[pt] Em 1555 Nicolas D. Villegagnon chegou a América lusa trazendo consigo uma esquadra com o objetivo de sedimentar sua ocupação no continente. Sua estadia na Guanabara foi viabilizada pelas alianças travadas com grupos indígenas tupinambás conhecidos e apresentados como tamoios em vários corpos documentais. Os portugueses por sua vez encontravam-se ainda muito concentrados ao norte do continente, na Bahia, e ao longo de toda costa fizeram amizades com os grupos indígenas tupis inimigos dos tupinambás. Assim delineia-se o conflito que tomou conta da costa do Rio de Janeiro a partir de 1560 quando Mem de Sá é enviado para expulsar os franceses e dar conta dos indígenas, que ao aliar-se aos francos, frustravam espiritualmente e de maneira prática os planos catequéticos da Companhia de Jesus. Este trabalho analisa a documentação seiscentista produzida sobre os conflitos e com o objetivo de averiguar como a experiência americana desencadeou um medo europeu da guerra indígena – e tudo que ela envolvia, como a antropofagia – e como este temor norteou ações de extermínio de certos grupos indígenas inimigos dos colonos portugueses. A guerra que é comumente atrelada às políticas europeias de expansão e colonização, neste trabalho é analisada de maneira diferenciada, como resposta a situações singulares e novas que as alianças e guerras indígenas apresentaram para os colonos europeus e para a coroa portuguesa. / [en] When in 1555 the French captain Nicolas D. Villegagnon arrived to the Portuguese part of America, he had the clear intention to establish a fortress and to occupy the territory. His actions at the Guanabara – also known as Rio de Janeiro – were feasible thanks to the alliances made between Indians, known as the tupinambás and tamoios, and the French. The Portuguese at that moment were concentrated in the northeast of the continent, in Bahia, and they had also made alliances with other Indian groups throughout the coast, which groups were enemies of the tupinambás. This is how the conflict known as Tamoios War begins. In 1560 Mem de Sá was sent by the Portuguese Crown to expel the French and to take actions regarding the Indians that were allied with them, and by doing that the tamoios frustrated at once the catechetical plans of the Jesuits and jeopardizing the success of the mission. This thesis intends to ascertain how the American experience has unfold a fear in the Europeans settlers connected most of all to the Indian experience of war, and everything it involved, such as the anthropophagical practices. The work also investigates how this fear was the motor that guided extreme actions of extirpation of certain groups of Indians, enemies of the Portuguese. This war is currently associated with the European plan of expansion, however this work reads this event by its singularities and sees it as a response to certain experiences that the alliances and wars between tribes have presented to the settlers and to the Portuguese monarchy. / [fr] C était l année 1555 quand Nicolas D. Villegagnon est arrivé en Amérique avec ses escouades pour mettre en place l occupation du continent. La permanence à Guanabara est devenue possible grâce aux alliances avec les Indiens Tupinambas, connus et présentés comme Tamoios dans divers documents de cette période. Les Portugais, à ce moment-là, étaient concentrés au nord-est du continent, entourant Bahia de Todos os Santos, et ils avaient noué des liens d amitié avec les Indiens Tupi, qui étaient des ennemis de longue date des Tamoios, groupes indigènes proches des Français depuis des générations. Cinq ans après l arrivée de Villegagnon, le portugais Mem de Sá est envoyé par la monarchie portugaise au Brésil pour y occuper le poste de gouverneur général dans l intention d expulser les Français et de trouver une solution pour le problème des Indiens qui, en s alliant à ceux-ci, frustraient de façon à la fois spirituelle et pratique les plans de catéchèse que les Jésuites essayaient d installer. Ainsi se dessine un conflit qui, plus tard, s appellera la Guerre des Tamoios. Ce mémoire propose une analyse de documents du XVIe siècle autour de ce conflit ; l objectif étant d investiguer comment l expérience américaine a produit une crainte parmi les colons européens en fonction de la guerre indienne, et aussi de tout ce qu elle déclenche, notamment l anthropophagie. Cette peur a guidé les actions d extermination de certains groupes autochtones ennemis des Portugais. La guerre, souvent liée aux politiques d expansion et de colonisation européenne, est analysée différemment au sein de ce travail, c est-à-dire, comme une réponse aux nouvelles situations que les alliances et les guerres indiennes ont présenté aux colons européens et à la couronne portugaise.

