Issued also as inaugural dissertation, Munich. / "Quellen und literatur": p. [x]-xv.

No description available.

Although this study will be concerned primarily with the Negro and legal issues involved in efforts to discriminate against the Negro race, a careful study of racial residential segregation will reveal that the imposed restrictions may be based on religion, nationality, or race.

A disturbing average of 600 Palestinian children are prosecuted by Israeli military courts every year. Three fourths of the children experience some form of physical violence during their arrest, interrogation, and/or detention. On the contrary, Jewish Israeli children never face the brutality of a military court system with a 99.74% conviction rate of Palestinian minors. The aim of this thesis is to examine the “legal” systems responsible for discriminatorily incarcerating an average of 200 children in military jails on a monthly basis. Central questions to my thesis ask: is this behavior legal and legitimate by Israeli legal standards? Can the same be said about the standards set by international law? What defines and distinguishes a legal system? Finally, how should we punish children, if at all? This thesis argues there is a severe lack of legality and legitimacy behind Israel’s rampant and unrestricted incarceration of Palestinian minors, be it by Israeli or international measures.

The discussion of citation and allusion has become an important area of research in Medieval Studies. The application of postmodern intertextual theories has brought scholars to a deeper understanding of the reuse of borrowed material, shedding new light on a culture of music and literature that was once dismissed as dully repetitive. This thesis builds on this work by examining in depth the manner in which citation and allusion was deployed in the fourteenth-century motet. Motets are a particularly fertile ground for discussion of the reuse of material, drawing as they do on a range of citational techniques such as borrowed liturgical tenors, modelling of rhyme schemes on existing works, and quotation of refrains and authorities. The polyphonic and polytextual nature of the motet enabled composers to juxtapose different registers, languages and genres, and thus to create an array of competing possible interpretations. This study is situated against several strands of recent scholarship. It draws on critical theory, as well as discussions of refrain definition, memory, manuscript compilation, and notions of voice, authority and authorship. Each chapter examines a particular body of work: the interpolated Roman de Fauvel, the works of Guillaume de Machaut, the motets of the Ivrea and Chantilly manuscripts, and finally those of Manuscript Torino J.II.9. In each case, looking at the use of citation and allusion connects to other concerns. In the Roman de Fauvel, citation in the motets can be seen as functioning alongside use of the vernacular, manuscript layout and illuminations to elucidate the narrative. In the works of Guillaume de Machaut citation is linked to his ambiguous self-presentation and authorial presence, and connects individual pieces in his complete works’ manuscripts. The Ivrea and Chantilly motets, while not linked by the same strength of context, demonstrate continuing use of thirteenth-century tradition. In this case, studying compilation choices may help us to understand how scribes interpreted citational material. Finally, I argue that understanding the internal use of symmetry in MS J.II.9 and its motets, and the reuse of material between the motets and the chansons of that repertory, vindicates the view that the music and poetry was composed by a single author well versed in mainstream tradition. I have been able to propose some previously unnoted allusions in the major works, and draw out the benefits of a holistic approach to understanding these motet and manuscripts. All this points to motets both continuing the writing traditions of the thirteenth century throughout the fourteenth and early fifteenth centuries, but also shows individual writers and compilers choosing to cite in a creative and innovative manner.

An understanding of the development of the Civil Rights Act of 1866 from its beginnings in the Senate to its culmination in April necessitates a few brief statements concerning the condition of the nation and the relations between the President and Congress.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The primary objective of the thesis is the correlation of the stylistic evolution of the miniature with an historical evolution of society during the complex period of the fourteenth century. Apart from Courajod's thesis of an "international courante," scholars have not concentrated on the historical factors underlying the origins of Late Gothic realism: the rise of the French monarchy and the rise of the bourgeoisie. Delisle, Martin, and Durrieu directed their research towards investigating anonymous manuscripts and identifying them with the names of artists listed in royal accounts. Bunim and White dedicated their efforts to the development of perspective in medieval art. Panofsky analyzed the formal and spatial aspects of International Style in his Early Netherlandish Painting, but without elaborating in detail the initial causes of Late Gothic realism. There is need, then, of a study which presents the evolution of Parisian miniature painting within the historical context of the times. In order to show the manner in which the innovations of the fourteenth century miniature painting reflected the changes of feudal society, the treatise is limited to a discussion of the leading miniaturists of the epoch: Master Honore, Jean Pucelle, Master "Boqueteaux," Jacquemart de Hesdin, Master Boucicaut, and the Limbourg brothers. Though Courajod established the beginning of the International Style with the ascent of Charles V to the throne in 1364, a new naturalism had been introduced into the representation of the figure by Master Honore at the close of the thirteenth century. Moreover, his pupil, Jean Pucelle, responsive to the realistic currents of the north and the south, actually laid the foundation for International Style during the first quarter of the fourteenth century. For these reasons, one regards Courajod's dating of the new art merely as the point of no return. With the influx of Flemish artists into royal ateliers during the middle of the century, the future belonged to it. To determine the historical significance of form and space, the most important works of the miniaturists have been studied and are reproduced for the benefit of the reader in a volume accompanying the test. Accorded the privilege of seeing and handling fourteenth century manuscripts in such institutions as The Cloisters, the Pierpont Morgan Library, The New York Public Library, The Walters Art Gallery, and the Houghton Library, one feels qualified in stating that the principal feature lost in the prints is the element of color, an aspect of painting which, for all of its importance, is irrelevant.to the nature of this study. Of primary consideration are the reasons why the Late Gothic artist gave volume to the figure and created the illusion of space, while, at the same time, he reaffirmed the decorative quality of the page. By analyzing the miniature in conjunction with the historical interpretations of such renowned medievalists as Perroy, Pirenne, and Scheville, one arrives at a rationale for the formal dichotomy that characterized the development of an International Style in Parisian miniature painting of the fourteenth century. / 2031-01-01

