Au fil des bouleversements politiques qui marquent l'espace germanophone et la France entre 1760 et 1800, la transmission du savoir historique voit ses missions, ses contenus et ses modalités profondément transformés. Répertoire d'exemples préparant les futurs souverains à l'exercice du pouvoir, l'enseignement de l'histoire s'insère dans le cadre d'États-nations qui réforment leurs systèmes éducatifs et intègrent une part grandissante de leur population dans la sphère politique. De fortes relations intertextuelles se tissent alors entre les livres d'histoire pour la jeunesse allemande et française – réécritures, traductions, compilations, synthèses, extensions, reprises de textes anciens ou étrangers re-contextualisés dans de nouvelles situations pédagogiques et politiques, qui contribuent à inventer le citoyen/Staatsbürger moderne. Deux formes de représentation sont examinées : les recueils d'histoires exemplaires, et à travers eux les recompositions des rapports entre morale et politique, et les tableaux synoptiques, outils pédagogiques qui mettent en lien les modèles politiques avec des modes d'ordonnancement des faits. Entre émancipation et discipline, ces deux formes induisent différents usages pédagogiques et modes de lecture par l'éducateur et par l'élève. Ces pratiques du texte peuvent à leur tour être modifiées selon les fonctions attribuées à la transmission de l'histoire voulues par le contexte politique : formation de futurs fonctionnaires, éveil de l'enthousiasme chez le citoyen-soldat ou encore complément à la lecture de la presse pour le jeune adulte – fonctions qui impliquent des définitions plus ou moins inclusives de la citoyenneté. / In a time of political upheaval in the Germanies and France, the transmission of historical knowledge underwent a profound transformation that affected its aims, its contents as well as its methods. In earlier periods, history was a collection of examples written as a guide for future sovereigns in order to compensate for their lack of experience. Between 1760 and 1800, an increasing proportion of the population was integrated into the political sphere, especially through gradual reforms in education in the emerging nation states. German and French authors copied, rewrote, synthesized, compiled and expanded upon one another's handbooks or children's books. They also reused and updated older teaching material, thus helping to redefine citizenship. Two forms of historical representation are analyzed: firstly, collections of exemplary stories – and through them the changing relationships between morality and politics. Secondly, such educational tools as timelines and more elaborated forms of historical overviews highlight the links between political models and the presentation of historical facts. Between emancipation and discipline, both forms induced different uses and reading modes from educator and pupil respectively. These uses could be modified according to the functions assigned to the transmission of history in the various political contexts: the training of future officials, the awakening of patriotic enthusiasm in the citizen-soldier or the introduction to a critical reading of the press for young adults – functions that implied a wide range of inclusive or exclusive definitions of citizenship.

AFRIKAANS: In hierdie proefskrif is ‘n Praktiese Ekklesiologie ontwikkel op grond van vier perspektiewe: <ul><li> ‘n Historiese perspektief wat na vore kom in ‘n Histories-vergelykende Ekklesiologie. </li><li> ‘n Empiriese perspektief wat na vore kom in ‘n Prakties-teologiese Ekklesiologie. </li><li> ‘n Hermeneutiese perspektief wat na vore kom in ‘n Eksegetiessistematiese Ekklesiologie. </li><li> ‘n Strategiese perspektief wat na vore kom in ‘n Missionale Ekklesiologie. </li> </ul> In die proefskrif toon die promovendus aan dat die kerk ‘n ernstige krisis beleef. Die krisis is grootliks te wyte aan ‘n proses van institusionalisering wat deur eeue heen plaasgevind het. Empiriese navorsing het aangetoon dat institusionalisering destruktiewe gevolge vir die kerk inhou. Die proefskrif toon verder aan dat ‘n radikale en omvattende transformasie van die kerk van uiterste belang is. Transformasie impliseer ‘n proses waarin die sisteemverhaal van die kerk verander, van ‘n institusionele benadering tot kerkwees tot ‘n meer organiese verstaan van kerkwees, gebou op Bybelse metafore. ‘n Organiese kerkbegrip en Missionale Ekklesiologie dien as basis vir die transformasie van die gemeentelike bedieningspraktyk, van ‘n pastorale bedieningspraktyk na ‘n missionale bedieningspraktyk. ENGLISH: In this dissertation a Practical Ecclesiology is developed based on four perspectives: <ul> <li> The historical perspective is reflected in an Historical-comparative Ecclesiology. </li><li> The empirical perspective is reflected in a Practical-theological Ecclesiology. </li><li> The hermeneutical perspective is reflected in an Exegetical-systematic Ecclesiology. </li><li> The strategic perspective is reflected in a Missional Ecclesiology. </li> </ul> The promovendus argues that the church is experiencing a severe crisis. This crisis is mainly due to a process of institutionalisation which had taken place over centuries. Empirical research had shown the destructive effects this process had on the church. The dissertation indicates that a radical and global transformation of the church is essential. Transformation implies a process in which the system story of the church need to change. This transformation could be regarded as a change from an institutional to a more organic functioning of the church, based on Biblical metaphors relating to the church. An organic understanding of the church will lead to a transformation of the congregational ministry, from a pastoral ministry to a missional ministry. / Thesis (PhD)--University of Pretoria, 2011. / Practical Theology / unrestricted

