Esta tese apresenta um estudo sobre o Guia Alimentar para a População Brasileira, entendido como uma expressão importante da política social de alimentação e nutrição desenvolvida no Brasil, e um dos principais instrumentos de ação do Programa de Alimentação Saudável. O Guia Alimentar foi concebido para facilitar a implementação de ações de promoção de práticas alimentares adequadas e a escolha de alimentos saudáveis. O objetivo geral desta tese foi identificar os pressupostos políticos e ideológicos que orientam as políticas sociais de alimentação e nutrição e que se expressam no Guia Alimentar para População Brasileira. A pesquisa qualitativa que serviu de base para o estudo dos dados trazidos na tese, funda-se no materialismo histórico como referencial teórico-metodológico, no âmbito da tradição marxista, a qual reconhece a centralidade das questões materiais que se apresentam nas duras condições de existência da classe trabalhadora. As políticas sociais de alimentação e nutrição e o Guia alimentar foram analisados historicamente, uma vez que é no processo histórico, produto da construção dos sujeitos, que o modo de pensar dialético melhor se expressa. O Guia Alimentar foi avaliado como parte de uma totalidade concreta, um dos principais fundamentos do materialismo histórico, em conexão com o todo, e integrante das políticas sociais que são intrínsecas às lutas e aos direitos conquistados pelos trabalhadores, em permanente confronto com os interesses da acumulação capitalista. Os resultados apresentados apontam a gravidade da situação alimentar e nutricional no país, e a fragmentação e descontinuidade das ações de alimentação e nutrição implementadas, ao longo do período histórico analisado, as quais não deram enfrentamento aos determinantes dos problemas alimentares, como é o caso do Guia Alimentar para a População Brasileira. A análise do Guia Alimentar mostrou que seu conteúdo revela uma realidade idealizada, que se traduz por recomendações alimentares indicadas indistintamente para toda a população, sem a devida atenção às desigualdades sociais, inerentes às sociedades de classes, que determinam acessos diferenciados aos alimentos quantitativa e qualitativamente. O Guia Alimentar ao não problematizar o conceito de saudável, e assimilá-lo acriticamente, parte da premissa de que a alimentação preconizada como saudável é acessível a todos, se afastando da realidade concreta da classe trabalhadora. Estes resultados demostram a necessidade de se rever os fundamentos das políticas sociais de alimentação e nutrição e seus instrumentos de intervenção, e em particular o Guia Alimentar. As mudanças objetivam tornar estes mecanismos mais efetivos, com vistas ao atendimento ao direito humano à alimentação adequada, à produção da saúde e melhor qualidade de vida. Perspectiva tendencialmente de difícil execução, mas que deve ser buscada mesmo nos marcos da sociedade do capital. / This thesis presents a study on the Food Guide for the Brazilian Population, understood as an important expression of the social policy of food and nutrition developed in Brazil, and one of the main tools of action of healthy feeding program. The Food Guide was designed to facilitate the implementation of actions to promote proper dietary practices and choosing healthy foods. The general objective of this thesis was to identify the political and ideological patterns that guide the social policies of food and nutrition in Brazil. The qualitative research that formed the basis for the study is founded in Marxism and historical materialism, which recognizes the centrality of the material issues that present themselves in the working class conditions of life. The social policies of food and nutrition and the Food Guide were evaluated historically, once it is in the historical process, the construction of the subject product, which the dialectical way of thinking best expressed. The Food Guide was evaluated as part of a concrete totality, one of the main foundations of historical materialism, and integral part of social policies that are intrinsic to the fights and the rights acquired by workers, in permanent confrontation with the interests of capitalist accumulation. The results indicate the problems of the food and nutritional situation in the country, and the fragmentation and discontinuity of the policies of food and nutrition, implemented throughout the historical period analyzed. The Food Guide's analysis showed that its content reveals an idealized reality, that translates to dietary recommendations indicated indistinctly to the entire population, without due attention to social inequalities, inherent to the class societies, which determine differentiated access to quantitative and qualitative food. The Food Guide dont put questions on the concept of healthy, and assimilate it uncritically. It depart from the premise that healthy eating is accessible to everyone, moving away from the concrete reality of the working class. We aim to demonstrate the need to review the fundamentals of social policies of food and nutrition and their instruments, and in particular the Food Guide. We look to make these more effective instruments, to serving accomplishing the human right to adequate food, to improving health and better quality of life. Perspective tends to difficult implementation, but that must be sought even in the capital society.