Die vorliegende Arbeit zur Lebenskunst und Heilkunde des Carl Gustav Carus und seiner Beziehung zu Goethe gliedert sich in die folgenden fünf Abschnitte: 1. Voraussetzungen (Biographie; Positionierung) 2. Verhältnis zu Goethe 3. Naturerkenntnis und Krankheitsvorstellung 4. Therapie 5. Lebenskunst und Medizin

Ireland is a country with a rich and unique cultural heritage. It is difficult to imagine that certain facets of Irish culture (e.g. Saint Patrick's Day, the Blarney Stone, or the Ring of Kerry) can ever be taken for granted since they are so widely recognized internationally. One common feature of Irish life that possibly warrants more scholarly attention is the public house or pub. Much has been written about pubs as quaint institutions in popular literature and fiction. Curiously, they remain largely overlooked as vital aspects of Irish culture by anthropologists and others in the social sciences. In many ways, socio-cultural research on pub life in Ireland is woefully under examined. In an effort to better evaluate the significance of traditional pub life to Irish culture, my thesis seeks to integrate and critically assess the existing socio-cultural literature on Irish pub life. Such work will not only help highlight both the commonalities and discrepancies within this area of study, it will more significantly identify those areas of Irish pub life that can benefit from further academic investigation. Two recent trips to Ireland in September 2004 and May 2006, allowed me to observe important aspects of pub life first hand. It became apparent from these encounters that, like the history of Ireland itself, local pubs have a rich historical foundation. Many of the pubs that I visited have been in existence or operational since the Middle Ages. Based on this longevity, one can reasonably argue that pubs in Ireland function largely as locales of social significance and cultural reproduction, not just centers of recreational drinking. Using my travel experience as a starting point for the critical analysis phase of this thesis project, I have developed three general research questions that I will explore to varying degrees in the context of this work. These are: (1) what are the origins of pubs in Ireland?; (2) what explicit and implicit functions do pubs serve in Irish communities?; and (3) what possible developments are likely to affect Irish pubs in the near and distant future?

No description available.

L’acte productif est éminemment constitutif de toute vie humaine. Le « travail » est d’abord ancré dans une relation d’appartenance entre l’humain et la nature et une relation de coopération entre l’humain et ses semblables. En d’autres termes, dans un milieu social donné, des humains entrent en relations et effectuent des activités productives déterminées qui génèrent, grâce à leur collaboration, la production de leur vie humaine sur cette terre. L’essor des moyens de production est donc caractéristique de la complexification de ce que les humains produisent, de la façon dont ils le produisent, bref des relations sociales et des activités productives. Au fil du temps, la production a été détournée pour ne plus répondre à des besoins humains mais à des besoins solvables. Parce que la formation sociale est ce qui fait la perception, l’imaginaire, l’histoire et les pratiques sociales, il est alors important de replacer la fonction du salariat à l’intérieur d’un processus généralisé d’exploitation, d’obéissance et de contraintes visant à une mise à disposition adéquate des corps et des esprits aux nécessités du capitalisme et aux désirs des capitalistes. Autrement dit, il y a ce qu’est l’humain dans sa pratique et il y a ce qu’est l’humain dans ce qu’il conçoit et ce qu’il perçoit de sa pratique. Donc, en tant que le salariat est ce qui produit le capital, nous croyons pertinent de dégager un cadre théorique qui pourra rendre compte du dynamisme entre d’un côté : une formation sociale qui doit rendre nécessaire les dispositifs du salariat pour se (re)produire. Puis de l’autre côté, les dispositions sont les affects qui se manifestent par les perceptions et l’imaginaire des individus dont le travail est exploité pour produire le capital, mais dont le paysage passionnel peut être réenchanté par une multitude de facteurs qui ont ce rapport social comme source. En outre, que ce soit par le règne de la quantité marchande, la sociabilité au travail, les promotions, ou plus simplement, la fierté d’une tâche bien effectuée, il y a toujours des occasions pour le capital d’affecter les individus différemment et d’ainsi y produire des dispositions à désirer. Ce mémoire propose de poser les prolégomènes nécessaires afin de dégager les bases d'une analyse conceptuelle de l’exploitation du travail sous la forme du rapport salarial. Pour ce faire, il sera question d’effectuer l’analyse, voire l’exégèse, de la pensée de Spinoza et Foucault, ainsi que de leurs contemporains, envisagée de manière à montrer comment celles-ci permettent d’appréhender les moteurs de l’assujettissement au salariat dans le capitalisme avancé. La partie spinozienne consistera en une anthropologie philosophique, qui vise à analyser conceptuellement la production de dispositions, alors que la seconde partie a pour but d’historiciser cette anthropologie, en examinant la généalogie des dispositifs de subjectivation. Il serait pertinent de mentionner que les écrits marxiens serviront de références à une critique du salariat en plus de contenir des points de convergences intéressants avec Spinoza et Foucault. L’objet de ce mémoire est de démontrer comment ces auteurs pourraient permettre d’approcher de manière dynamique et actuelle les moteurs de l’assujettissement au salariat, les dispositions à le désirer et les normes de conduites propres à la société de l’entreprenariat capitaliste. / The productive act is eminently constitutive of all human life. “Labor” is first and foremost anchored in a relationship of belonging between human and nature and a relationship of cooperation between the human and their peers. In other words, in a given social environment, humans enter into relationships and make specific productive activities which generate, due to their collaboration, the production of their human life on this earth. The development of the means of production is therefore representative of the complexity of what humans produce, of the way in which they produce it, thus social relations and productive activities. Over time, production was diverted to no longer meet human needs but solvent needs. Since social formation is what creates perception, imagination, history and social practices, it is therefore important to place the function of wage labor within a generalized process of exploitation, obedience and constraints aimed at making bodies and minds adequately available to the necessities of capitalism and the desires of capitalists. In other words, there is what the human is in his practice and in what he designs and perceives from his practice. Therefore, as wage labor is what produces capital, we believe that it is relevant to identify a theoretical framework which can account for the dynamism between one side: a social formation which must make wage labor systems necessary to (re) produce. Then on the other side, the dispositions are the affects which manifest themselves through the perceptions and the imagination of individuals whose labor is exploited to produce capital, but whose passional landscape can be re-enchanted by a multitude of factors that have this social relationship as a source. Furthermore, whether through the reign of commodity quantity, sociability at work, promotions or more simply pride in a task well done, there are always opportunities for the capital to affect individuals differently and thus produce dispositions to be desired. This memoir proposes to settle the necessary prolegomena, in order to identify the bases of a conceptual analysis of the exploitation of labor in the form of the wage relationship. To do this, it will be a question of carrying out the analysis, even the exegesis, of Spinoza and Foucault’s thoughts, as well as of their contemporaries, considered in such a way as to show how these make it possible to understand the dynamics of subjection to wage labor in advanced capitalism. The part about Spinoza will consist of a philosophical anthropology, which aims to conceptually analyze the production of dispositions, while the second part aims to historicize this anthropology by examining the genealogy of the systems of subjectivation. It would be relevant to mention that Marxian writings will serve as references for a critique of wage labor in addition to containing interesting points of convergence with Spinoza and Foucault. The purpose of this memoir is to demonstrate how these authors could make it possible to approach in a dynamic and current manner the dynamics of subjectivation to wage labor, the dispositions to desire it and the standards of conduct specific of capitalist entrepreneurship society.

