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The Authority of Ennius and the Annales in Cicero's Philosophical Works.Provis, Damien James January 2014 (has links)
No author from antiquity has had more influence on modern perceptions of the ancient poet, Ennius, than the late-Republican orator, Cicero. Indeed, Cicero helped transform the image of Ennius from that of a poet to an auctor, an authoritative source. Likewise, at the hands of Cicero, Ennius’ Annales was portrayed in a variety of ways, ranging from a work with scientific credibility, to a text actively involved in the transmission of Roman culture. This thesis aims to explore the ways in which Cicero constructed the authority of Ennius and his Annales through a close analysis of the citations in his philosophical works. As a result of this examination I hope to shed light on the different authority-building techniques with which Cicero crafted Ennius into a formidable source of auctoritas, while also considering his motives and the consequent image of Ennius that arises.
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Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole / Willem Johannes BoshoffBoshoff, Willem Johannes January 1976 (has links)
1. Reason for the investigation.
Authority and responsibility go hand in glove. Senior executive posts
carry heavy responsibilities, but arc vested with corresponding authority.
The implementation of authority in Afrikaans High Schools has boon
studied to ascertain :
• a fundamental foundation for a healthy approach to the question of
authority;
• how a policy of authority is compiled and which rules and regulations,
methods and techniques be implemented.
The task of the school principal has further been studied to ascertain
what is being done and what can be done to minimize problems in connection
with the implementation of 2nthority.
2. The method used for the investigation,
By studying the attitude of authority in literature; through the medium
of a questionnaire sent to school principals and by application of the
principles sot down in the Holy Scriptures, a standard for the application
of the vested authority could be formulated.
3. Finding.
3.1 Summary of the contents:
Chapter 1. In this chapter the concept formulation, the aims of
and the reason for the investigation were stated.
Chapter 2 discusses authority as the ability to give instructions and
take decisions by which others must abide. Authority means "to have
control over". God is the source of all authority. It has been
found that the authority-crisis in education is seated rather in
ideological differences than in the difference between adult and
child. On the authority of God's Holy word communism, liberalism,
permissiveness, etc., were weighed and found wanting. The dangers
lurking in the confusion and weakening of Christian principles are
discussed. It is further stated that under the correct authority
the educated, who is free to do as he wishes, chooses the Path of
Truth.
In Chapter 3 the questionnaire is discussed and an account given
of the replies received. Despite shortcomings in the questionnaire,
valuable data was collected.
In Chapter 4 a valuation of the authority vested in a high school
was assessed. It is declared that a high school would be an excellent
institution for authority if dedicated educators, through
personal involvement, honesty, hard work, sympathy and inspiration
could succeed in influencing pupils to dedicated effort, determination
and the acceptance of Christian values.
Delegation of authority is considered in Chapter 5. It is an
expedient which, used correctly, can be of inestimable value to
a principal. Methods of delegation are discussed.
In Chapter 6 attention is given to the necessity of discipline and
school rules. Rules must be reasonable and lead to self-discipline.
According to principals, school rules originate mainly as a result
of two reasons:
• it is imperative for a school to ensure that everyone benefits
from the educational programme:
• it is imperative that the pupils themselves learn to respect
authority and to lead them to responsible self-disciplined
citizenship with respect for order, co-operation and the bonds
of a Christian community. Discipline and rules are not an aim
in themselves, but are aids to more elevated educational objectives.
The danger of too many "don'ts" is that undecided,
irresolute people, who are under the impression that everything
which is not specifically forbidden is permissible, will emerge.
Chapter 7 deals with the implementation of the democratic principle
in high schools. With careful application of the system, subordinates,
especially scholars, can share in the application of this authority.
In this manner a constructive contribution can be made to solve the
problem of the shortage of leaders, resulting in responsible, self-reliant
people.
The school principal in his office is considered in Chapter 8. His
task, character and problems are discussed, and full consideration
given to aids for the prevention of problems in regard to discipline.
The most important accessories namely discipline, sound human
relationships, a happy staff and pupils are studied. A principal
must maintain a pious atmosphere in his school. It is further
pointed out that vocational consciousness, love, strong leadership
qualities and the ability to inspire are essential characteristics in
a principal. This chapter explains that although principals are
entrusted with a task which would probably become progressively more
difficult, they could call on help from above:
“Faithful is he that calleth you, who also will do it".
