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The representation of the national minorities of Hungary in the historiography of the dualistic era (1867-1918) Imre Tarafás Abstract One of the most problematic questions of Hungarian politics during the dualistic era (1867-1918) was the policy towards national minorities. The population of five nationalities reached or even exceeded one million each. These minorities were not only large in population, but they were also touched by nationalist ideologies, as a result, they declared themselves nations which the Hungarian legislation was not willing to accept. In addition, most of these minorities had federative, or even separatist aims. The 19th century also saw the birth of history as a scientific discipline. Professional historians all over Europe had a crucial task: by construction a national history narrative, they had to legitimize the existence of their nation. This meant that the pas had to be presented as a process which inevitably led to the formation of the 19th century's nation sate. Additionally, history served as a basis for both the Magyars and the nationalities in their argumentation. The central question of the paper is how Magyar historians integrated the national minorities of the country into a national history narrative. The problem is studied in five syntheses on Hungarian history...

This thesis will focus on how growth in GDP has been allocated among the people in Brazil, during the years of 1976 and 2003. Moreover poverty and inequalities are investigated along with poverty reduction, thus if growth has been pro poor will be presented. The study analyse if growth has benefited the poorest part of the population in Brazil. In addition the regional differences – the southeast and the northeast – are analyzed separately in order to see if there is any difference in the two regions in the agricultural and the industrial sector respectively. This is done to see if there is any correlation between growth and poverty reduction. We used a theory by Arthur Lewis who developed a two sector model where only two sectors existed the agricultural and industrial the so called “Lewis organizational dualism”. This model was later to be modified by Gunnar Myrdal and Nicholas Kaldor, who blamed the current situation of every society on “historical accident” where, because of an upward spiral of cumulative causation, urban areas grew and regions in the periphery stagnated. We used data that was collected from Instituto de Pesquisa Econômica Aplicada (IPEA; Institute of Applied Economic Research) between the periods 1976 – 2003. We found that the income in the poorest part of the population seemed to grow at a much slower past that of the rich. Moreover, measured as by the headcount index – the share of the population that lives under $2 per day – has been reduced over time in total Brazil, but not in the agricultural sector in either region. Surprisingly industrial growth has only been beneficial for the poor in the northern part of the country. Therefore the conclusion is that poverty has not been pro poor in either relative or absolute terms. / Denna uppsats kommer att fokusera på hur tillväxt i Brasilien har blivit distribuerad mellan åren 1976 och 2003. Fattigdom och sociala skillnader undersöks för att se om fattigdomen har minskat, alltså om tillväxten har varit ”pro poor”. Detta analyseras på landsnivå för att sedan brytas ner på två regioner, den sydöstra och den nordöstra, för att lättare kunna jämföra skillnaderna mellan de olika regionera i de två olika sektorer; jordbrukssektorn och den industriella sektorn. Detta är gjort för att se om det finns något samband mellan tillväxt och fattigdoms reducering. Vi använde oss av ”Lewis organizational dualism” utvecklad av Arthur Lewis, som består av två olika sektorer, den industriella och jordbrukssektorn. Den kom sedan att revideras av Gunnar Myrdal and Nicholas Kaldor, som hävdade att det samhället som vi lever i idag är skapat av historiska tillfälligheter där de liknade städernas utveckling vid en uppåtgående spiral av ackumulerade tillfälligheter som gör att det fortsätter att växa varvid de regioner i periferin stagnerar eller rent av går tillbaka. Vi använde oss av data från Instituto de Pesquisa Econômica Aplicada (IPEA; Institutet för tillämpad ekonomisk forskning) mellan åren 1976 – 2003. Våra resultat visade att inkomsten hos de fattigaste väste mycket långsammare än de rikas. Vidare, mätt med måttet ”headcount index” – alltså de som lever under $2 per dag – har reducerats under de åren som vi har undersökt i hela Brasilien. I jordbrukssektorn har fattigdomen inte reducerats alls, verken i den nordöstra eller den sydöstra delen av landet. Det som är förvånansvärt är att fattigomen endast har reducerats i de nordöstra delarna, tack vare industriell utveckling. Därför drar vi slutsatsen att tillväxten i Brasilien inte har varit ”pro poor”, verken i den relativa eller den absoluta bemärkelsen.