Proportionalitet är ett centralt begrepp i skolmatematiken. Begreppet introduceras i de lägre stadierna och återkommer i så gott som samtliga kurser från årskurs 9 tillsista kursen på gymnasiet. Det övergripande syftet med denna studie är att undersöka hur det matematiska begreppet proportionalitet hanteras i den svenska gymnasieskolan. En generell problematik kopplad till detta syfte är hur skolans styrdokument realiseras i läromedel och nationella prov. Fokus för denna avhandling har varit hur proportionalitet hanteras i det svenska gymnasiet i kursen Matematik A i några läromedel och nationella prov. För att undersöka detta utvecklades ett analysverktyg utifrån det teoretiska ramverket i ATD (Anthropological Theory of the Didactic). Av intresse är här relationer mellan de olika nivåerna i den didaktiska transpositionen, som berör just hur skolans styrdokument realiseras i läromedel och nationella prov. För det empiriska studiet av materialet användes från ATD begreppet matematisk organisation, genom att använda ett analysverktyg för att granska typer av uppgifter om proportionalitet, lösningstekniker och teoretiska modeller för proportionalitetsbegreppet. De data som presenterats i denna studie ger en ganska ostrukturerad bild av de matematiska organisationer av begreppsområdet proportionalitet som presenteras i läromedel och i nationella prov och de ser även olika ut när det gäller hur proportionalitet hanteras i läromedlen respektive det nationella provet för Matematik A. Resultatet visar att ungefär var fjärde uppgift i de studerade kapitlen och de nationella proven berör proportionalitet men att begreppet hanteras ensidigt vad avser uppgiftstyp. Skillnader observerades mellan läromedel och nationella prov när det gäller hur lösningstekniker rekommenderas för olika typer av proportionalitetsuppgifter. De två teoretiska modeller för proportionalitet som har undersökts, dvs. statisk och dynamisk proportionalitet, finns representerade i ungefär lika omfattning i både läromedel och nationella prov. Vid uppgifter inom geometri handlar det dock ofta om statisk proportionalitet medan det inomområdet funktioner är vanligare att använda dynamisk proportionalitet. Lärare bör få kunskap om skillnader mellan läromedel och läroplaner, och hur dessa tolkas i nationella prov, så att de i sin verksamhet kan välja det undervisningsinnehåll, inklusive övningsuppgifter, som ger en god variation för eleven kopplat till kursplanernas mål / Proportionality is a key concept in school mathematics. It is introduced in the primary grades, and reappears in almost all mathematics courses from Grade 9 to the last course in upper secondary school. The overall aim of this study is to investigate how the mathematical concept of proportionality is handled in the Swedish upper secondary school. A general problem connected to this end is how the national curriculum is realised in textbooks and national examinations. The focus of this thesis is on how proportionality is handled in the first Swedish upper secondary course in mathematics in some textbooks and national examinations. To examine this an analysis tool based on the theoretical framework of the ATD (Anthropological Theory of the Didactic) was developed. Of interest here are relations between the different levels in the didactic transposition, concerned with exactly how the national curriculum is realised in textbooks and national examinations. For the empirical study of the material the ATD concept of mathematical organisation was used, employing an analytical tool to examine the types of tasks dealing with proportionality, techniques for solving these tasks, and theoretical models for the concept of proportionality. The data presented in this study gives a fairly unstructured picture of the mathematical organisations of the conceptual field of proportionality, as presented in textbooks and in the national tests. They also look different when it comes to how proportionality is handled in the textbooks and the national test for "Matematik A". The result shows that about every fourth task of the chapters and the national tests studied involved proportionality, but that there was a low variation in terms of types of tasks. Differences were observed between textbooks and national tests in terms of how solution techniques are recommended for different types of proportionality tasks. The two theoretical models of proportionality that were studied, ie. static and dynamic proportionality, are represented to approximately the same extent in both textbooks and national examinations. In geometry, it is often static proportionality, while in the field of functions it is common to use dynamic proportionality. Teachers should have access to knowledge of the differences between textbooks and curricula, and how they are interpreted in the national tests, so that they can make deliberate choices in their teaching activities, including exercises, to support a good variety for students linked to curriculum objectives.

