La punition divine est un phénomène récurrent dans la mythologie grecque. L’hybris, commise par des individus vaniteux et orgueilleux aspirant à se comparer aux dieux ou même à se succéder à eux à la domination du Cosmos, provoque une série de châtiments atroces, imposés par les Olympiens à des hommes et à des femmes, à des humains et à des êtres mythiques, à des héros, à des rois et même à d’autres dieux sans discrimination. L’étude actuelle examine l’iconographie de divers types de châtiment divin dans l’art gréco-romain et la peinture occidentale (XVe-XIXe siècles). Elle analyse l’interaction entre les œuvres d’art et les sources littéraires antiques, médiévales et modernes, ainsi que les points communs remarqués entre les thèmes antiques du châtiment divin et certains épisodes bibliques ou chevaleresques. Elle se focalise enfin sur l’influence que l’iconographie de la punition divine antique a exercée sur la politique, la société et la religion aussi bien dans l’Antiquité qu’à l’époque moderne. / Divine punishment constitutes a recurrent phenomenon in Greek mythology. The hubristic behaviour of vain and selfish individuals, who aspire either to compare themselves to the gods or to succeed them to the domination of the Cosmos, provokes a series of atrocious tortures inflicted by the Olympians to men and women, to humans and mythical creatures, to heroes, kings and even to other gods equally.The present PhD study examines the iconography of a variety of types of Divine Punishment in the Greek and Roman art and the occidental painting (15th-19th centuries). It analyses the interaction between the various works of art and the ancient, mediaeval and modern literary sources. It pinpoints the resemblances between the ancient themes and certain biblical or chivalrous episodes. It focuses finally on the influence wielded by the iconography of divine punishment in politics, society and religion, both in Antiquity and in modern times.

Learner absenteeism is one of the major precursors to poor academic performance. If learners miss school, they do not learn and ultimately they fail or drop-out. Notwithstanding, this problem does not receive the attention it deserves. A literature study, which reviewed research findings concerning absenteeism in South Africa and selected countries, provided a framework for the ensuing empirical inquiry. A qualitative study using in-depth interviews, focus group interviews, document review and observation as data gathering techniques focused on two selected primary schools with a high rate of learner absenteeism in the Acornhoek area of Mpumalanga, South Africa. Participants were purposefully selected as information rich candidates: absentee learners, parents of absentee learners, teachers and school principals. Learner absenteeism negatively impacts effective professional practice, that is, teaching and learning. The study concludes with recommendations to prevent learner absenteeism in order to improve teaching and learning in South African primary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-15T12:19:54Z No. of bitstreams: 1 Maria Alzira da Cruz Colombo.pdf: 3676811 bytes, checksum: 2e0988b9a366cb0a81b226defb5dd00a (MD5) / Made available in DSpace on 2018-08-15T12:19:54Z (GMT). No. of bitstreams: 1 Maria Alzira da Cruz Colombo.pdf: 3676811 bytes, checksum: 2e0988b9a366cb0a81b226defb5dd00a (MD5) Previous issue date: 2018-06-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this article is to analyze the link between the political situation in France during the 3rd Republic (1870-1914) and the progressive marginalization that the pedagogical religious congregations have suffered and that eventually led to their emigration to Brazil, from the 19th century on. My intention is to study not only the historical context, but also the sociological, cultural and political background in France in that period, that drove France to secularization, as a result of the Jules Ferry Laws in 1880. It’s also my intention to highlight the dissolution of religious schools in France and, on the other hand, the possibility of emigration, which consequently brought educational and cultural evolution to the feminine youth in Brazil during the Imperial and Republican periods. Finally, I’ve focused my research in the particular case of the congregation Our Lady of Sion as a paradigmatic example of the sister’s congregations that left France during that period and founded colleges in many cities in the southeast region of Brazil. This analysis shows the pioneering spirit of women from those important missionary congregations / Este trabalho tem por objeto o estudo da correlação entre a situação política da França da Terceira República (1870-1914) e a marginalização das congregações religiosas de ensino, como sendo um fator fundamental para a emigração das religiosas francesas