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Soňa Bendíková:Soňa Bendíková:Soňa Bendíková:Soňa Bendíková: Kotas of Blue Mountains: Myths and LegendsKotas of Blue Mountains: Myths and LegendsKotas of Blue Mountains: Myths and LegendsKotas of Blue Mountains: Myths and Legends AbstractAbstractAbstractAbstract The dissertation The Kotas from the Blue Mountains: Myths and Legends deals with the tradition of the Kota tribe living in the Nilgiri mountain range in southern India. The work discusses the oral tradition of the tribe on the background of the regional development in the last two centuries. The Kotas used to live symbiotically with a few other local tribes with whom they developed a unique system of barter trade and services. The microregion remained isolated until new settlers started to arrive from the valley (in the beginning of 19th century). The arrival of the people from the valley and of the English people in the course of the last two hundred years caused a significant change of all aspects of life in the Blue Mountains: economic, social, cultural and ecological. This work has two aims: (i) to interpret the results of my fieldwork and to analyze the recordings of the remnants of the oral heritage of the tribe with approximately 2,000 members, and to do it on the background of the changes in the area; and (ii) to determine whether and how...

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<p>  </p> <p>Conceptions of giftedness have changed since gifted education became a focus for research. Rather than focusing solely on scores such as grades or Grade Point Average, definitions of giftedness have become more inclusive, and giftedness evaluation criteria have become more holistic. Despite the growing research, few studies have specifically investigated school counselors' perceptions of giftedness, and even fewer have examined the perceptions of preservice counselors. This study seeks to address this gap by examining pre-service school counselors by employing a qualitative descriptive approach, supplemented with quantitative information. The study involved 176 Turkish and 56 US survey participants, as well as 13 Turkish and eight U.S. interviewees. After I analyzed the data from these two countries, the primary finding of the research was that the participants demonstrated an insufficient understanding of giftedness, often subscribing to myths that perpetuate in the field. Consequently, the major implication of this study is that there is a pressing need for more comprehensive training and mandatory coursework on gifted education for preservice school counselors.</p>

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Rape and sexual assaults are a huge epidemic not only in the United States, but in the world as well. Victims come across all races, ethnicities, ages, religions, classes and cultures. With so many victims, people often investigate what causes people to commit these crimes in order to decrease the likelihood of future incidents occurring. Pornography is often argued for being a possible cause of sexual assaults. While many sex offenders do have large collections of pornography, there has not been any concrete evidence to support that pornography causes people to rape. Acceptance of rape myths also could play a large role in how people perceive the victims of sexual assaults causing them even more trauma as well as them being less likely to report the crime. With over 2000,000 cases of sexual assault reported each year, it is important to attempt to find any possible causes. The intent of this thesis is to explore any possible associations with attitudes on pornography and perceptions of rape myths. Through my analysis, the participants were asked about their attitudes of pornography and details on if they chose to view pornography or not compared with their perceptions of rape myths.

The current study examined the impact of education about rape myths and sexual consent law on the guilt and responsibility assessment of mock jurors in a hypothetical rape trial. Juror education had no effect on any of the measures and did not vary with alcohol consumption. In regards to alcohol, mock jurors always assigned more guilt to the defendant if the complainant was sober, regardless of his alcohol consumption. Mock jurors consistently found the defendant guilty when both were sober. Complainants were assessed more responsibility when both the complainant and defendant were sober and when they were both intoxicated. More responsibility was attributed to the complainant when she was intoxicated and the defendant was sober. The complainant was assessed the least responsibility when she was sober and the defendant was intoxicated. Findings suggest that educating mock jurors about rape myths does not have an effect on ratings of defendant guilt.