This study encompasses an anthropological investigation of healing practices in the Zion Christian Church with reference to the Marabastad congregation in Pretoria (Tshwane), South Africa. The Zion Christian Church functions as an extremely successful healing ministry, and can thus be characterised as a spirit-type African Initiated Church, a type known to attract members through healing activities. The concepts of ill-health, health, healing and curing are crucial to understanding the church’s role, as all activities at the Zion Christian Church revolve around the attainment of absolute health. The embedded nature of healing in the church is explored through an analysis of the spatial and material aspects of the church’s healing practices, including codes of conduct, roles of participants, religious services, and intangible and tangible instruments of healing. The study is further contextualised against the broader history of the emergence and growth of African Initiated Churches from the late 19th century onwards / Anthropology & Archaeology / M.A. (Anthropology)

Visual Type Instrument - VTI, is a tool containing a typeface and a set of geometric calculations that generates numerical data in spreadsheets. The data is determined from the typefaces visual dimensions and is used to calculate leading, type size, margins and format. The aim is to offer, for all of those working with typography and design, a practical way to manage text, image and format in relationship to visual size. Instead of using point measurements, VTI uses a new device called Edo. An Edo is the same as one twelfth of a millimetre. This makes VTI compatible with the metric system and helps us to set text in relation to our own formats which applies namely in millimetres.    VTI uses logical arithmetic and geometry that is set in an automated process, and many choices that normally postpone the working process can be excluded. Simultaneously VTI is meant to discreetly make the user aware that more settings can be activated in line with the users own development, which makes the creative flow unaffected.    Using a metrics based on simple fractions, a mnemonic awareness is developed with the user and an understanding of how every detail fits together becomes more obvious. The typography becomes the key to any design choices that follows. The user becomes aware of the visual size, and in a cognitive way stimulated to recreate a font size regardless of the fonts limitations.