para o Brasil, a partir dos meados do século XIX. Trata-se da investigação do contexto sócio-cultural e político desse período na França, da análise das diversas escolhas das religiosas francesas frente à proibição da atividade pedagógica, como decorrência da aplicação das leis de laicização, a partir das Leis Jules Ferry de 1880. Destaca-se então, num segundo nível de análise, a investigação das escolhas entre o fechamento das escolas, da secularização, ou volta à vida civil, ou então da possibilidade do exílio. A questão do exílio foi salientada, na medida em que, essa opção foi responsável pelas conseqüências mais significativas sobre evolução educacional e cultural da juventude feminina no final do Império e início da República no Brasil. Em um terceiro e último nível de análise, o trabalho concentra-se num estudo da Congregação Notre Dame deSion, como sendo representativa dessas congregações religiosas femininas francesas que para cá vieram e em particular na trajetória histórica do Colégio Sion, tanto na França, quanto em várias cidades do sudeste brasileiro, a partir de 1888. Essa análise evidencia o pioneirismo dessas congregações missionárias e o papel pioneiro das mulheres de vida consagrada

The Diploma thesis deals with the topic of conditionally suspended sentence of imprisonment as a separate type of punishment which is not considered merely as a variation of an unconditional imprisonment sentence. It analyses the individual elements of this institute, its history and development, the conditions of imposing and methods of termination. It also includes a comparison with foreign legislation that should bring suggestions for a better and more efficient execution of conditionally suspended sentence of imprisonment. The thesis is divided into eight chapters. The first chapter deals with general knowledge of conditionally suspended sentence of imprisonment as an alternative punishment and its legal nature. In the second chapter is outlined the historical development of the institute both in the world and in the territory of Czechoslovakia, respectively the Czech Republic. The third chapter is a major part of the thesis and describes the conditions under which conditionally suspended sentence of imprisonment may be imposed, as well as examining the probation period, adequate restraints and adequate duties or compensation for the damage or detriment caused by the offense, or the unjust enrichment gained by the crime. Following chapter relates to the decision on conditionally suspended...

Made available in DSpace on 2016-04-29T13:17:33Z (GMT). No. of bitstreams: 1 Diana Ferroni Bast.pdf: 725034 bytes, checksum: adb63192e443e561b81d67f59e0cd649 (MD5) Previous issue date: 2010-10-15 / This experiment examined the conditioned emotional functions after a experimental condition on the formation of stimulus equivalence relations. This study was composed by four phases and it has been initiated after six participants have completed the IDATE and BDI scales. Three favorite words had been chosen by participants in the first phase and they would be used at the end of experiment. The second phase consisted on the formation of stimulus equivalence of arbitrary stimuli and all participants have achieved the 90% criterion. After, Phase 3 was designed to stablish an operant response function for 3 stimuli of the previous phase that would acquire distincts functions: neutral, aversive (S-) and positive reinforcing stimuli (S+). Three participants showed conditioned suppression when submitted to the S-. Finally, in the Phase 4, new stimulus equivalence relations would be done with each stimuli used in the Phase 2 and new stimuli (arabic and positive words that had been choosen by participants). The results showed that, two participants could not reach the last criterion for the formation of stimulus equivalence relations and they required more testing trials in the MTS training blocks-to-criterion and equivalence testing for S-/S+ condition and S+/S+. These two participants were found in the group that demonstrated conditioned supperssion on Phase 3. The others participants required less repetitions and it was detected different patterns of mistake among them, probably related with the experimental history of Phase 3. The fact of the participants scored anxiety or depression in the scales utilized was not correlated with the main interfering effect but experimental history was. Implications of this study for treatment of clinical treatments are considered / O presente estudo investigou a emergência de relações entre estímulos que adquiriram funções diferentes a partir de uma história experimental. O estudo foi composto por quatro fases e iniciado após os seis participantes terem preenchido escalas para ansiedade e depressão, IDATE e BDI. A primeira fase consistia na escolha de três palavras favoritas