This thesis examines the position of Buddhist nuns (thila-shins) in contemporary Burmese society. The Sangha, a branch of the Burmese state, has disallowed them from seeking full ordination as bhikkhunis. Based on interviews and observations conducted in Myanmar in June-July 2015, the thesis examines the current socioeconomic status of thila-shins using a transnational feminist framework. It argues that Burmese Buddhist nuns are not simply passive victims of a patriarchal structure, but agents and actors within their own spaces who have their own agendas. The central questions are: How do thila-shins understand their social, economic, and religious position? How does ordination status affect thila-shins? Is barring thila-shins from seeking full ordination ethical according to Buddhist texts? Special emphasis is given to a rereading of traditional Buddhist doctrine on the issue of reviving full ordination for Buddhist nuns in light of concerns regarding agency present in Third World feminist movements.

The aim of this study is to evaluate Malina&Pilch’s Social-Science Commentary on the Book of Revelation. As stated on the cover of the book, this commentary claims to be unique: “The first social-science commentary on this extraordinary book.” The question is whether the social-scientific method enhances the understanding of Revelation for modern interpreters? The method’s relationship with traditional exegetical methods is also examined. In order to evaluate any work on Revelation, it is necessary to make a thorough study of the apocalyptic. Revelation is an apocalypse and is traditionally understood as part of the apocalyptic genre. It is also necessary to make use of findings of the historical-critical method in order to understand questions regarding the author, date and place of composition of Revelation. The social-scientific method’s presuppositions and procedures are explained, as well as criticism against this exegetical method. This is followed by a discussion of Malina&Pilch’s commentary as part of the Social-Science Commentary on…-series, as well as Malina’s original work, On the Genre and Message of Revelation. It is clear that Malina&Pilch view Revelation as astral prophecy and John as an astral prophet. They interpret Revelation in the light of the first century Mediterranean sky. A case study of Revelation 12:1-18 compares Malina’s On the Genre and Message of Revelation, with Malina&Pilch’s Social-Science Commentary on Revelation and David Aune’s Revelation. In conclusion academic reviews and comments regarding this commentary are discussed. It is my opinion that this commentary adds the best value if it is used together with traditional historical-critical commentaries. Unfortunately, Malina&Pilch has ignored modern Apocalypse scholarship in their work. Their intense focus on astrology and trying to force the whole of Revelation into an astrological mould is the greatest weakness of this work. This commentary however definitely adds a new dimension to the interpretation of Revelation. It forces an interpreter of Revelation to acknowledge the importance of John’s social situation and the first-century Mediterranean world. / Dissertation (MA (Biblical Studies))--University of Pretoria, 2007. / Biblical and Religious Studies / MA / unrestricted

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-25T12:37:12Z No. of bitstreams: 1 normamariavieiradosreis.pdf: 11019734 bytes, checksum: 285a16ad02cdfd6f2d208d1c34969f3f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T19:29:00Z (GMT) No. of bitstreams: 1 normamariavieiradosreis.pdf: 11019734 bytes, checksum: 285a16ad02cdfd6f2d208d1c34969f3f (MD5) / Made available in DSpace on 2016-01-25T19:29:00Z (GMT). No. of bitstreams: 1 normamariavieiradosreis.pdf: 11019734 bytes, checksum: 285a16ad02cdfd6f2d208d1c34969f3f (MD5) Previous issue date: 2014-08-28 / Esta dissertação tem por objetivo analisar os significados atribuídos pelos filiados e a construção da identidade nas Irmandades de Nossa Senhora do Rosário no cenário contemporâneo partindo da construção e análise comparativa do histórico social e religioso e institucional das irmandades delimitadas para estudo: Irmandade de Nossa Senhora do Rosário dos Homens Pretos, do Paissandu, em São Paulo e a Irmandade de Nossa Senhora e Santa Efigênia dos Homens Pretos, do Alto da Cruz, em Ouro Preto. Para esta análise foi necessário à identificação dos aspectos aglutinadores que permitem a congregação dos filiados no contexto contemporâneo a estas irmandades através da leitura que os irmãos fazem do próprio passado. A pesquisa apoiou-se em documentos escritos, em bibliografia especifica sobre cada irmandade, iconografia, entrevistas e observação participante, sobretudo durante as práticas de devoção para identificar as relações entre os filiados da Irmandade e a memória de Chico Rei com os irmãos do Rosário de Ouro Preto e a memória de Zumbi e da África com os irmãos do Rosário de São Paulo. A narrativa dos irmãos, através das entrevistas realizadas, possibilitou compreender o significado da Irmandade, e o papel que ela assume na memória individual e na memória coletiva e; de verificar o processo de interação com o catolicismo assimilado pelos irmãos q permanece nas práticas religiosas dos fiéis, que conservam em parte suas lógicas culturais, a partir da alta compreensão de sua história e da compreensão das transformações ocorridas com o tempo. Essas memórias preservam e atualizam a identidade dos irmãos distinguindo as categorias que organizam os dados empíricos: memórias/esquecimento, identidade/ diferença e espaço/ lugar. / This dissertation aims to analyze the meanings attributed by members and the construction of identity in the Brotherhoods of Our Lady of the Rosary in the contemporary scenario based on the construction and comparative analysis of the social and religious background of institutional and bounded to study sororities: Brotherhood of Our Lady of Rosary of Black Men, the Paissandu in São Paulo and the Brotherhood of Our Lady and St. Efigênia of Black Men, the High Cross in Ouro Preto. This analysis was required to identify aspects of binders that allow members of the congregation in contemporary these brotherhoods by reading the brothers make last own context. The research was based on written documents, in specific literature for each fellowship, iconography, interviews and participant observation, especially on the practices of devotion to identify the relationships between the members of the Brotherhood and the memory of King Chico with the brothers of the Rosary Ouro Preto and the memory of Zumbi and memory of Africa with the brothers of the Rosary of São Paulo. The narrative of the brothers whose families several generations attending Brotherhood, enabled us to understand the meaning it has in the individual memory and collective memory; to verify that the process of interaction with Catholicism assimilated by the brothers remains in the religious practices of the faithful, which retain their cultural logics in part, from the high understanding of their history and understanding of the changes occurring with time. These memories preserve and update the identity of the brothers distinguishing categories that organize the empirical data: memory / forgetting, identity / difference and space / place.

