Deux évidences traversent le discours politique d'aujourd'hui. D'une part, la « démocratie » représenterait le forme de société la plus légitime ou la plus émancipatrice possible, et d'autre part, la guerre serait désormais le signe patent d’un échec dans le traitement des différends entres États souverains. La thèse s'efforce d'extraire de l'œuvre de Tocqueville, des éléments de réponse à une triple interrogation. Quels sont les éléments culturels et institutionnels qui permettent d'appuyer l'idée, et que ratifie l'auteur, selon laquelle, une société démocratique serait pacifique ? Quels sont ensuite les facteurs, les tendances, les intérêts qui, à l'intérieur de ce type de société, peuvent perturber ou annuler ce pacifisme de départ ? Enfin, peut-on être sûr que la paix que proposent les démocraties ne dissimulerait-elle pas un potentiel d'aliénation bien pire que celle que la guerre génère évidemment ? / Two obvious ideas cross the political speech of today. On one hand, the « democracy » would represent shape of the most justifiable society or most possible emancipator, and on the other hand, the war would be from now on the obvious sign of a failure in the treatment of the disputes enter sovereign States. The thesis tries hard to extract from the work of Tocqueville, from elements of answer to a triple interrogation. What are the cultural and institutional elements which allow to support the idea, and which ratifies the author, according to which, a democratic society would be paceful ? What are the factors, the trends, the interests chich, inside thos social structure, can disrupt or cancel this pacifism of departure ? Finally, we can be sure that the peace which propose the democracies it would note hide a potential of alienation much worse than the one that the war generates obvioulsy ?

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-07T18:58:08Z No. of bitstreams: 2 Dissertação - Thaís Rodrigues de Souza - 2016.pdf: 1531920 bytes, checksum: 488d776ccb198a8e4603c488f8bdd333 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-08T17:46:27Z (GMT) No. of bitstreams: 2 Dissertação - Thaís Rodrigues de Souza - 2016.pdf: 1531920 bytes, checksum: 488d776ccb198a8e4603c488f8bdd333 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-08T17:46:27Z (GMT). No. of bitstreams: 2 Dissertação - Thaís Rodrigues de Souza - 2016.pdf: 1531920 bytes, checksum: 488d776ccb198a8e4603c488f8bdd333 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work collects two relevant thinkers of the nineteenth century: the philosopher Friedrich Nietzsche and the historian Jacob Burckhardt. We discuss which way concepts of culture and history of Hellenistic contributed to the constitution of culture conception in Nietzsche and yet how the philosopher of and Historian comprise a Greek antiquity for the construction of critical arguments to modernity. The starting point of this work is the defense of Nietzsche in The Birth of Tragedy about the authenticity of the Greek archaic culture at its appreciation of artistic impulses, and the need for a reinvigoration of modern culture by departing the ahistorical powers of art and religion over the appreciation of the rational impulse and scientific trend. Starting from the central concepts extracted from the works of these authors that are relevant to this issue, we investigate the notion of "Historical greatness" in Burckhardt, and how it helps in the comprehension of the conception of culture in Nietzsche’s philosophy. For Nietzsche and Burckhardt, the resumption of values of the Greek culture and the role of genius and individuality were designed as weapons against what they considered a decadence of modern culture. We intend so understanding how Nietzsche and Burckhardt perform their cultural interpretations, considering the specificities of each author and the praise of common parameter to greatness individual observed in Greece. We understand that there is in the conception of genius in Nietzsche the convergence of notions of culture and history, according as the begetting of this is the last task of culture and to the history fits the responsibility for the dialogue between these high copies. / O presente trabalho reúne dois relevantes pensadores do século XIX: o filósofo Friedrich Nietzsche e o historiador Jacob Burckhardt. Discutimos de que maneira os conceitos de cultura e história do helenista contribuíram para a constituição da concepção de cultura em Nietzsche e ainda o modo como o filósofo e o historiador compreendem a Antiguidade grega para a construção de argumentos de crítica à modernidade. O ponto de partida deste trabalho é a defesa de Nietzsche em O Nascimento da tragédia da autenticidade da cultura grega arcaica por sua valorização de impulsos artísticos, e a necessidade de uma revigoração da cultura moderna por afastar as potências a-históricas da arte e da religião em detrimento da valorização ao impulso racional e tendência científica. A partir de conceitos centrais extraídos das obras dos referidos autores pertinentes a essa temática, investigamos a noção de “grandeza histórica” em Burckhardt e o modo como esta auxilia na compreensão da cultura na filosofia nietzscheana. Para Nietzsche e para Burckhardt, a retomada dos valores da cultura grega e o papel do gênio e das individualidades são concebidos como armas contra o que eles consideravam a decadência da cultura moderna. Pretendemos assim compreender como Nietzsche e Burckhardt realizam suas interpretações culturais, considerando as especificidades de cada autor e o parâmetro comum de elogio à grandeza individual observada na Grécia. Compreendemos que há na concepção de gênio em Nietzsche a convergência das noções de cultura e história, na medida em que o engendramento deste é a tarefa última da cultura, e à história cabe a responsabilidade pelo diálogo entre esses elevados exemplares.