This dissertation investigates the nature by which social class membership and identity figure in judgements of transition institutions for the citizens of post-communist Central and Eastern Europe. Using a unique dataset and a series of novel conceptual frameworks, it argues that social class is, in effect, an operationalisation of socioeconomic risk and vulnerability-a premise from which several important implications derive. Drawing on social identity theory, it presents and tests a model of self-conceptualisation, grounded in the belief that individuals variously identify with their social classes, depending on their perceptions of shared socioeconomic risk. From this, it follows that strong identifiers should derive more relevant information about the emerging market system from class-level economic experiences, and therefore accord these cues greater weight in judgements about transition institutions. Beyond testing this theory of interpersonal variation, it invokes signal detection theory from cognitive psychology to determine whether cross-group differences in economic vulnerability are responsible for observed class differentials in reliance on class-based economic cues. It then takes a wider view of class-based economic cognition by considering how the process of transition, itself, influenced the evaluative calculus of post-communist citizens. Building on cognitive mobilisation theory in political science, it is posited that on-going exposure to the prevailing economic system endows these citizens with the ability to link their class-level economic experiences to the effects of the market mechanism. The analysis largely supports the constituent hypotheses, as well as the larger notion that perceptions of shared socioeconomic risk led social class experiences to figure prominently in the minds of post-communist citizens.

Este trabalho é um estudo de casos múltiplos sobre a aprendizagem em História. O recorte escolhido para o estudo empírico foi à construção dos conceitos de sujeito histórico e classe social por alunos das séries finais do Ensino Fundamental. A investigação realizou-se através de observações dos sujeitos-focos e sujeitos-referência no contexto de sala de aula e entrevistas clínicas individuais com cada sujeito. Os conceitos de sujeito histórico e classe social partem dos pressupostos marxistas. As categorias de análise para a construção desses conceitos são a cooperação, descentração e capacidade de realizar agrupamentos. Utilizou-se o referencial teórico da Epistemologia Genética. Estudos na área das Ciências Sociais, a partir da teoria de Piaget, apontam para a possibilidade de defasagem na construção do conhecimento nas Ciências Sociais em relação às Ciências Naturais. Para a análise desse aspecto tomou-se, como referência, os estudos de Juan Delval. Os dados da pesquisa mostram a importância do contexto de sala de aula como possibilidade de reduzir essa defasagem. / This thesis is a multiple-cases study about the learning in History. The main focus of this study is the construction of the concept of historical subject and social classes by students from the final grades of Elementary School. The investigation was made through observation of the focus subject and reference subject, in the classroom context and individual clinical interviews with the subject. The concepts of historical subject and social classes have a Marxist background. The categories of analysis of the construction of these concepts are cooperation, decentering and the ability to make groupings. The theoretical reference used in this thesis is Genetic Epistemology. Studies in the Social Science areas, from Piaget’s theory, point to the possibility of decalage in the construction of knowledge in Social Science in relation to Natural Science. For the analysis of this aspect, it was taken as reference the studies of Juan Delval. The research data show the importance of classroom context with the possibility reducing this decalage.

