental content studied in Social Science discipline, most considered between good and excellent. The degree of change in knowledge on the subject, 49 per cent thought that there was a great change, there was an average 26 per cent change. Conclusion - There is urgent need for investment in a transverse environmental education that will be stimulating and enriching for the students as well as the preparation and continuing improvement of human resources faculty to become active and able to offer wide extensive education, independently of environmental issues to be included in the formal programs of disciplines or educations plans, as propositions suggested as recommendations of the researcher, alternative for teaching social and environmental connections.

M.A. (Latin) / I found the doctoral thesis of Pauw, "Karaktertekening by Ammianus Marcellinus", an interesting study. In particular I was fascinated by the table given in the appendix, in which the number of times both the positive and the negative characteristics in Ammianus 1's portrayal of four emperors, who reigned for a reasonable time, and four of the more important minor characters are indicated in the various devices of character portrayal open to the author. I wondered if such a wide variety and frequency of these direct and indirect methods of character depiction could be identified in the work of an historian like Livy, who is the first historiographer of the old annalistic tradition, whose work is extant in significant quantity (Lintott, p. 234)...

In my thesis I endeavor to examine the influence and impact of memory -the mental and psychological processes of recollection-on the writings of three Cuban authors of the twentieth century. I have chosen José Lezama Lima, Guillermo Cabrera Infante, and Eliseo Diego because of their particularly vast and evocative literatures about the city: la Ciudad de La Habana. One of the main objectives of this work is to suggest the cultural predisposition of a twentieth century Cuban Literature that is consequential on its authors' recollections and reminiscences about the city. But, does this mnemonic-literary tendency truly exist in contemporary Cuban Literature? To answer this question and to sustain my argument I endeavor in a socio-historic analysis on the aesthetics of the literary work of these afore mentioned authors. I examine Diego's book En la calzada de Jesús Del Monte, in his book the poet writes about his memories and experiences while living in a quinta alongside the calzada Del Monte. The poet writes his memoirs about the grandiose, mythic, and metaphoric essence of this postcolonial vicinity and the people that inhabited it. From Lezama Lima I have chosen his monumental novel Paradiso to examine his symbolic and distinctive method of writing about the life of José Cemí, young writer on his journey to become a full-grown philosophical poet. José Cemí is this writer's semi-autobiographical character. In Paradiso the effect of memory is fabulously intertwined with Lezama's employment of an exceptional language of fiction. Extraordinarily, this author associates his frequent representations of the city to expand the labyrinthical aspects of his novel. Finally, I have selected the prolific literary work of Guillermo Cabrera Infante -a Cuban writer on exile-to expand my analysis on the topic of writing a Literature about the city as the result of memory and recollection. I will mainly analyze Cabrera Infante's Tres tristes tigres, and I will make reference to other of his literary works to support the thesis of this essay. Tres tristes tigres is an important work because Infante's narrative unfolds his personal, nocturnal, and nightly erotic adventures in La Habana.

Ce mémoire traite des Discours sur la Première Décade de Tite-Live de Nicolas Machiavel. Notre problématique est de savoir pourquoi Machiavel s'est intéressé à l'Histoire Romaine de Tite-Live, dans quelle optique il la lit, la commente et comment il en tire des leçons pour la vie politique de Florence. Dans un premier chapitre, nous présentons notre méthode qui s'inspire de l'école contextualiste de Cambridge. Nous replaçons ensuite Machiavel dans son époque à travers une brève biographie puis nous présentons l'Histoire Romaine de Tite-Live, ainsi que son auteur. Dans un second chapitre nous présentons les Discours sur la Première Décade de Tite-Live et le contexte de leur rédaction. Nous démontrons pourquoi cette œuvre de Machiavel est à la fois en continuité et en rupture avec leur époque (la Renaissance). Nous étudions les liens possibles entre l'antique Rome et Florence au XVIe siècle. Nous commentons ensuite certains chapitres des Discours à titre d'exemple. Dans un troisième chapitre, nous traitons des enjeux philosophiques des Discours: la vision de l'Histoire qui en ressort, le rôle des concepts de virtù et de fortuna et enfin, la possibilité d'actualiser l'approche de Machiavel, c'est-à-dire prendre en compte - ou non - les exemples de l'Histoire pour décider aujourd'hui des modes de l'agir politique. / This master thesis is about Niccolò Machiavelli's Discourses on Livy. Our main issue is to know why did Machiavelli interest in Livy's History of Rome, from which point of view did he read and comment on it, and the political lessons he taught Florence from it. In chapter one, we present our method inspired from the Cambridge contextualist school. Next, we put Machiavelli back in his time through a short biography; then we present Livy's History of Rome, and the author himself. In chapter two, we present the Discourses on Livy and the background in which Machiavellli wrote it. We demonstrate how this work follows on from the Renaissance litterature and at the same time breaks with it. Then we study the possible connections between the ancient Rome and the 16th century Florence. Afterwards, we comment some chapters of the Discourses, as an exemple. The last chapter deals with the philosophical issues in the Discourses: which view on History reveals through it, which part do play the concepts of virtù and fortuna and finally, the possibility of updating Machiavelli's approach, that is to say taking - or not - into account the historical exemples as a guide for today's political action.