La statistique est d’une grande importance pour l’éducation scientifique et citoyenne, et a été adoptée pour cette raison dans les programmes des collèges et lycées dans plusieurs pays, parmi lesquels le Brésil et la France. Les mesures de tendance centrale et les mesures de dispersion sont deux concepts fondamentaux de la statistique descriptive. À partir des problèmes identifiés dans différentes recherches sur l’apprentissage des mesures de tendance centrale et de dispersion dans l’enseignement secondaire et supérieur, nous formulons l’hypothèse qu’il existe une relation entre ces problèmes d’apprentissage et la façon dont ce savoir est transposé dans les manuels et les programmes. Nous considérons également que ces mesures doivent être enseignées en articulation avec la dispersion. Dans ce sens, cette étude se propose d’analyser la façon dont les mesures de tendance centrale et de dispersion sont présentées dans les programmes et dans certains manuels scolaires utilisés dans les lycées Brésiliens et Français. L’objet principal de cette recherche a donc été la réalisation d’une recherche bibliographique. Cette étude s’appuie sur un ensemble de recherches et de théories, et en particulier sur la théorie anthropologique de la didactique et la théorie des champs conceptuels. Les résultats produits incluent une proposition de systématisation de notre recherche de thèse, un chapitre sur le savoir scientifique relatif aux mesures de tendance centrale et de dispersion ainsi que l’analyse de la transposition didactique des programmes et des manuels scolaires qui comportent une discussion sur les caractéristiques de ces éléments au Brésil et en France. Les résultats indiquent des limitations parmi les programmes et les manuels scolaires sélectionnés, ce qui peut indiquer que les problèmes mis en évidence dans les recherches étudiées sont en partie liés à la façon dont cette connaissance est transposée dans les programmes et les manuels scolaires. / The statistic has a great importance in the scientific and civic education, and was adopted for this reason in the programs of middle and high schools in several countries, among which Brazil and France. Central tendency measures and dispersion measures are two fundamental concepts for descriptive statistic. From the problems identified in various researches about learning central tendencies and dispersion in secondary and higher education, we hypothesize that there is a relation between these learning problems and the way this knowledge is transposed in handbooks and school programs. We also consider that these measures must be taught articulated with dispersion. In that sense, this study offers to analyze how central tendency and dispersion measures are presented in some programs and handbooks used in Brazilian and French high schools. The main objet of this research was the realization of a bibliographical research. This study is built on various theories and researches and in particular the anthropological theory of didactics and the theory of conceptual fields. The results produced include the proper proposition of systematization of the thesis research, a chapter about the scientific knowledge related to central tendency measures and dispersion measures as well as the analysis of didactic transposition of the programs and scholar handbooks that include a discussion about the characteristics of these elements in France and Brazil. The results show limitations among the selected handbooks and programs, which points out the problems highlighted in the studies are partly linked to how this knowledge is transposed in programs and handbooks. / A Estatística é importante para a educação científica e cidadã e por esta razão ela é adotada nos programas do ensino fundamental e médio de vários países, entre eles, o Brasil e a França. Dois conceitos fundamentais da estatística descritiva são as medidas de tendência central e dispersão. Partindo de problemas identificados em diversas pesquisas sobre a aprendizagem dessas medidas na educação básica e em cursos de graduação, propomos como hipótese que existe uma relação entre esses problemas e a forma como esse saber é transposto para o livro didático e os programas. Consideramos também que essas medidas devem ser ensinadas de forma articuladas com a dispersão. Nesse sentido, este estudo tem por objetivo a análise da forma como as medidas de tendência central e dispersão são apresentadas nos programas e em alguns livros didáticos utilizados no Brasil e na França no ensino médio. Para esta investigação, realizamos uma pesquisa bibliográfica. Apoiamos este estudo em diversos teóricos e pesquisas. Destacando em especial a teoria antropológica do didático e a teoria dos campos conceituais. Entre os resultados produzidos, temos a própria proposta de sistematização da pesquisa pela tese, um capítulo sobre o saber científico relativo às medidas de tendência central e dispersão e a análise da transposição didática dos programas e dos livros que envolvem uma discussão sobre as características destes elementos no Brasil e na França. Os resultados indicam limitações entre os programas e livros selecionados, o que pode indicar que em parte os problemas indicados, nas pesquisas levantadas, estão relacionados à forma como esse conhecimento é transposto nos programas e livros didáticos.

This study encompasses an anthropological investigation of healing practices in the Zion Christian Church with reference to the Marabastad congregation in Pretoria (Tshwane), South Africa. The Zion Christian Church functions as an extremely successful healing ministry, and can thus be characterised as a spirit-type African Initiated Church, a type known to attract members through healing activities. The concepts of ill-health, health, healing and curing are crucial to understanding the church’s role, as all activities at the Zion Christian Church revolve around the attainment of absolute health. The embedded nature of healing in the church is explored through an analysis of the spatial and material aspects of the church’s healing practices, including codes of conduct, roles of participants, religious services, and intangible and tangible instruments of healing. The study is further contextualised against the broader history of the emergence and growth of African Initiated Churches from the late 19th century onwards / Anthropology and Archaeology / M. A. (Anthropology)