<p>This thesis will focus on how growth in GDP has been allocated among the people in Brazil, during the years of 1976 and 2003. Moreover poverty and inequalities are investigated along with poverty reduction, thus if growth has been pro poor will be presented. The study analyse if growth has benefited the poorest part of the population in Brazil. In addition the regional differences – the southeast and the northeast – are analyzed separately in order to see if there is any difference in the two regions in the agricultural and the industrial sector respectively. This is done to see if there is any correlation between growth and poverty reduction.</p><p>We used a theory by Arthur Lewis who developed a two sector model where only two sectors existed the agricultural and industrial the so called “Lewis organizational dualism”. This model was later to be modified by Gunnar Myrdal and Nicholas Kaldor, who blamed the current situation of every society on “historical accident” where, because of an upward spiral of cumulative causation, urban areas grew and regions in the periphery stagnated.</p><p>We used data that was collected from Instituto de Pesquisa Econômica Aplicada (IPEA; Institute of Applied Economic Research) between the periods 1976 – 2003. We found that the income in the poorest part of the population seemed to grow at a much slower past that of the rich. Moreover, measured as by the headcount index – the share of the population that lives under $2 per day – has been reduced over time in total Brazil, but not in the agricultural sector in either region. Surprisingly industrial growth has only been beneficial for the poor in the northern part of the country. Therefore the conclusion is that poverty has not been pro poor in either relative or absolute terms.</p> / <p>Denna uppsats kommer att fokusera på hur tillväxt i Brasilien har blivit distribuerad mellan åren 1976 och 2003. Fattigdom och sociala skillnader undersöks för att se om fattigdomen har minskat, alltså om tillväxten har varit ”pro poor”. Detta analyseras på landsnivå för att sedan brytas ner på två regioner, den sydöstra och den nordöstra, för att lättare kunna jämföra skillnaderna mellan de olika regionera i de två olika sektorer; jordbrukssektorn och den industriella sektorn. Detta är gjort för att se om det finns något samband mellan tillväxt och fattigdoms reducering.</p><p>Vi använde oss av ”Lewis organizational dualism” utvecklad av Arthur Lewis, som består av två olika sektorer, den industriella och jordbrukssektorn. Den kom sedan att revideras av Gunnar Myrdal and Nicholas Kaldor, som hävdade att det samhället som vi lever i idag är skapat av historiska tillfälligheter där de liknade städernas utveckling vid en uppåtgående spiral av ackumulerade tillfälligheter som gör att det fortsätter att växa varvid de regioner i periferin stagnerar eller rent av går tillbaka.</p><p>Vi använde oss av data från Instituto de Pesquisa Econômica Aplicada (IPEA; Institutet för tillämpad ekonomisk forskning) mellan åren 1976 – 2003. Våra resultat visade att inkomsten hos de fattigaste väste mycket långsammare än de rikas. Vidare, mätt med måttet ”headcount index” – alltså de som lever under $2 per dag – har reducerats under de åren som vi har undersökt i hela Brasilien. I jordbrukssektorn har fattigdomen inte reducerats alls, verken i den nordöstra eller den sydöstra delen av landet. Det som är förvånansvärt är att fattigomen endast har reducerats i de nordöstra delarna, tack vare industriell utveckling. Därför drar vi slutsatsen att tillväxten i Brasilien inte har varit ”pro poor”, verken i den relativa eller den absoluta bemärkelsen.</p>

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Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