Made available in DSpace on 2014-06-12T15:07:12Z (GMT). No. of bitstreams: 2 arquivo1372_1.pdf: 1747248 bytes, checksum: 889b2914f28880fe41d421a3d40c7052 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2006 / O objetivo desta pesquisa foi identificar, na atuação dos principais atores interessados (stakeholders) no projeto URBE, implementado pelo SEBRAE, a existência de fontes e manifestações de capital social e discutir sua influência na promoção do desenvolvimento local no caso da comunidade Caranguejo Tabaiares. Para tanto, utilizou-se das temáticas do Desenvolvimento Local e do Capital Social, bem como do modelo de identificação dos stakeholders de Mitchel, Agle e Wood (1997), o qual possibilitou definir a amostra composta de treze atores, sendo sete lideranças comunitárias e seis instituições atuantes no território. A metodologia de pesquisa é de natureza qualitativa e adotou-se a estratégia de estudo de caso do projeto URBE, implementado nesta comunidade durante os anos de 2004 e 2005. Os resultados permitem confirmar a existência de capital social entre os stakeholders do projeto URBE e sua influência positiva no desenvolvimento do mesmo. Porém, a expansão deste capital social se deparou com a acomodação vivida pela comunidade fruto de constantes frustrações de suas expectativas sofridas em intervenções anteriores. Com isso, não se promoveu o desenvolvimento local como preconizado pelo projeto em questão, embora as iniciativas engendradas por ele tenham sido compatíveis com os pressupostos do desenvolvimento local. Identificou-se, em Caranguejo Tabaiares, um rico campo de estudo do capital social, principalmente no que se refere à variação do seu estoque. Futuras pesquisas sobre este tema podem vir a contribuir para potencializar esforços, otimizar recursos, valorizar efeitos positivos e minimizar impactos negativos causados pelas frustrações de expectativas formadas nas intervenções anteriores na comunidade

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-09-27T15:59:37Z No. of bitstreams: 1 FERNANDA KAROLINE MARTINS LIRA ALVES - DISSERTAÇÃO PPGH 2009..pdf: 13869497 bytes, checksum: e1d44fd6a83dd1c3599bdeccb1b6086e (MD5) / Made available in DSpace on 2018-09-27T15:59:37Z (GMT). No. of bitstreams: 1 FERNANDA KAROLINE MARTINS LIRA ALVES - DISSERTAÇÃO PPGH 2009..pdf: 13869497 bytes, checksum: e1d44fd6a83dd1c3599bdeccb1b6086e (MD5) Previous issue date: 2009-04 / Este trabalho busca analisar as formas de moradia dos pobres na cidade de Parahyba do Norte-PB. no período entre 1910 e 1930. para compreender como se deram as intervenções no espaço da cidade, especialmente das habitações, e quais as implicações que as reformas urbanas, realizadas nesse período, tiveram na organização da cidade inclusive na forma de viver e morar nela. Tendo em vista que o processo de urbanização/modernização pelo qual passou a urbe buscou suprir não só as carências materiais, dotando-a com serviços e equipamentos urbanos de uso coletivo, tais como energia elétrica, serviço de abastecimento de água e saneamento, calçamento, alargamento das avenidas, bem como construção de praças e jardins públicos, mas também objetivava modificar os hábitos de seus moradores a partir da normatização dos usos dos espaços públicos e privados, a fim de manter a ordem estabelecida pelas autoridades em conjunto com as elites, os quais banhados pelos ideais de "progresso" e "civilização" procuraram gestar novas formas de habitabilidade bem como de sociabilidade condizentes com os novos padrões burgueses. De modo que, chamamos atenção para o modo de vida dos populares, com suas práticas cotidianas, suas formas de diversão, que em grande medida representaram uma ressignificação do projeto de modernização idealizado pelas elites. / This paper analyzed the forms of dwelling for the poor in the city of North-Parahyba PB. in the period between 1910 and 1930, to understand how interventions are made within the city, especially of the dwelling, and which the implications what the urbane reforms carried out in this period, had the organization of the city including in the form of live and life it. I have in mind that the process of urbanization / modernization over which it passed the city looked to provide not only the material lacks, endowing it with services and urbane equipments of collective use, such as electric energy, water supply and sanitation, paving and enlargement of the avenues, as well as construction of squares and public gardens. But also it was aiming to modify the habits of his residents from standardization of the uses public and private spaces, in order to maintain the order established by the authorities together with the elites, which involved by the ideais of "progress" and "civilization" looked to develop new forms of habitable state as well as sociability according to new bourgeois standards. So that, we attract attention for the way of popular life, with their daily practices, their forms of entertainment, which largely represented a new conception of the modernization project idealized by the elites.