(1 Thes. 5: 24).
In Chapter 9 the summary of the contents, the findings from the
literature and the recommendations are given. The important
findings from the questionnaires have been used through the whole
contents, and some interesting facts emerged, which are briefly as
follows:
• The majority of principals of Afrikaans High Schools who
completed the questionnaire were Afrikaans-speaking.
• 52,2% of the principals h:we had less than five years'
experience.
• 66% of the schools have written school regulations. 87% of
those regulations have not been submitted to the Transvaal
Education Department.
• 63% of the principals are of the opinion that the school’s
authority also applies after school hours outside of the
school gates.
• With regard to hairstyles 46% consider that their rules are
more strict than neighbouring schools, and 80% have stricter
rules at school than those enforced by the parents.
• 67% allow no dancing at school whatsoever.
• 84% find that pupils comply spontaneously with school rules.
• 51% do not separate boys and girls during breaks.
• 91% know to what church denomination the head prefects belong.
• 16% practise democratic prefect elections by pupils.
• 75% hold prefect elections where both teachers and pupils vote.
The greatest single problem at schools appears to be in finding
suitable staff for the various posts. Parents support the school's
authority and principals are of the opinion that the majority
of parents prefer a strict school.
Principals are of the opinion that their wives are not in duty bound
to partake of any work at school, but that on investigation they may
help.
A list of preferences for arriving at decisions in regard to
authority is given.
A further list of preferences for ideals for their school is also
given, as well as a list of the tasks which principals find most
difficult in their application of the authority vested in them.
The findings from the literature are mainly as follows:
There appears to be strong, revolutionary, unchristian attitude in
education, the whole crisis being seated in the conflict of forces
which do not acknowledge God and the Christian philosophy. It
appears that change is imminent, the problem being where changes
are to be made. Mortimer Smith says "But change must be based
on something more substantial than the slogans, ideological zealotry,
and utopian sentimentality that all too often mark the movement for
alternative schools”.
The following recommendations are given:
Christian educators will have to reflect on their vocation lest they
fall into the trap where the means are regarded as the end, and where
everyone is satisfied as long as good citizens are the end product
of their work as teachers. Vague devotion and half-hearted education
do not meet the demands of the present time. The onslaught against
Christianity is too fanatical.
Too much is speculated about the superficial and non-essential in
the implementation of discipline. Young people are driven away
from authority by attempts to enforce rules, which were not founded on
sound and strict principles. The demands of discipline must rest on
sound principles and the child must be led to decide for himself
whether he wishes to build on those principles.
Problems encountered in this investigation which require further
research are mainly:
• How many ideal scholars who are dedicated Christians remain thus
once they leave school?
• Why does an antipathy towards religion exist in so many young
people? Is it as a result of their upbringing or have they
received wrong religious instruction?
• The shortage of staff requires urgent research on the question of
how mere work can be done with fewer people. What percentage of
our country's graduated manpower is connected with education,
despite the critical shortage? We must no longer look for men in
the educational field but certainly at methods by which we can
ultimately manage to do more work with fewer men. Educational
research should enter this field of study.
In conclusion it is stated again that all is well in n school where
God is the authority in the hearts and minds of principal, teachers
and pupils. / Thesis (MEd)--PU vir CHO
|
353 |
Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole / Willem Johannes BoshoffBoshoff, Willem Johannes January 1976 (has links)
1. Reason for the investigation.
Authority and responsibility go hand in glove. Senior executive posts
carry heavy responsibilities, but arc vested with corresponding authority.
The implementation of authority in Afrikaans High Schools has boon
studied to ascertain :
• a fundamental foundation for a healthy approach to the question of
authority;
• how a policy of authority is compiled and which rules and regulations,
methods and techniques be implemented.
The task of the school principal has further been studied to ascertain
what is being done and what can be done to minimize problems in connection
with the implementation of 2nthority.
2. The method used for the investigation,
By studying the attitude of authority in literature; through the medium
of a questionnaire sent to school principals and by application of the
principles sot down in the Holy Scriptures, a standard for the application
of the vested authority could be formulated.
3. Finding.
3.1 Summary of the contents:
Chapter 1. In this chapter the concept formulation, the aims of
and the reason for the investigation were stated.