A teoria dualista, estruturada pelo químico sueco Jöns Jacob Berzelius, foi bastante utilizada durante a primeira metade do século XIX, mas foi gradativamente abandonada à medida que passou a não dar conta dos fenômenos observados especialmente para os compostos orgânicos, cujo estudo avançava à época. No entanto, a presença de elementos dessa teoria em livros didáticos de química atuais foi apontada por pesquisadores da área de Ensino de Ciências. Tendo em vista o papel do livro didático na educação científica, e que a ausência de conceitos desatualizados é critério utilizado pelo Ministério da Educação para a seleção das obras didáticas utilizadas por alunos e professores na rede pública de ensino, investigamos o que foi a teoria dualista de Berzelius e em qual período esteve vigente, de forma a fundamentar a busca de elementos dessa teoria em livros didáticos de química para o Ensino Médio. Para tanto, analisamos fontes históricas primárias e secundárias, à luz da epistemologia de Canguilhem e de referenciais contemporâneos da historiografia da ciência, por meio da análise textual discursiva, de forma a produzir um estudo de caso histórico que permitisse caracterizar a teoria dualista e sua relevância em seu contexto original e na atualidade. A partir dessa caracterização, procuramos identificar possíveis reminiscências dessa teoria nos quatro livros didáticos de química aprovados pelo Programa Nacional do Livro Didático para 2015. Constatamos, em três deles, a presença de termos e conceitos que remetem à teoria dualista de Berzelius, de forma hibridizada a conceitos de teorias atuais. Discutimos algumas implicações dessa constatação para o ensino de química e possibilidades de abordagem didática à luz do estudo de caso produzido. / The dualistic theory, structured by Swedish chemist Jöns Jacob Berzelius, was widely used during first half of the 19th century. As the study of organic compounds advanced, the dualistic theory was gradually abandoned, as it was not capable to explain the new observed phenomena. However, Science Teaching researchers pointed to the presence of elements of this theory in current chemistry textbooks. Considering the role of textbooks in scientific education, and that the absence of outdated concepts is a criterion utilized by the Brazilian Ministry of Education to select textbooks used by students and teachers in public schools, this dissertation aimed at investigating what was Berzelius\'s dualistic theory and in which period it was considered as valid, to substantiate the search of elements of this theory in high school chemistry textbooks. Primary and secondary historical sources were analyzed, in the light of Canguilhem\'s epistemology and contemporary historiography of science, by means of discursive textual analysis. Such analysis resulted in a historical case study characterizing the dualistic theory and evaluating its relevance in its original context and in the present. From this characterization, we attempted to identify possible reminiscences of this theory in the four books approved by the Brazilian Textbook National Program for 2015. Terms and concepts that refer to Berzelius\'s dualistic theory were found hybridized with concepts from present-day theories in three of the four books. Some implications of this finding to chemistry teaching and possible didactic approaches to the produced case study were discussed.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

A teoria dualista, estruturada pelo químico sueco Jöns Jacob Berzelius, foi bastante utilizada durante a primeira metade do século XIX, mas foi gradativamente abandonada à medida que passou a não dar conta dos fenômenos observados especialmente para os compostos orgânicos, cujo estudo avançava à época. No entanto, a presença de elementos dessa teoria em livros didáticos de química atuais foi apontada por pesquisadores da área de Ensino de Ciências. Tendo em vista o papel do livro didático na educação científica, e que a ausência de conceitos desatualizados é critério utilizado pelo Ministério da Educação para a seleção das obras didáticas utilizadas por alunos e professores na rede pública de ensino, investigamos o que foi a teoria dualista de Berzelius e em qual período esteve vigente, de forma a fundamentar a busca de elementos dessa teoria em livros didáticos de química para o Ensino Médio. Para tanto, analisamos fontes históricas primárias e secundárias, à luz da epistemologia de Canguilhem e de referenciais contemporâneos da historiografia da ciência, por meio da análise textual discursiva, de forma a produzir um estudo de caso histórico que permitisse caracterizar a teoria dualista e sua relevância em seu contexto original e na atualidade. A partir dessa caracterização, procuramos identificar possíveis reminiscências dessa teoria nos quatro livros didáticos de química aprovados pelo Programa Nacional do Livro Didático para 2015. Constatamos, em três deles, a presença de termos e conceitos que remetem à teoria dualista de Berzelius, de forma hibridizada a conceitos de teorias atuais. Discutimos algumas implicações dessa constatação para o ensino de química e possibilidades de abordagem didática à luz do estudo de caso produzido. / The dualistic theory, structured by Swedish chemist Jöns Jacob Berzelius, was widely used during first half of the 19th century. As the study of organic compounds advanced, the dualistic theory was gradually abandoned, as it was not capable to explain the new observed phenomena. However, Science Teaching researchers pointed to the presence of elements of this theory in current chemistry textbooks. Considering the role of textbooks in scientific education, and that the absence of outdated concepts is a criterion utilized by the Brazilian Ministry of Education to select textbooks used by students and teachers in public schools, this dissertation aimed at investigating what was Berzelius\'s dualistic theory and in which period it was considered as valid, to substantiate the search of elements of this theory in high school chemistry textbooks. Primary and secondary historical sources were analyzed, in the light of Canguilhem\'s epistemology and contemporary historiography of science, by means of discursive textual analysis. Such analysis resulted in a historical case study characterizing the dualistic theory and evaluating its relevance in its original context and in the present. From this characterization, we attempted to identify possible reminiscences of this theory in the four books approved by the Brazilian Textbook National Program for 2015. Terms and concepts that refer to Berzelius\'s dualistic theory were found hybridized with concepts from present-day theories in three of the four books. Some implications of this finding to chemistry teaching and possible didactic approaches to the produced case study were discussed.