While rankings of presidents are quite common, rankings of Supreme Court justices are much rarer. Herein we produce such rankings to see if perceived greatness on the High Court can be predicted. We do so by examining influences that indicate historical greatness for Supreme Court Justices. To accomplish this we develop a composite greatness score of all the Supreme Court Justices based on the limited previous research on the subject. Next, we examine potential determinants of such success; the time period when they sat on the Court, the length of their tenure, status as the Chief Justice, perception of quality of opinions, and the perceived quality of their appointing president. While some past research finds (limited) evidence that great presidents choose better Justices than mediocre ones, we find that more important indicators of judicial rank are longevity on the Court, serving as Chief Justice and being recognized as an important dissenter.

Egyptology is a discipline in which new research and new approaches are continuously necessary and – in most cases – provided. In this constant flow of new research, some subject areas are left untouched. The lemmas aA and wr have continuously had a very homogenous translation although the morphological and syntactical differences are quite visible. The generally accepted translation of both lemmas as ‘great’ is very singular and raises the question of whether aA and wr should be considered synonyms or not. The study consists of two combined parts; a morpho-syntactical analysis of aA and wr and their conjugations and distributions as well as a semantic analysis on different expressions and sentences where both aA and wr occur with the same, or similar, syntactical structure. The aim is to give clarification to the correlation between the lemmas aA and wr and their interpretation. The study is not restricted to a specific time period, but regards linguistic developments as an important factor in the analysis. An important conclusion from this study is the clear, preferred use of wr as a qualifier for physical greatness, as opposed to aA which appears in contexts more related to metaphorical greatness. During Late Egyptian the opacity of the different uses of aA and wr increases and the differentiation becomes quite fuzzy.

The aim of this thesis is to define the character of higher man, the conditions and the process of his development and also his relationship with the lower man and his significance in the whole of Nietzsche's philosophy. I present an interpretation which envisions the main character traits of the higher man in his strength, will, creativity, relation to suffering and need of overcoming resistance. The thesis presents the process of becoming a higher man (so called flourishing) as a process of self-creation in the sense of forming himself in harmony with his own substance and realization of his dormant potential. Manifestation of already flourished higher man consists of self-expression and a constant attempt to overcome oneself which allows the higher man to increase his will to power. The thesis interprets the importance of the higher man in Nietzsche's philosophy as a critical element of balance in society and the development of that society toward greatness. In the conclusion, the thesis sees Nietzsche's philosophy as primarily pro-human and striving for realization of its authenticity, where the higher man is the only authentic human. Keywords: higher man, greatness, lower man, flourishing, self-creation, morality