Chapter 2 discusses authority as the ability to give instructions and
take decisions by which others must abide. Authority means "to have
control over". God is the source of all authority. It has been
found that the authority-crisis in education is seated rather in
ideological differences than in the difference between adult and
child. On the authority of God's Holy word communism, liberalism,
permissiveness, etc., were weighed and found wanting. The dangers
lurking in the confusion and weakening of Christian principles are
discussed. It is further stated that under the correct authority
the educated, who is free to do as he wishes, chooses the Path of
Truth.
In Chapter 3 the questionnaire is discussed and an account given
of the replies received. Despite shortcomings in the questionnaire,
valuable data was collected.
In Chapter 4 a valuation of the authority vested in a high school
was assessed. It is declared that a high school would be an excellent
institution for authority if dedicated educators, through
personal involvement, honesty, hard work, sympathy and inspiration
could succeed in influencing pupils to dedicated effort, determination
and the acceptance of Christian values.
Delegation of authority is considered in Chapter 5. It is an
expedient which, used correctly, can be of inestimable value to
a principal. Methods of delegation are discussed.
In Chapter 6 attention is given to the necessity of discipline and
school rules. Rules must be reasonable and lead to self-discipline.
According to principals, school rules originate mainly as a result
of two reasons:
• it is imperative for a school to ensure that everyone benefits
from the educational programme:
• it is imperative that the pupils themselves learn to respect
authority and to lead them to responsible self-disciplined
citizenship with respect for order, co-operation and the bonds
of a Christian community. Discipline and rules are not an aim
in themselves, but are aids to more elevated educational objectives.
The danger of too many "don'ts" is that undecided,
irresolute people, who are under the impression that everything
which is not specifically forbidden is permissible, will emerge.
Chapter 7 deals with the implementation of the democratic principle
in high schools. With careful application of the system, subordinates,
especially scholars, can share in the application of this authority.
In this manner a constructive contribution can be made to solve the
problem of the shortage of leaders, resulting in responsible, self-reliant
people.
The school principal in his office is considered in Chapter 8. His
task, character and problems are discussed, and full consideration
given to aids for the prevention of problems in regard to discipline.
The most important accessories namely discipline, sound human
relationships, a happy staff and pupils are studied. A principal
must maintain a pious atmosphere in his school. It is further
pointed out that vocational consciousness, love, strong leadership
qualities and the ability to inspire are essential characteristics in
a principal. This chapter explains that although principals are
entrusted with a task which would probably become progressively more
difficult, they could call on help from above:
“Faithful is he that calleth you, who also will do it".
(1 Thes. 5: 24).
In Chapter 9 the summary of the contents, the findings from the
literature and the recommendations are given. The important
findings from the questionnaires have been used through the whole
contents, and some interesting facts emerged, which are briefly as
follows:
• The majority of principals of Afrikaans High Schools who
completed the questionnaire were Afrikaans-speaking.
• 52,2% of the principals h:we had less than five years'
experience.
• 66% of the schools have written school regulations. 87% of
those regulations have not been submitted to the Transvaal
Education Department.
• 63% of the principals are of the opinion that the school’s
authority also applies after school hours outside of the
school gates.
• With regard to hairstyles 46% consider that their rules are
more strict than neighbouring schools, and 80% have stricter
rules at school than those enforced by the parents.
• 67% allow no dancing at school whatsoever.
• 84% find that pupils comply spontaneously with school rules.
• 51% do not separate boys and girls during breaks.
• 91% know to what church denomination the head prefects belong.
• 16% practise democratic prefect elections by pupils.
• 75% hold prefect elections where both teachers and pupils vote.
The greatest single problem at schools appears to be in finding
suitable staff for the various posts. Parents support the school's
authority and principals are of the opinion that the majority
of parents prefer a strict school.
Principals are of the opinion that their wives are not in duty bound
to partake of any work at school, but that on investigation they may
help.
A list of preferences for arriving at decisions in regard to
authority is given.
A further list of preferences for ideals for their school is also
given, as well as a list of the tasks which principals find most
difficult in their application of the authority vested in them.
The findings from the literature are mainly as follows:
There appears to be strong, revolutionary, unchristian attitude in
education, the whole crisis being seated in the conflict of forces
which do not acknowledge God and the Christian philosophy. It
appears that change is imminent, the problem being where changes
are to be made. Mortimer Smith says "But change must be based
on something more substantial than the slogans, ideological zealotry,
and utopian sentimentality that all too often mark the movement for
alternative schools”.