373f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-10-09T15:02:39Z No. of bitstreams: 1 Tese - Maciel Henrique Carneiro da Silva.pdf: 2966299 bytes, checksum: f3df7a38bef0aa1cc174f94589bc34f2 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2013-10-30T18:12:22Z (GMT) No. of bitstreams: 1 Tese - Maciel Henrique Carneiro da Silva.pdf: 2966299 bytes, checksum: f3df7a38bef0aa1cc174f94589bc34f2 (MD5) / Made available in DSpace on 2013-10-30T18:12:22Z (GMT). No. of bitstreams: 1 Tese - Maciel Henrique Carneiro da Silva.pdf: 2966299 bytes, checksum: f3df7a38bef0aa1cc174f94589bc34f2 (MD5) / CAPES / Esta pesquisa investiga as trabalhadoras domésticas de Recife e Salvador, suas experiências, suas lutas, sua formação enquanto classe, a precariedade de suas vidas, na conjuntura emancipacionista dos anos finais do século XIX e iniciais do século XX. Através da literatura de ficção, de processos criminais e cíveis, de anúncios de jornais, de documentação oficial, busco reconstituir as experiências de vida de domésticas negras, mestiças e brancas, escravas, livres e libertas. Argumento que essas domésticas agenciaram suas vidas em contextos de precariedade, mas que lograram produzir experiências de uma identidade de classe em formação. Elas não apenas estavam se formando enquanto classe unicamente a partir de suas próprias experiências. Os textos literários produzidos por escritores e memorialistas baianos e pernambucanos buscaram increvê-las em lugares sociais e raciais subalternos, adstritos aos valores paternalistas e escravistas ainda resistentes ao avanço de regras formais de relações de trabalho. Mas apesar da riqueza das fontes literárias na produção e disseminação de valores de submissão e do lugar subalterno do trabalho doméstico, defendo que o conjunto de experiências sociais das mulheres que a ele nos anos pré e pós-emancipação põem em suspeição imagens idílicas que associam serviço doméstico a servilismo, à harmonia entre patrões e empregadas. Por fim, e apesar do foco na formação de classe, reconstitui experiências mais amplas de conflitos populares cotidianos nos quais as domésticas tiveram participação, por acreditar que não é só na relação de trabalho que uma classe se forma. This research investigates female domestic workers in Recife and Salvador, their experiences, their struggles, their formation as a class and the precariousness of their lives, in the emancipation conjuncture of the final years of the nineteenth and early twentieth century. Through literature, fiction, criminal and civil lawsuits, newspaper advertisements and official documentation, I try to reconstitute the life experiences of black, half-breed and white domestics, slaves, free and manumitted. I argue that those domestics managed their lives in contexts of precariousness, but somehow succeeded to produce experiences of a class identity in formation. They not only were forming themselves as a class just from their own experiences. Literary texts produced by writers and memoirists from Bahia and Pernambuco tried to put them in social and racial subordinate places, attached to paternalistic and proslavery values still resistant to the advancement of formal rules of labor relations. But despite the wealth of literary sources in the production and dissemination of submission values and the subordinate place of the domestic work, I endorse that the set of social experiences of women who engaged in domestic work in the coming years pre and postemancipation put on suspicion idyllic images which associate domestic service to servilism, to harmony between employers and employees. Finally, despite the focus on class formation, I reconstituted wider experiences of popular daily conflicts in which the female domestic workers had participation, believing that not only in the working relationship a class is formed. / Salvador

Na sociedade brasileira atual, questões relacionadas à aparência e à imagem do corpo são reconhecidas como elementos centrais nos processos de constituição de identidades desde a infância. Esta tese tem como questão central de pesquisa discutir em que medida as representações de beleza e de feiura compreendidas pelas crianças de uma turma de Educação Infantil pertencente a uma escola pública do município de Esteio/RS afetam a forma como as meninas lidam/investem com/nos seus corpos, delineando assim suas feminilidades. Os principais objetivos desta investigação são: 1) apresentar como determinadas representações de gênero, raça/cor, classe social e geração, construídas e reiteradas diariamente por meio das mais diversas pedagogias culturais e visuais, ecoam e circulam, como verdades quase que absolutas, no ambiente educacional infantil; 2) a partir dessas representações propagadas em diferentes meios culturais e sociais na contemporaneidade, mostrar como as meninas dessa turma investem em certas práticas corporais para serem consideradas belas. Levando em conta tais objetivos, foram apresentadas algumas situações desenvolvidas