Este trabalho trata da Idade Média nos livros didáticos brasileiros, compreende o estudo da crise do século XIV nas coleções escolares. O estudo, de cunho documental, foi desenvolvido utilizando-se como fonte os livros didáticos em circulação nas escolas públicas de Ensino Médio ao longo do período de vigência das duas primeiras versões do Programa Nacional do Livro para o Ensino Médio (PNLEM). A averiguação se deu tendo como norte a busca de explicações para o seguinte problema: que relações existem entre os esquemas explicativos apresentados nos livros didáticos e as interpretações formuladas pela historiografia acadêmica da primeira metade do século XX? O corpus documental foi extraído das 14 (quatorze) obras que integram a relação das fontes utilizadas e foi trabalhado por meio da análise do conteúdo. As análises foram desenvolvidas a partir de algumas questões norteadoras. De modo geral, discutiram-se os limites da apropriação de que a historiografia escolar tem feito das teses inauguradas pela historiografia acadêmica da primeira metade do século XX. Nesse estudo, verificou-se que a questão em torno do diálogo entre a historiografia escolar e a acadêmica deve ser relativizada. Considerou-se que, em certa medida e no que tange a determinados aspectos da relação, o diálogo existe, pois há correspondentes, porém, é um diálogo restrito, submetido a regras específicas que a escrita escolar impõe. Na tentativa de reafirmar um padrão unilateral de verdade, as obras escolares acabam por sugerir alterações que tendem a não expressar fielmente os pressupostos, as proposições e os elementos oriundos das teses que as inspiraram. Valendo-se de fios, até certo ponto frágeis, as obras se ocupam em coser esquemas originários de teses diversas, na tentativa de desenvolvimento de uma explicação que, embora própria, se mostra pouco hábil em superar as limitações da tradição presente na escrita dos livros didáticos. / This research deals with the Middle Ages in Brazilian textbooks, it includes the study of the \"fourteenth-century crisis\" in school collections. Through documentary evidence, the study made use of source textbooks in circulation in public schools during high school throughout the period of the first two versions of the National Book Program for Secondary Education (PNLEM). The investigation aimed at searching for a plausible answer to the following problem: what are the existent relationships between the explanatory schemes presented in textbooks and the interpretations made by the academic historiography of the twentieth century first half? The documentary corpus was extracted from the fourteen (14) works that are part of the list of sources used and it was worked through analysis of its contents; analyses were developed from some guiding questions. Overall, it discusses the limits of ownership that school historiography has done from the theses inaugurated by academic historiography of the twentieth century first half. The study verified that the question about the dialogue between the school and the academic historiography should be relative. It was felt that to some extent and with respect to certain aspects of the relationship, there is a dialogue, as there are equivalent elements. However, it is a restricted dialogue, subject to special rules imposed by school writing. In an attempt to reassert a unilateral standard of truth, the school works eventually suggest changes, which tend not to express faithfully the assumptions, propositions and the elements derived from theories that inspired them. The school textbooks end up making use of fragile threads to some point and occupy themselves in \"sewing\" schemes originated in related systems to various theories in an attempt to develop a scheme that although original, proven little capable at overcoming the tradition limitations present in the textbooks writing.