The following recommendations are given:
Christian educators will have to reflect on their vocation lest they
fall into the trap where the means are regarded as the end, and where
everyone is satisfied as long as good citizens are the end product
of their work as teachers. Vague devotion and half-hearted education
do not meet the demands of the present time. The onslaught against
Christianity is too fanatical.
Too much is speculated about the superficial and non-essential in
the implementation of discipline. Young people are driven away
from authority by attempts to enforce rules, which were not founded on
sound and strict principles. The demands of discipline must rest on
sound principles and the child must be led to decide for himself
whether he wishes to build on those principles.
Problems encountered in this investigation which require further
research are mainly:
• How many ideal scholars who are dedicated Christians remain thus
once they leave school?
• Why does an antipathy towards religion exist in so many young
people? Is it as a result of their upbringing or have they
received wrong religious instruction?
• The shortage of staff requires urgent research on the question of
how mere work can be done with fewer people. What percentage of
our country's graduated manpower is connected with education,
despite the critical shortage? We must no longer look for men in
the educational field but certainly at methods by which we can
ultimately manage to do more work with fewer men. Educational
research should enter this field of study.
In conclusion it is stated again that all is well in n school where
God is the authority in the hearts and minds of principal, teachers
and pupils. / Thesis (MEd)--PU vir CHO
|
354 |
Bitcoin: Is Cryptocurrency Viable?Hill, Austin 01 January 2014 (has links)
Bitcoin, a virtual currency invented in 2009, was created as a peer-to-peer currency that eliminated the need for a third party authority, such as banks or government, to be involved in monetary transactions. Having no intrinsic value but carrying no government guarantees relegates bitcoin and its competitors to the perpetual role of investment opportunity, deriving value not from a practical use, but from a nominal, dollar value. This will continue to be the case until the U.S. Government sanctions virtual currency as a viable store of value. Because the dollar plays such a large role in the world’s economy, other countries will not adopt virtual currency technology unless the U.S. does so first. Substantial populations around the world must embrace bitcoin as a significant source of value before any monetary authority will relinquish the power associated with fiat currency. There are, however, many aspects of the virtual-currency model created by bitcoin that could be useful in improving the efficiency of money movement around the United States and the globe, through transaction memory, low transaction cost, and secure account information.
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355 |
The archival web: contextual authority files and the representation of institutional textual documents in online descriptionMcLuhan-Myers, Madeleine 23 August 2012 (has links)
This thesis considers the problem of the representation of individual institutional textual records in archival research tools. While document studies in academic journals point to the value of focussed consideration of various types of records, archives do not have the resources to apply such focus to every item in their holdings, even though these convey the information sought by many researchers. Over the last century, archivists have emphasized description of groups of records, because this provides insight into the context in which documents exist and immense quantities involved left little choice. Recent developments, however, suggest the individual document should be re-visited. This thesis focuses on how formal descriptive systems might be enhanced to allow closer consideration of individual institutional textual records. It reviews the history of description, explores benefits to researchers seeking information from particular documents (e.g. the will) and explores tools created in response, such as contextual authority files.
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Federalism: The Struggle for Constitutional AuthorityCooke, Alexandra 01 January 2014 (has links)
This thesis examines the relationship between the federal government and states governments. Through case studies, I determine how each body determines their access to constitutional authority.
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357 |
Criminal Stigma to Activist Authority Among the Formerly IncarceratedJones, Laura R 01 January 2014 (has links)
This research examines the population of formerly incarcerated people as activists in the Formerly Incarcerated and Convicted Persons Movement. Applying a Personal Authority Framework, this work examines the role of race within organizing, the limitations of the voices of formerly incarcerated people, the role of the ally within the movement, the power that formerly incarcerated people do have and how they use it, and the necessary aspects and attributes of a movement. I conducted fourteen in depth interviews with formerly incarcerated individuals and their allies, all of which self-identified as activists. Given that the prison populations in the United States is the highest in the world, as is the populations of formerly incarcerated people, this work demonstrates the important role of activism in their lives and the importance of their personal stories and authority for an activist movement to be successful.