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No / This article makes critical observations about the popular examination of dying and its care, identifies the key challenges to modern dying, and argues for a public health approach to end-of life care. Only by adopting a global and non-clinical perspective on the human experience of dying can we address people’s concerns where these arise—in their own homes and workplaces—and to offer alternatives to the more radical choices offered by modern medicine.

nÃo hà / Esta tese tem como objeto de estudo os mitos e os ritos na formaÃÃo de oficiais (ensino superior) nas escolas militares do ExÃrcito brasileiro. No recorte temporal trabalhado, 1889 a 1931, houve um embate sobre o modelo ideal de soldado (militar) a ser formado nessas escolas: se um soldado-cidadÃo, preparado para enfrentar questÃes intelectuais e polÃticas do seu tempo; ou um soldado-profissional, afastado do ativismo polÃtico, respeitoso da hierarquia e da disciplina, e voltado apenas para o manejo de armas e preparo para a guerra. PorÃm, todas essas duas noÃÃes de soldado apresentaram-se marcadas por inÃmeros valores identificados ao militar e interligados ao campo mÃtico, como rituais de passagem e cotidianos; cerimÃnias cÃvicas; culto a personagens histÃricos como modelos de soldado; uso de uniformes; alÃm da constituiÃÃo de uma sÃrie de sÃmbolos que buscavam nortear condutas. Assim, o objetivo desta pesquisa foi compreender a relaÃÃo dos mitos e ritos constituÃdos nas escolas militares com a construÃÃo de um modelo identitÃrio de oficial do ExÃrcito. A metodologia compÃs-se da anÃlise e fichamento das fontes, buscando compor conjuntos de informaÃÃes que ajudaram a entender determinadas construÃÃes mÃticas sobre o militar. Foram utilizadas fontes primÃrias, com destaque para a documentaÃÃo produzida pelas Escolas Militares do CearÃ, do Rio de Janeiro (Praia Vermelha) e do Rio Grande do Sul. Utilizaram-se, tambÃm, impressos, como revistas e jornais, produzidos pelos alunos das escolas militares, bem como publicaÃÃes memorialÃsticas de ex-alunos. Dado que os âmitosâ e os âritosâ foram as perspectivas por meio das quais se propÃs compreender a formaÃÃo nas Escolas Militares, buscou-se um aporte teÃrico em autores do campo da Antropologia que discutiram esses conceitos. A pesquisa apontou que tanto a formaÃÃo baseada no modelo de soldado-cidadÃo como a formaÃÃo baseada no modelo do soldado-profissional foram marcadas por valores que buscavam dar uma identificaÃÃo ao militar e nortear-lhe condutas e papÃis a serem desempenhados. Conclui-se que, no recorte temporal analisado, a identidade militar constituiu-se de forma dinÃmica, mas sempre ligada ao campo dos mitos, ritos e tradiÃÃes. / This thesis has as its object of study the myths and rites in officer training (higher education) in the military schools of the Brazilian Army. In the time frame worked, from 1889 to 1931, there was some disagreement about the ideal model of a soldier (military) to be formed in these schools: a citizen-soldier, prepared to face intellectual and political issues of his time; or professional soldier, away from the political, activism respectful of hierarchy and discipline, and geared just for weapons handling and preparation for war. However, all these two notions of soldier presented himself marked by numerous values identified military and interconnected to the mythical field as rites of passage and every day; civic ceremonies; cult of historical characters as models of soldier; use of uniforms; beyond the formation of a number of symbols that sought guide procedures. The objective of this research was to understand the relationship of myths and rites constituted military schools with the construction of an identity model Army officer. The methodology consisted of analysis of the sources and book report, seeking to build sets of information that helped us understand certain mythical constructions on the military. Primary sources were used, with emphasis on the documentation produced by the Military Schools of Ceara, in Rio de Janeiro (Red Beach) and Rio Grande do Sul. Printed matter, such as magazines and newspapers, produced by students of schools military, as well as publications memorialÃsticas alumni, also were used. Since the "myths" and "rites" were the perspectives through which it was proposed to understand the formation of the Military Schools, aimed a theoretical contribution in the field of Anthropology authors who discussed these concepts. The study showed that both the training based on the citizen-soldier model as training based on the model of the professional soldier were marked by values that sought to give an identification to the military and guide her behavior and roles to be played. We conclude that, in the time frame examined, the military identity constituted dynamically, but always linked to the field of myths, rites and traditions.