que iriam ser utilizadas no final do estudo. Na segunda fase, os participantes foram expostos a um procedimento que permitiu a emergência da equivalência de estímulos fisicamente diferentes até atingirem o critério de 90% em testes de equivalência. Na terceira fase, foi construída uma história experimental na qual três estímulos que faziam parte da fase anterior adquiririam distintas funções como estímulo aversivo, reforçador e neutro. Três participantes demonstraram supressão condicionada perante a apresentação do estímulo aversivo condicionado. Finalmente, na última fase, os participantes foram submetidos a um procedimento que estabelecia novas relações arbitrárias de equivalência com todos os estímulos utilizados na Fase 2 e novos estímulos (sinais árabes e as palavras escolhidas pelos participantes na 1ª Fase). Apenas dois participantes não conseguiram estabelecer relações de equivalência e erraram em grande quantidade ao relacionar estímulos funcionalmente diferentes aversivo-reforçador e funcionalmente semelhantes reforçador-reforçador . Esses dois participantes encontravam-se entre aqueles que demonstraram supressão condicionada perante S- na Fase 3. Os demais participantes necessitaram fazer poucas repetições durante o treino de simetria e foram detectados distintos padrões de erros entre eles, o que provavelmente teve relação com a história experimental construída na Fase 3. O fato dos participantes terem apresentado escores para depressão ou ansiedade não foi correlacionado com os resultados, mas a história experimental demonstrou uma possível correlação. Implicações dos resultados deste estudo para o tratamento clínico da ansiedade foram considerados

Made available in DSpace on 2016-04-29T13:32:32Z (GMT). No. of bitstreams: 1 Fabio Belloni.pdf: 826067 bytes, checksum: 4b72592f03c20164165290af64d84baf (MD5) Previous issue date: 2010-05-03 / The Statute of the Child and Adolescente (ECA) prevails that the maximum period for the fulfilment of social-educative action for internment petitioned against the adolescent is of 03 (three years) or when the young get 21 (twenty and one) years old. 7t happens, however, that if it has become practical one the maintenance of young infractors in social-educative action of internment for a period that exceeds the legal stated period. The prolongation of this action occurs in reason of the young done disgnostic of these as carrying ones of some mental pathology that, to the handle, would justify the obligatory internment. The creation of an institution in São Paulo (Experimental Unit of Health) destined exclusively to these young authors of infracional act comes in the bulge of the diffusion of the regimen of containment of the calls serious cases . The central objective of this work consists of investigating, focus and to discuss about problem of construction speech on the young author of infraction action, with approach in that subject to treatment in mental health, in order to form a picture of references for the agreement of involved medical treatment the and social-educative strategies in this containment. Our hypothesis obeys a triple movement. First in the definition of some legal landmarks that had taken to the construction of the politics for child and adolescent in Brazil. They indicate that the creation of an institution as the UES when making of the protection action an effective obligatory internment is directly on to the arrest tradition of Brazil, exactly after the advances of the ECA. In according to place, considering the theoretical picture of the structuralized modern punitive system in the works of Michel Foucault on the modern arrest institution, we could determine in such a way the direction of the security/danger while starters ethical slight knowledge of the modern punishment how much to verify that, since that invented, they had been directed to the phenomenon of the youthful delinquency. Finally, the agreement concerning the conditions was basic description-speech that point out the citizens implied in the gestures, educational experiences, know-powers and speeches in the interior of the speeches medical and resocializer: to think closer, therefore, the medical treatment and social-educative strategies with intention to recognize the abutments of the speech construction of the young author of infraction act. In this direction, the work appeals to the analysis of fragment of medical findings and the social reports that if destine to evaluate the situation of this young author submitted to some treatment in mental health (enrolled evaluations inside of the institution Foundation HOUSE and the legal processes of these young). Thus, we consider particularly the use and examination of the medical findings in criminal substance operated by the psychological double foucaultiano concept of ethical of the delict. in order to