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Whose Identity? An Argument for Granting Authority of Identity to the IndividualLalanne, Demetrius A 01 January 2015 (has links)
Who are you? And did you have any say in choosing who you are? Identity is a complicated issue, it is both individualistic and necessarily relies on your environment and peers. I believe that as it stands, your identity may be a result of both solitary and societal thinking. However, I think that society and government act as the sole authenticators of an individual’s identity. I do not believe this is how an individual’s life ought to be treated. Thus, I am arguing in this thesis that the individual has the capacity to choose their own identity, and that society and government ought to authenticate the decisions made by individuals.
In order to prove my claim I will first specify the types of identity I will be discussing in this thesis. I will then explore the theories of three philosophers: Anthony Appiah, Ian Hacking, and Charles Taylor. In chapters 2 & 3, I will first analyze Anthony Appiah, who in arguing against the existence of race posits several ideas about identity including a theory of identity. Second, in chapter 4, I will analyze Ian Hacking, who presents a theory of identity creation, named labeling theory, and then presents a counter-theory of identity creation. Third, in chapter 5, I will analyze Charles Taylor’s claims about the effect recognition has on identity formation. Continuing to analyze Taylor in chapter 5, I will also analyze the importance of championing the politics of difference both to the individual and towards my claim. I will then provide examples of how my claim may be actualized in chapter 6, alongside counterarguments to my claims. Last, I will conclude my thesis in chapter 7.
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359 |
Authority, Justice, and Public Law: A Unified TheoryWeinrib, Jacob 14 January 2014 (has links)
In articulating the juridical relationship between the individual and the state, a theory of public law must confront a fundamental problem. The practice of public law involves appeals to ideas of both authority and justice, but these ideas appear to be antagonistic rather than complementary. On the one hand, persons must act in conformity with legal obligations enacted through the contingent exercise of public authority. On the other, persons must act in conformity with timeless ideals of public justice. The theoretical puzzle at the core of public law stems from the incompatibility of these convictions. Because enacted laws are often unjust and just laws are rarely enacted, persons often find themselves simultaneously pulled in one direction by the demands of public authority and pulled in another by the demands of public justice. To escape this tension, the leading theories invariably fragment their subject matter by reducing the whole of public law to one of its aspects, authority in abstraction from justice or justice in abstraction from authority.
The purpose of this project is to articulate a unified theory of public law that integrates the distinctive claims of authority and justice into a common framework. My central claim is that once authority and justice are appropriately conceived and justified, they are neither antithetical virtues of opposing theoretical frameworks nor isolated notions. Instead, authority and justice are the mutually implicating principles of a legal system: the right of rulers to exercise public authority is always accompanied by a duty to govern justly; the right of the ruled to just governance presupposes the presence of publicly authoritative institutions. By setting out the character and interrelation of the fundamental components of a legal system, the unified theory illuminates the general practice of public law from the legal systems of the ancient world to the inner workings of modern constitutional states.
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360 |
Authority, Justice, and Public Law: A Unified TheoryWeinrib, Jacob 14 January 2014 (has links)
In articulating the juridical relationship between the individual and the state, a theory of public law must confront a fundamental problem. The practice of public law involves appeals to ideas of both authority and justice, but these ideas appear to be antagonistic rather than complementary. On the one hand, persons must act in conformity with legal obligations enacted through the contingent exercise of public authority. On the other, persons must act in conformity with timeless ideals of public justice. The theoretical puzzle at the core of public law stems from the incompatibility of these convictions. Because enacted laws are often unjust and just laws are rarely enacted, persons often find themselves simultaneously pulled in one direction by the demands of public authority and pulled in another by the demands of public justice. To escape this tension, the leading theories invariably fragment their subject matter by reducing the whole of public law to one of its aspects, authority in abstraction from justice or justice in abstraction from authority.
The purpose of this project is to articulate a unified theory of public law that integrates the distinctive claims of authority and justice into a common framework. My central claim is that once authority and justice are appropriately conceived and justified, they are neither antithetical virtues of opposing theoretical frameworks nor isolated notions. Instead, authority and justice are the mutually implicating principles of a legal system: the right of rulers to exercise public authority is always accompanied by a duty to govern justly; the right of the ruled to just governance presupposes the presence of publicly authoritative institutions. By setting out the character and interrelation of the fundamental components of a legal system, the unified theory illuminates the general practice of public law from the legal systems of the ancient world to the inner workings of modern constitutional states.
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