Univ., Diss. u.d.T.: Röder, Katrin: Fulke Greville und die Hermeneutik der Überwachung--Berlin, 2003.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Faculty of Science School of Geoscience 0313950n madgerber@yahoo.com / U-Pb ID-TIMS ages are reported for several magmatic and anatectic phases from the Kalak Nappe Complex (KNC), northern Norwegian Scandinavian Caledonides. Euhedral prismatic zircons from a suite of plutons intruding the metaturbidite sequences of the Hellefjord Group, Sørøy-Seiland Nappe (upper KNC) yielded intrusion ages of 440.9 ± 1.5 Ma for a syenogranite, and 435.9 ± 1.6 Ma and 436.7 ±0.8 Ma, respectively, for a granite and gabbro. The period of magmatic activity was followed closely by a phase of deformation associated with upper amphibolite-granulite facies metamorphism at c. 430 Ma. This caused local anatexis in the granite and growth of magmatic zircon (429.5 ± 1.4 Ma), as well as the common growth of metamorphic titanite (431.4 ± 1 Ma and 427.8 ±2.7 Ma). These late Ordovician-early Silurian ages link this tectonometamorphic activity to the Scandian phase of the Scandinavian Caledonian orogeny. Evidence for Scandian tectonometamorphic activity is also recorded at c. 425 Ma in the Klubben Group of the Olderfjord Nappe (lower KNC). This is documented by the intrusion of a granodiorite pegmatite (425.9 ±0.7 Ma) and anatexis of the Klubben Group (425.5 ± 1.3 Ma). In addition, the Klubben Group records a c. 980 Ma Grenvillian age for anatectic veins crosscutting an earlier fabric (980.9 ± 2.6 Ma, syenogranitic leucosome), linking the initial evolution of the Klubben Group to the amalgamation of Rodinia. It is suggested that a previously undetected structural break exists in the Sørøy Succession of the KNC at base of the Hellefjord Group. This is supported by c. 441-436 Ma Scandian ages obtained for bimodal magmatic activity in the Hellefjord, which does not relate to the intrusion of the SIP further down in the Sørøy Succession at c. 570-560 and c. 530-520 Ma. In addition, Scandian magmatic ages have not been detected in the Sørøy Succession underlying the Hellefjord Group. However, these ages are coeval with bimodal plutons in the overlying Magerøy Nappe (c. 440-436 Ma), which is composed largely of metaturbidite sequences. The Hellefjord Group is suggested to represent an extension of the Magerøy Nappe, which evolved in a ridge-trench intersection. A tentative window of c. 430-425 Ma is suggested for the thrusting of the Magerøy Nappe over the Kalak Nappe Complex, in light of the formation of deformational fabrics in the Hellefjord Group at c. 430 Ma and the localised c. 425 Ma anatexis recorded in the Klubben Group.

Zugl.: Berlin, Humboldt-Univ., Diss., 2003 u.d.T.: Röder, Katrin: Fulke Greville und die Hermeneutik der Überwachung

Thesis (Ph. D.)--University of Pennsylvania, 1901. / Also available in digital form on the Internet Archive Web site.

Thesis (Ph. D.)--University of Pennsylvania, 1901.

No description available.

Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-257). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947976.