O objetivo deste trabalho foi elaborar, aplicar e analisar uma sequência didática que abordasse o tema das medidas de comprimento e área, numa turma da quarta série (quinto ano) do Ensino Fundamental. Decidiu-se desenvolver essa pesquisa em virtude de dificuldades apresentadas por alunos de Ensino Médio e egressos das escolas, relacionadas ao tema das grandezas e medidas. Este tema esteve presente em algum momento de seu processo de escolarização. Acredita-se que as incompreensões dos conceitos estejam relacionadas a um ensino baseado na utilização e memorização de regras e fórmulas. Elaborou-se, então, uma proposta de ensino apostando na construção dos conceitos desde as primeiras séries do Ensino Fundamental, onde inicia-se o estudo dos conceitos de grandezas e medidas. A pesquisa foi desenvolvida como estudo de caso, e a sequência didática foi aplicada numa turma de quarta série de uma escola municipal do município de Travesseiro, Rio Grande do Sul. Durante todo o processo de construção, implementação e avaliação da sequência, recorreu-se a estudos que tratam do ato de medir, da construção de conceitos, da utilização das estruturas multiplicativas e do desenvolvimento cognitivo das crianças para compreender e analisar as estratégias e os métodos utilizados pelos alunos envolvidos na pesquisa para resolver determinadas situações. Analisando os resultados, verificou-se que é possível promover a compreensão e construir o conceito de medida com alunos da quarta série (quinto ano) do Ensino Fundamental. / The objective of this work was to elaborate, to apply and to analyze a didactic sequence to approach the theme of the length and area measures, in a group of the fourth grade (fifth year) of the Elementary School. The difficulties presented by students of the High School and egress of the schools, related to the theme of the greatness and measures, that motivated the research. This theme was present in some moments of their scholarship process. It is believed that the incomprehensions of the concepts are related to a teaching based on the use and memorization of rules and formulas. There was elaborated, then, a teaching proposal betting in the construction of the concepts from the first series of the Elementary School, where the student begins the study of the concepts of greatness and measures. The research was developed as a case study, and the didactic sequence was applied in a group of the fourth grade of a municipal school of the municipal district of Travesseiro, Rio Grande do Sul. During the whole construction process, implementation and evaluation of the sequence, we referred to studies that treat of the act of measuring, the construction of concepts, the use of the multiplicative structures and the children's cognitive development to understand and to analyze the strategies and the methods used by the students involved in the research to solve certain situations. Analyzing the results, it was verified that it is possible to promote the understanding and to build the measure concept with students of the fourth grade (fifth year) of the Elementary School.

O objetivo deste trabalho foi elaborar, aplicar e analisar uma sequência didática que abordasse o tema das medidas de comprimento e área, numa turma da quarta série (quinto ano) do Ensino Fundamental. Decidiu-se desenvolver essa pesquisa em virtude de dificuldades apresentadas por alunos de Ensino Médio e egressos das escolas, relacionadas ao tema das grandezas e medidas. Este tema esteve presente em algum momento de seu processo de escolarização. Acredita-se que as incompreensões dos conceitos estejam relacionadas a um ensino baseado na utilização e memorização de regras e fórmulas. Elaborou-se, então, uma proposta de ensino apostando na construção dos conceitos desde as primeiras séries do Ensino Fundamental, onde inicia-se o estudo dos conceitos de grandezas e medidas. A pesquisa foi desenvolvida como estudo de caso, e a sequência didática foi aplicada numa turma de quarta série de uma escola municipal do município de Travesseiro, Rio Grande do Sul. Durante todo o processo de construção, implementação e avaliação da sequência, recorreu-se a estudos que tratam do ato de medir, da construção de conceitos, da utilização das estruturas multiplicativas e do desenvolvimento cognitivo das crianças para compreender e analisar as estratégias e os métodos utilizados pelos alunos envolvidos na pesquisa para resolver determinadas situações. Analisando os resultados, verificou-se que é possível promover a compreensão e construir o conceito de medida com alunos da quarta série (quinto ano) do Ensino Fundamental. / The objective of this work was to elaborate, to apply and to analyze a didactic sequence to approach the theme of the length and area measures, in a group of the fourth grade (fifth year) of the Elementary School. The difficulties presented by students of the High School and egress of the schools, related to the theme of the greatness and measures, that motivated the research. This theme was present in some moments of their scholarship process. It is believed that the incomprehensions of the concepts are related to a teaching based on the use and memorization of rules and formulas. There was elaborated, then, a teaching proposal betting in the construction of the concepts from the first series of the Elementary School, where the student begins the study of the concepts of greatness and measures. The research was developed as a case study, and the didactic sequence was applied in a group of the fourth grade of a municipal school of the municipal district of Travesseiro, Rio Grande do Sul. During the whole construction process, implementation and evaluation of the sequence, we referred to studies that treat of the act of measuring, the construction of concepts, the use of the multiplicative structures and the children's cognitive development to understand and to analyze the strategies and the methods used by the students involved in the research to solve certain situations. Analyzing the results, it was verified that it is possible to promote the understanding and to build the measure concept with students of the fourth grade (fifth year) of the Elementary School.

