The rituals acts of reciprocity celebrated during the indigenous carnival in the Andes creates communion within the community, and the sacred. In particular, this work focuses on the symbolic meaning of the rituals offerings; celebrated throughout the Andes during the Carnival season, from November to a movable period between February and March. These rituals of reciprocity are dyadic contracts that aid in the cohesiveness of their indigenous experience functioning as agents of their indigeneity; and are a vital part of maintaining and revitalizing their traditions. Using an interpretative and a historiography approach; it is possible to explore the symbolic meaning of the ritualized acts of reciprocity, in particular how the offerings of blood, music, and earth elements convey and sacralized the space, creating an axis mundi unifying the sacred, communal and policies of a community during the celebrations. Los actos ritualistas de reciprocidad celebrados en los Andes durante los carnavales indígenas, establecen una comunión entre la comunidad, lo político, social y sagrado. Particularmente este trabajo analiza el significado simbólico de las ofrendas durante el periodo de carnaval, es decir entre noviembre y una fecha movible entre febrero y marzo. Estos rituales recíprocos son contratos diádicos celebrados entre lo profano y lo sagrado, y son agentes vitales para el mantenimiento de la experiencia de la indigeneidad. Usando un método interpretativo e historiográfico se exploran los significados de las ofrendas de reciprocidad, en particular, las de sangre, música y elementos de tierra. Para argumentar que estos elementos conllevan a la sacralización del espacio de la celebración del carnaval convirtiéndola en un axis mundi.

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The continuing failure of our education system to meet the needs of minority group students, who continue to walk through classroom doors in increasing numbers, provided the initial impetus for this research project. Researchers, academics, and school practitioners need to examine carefully 'taken for granted' patterns of talk and behaviour that occur in schools every day, because for many children, these are not effective. This study is situated in a mainstream primary school classroom where children from diverse language and cultural backgrounds work and learn together. The importance of the interaction that occurs between teachers and children is discussed and numerous studies which focus on the role of discourse in students' language learning are critiqued. The fact that students in mainstream primary schools must learn language while using language for content learning, is considered to be of paramount importance, and so discourse that occurred during small group mathematics lessons provided the major source of data for the project. An aspect of this discourse, language functions of student initiated interactions, was examined in depth. A combination of quantitative and qualitative methods was used to look beyond the surface level of classroom discourse in an attempt to better understand why children interact as they do, or why they remain silent, appearing to be on the periphery of the learning opportunities which are designed to help them to succeed. Classroom observations and individual interviews provided insights into the complex and competing forces which shape the talk that occurs between students and their teachers. It was revealed that successful students have effective relationships with teachers, regardless of whether or not they share the same cultural background. These successful students are able to deploy a range of thinking and learning strategies. The importance of making the 'culture of the classroom' explicit is highlighted, along with the fact that teachers feel constrained by the demands of an overcrowded curriculum and the need to address individual learning needs of all of their students. Implications for classroom practice along with teacher training and professional development are proposed.

Thesis (LL. M.)--Judge Advocate General's School, U.S. Army, 1957. / "May 1957." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 42-46).

Thesis (MBus) -- Auckland University of Technology, 2003. / Also held in print (53 leaves, 30 cm.) in Wellesley Theses Collection (T 332.673 LAP)

Diss.--Bonn. / Bibliography: p. 227-234.

"Originally a thesis submitted to ... Wayne University." / Bibliography: p. 165-169.

Inaug.-Diss.--Basel. / Published as Schriften des Schweizerischen Wirtschaftsarchivs, Bd. 7. Bibliography: p. ix-xvi.