Thesis maps out the position of the legionnaire regimental chronicles within context of the legionnaire literature as a whole. It attempts to define legionnaire literature as a distinct literary area, to identify unique position of regimental chronicles and to advert its commemorative, propagational and cultural significance. In connection with legionnaire regimental chronicles is also decribed the original background of Austro-Hungarian regimental histories.

Differences in the composition of cell membranes are considered to be the physiological mechanism responsible for different metabolic rates, life span and consequently, different life-histories. The membrane pacemaker theory suggests that higher membrane unsaturation may be an important factor responsible for higher metabolic rate and shorter life span of organisms. The alternative hypothesis, on the other hand, assumes that membranes can function as structural antioxidants, and thus that higher membrane unsaturation may be associated with longer life span. The aim of this work was to test how changes in the fatty acid composition of membranes depends on body size, latitude and altitude, within which different life-histories and metabolic rate were observed. Temperate and tropical lowland songbird species were chosen for the models testing the effect of latitude, and only tropical species of songbirds were chosen for the models testing the effect of altitude. Part of the work was molecular sex determination. Using gas chromatography and mass spectrometry, the amount of individual fatty acids contained in red blood cell phospholipids was obtained from blood samples. The results showed that the composition of the membranes in most cases correlates with body size, which also correlates with almost all...

A THESIS SUBMITTED TO THE WITS SCHOOL OF THE ARTS, UNIVERSITY OF THE WITWATERSRAND, 2015 / South Africa’s post-apartheid era has, in a space of nearly two decades, experienced a massive memory boom manifest in a plethora of new memorials, monuments, museums and the renaming of streets, parks, dams and buildings. This memorialisation process is intrinsically linked to questions of power, struggles and contestation in the making and remaking of the South African nation. The questions of power, struggle and contestation manifest as a wave of debates on the place of history, collective memory, identity and social cohesion in the inception as well as the functioning of the various memorialisation projects in society. This thesis concludes that debates concerning the meaning(s) as well as the way in which the June 16, 1976 uprisings have been memorialized, has been ongoing for the last three decades, and will continue into the future. This, as the findings bear out, is because the wider contextual situating of collective memory in its intangible and tangible form is intrinsically linked to complex experiences of the past; to ongoing experiments of a “nation” in the making, as well as pressing contemporary social challenges. The thesis also concludes that questions of power, struggle and contestation also manifest as a quest for relevant idioms and aesthetics of re-representation and memorialisation. Further, the thesis makes observations on the politics behind the assembling and the assembled archive as a toolkit in the fashioning of pasts and the making of collective memory. It reflects on the processes of re-thinking and remaking of the June 16, 1976 archive. These conclusions have been arrived at through an investigation of how the memory and meaning of the June 16, 1976 uprisings have been re-constructed, re-represented and fashioned over the last three decades. This was done by tracking and analysing the complex, diverse forms and character of its memorialisation. In the process, the study arrives at a conclusion that the memorialisation of the June 16, 1976 uprisings is characterised by the multiplicity of tangible and intangible features. The intangible features are characterised by forgetting, at one level, and are, on another level, animated through rituals of commemoration, counter- commemoration and memorial debate. The memorial debate on the uprisings is that of unity and diversity, division, contestation and counter-commemoration and essentially irresolvable, as history and memory are tools to address contemporary challenges.

This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

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