no cotidiano escolar da referida turma, para que as crianças pudessem expressar suas concepções a respeito do tema. Os resultados mostraram que as meninas, bem como os meninos, se preocupam com suas aparências e tais preocupações provavelmente são construídas a partir das representações e imagens aos quais elas/es têm acesso através de diversos meios. Em função da intensa presença de representações e imagens, meninas, em especial, são encorajadas a investir em seus corpos, o que colabora na constituição de suas identidades. Elas, muitas vezes, almejam ter corpos perfeitos e investem em práticas para esconderem seus “defeitos” e se parecerem com celebridades que admiram. Entretanto, tais práticas não foram aqui analisadas como “naturais” ao comportamento feminino, mas como parte de uma construção histórica, social e cultural. Para o desenvolvimento das análises foram utilizadas as contribuições dos Estudos de Gênero, dos Estudos Culturais e dos Estudos de Cultura Visual, especialmente aqueles que se aproximam da perspectiva pós-estruturalista de análise. Tais campos de estudos mostram-se produtivos na medida em que julgam que nossas identidades são forjadas e constituídas continuamente dentro de determinadas culturas, pela disputa constante de poder. Além disso, fornecem ferramentas para a análise de artefatos e acontecimentos que permeiam as arenas culturais e educacionais e que possuem grande relevância na produção das identidades infantis. / In contemporary Brazilian society, questions of appearance and body image are recognized as central elements in the construction processes of children‟s identities. This thesis aims to discuss to what extent the representations of beauty and ugliness understood by children of an early childhood education class, from a public school in the municipality of Esteio/RS, affect the way girls deal with and invest in their bodies, and thus outline their femininities. The main focuses of this research are: 1) to present how certain representations of gender, race/color, social class and generation, built and repeated daily through a variety of cultural and visual pedagogies , reflect and circulate as almost absolute truths in the children's educational environment; 2) to show how the girls in this group get involved with certain bodily practices to be considered beautiful from representations spread among different cultural and social media in contemporaneity, Taking into account such objectives, some situations developed in the school everyday life were presented so that the children could express their ideas about the theme. The results showed that girls and boys are worried about their appearances and such concerns probably are constructed from images and representations to which they have access through various means. Due to the intense presence of representations and images, girls in particular are encouraged to invest in their bodies, which contribute in the formation of their identities. They often want to have perfect bodies and engage in practices to hide their "flaws" and resemble celebrities they admire. However, such practices were not analyzed here as a “natural" female behavior, but as part of a system of historical, social and cultural relations. For the development of such analyses, the contributions of Gender Studies, Cultural Studies and Visual Culture Studies were used, particularly those associated with the post-structuralism approaches. Such fields of study are productive to the extent that they believe that our identities are continually forged and incorporated within certain cultures by a constant struggle over power. In addition, they provide tools for the analysis of artifacts and events, which permeate the cultural and educational arenas and are relevant to the production of children's identities.

During early childhood the family ties, mainly with their mothers are essential to the development of the child. One of the risk factors for child development is the impairment of maternal adequate mental health. Our hypothesis is that there is an association between child development and disability from common mental disorders (CMD). Cross-sectional study in which participants were children aged 2 to 6 years of age enrolled in two day care centers and their mothers. The two nurseries are located in the 7th district of the city of Maceió, Alagoas. The children had their development assessed by the Denver II in their personal - social and language dimensions of and the mothers had their mental health assessed by the SRQ-20 and disability associated with the SDS. In addition, a questionnaire was applied for evaluation of the socio-demographic variables and selected risk factors. The percentage of mothers with CMD was high (23.9%), and the percentage of delay in child development was also high (personal social 26.8% and language 52.1%), but there was no statistical association. There was no association between delays in social and personal development as well as development