O principal objetivo desta dissertação é estudar um contraexemplo para o Décimo Quarto Problema de Hilbert no caso de dimensão n = 5, que foi apresentado por Arno van den Essen ([6]) em 2006 e que é baseado em um contraexemplo de D. Daigle e G. Freudenburg ([4]). Para isso, serão estudados os conceitos fundamentais da teoria de derivações e os princípios básicos das derivações localmente nilpotentes, bem como seus respectivos corolários. Dentre esses princípios encontra-se o Princípio 13, que garante que, se B é uma k- álgebra polinomial, digamos B = k[x1; ..., xn], (onde k é um corpo de característica zero) e D é uma derivação localmente nilpotente sobre B, então seu núcleo A = ker D satisfaz A = B &cap: Frac(A). Assim encontramos o contraexemplo esperado, ao mostrar que A não é finitamente gerado sobre k. Além disso, no apêndice deste trabalho, é dada uma prova para o caso de dimensão 1 do Décimo Quarto Problema de Hilbert. / The main objective of this thesis is to study a counterexample to the Hilberts Fourteenth Problem in dimension n = 5, which was presented by Arno van den Essen ([6]) in 2006 and that is based on a counterexample of D. Daigle and G. Freudenburg ([4]). For these purpose, we study the fundamental concepts of the theory of derivations and the basic principles of locally nilpotent derivations and their corollaries. Among these principles, Principle 13 ensures that if B is a k-algebra polynomial, say B = k[x1; ..., xn], (where k is a field of characteristic zero) and D is a locally nilpotent derivation on B, then its kernel A = ker D satisfies A = B ∩ Frac(A). Once we have proved that A is not finitely generated over k, we find the expected counterexample. In addition, in the appendix of this work is given a proof for the Hilberts Fourteenth Problemin dimension n = 1.

Este trabalho trata da Idade Média nos livros didáticos brasileiros, compreende o estudo da crise do século XIV nas coleções escolares. O estudo, de cunho documental, foi desenvolvido utilizando-se como fonte os livros didáticos em circulação nas escolas públicas de Ensino Médio ao longo do período de vigência das duas primeiras versões do Programa Nacional do Livro para o Ensino Médio (PNLEM). A averiguação se deu tendo como norte a busca de explicações para o seguinte problema: que relações existem entre os esquemas explicativos apresentados nos livros didáticos e as interpretações formuladas pela historiografia acadêmica da primeira metade do século XX? O corpus documental foi extraído das 14 (quatorze) obras que integram a relação das fontes utilizadas e foi trabalhado por meio da análise do conteúdo. As análises foram desenvolvidas a partir de algumas questões norteadoras. De modo geral, discutiram-se os limites da apropriação de que a historiografia escolar tem feito das teses inauguradas pela historiografia acadêmica da primeira metade do século XX. Nesse estudo, verificou-se que a questão em torno do diálogo entre a historiografia escolar e a acadêmica deve ser relativizada. Considerou-se que, em certa medida e no que tange a determinados aspectos da relação, o diálogo existe, pois há correspondentes, porém, é um diálogo restrito, submetido a regras específicas que a escrita escolar impõe. Na tentativa de reafirmar um padrão unilateral de verdade, as obras escolares acabam por sugerir alterações que tendem a não expressar fielmente os pressupostos, as proposições e os elementos oriundos das teses que as inspiraram. Valendo-se de fios, até certo ponto frágeis, as obras se ocupam em coser esquemas originários de teses diversas, na tentativa de desenvolvimento de uma explicação que, embora própria, se mostra pouco hábil em superar as limitações da tradição presente na escrita dos livros didáticos. / This research deals with the Middle Ages in Brazilian textbooks, it includes the study of the \"fourteenth-century crisis\" in school collections. Through documentary evidence, the study made use of source textbooks in circulation in public schools during high school throughout the period of the first two versions of the National Book Program for Secondary Education (PNLEM). The investigation aimed at searching for a plausible answer to the following problem: what are the existent relationships between the explanatory schemes presented in textbooks and the interpretations made by the academic historiography of the twentieth century first half? The documentary corpus was extracted from the fourteen (14) works that are part of the list of sources used and it was worked through analysis of its contents; analyses were developed from some guiding questions. Overall, it discusses the limits of ownership that school historiography has done from the theses inaugurated by academic historiography of the twentieth century first half. The study verified that the question about the dialogue between the school and the academic historiography should be relative. It was felt that to some extent and with respect to certain aspects of the relationship, there is a dialogue, as there are equivalent elements. However, it is a restricted dialogue, subject to special rules imposed by school writing. In an attempt to reassert a unilateral standard of truth, the school works eventually suggest changes, which tend not to express faithfully the assumptions, propositions and the elements derived from theories that inspired them. The school textbooks end up making use of fragile threads to some point and occupy themselves in \"sewing\" schemes originated in related systems to various theories in an attempt to develop a scheme that although original, proven little capable at overcoming the tradition limitations present in the textbooks writing.