bring up as some qualifying that they circulate in the evaluations of these young justify its containment, representing rules determined for the speech / O Estatuto da Criança e do Adolescente (ECA) rege que o período máximo para o cumprimento de medida socioeducativa de internação impetrada contra o adolescente é de 03 (três anos) ou quando o jovem completar 21 (vinte e um) anos de idade. Acontece, porém, que tem se tornado uma prática a manutenção de jovens infratores em medida socioeducativa de internação por um período que excede o prazo legal. O prolongamento dessa medida ocorre em razão dos diagnósticos desses jovens como portadores de alguma patologia mental que, ao cabo, justificaria a internação compulsória. A criação de uma instituição em São Paulo (Unidade Experimental de Saúde) destinada exclusivamente a esses jovens autores de ato infracional vem no bojo da difusão do regime de contenção dos chamados casos graves . O objetivo central desse trabalho consiste em investigar, tematizar e problematizar a construção discursiva sobre o jovem autor de ato infracional, com enfoque naquele sujeito em tratamento em saúde mental, a fim de formar um quadro de referências para o entendimento das estratégias medicalizadoras e socioeducativas envolvidas nessa contenção. Nossa hipótese obedece a um triplo movimento. Primeiro na definição de alguns marcos legais que levaram à edificação das políticas para criança e adolescente no Brasil. Eles indicam que a criação de uma instituição como a UES, ao fazer da medida protetiva uma efetiva internação compulsória, está diretamente ligada à tradição encarceradora do Brasil, mesmo depois dos avanços do ECA. Em segundo lugar, considerando o quadro teórico do sistema punitivo moderno estruturado nos trabalhos de Michel Foucault sobre a instituição prisional moderna, pudemos determinar tanto o sentido da segurança/periculosidade, enquanto noções éticas inauguradoras da punição moderna, quanto verificar que, desde que inventadas, foram dirigidas ao fenômeno da delinquência juvenil. Finalmente, foi fundamental o entendimento das condições histórico-discursivas que situam os sujeitos implicados nos gestos, experiências, saberes-poderes e discursos educacionais, no interior dos discursos médico e ressocializador: pensar detidamente, portanto, as estratégias medicalizantes e socioeducativas, com intuito de reconhecer os pontos de apoio da construção discursiva do jovem autor de ato infracional. Nesse sentido, o trabalho recorre à análise de fragmentos de laudos médicos e de relatórios sociais que se destinam a avaliar a situação desse jovem autor submetido a algum tratamento em saúde mental (avaliações inscritas no interior da instituição Fundação CASA e dos processos legais desses jovens). Assim, consideramos particularmente a utilização e o exame dos laudos médicos em matéria penal operados pelo conceito foucaultiano de duplo psicológicoético do delito. A fim de trazer à tona uma reflexão sobre como alguns qualificativos que circulam nas avaliações desses jovens justificam sua contenção, representando regras determinadas pelo discurso

A quoi sert la responsabilité contractuelle ? « Réparer » répond la doctrine classique. « Payer ! » conteste un courant doctrinal audacieux. « Punir ? » s’interrogent quelques voix ici et là. La responsabilité contractuelle cherche à reconstituer une situation à l’image de celle qui aurait découlé de l’exécution du contrat. Ce faisant, elle ne remplit pas une fonction unique mais plusieurs fonctions. Elle est d’abord tournée vers le créancier, auquel elle offre un substitut en argent de l’exécution elle-même (fonction de paiement) et la compensation des préjudices consécutifs à l’inexécution (fonction de réparation). Les dommages et intérêts en lieu et place de l’exécution et les dommages et intérêts compensatoires se complètent et permettent le rétablissement du créancier. La responsabilité contractuelle est ensuite tournée vers le débiteur : elle punit l’inexécution d’une particulière gravité en le condamnant à verser une somme supérieure à celle due au titre du paiement et de la réparation (fonction de peine privée). Cette punition peut notamment prendre la forme d’une restitution des profits, sanction de portée générale de la violation lucrative du contrat. L’étude des fonctions de paiement, de réparation et de peine privée révèle le caractère hybride de la responsabilité contractuelle, lequel forge sa spécificité et fonde son autonomie. Des fonctions qui sont reconnues à la responsabilité contractuelle dépendent directement les conditions qui président à sa mise en oeuvre, les effets qui sont les siens, la place qu’elle occupe au sein du droit de l’inexécution, son articulation avec les autres sanctions et la frontière qui la sépare de la responsabilité délictuelle. Cette étude de droit comparé, qui inclut, aux côtés du