of language with disability associated with maternal CMD (p = 0.99 and p = 0.57 respectively). Logistic regression showed a significant association between delay in social and personal development "age of the child" (OR = 8.07, 95% CI = 2.49 to 26.12). With regard to the delay in language development were significant associations with the variables "number of children" (OR = 4.58 95% CI = 1.03 to 20.27) and "maternal age" (OR = 2.47 95% CI = 0.87 to 6.96). These results infer a percentage of delay in the social personal development and of language in the sample of children attending the daycare. It is suggested to carry out further studies to prove the existence of this high percentage of delay children developmental that may have important implications in the lives of these people. / Durante a primeira infância os vínculos familiares, principalmente com a mãe são fundamentais ao desenvolvimento da criança. Um dos fatores de risco para o desenvolvimento infantil adequado é o comprometimento da saúde mental materna. A hipótese deste estudo é que exista associação entre o desenvolvimento da criança e a incapacidade resultante de Transtornos Mentais Comuns (TMC). Foi um estudo do tipo transversal em que os participantes foram crianças de 2 a 6 anos de idade matriculados em duas creches e suas respectivas mães. As duas creches estão localizadas no 7ºdistrito da cidade de Maceió, Alagoas. As crianças tiveram seu desenvolvimento avaliado pelo Denver II em suas dimensões pessoal social e de linguagem e as mães tiveram sua saúde mental avaliada pelo SRQ-20 e a incapacidade associada pelo SDS. Além disso, foi aplicado questionário de variáveis sócio-demográficas e fatores de risco selecionados. A percentagem de TMC nas mães avaliadas foi alta (23,9%), a percentagem do atraso no desenvolvimento infantil encontrado nas creches avaliadas também foi considerável (pessoal social 26,8% e linguagem 52,1%), mas não estavam relacionadas entre si. Não houve associação entre atraso no desenvolvimento pessoal social e da linguagem com incapacidade materna associada ao TMC (p= 0,99 e p= 0,57 respectivamente). A regressão logística mostrou associação significativa entre atraso no desenvolvimento pessoal social e idade da criança (OR = 8,07; IC 95% = 2,49 - 26,12). Com relação ao atraso no desenvolvimento da linguagem as associações significativas foram com as variáveis numero de filhos (OR= 4,58 IC 95% = 1,03- 20,27) e idade da mãe (OR = 2,47 IC 95% = 0,87- 6,96). Estes resultados inferem uma alta percentagem de atraso no desenvolvimento pessoal social e da linguagem na amostra das crianças que frequentavam as creches. É sugerida a realização de outros estudos para confirmar a existência desta percentagem de atraso no desenvolvimento infantil que pode ter repercussões importantes na vida destas pessoas.

Submitted by Yan Bernardes Vieites Castro dos Santos (yan.vieites@gmail.com) on 2017-08-10T14:56:37Z No. of bitstreams: 1 The Prosocial Class - How Social Class Influences Prosocial Behavior (Versão Final).pdf: 1469168 bytes, checksum: b516c5d38bb18756e5b26eef64cd026d (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2017-08-10T16:23:38Z (GMT) No. of bitstreams: 1 The Prosocial Class - How Social Class Influences Prosocial Behavior (Versão Final).pdf: 1469168 bytes, checksum: b516c5d38bb18756e5b26eef64cd026d (MD5) / Made available in DSpace on 2017-08-18T19:40:22Z (GMT). No. of bitstreams: 1 The Prosocial Class - How Social Class Influences Prosocial Behavior (Versão Final).pdf: 1469168 bytes, checksum: b516c5d38bb18756e5b26eef64cd026d (MD5) Previous issue date: 2017-07-19 / The concept of noblesse oblige establishes that the differential in privileges between the rich and the poor should be balanced by a differential in duties towards those in need. However, the empirical findings regarding which are the most prosocial groups havebeenascontroversialasthisassertive. Whereasresearchintheso-calledpsychological framework has advocated a negative relationship between social class and prosocial behavior, the economic approach has claimed the opposite (i.e., positive) direction to be true. This article sought to disentangle conflicting findings from these strands of research across two different studies. In the first study, we conducted a series of focus groups in both wealthy and impoverished areas. Results suggested that research in the domain of social class has been circumscribed to an almost conventionalized few prosocial behaviors that are not representative neither of wealthy nor of poor individuals. In the second study, we conducted surveys in the same areas. Results revealed that, despite having less resources and opportunities to help others, lower social class individuals are more prosocial than their upper-class counterparts. Furthermore, prosociality differences cannot be explained by a different pattern of targets of help across the social spectrum. Implications for practice and research on prosociality are also discussed.