O objetivo deste trabalho foi elaborar, aplicar e analisar uma sequência didática que abordasse o tema das medidas de comprimento e área, numa turma da quarta série (quinto ano) do Ensino Fundamental. Decidiu-se desenvolver essa pesquisa em virtude de dificuldades apresentadas por alunos de Ensino Médio e egressos das escolas, relacionadas ao tema das grandezas e medidas. Este tema esteve presente em algum momento de seu processo de escolarização. Acredita-se que as incompreensões dos conceitos estejam relacionadas a um ensino baseado na utilização e memorização de regras e fórmulas. Elaborou-se, então, uma proposta de ensino apostando na construção dos conceitos desde as primeiras séries do Ensino Fundamental, onde inicia-se o estudo dos conceitos de grandezas e medidas. A pesquisa foi desenvolvida como estudo de caso, e a sequência didática foi aplicada numa turma de quarta série de uma escola municipal do município de Travesseiro, Rio Grande do Sul. Durante todo o processo de construção, implementação e avaliação da sequência, recorreu-se a estudos que tratam do ato de medir, da construção de conceitos, da utilização das estruturas multiplicativas e do desenvolvimento cognitivo das crianças para compreender e analisar as estratégias e os métodos utilizados pelos alunos envolvidos na pesquisa para resolver determinadas situações. Analisando os resultados, verificou-se que é possível promover a compreensão e construir o conceito de medida com alunos da quarta série (quinto ano) do Ensino Fundamental. / The objective of this work was to elaborate, to apply and to analyze a didactic sequence to approach the theme of the length and area measures, in a group of the fourth grade (fifth year) of the Elementary School. The difficulties presented by students of the High School and egress of the schools, related to the theme of the greatness and measures, that motivated the research. This theme was present in some moments of their scholarship process. It is believed that the incomprehensions of the concepts are related to a teaching based on the use and memorization of rules and formulas. There was elaborated, then, a teaching proposal betting in the construction of the concepts from the first series of the Elementary School, where the student begins the study of the concepts of greatness and measures. The research was developed as a case study, and the didactic sequence was applied in a group of the fourth grade of a municipal school of the municipal district of Travesseiro, Rio Grande do Sul. During the whole construction process, implementation and evaluation of the sequence, we referred to studies that treat of the act of measuring, the construction of concepts, the use of the multiplicative structures and the children's cognitive development to understand and to analyze the strategies and the methods used by the students involved in the research to solve certain situations. Analyzing the results, it was verified that it is possible to promote the understanding and to build the measure concept with students of the fourth grade (fifth year) of the Elementary School.

While rankings of presidents are quite common, rankings of Supreme Court justices are much rarer. Herein I produce one and make use of both to see if perceived greatness of one actor can effect perceptions of greatness for the other. This work examines those influences that indicate success for Supreme Court Justices by seeking to determine what the historically great justices have in common. I first develop a composite score of all the Supreme Court Justices based on the limited previous ranking research and relevant indictors to rank the Justices 1-112. Next, I examine potential indicators of such success; previous experience, personal characteristics, conformation vote, and most interestingly the perceived greatness of their appointing president. This research finds a direct relationship between perceptions of presidential greatness and perceptions of judicial quality. Overall the great Justices are statistically more likely to be appointed by a great president, consistent with the appointment literature that often describes an appointer-appointee relationship as a legacy impacting one.

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