droit français, les droits allemand et anglais, examine les interactions entre les fonctions et les sanctions de la responsabilité contractuelle en vue d’une meilleure compréhension et d’une possible reconstruction de cette institution. / What is the purpose of contractual liability? “To compensate” will be the classical answer. “To provide a substitute for performance!” will dissent some daring scholars. “To punish?” will ask some voices here and there. Contractual liability aims at reproducing a situation similar to the one that would have resulted from performance. In doing so, it fulfils not one, but several functions. Firstly, looking at the creditor, contractual liability offers him a monetary substitute for performance itself (satisfactory function) and a compensation for the consequential loss suffered due to the breach of contract (compensatory function). Secondly, turning to the debtor, contractual liability punishes particularly serious breaches of contract by allowing an amount of damages greater than the cost of performance and compensation (punitive function). In case of a profit-oriented breach, this punishment can take the form of an account of profits. The clarification of these three functions reveals the hybrid nature of contractual liability that forges its specificity and provides the conceptual foundations for its autonomy. On these functions depend the conditions and effects of contractual liability, its place in contract law and its articulation and combination with the other remedies for breach of contract, as well as its borderline to tortious liability. This comparative work in French, German and English Law examines the interactions between the functions and the sanctions within contractual liability in view of a better understanding and a possible rational reconstruction of the concept of contractual liability.

Made available in DSpace on 2016-03-15T19:48:36Z (GMT). No. of bitstreams: 1 Flavio Antonio Alves da Costa.pdf: 1422026 bytes, checksum: 4ee98149d64f4898521b8594811b988a (MD5) Previous issue date: 2007-06-19 / Instituto Presbiteriano Mackenzie / The imolantation of the Protestantism, particularly of the Presbyterianism, in Brazil began in 1859, with the work of the Presbyterian missionary Rev. Ashbel Green Simonton. At that time, even though the Roman Catholicism was disorganized and almost abandoned by the Roman Catholicism, it was powerful. The Presbyterian Mission started to be an option for the natives in Brazil. The Presbyterianism, in its long implantation process, development and structuring, was marked by successes and internal schisms. In 1888, the Presbyterianism became administratively independent, giving origin to the Presbyterian Church of Brazil. However, the Presbyterianism did not remain as a homogeneous Protestant movement. In 1903 the first schism appears in the Brazilian national environment, giving rise to the Independent Presbyterian Church of Brazil. Some years later, more precisely thirty seven years, a theological debate arouse inside of that church, which represented tendencies already existent. The essential issue that starts the rupture is The Doctrine of the Endless Punishment. Besides the above essential issue, this paper will present other aspects that indirectly contributed for the organization of the Conservative Presbyterian Church of Brazil; and as that Church consolidated herself in the national Protestantism environment. / A implantação do Protestantismo, particularmente do Presbiterianismo, em nossa Pátria foi iniciada pelo missionário Rev. Ashbel Green Simonton no ano de 1859. No quadro existente do século XIX, ainda que o Catolicismo romano estivesse desorganizado e quase na condição de abandono na Sé Romana, mesmo assim era a maior força religiosa. O Presbiterianismo de missão passa a ser um contraponto de opção para os patrícios. A trajetória do Presbiterianismo, no seu longo processo de implantação, desenvolvimento e estruturação, é marcada por sucessos e rupturas internas. Em 1888, o Presbiterianismo torna-se autônomo administrativamente, dando origem a Igreja Presbiteriana do Brasil. Contudo, o Presbiterianismo não se mantém como um movimento protestante homogêneo. Em 1903, ocorre o primeiro cisma e assim surge, no cenário nacional brasileiro, a Igreja Presbiteriana Independente do Brasil. Passados alguns anos, mais precisamente trinta e sete anos, é deflagrado um debate teológico dentro daquela igreja. Os debates representam as tendências e as correntes já existentes ali. O elemento que desencadeia a ruptura é a chamada doutrina das Penas Eternas . Além da pedra de toque apresentada acima, a presente dissertação apresentará outros aspectos que indiretamente contribuíram para a organização da Igreja Presbiteriana Conservadora do Brasil; e como esta Igreja se consolidou no cenário do Protestantismo nacional.