Orientador: Cesar Apareciddo Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T09:28:36Z (GMT). No. of bitstreams: 1 Pessoa_MaraPeixoto_D.pdf: 1570794 bytes, checksum: c3da327c90f0cc13682a038d31053c0d (MD5) Previous issue date: 2006 / Resumo: Esta pesquisa foi desenvolvida junto à Área Temática (3), História, Filosofia e Educação, no Grupo de Pesquisa em Filosofia e Educação Paidéia, na linha de Pesquisa Educação, Ciência e Tecnologia. Buscou analisar a gestão dos Projetos Públicos em Educação à Distância, com o uso das novas tecnologias, no estado do Paraná, durante o período de 1995-2005. O critério de escolha desses programas deve ¿ se, particularmente, por terem sido os únicos a funcionar no referido estado, oportunizando a formação de professor em EAD através de Universidades públicas: Universidade Estadual de Ponta Grossa e Universidade Federal do Paraná onde analisamos na perspectiva de Greville Rumble*. Apresentamos ainda a proposta consorciada pela Universidade Estadual de Maringá. Desta forma, abordamos uma análise histórica, institucional e educacional dessas experiências mostrando os marcos históricos e as matrizes filosóficas em que se pautaram. Objetivou também apontar uma perspectiva emancipatória nessa modalidade de ensino, tendo a consciência do processo embrionário nessa área. Utilizamos o método histórico-compreensivo e optamos por uma abordagem qualitativa, considerando o contexto, pois é ele que possibilita que as categorias não se isolem em estruturas puras, mas se mesclem da realidade em movimento. Sendo assim, foram apresentadas as categorias da contradição e da totalidade. A análise foi tanto documental como dos questionários aplicados na comunidade acadêmica da UEPG e da UFPR. Pretendeu-se fazer a crítica das políticas educacionais que engendram as finalidades e interesses da EAD. Ao invés de uma oferta educacional reguladora, pautada em critérios quantitativos e operacionais propomos a EAD emancipatória, determinada como política educacional complementar, tecnicamente competente e politicamente esclarecida. A presente pesquisa quer situar a EAD no Paraná frente a essa encruzilhada! / Abstract: This research was developed into this History, Philosophy and Education area, within the Research Group of Philosophy and Paidéia Education, a research in Education, Science and Technology. It searched for analyzing the Public Management Projects on Distance Education (DE) with the use of new technologies in northern Paraná State from 1995 to 2005. The criteria for choosing such programs was due, particularly, to the fact of they are the only ones to effectively work in that state, by allowing the teacher education through DE within public universities: Universidade Estadual de Ponta Grossa (UEPG) and Universidade Federal do Paraná (UFPR). The projects were analysed under Greville Rumble¿s* perspectives. It is also presented the proposal consortium by the Universidade Estadual de Maringá (UEM). Furthermore, it is dealt a historical, institutional and educational analysis of those experiences by showing the historical trends as well as the philosophical matrixes they were based upon. It intended, also, to put forward an emancipator perspective within such a teaching modality with the awareness of the embryonic process in the area. It was used the historical-comprehensive method within a qualitative approach by taking into account the context, since it supports the categories not to be isolated into pure structures but, instead, be knitted from the moving reality. Thus, the contradictory and totalitarian categories were presented. The analysis of both documental and applied questionnaire to teachers, managers and academic students from UFPR and UEPG was a critical one in order to reflect on the educational politics concerning to the objectives and interests of the Distance Education. Instead of a regulatory educational offering, supported by quantitative and operational criteria, it is proposed an emancipator DE, determined as a complementary educational politics, technically competent and politically revealed. The present research has, as its main challenge, the purpose to lie the Distance Education in Paraná into facing such a crossroads / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

In his Defence of Poetry (c. 1580), Philip Sidney argues that poetry—a category in which he includes all imaginative fiction—aims at the education of its readers. Archepollycyes studies the attempts of a loose group of sixteenth-century writers around Sidney to write fiction that lives up to this aim, in order to understand the methods they developed to educate readers and the relationship between this education and the politics of the monarchical state. Sidnean fiction demands long study on the part of its readers because it aims to transform their mental habits and create new internal resources for right action. The works of fiction I study here—Thomas Sackville and Thomas Norton’s Gorboduc, George Buchanan’s Baptistes, Sidney’s Arcadia, Mary Sidney Herbert’s Antonius and A Discourse of Life and Death, and Fulke Greville’s Mustapha—were products of their authors’ experiments with genre, narrative, translation, and style as tools to achieve this aim. Through the reading experience these works invite, readers exercise their judgment in the interpretation of fictional examples and reflect explicitly on the mental habits of generalization and application that inform decisions about how to act in new circumstances. Readers also come to see these habits of judgment as shared with others and experience the act of reading as participation in both real and imagined interpretive communities. I argue that these interpretive communities are best understood as loose political institutions, networks of organization and affiliation whose members could think and act together through common habits of judgment and the mutual resolution that results from recognizing this commonality. I adopt the term “archepollycyes” from Gabriel Harvey in order to describe the role of such institutions in monarchical politics. Harvey coins the term to describe the foundational forms of political knowledge, action, and organization, in contrast to the day-to-day work of government and the business of political rule. “Archepollycyes” hold a political community together in spite of changes in its ruler or government; understanding and creating such institutions was thus a means of responding to the escalating crises of succession, absolutism, and civil war that confronted early modern monarchies. By reading and writing fiction, I argue, Sidney and a broader network of writers aimed to act at a distance from contemporary political conflicts by founding “archepollycyes,” loose institutions capable of acting independent of the monarchical state and outside of existing structures of government, but on behalf of the long-term stability of a political community. In this way, I offer a new way of thinking about fiction and political institution in relation to the contested emergence of the modern sovereign state.