Made available in DSpace on 2016-03-15T19:48:43Z (GMT). No. of bitstreams: 1 Robson do Boa Morte Garcez.pdf: 1378287 bytes, checksum: 1f00e34724f63db4d5b8f50b63ce883e (MD5) Previous issue date: 2007-09-12 / The implantation of the Presbyterianism in Brazil began in 1859 with the arrival of the Presbyterian missionary Rev. Ashbel Green Simonton. The Presbyterianism, in its long implantation process, development and structuring, was marked by successes and internal schisms. In 1903 the first schism appears in the Brazilian national environment, giving rise to the Independent Presbyterian Church of Brazil. Some years later, more precisely thirty seven years, a theological debate arouse inside that church, which represented tendencies that already existed. The essential issue that starts the rupture is The Doctrine of the Endless Punishment." Besides the above essential issue, this paper will present other aspects that indirectly contributed for the organization of the Igreja Cristã de São Paulo; at the same time, it intends to demonstrate the contribution of ICSP members for the Education and Teaching at São Paulo State University. / Implantado no Brasil em 1859, com a chegada de Ashbell Green Simonton, o Presbiterianismo, em sua histórica trajetória, passou por embates internos que não o fizeram soçobrar. Em 1903, um primeiro cisma fez surgir a Igreja Presbiteriana Independente do Brasil, que saía da Igreja Presbiteriana do Brasil (Egreja Presbyteriana do Brasil). No final da década de 30 do século passado, um novo conflito, de ordem teológica, abalava o presbiterianismo nacional, dentro da IPIB. Desta feita, seu objeto e seus debates se centravam na doutrina das Penas Eternas , o que desembocaria, em fevereiro de 1942, em uma nova ruptura. No grupo de membros que agora deixava a IPIB havia duas facções: uma conservadora outra modernista ou liberal. Estes se organizaram a Igreja Cristã de São Paulo, de membresia intelectualizada e piedosa; aqueles formaram a Igreja Presbiteriana Conservadora do Brasil, naturalmente de cunho ortodoxo. Esta dissertação, após estudar estes atos e fatos, também trata da contribuição de alguns membros da ICSP à educação e cultura, especialmente como professores da Universidade de São Paulo.

Dans les collèges français, la question de l’éducation fait l’objet d’un traitement assez sombre : au niveau statutaire, elle marque en effet le faible prestige de certains personnels, ou de certaines matières enseignées. C’est le cas des conseillers et assistants d’éducation, ou, sur un autre plan, de l’éducation artistique, de l’éducation civique ou de l’éducation physique et sportive. La connotation négative de l’éducation apparaît aussi dans les discours quotidiens, enclins à dénoncer des carences. L’écart social entre les membres des classes moyennes cultivées et leurs élèves ne prédit pas, cependant, le niveau de tension. La construction d’un climat d’établissement joue en effet une fonction importante ; en second lieu, les situations éducatives les moins aisées obligent précisément à réfléchir en termes éducatifs. Il en ressort souvent un meilleur climat que dans des établissements peu exposés. Dans l’imaginaire des professionnels, le collège n’aurait d’autre but que d’organiser la succession de cours entre enseignants savants et apprenants captivés. Depuis les débuts de la massification, les professeurs appliquent en réalité des pédagogies « bricolées », sans rapport avec les principes idéels. Malgré ces adaptations officieuses, les collégiens sont pénalisés par la segmentation des cours, l’étouffement de l’esprit critique, la faible intégration éducative et la relégation du « sale boulot » de discipline. Dans les établissements favorisés, l’insuffisance démocratique incite plutôt à l’utilitarisme, et au développement d’une culture juvénile anti-scolaire ; dans les collèges populaires, les élèves en échec peuvent aussi opposer une violence. / In French colleges, the issue of education is poorly treated : at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d’éducation) and teaching assistants (assistants d’éducation) or, on another level, with arts education, civic education or physical education. Education’s negative connotation is confirmed in people’s discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role ; what’s more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organise the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply “tinkered” pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary “dirty work”. In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture ; in lower class French colleges students who are failing may also resist through other forms of violence.