Este trabalho é um estudo de casos múltiplos sobre a aprendizagem em História. O recorte escolhido para o estudo empírico foi à construção dos conceitos de sujeito histórico e classe social por alunos das séries finais do Ensino Fundamental. A investigação realizou-se através de observações dos sujeitos-focos e sujeitos-referência no contexto de sala de aula e entrevistas clínicas individuais com cada sujeito. Os conceitos de sujeito histórico e classe social partem dos pressupostos marxistas. As categorias de análise para a construção desses conceitos são a cooperação, descentração e capacidade de realizar agrupamentos. Utilizou-se o referencial teórico da Epistemologia Genética. Estudos na área das Ciências Sociais, a partir da teoria de Piaget, apontam para a possibilidade de defasagem na construção do conhecimento nas Ciências Sociais em relação às Ciências Naturais. Para a análise desse aspecto tomou-se, como referência, os estudos de Juan Delval. Os dados da pesquisa mostram a importância do contexto de sala de aula como possibilidade de reduzir essa defasagem. / This thesis is a multiple-cases study about the learning in History. The main focus of this study is the construction of the concept of historical subject and social classes by students from the final grades of Elementary School. The investigation was made through observation of the focus subject and reference subject, in the classroom context and individual clinical interviews with the subject. The concepts of historical subject and social classes have a Marxist background. The categories of analysis of the construction of these concepts are cooperation, decentering and the ability to make groupings. The theoretical reference used in this thesis is Genetic Epistemology. Studies in the Social Science areas, from Piaget’s theory, point to the possibility of decalage in the construction of knowledge in Social Science in relation to Natural Science. For the analysis of this aspect, it was taken as reference the studies of Juan Delval. The research data show the importance of classroom context with the possibility reducing this decalage.

This thesis examines the portraiture and patronage of Marie Thérèse Louise de Savoie-Carignan, the princesse de Lamballe (1749-1792). It is the first comprehensive and detailed study to be undertaken of the princess's activities as patron. Lamballe was Marie-Antoinette's longest-serving confidante and Superintendent of the Queen's Household. Through close formal analysis of the portraits combined with careful consideration of the sitter's personal circumstances and the wider cultural and historical context, the thesis challenges scholarly assumptions that the princess had only negligible influence as a sitter and patron. As a case study of an independent, professionally ambitious and childless widow, it identifies a wider range of motives and cultural meanings than has previously been ascribed to female court patronage of this period. The first chapter demonstrates that the early depictions of Lamballe as a docile and grieving princess were largely dictated by her father-in-law, an identity the princess subsequently discarded when she assumed a professional role at court. Chapter two examines portraits executed during the princess's rise to political and social prominence and shows that her attachment to the queen and the length of time she spent in her company and service, together with her publicly visible roles as freemason and salonnière, made her a figure of considerable renown and influence and thereby a highly significant patron at the French court. This was enhanced by the princess's international reputation as a talented amateur artist in her own right and by her financial and social support of aspiring artists and art institutions. The princess's engagement with the cult of sentiment and advocacy of women artists is allied to the sorority encouraged by Marie-Antoinette within the women of her select circle. Complementary chapters on the princess's previously unknown anglophile inclinations (discussed in Chapter three) and her private collections, library, and musical and literary patronage (considered in Chapter four) further reveal that Lamballe was an informed and cultivated female patron who operated at the very centre of Marie-Antoinette's circle.

The aristocratic novel in the twentieth century depicts the successes and failures of the aristocracy's efforts to come to terms with the social realities brought about by contemporary egalitarianism. Although several of the novels discussed are written by aristocrats, the aristocratic novel as such refers to novels about the aristocracy as a social grouping. Seven authors are selected to represent fictional treatment of a class in crisis, struggling between decadence and resilience: V. Sackville-West, Evelyn Waugh, Nancy Mitford, Elizabeth Bowen, Molly Keane, L.P. Hartley and Emma Tennant. Sackville-West faces and chronicles the inevitable decay of her class, yet cannot refrain from mourning its gracious past. To her, the manor house symbolizes an ancient idyllic symbiosis between aristocrat and worker. To Evelyn Waugh, the aristocracy embodies the finest achievements of inherited English culture. He regards its decline as the crumbling of Christian civilization itself. Resilience against the rising proletariate lies in faith and a chivalrous other-worldliness associated with the old Catholic aristocracy. Mitford uses comedy to defend the ideals of service and honour which she sees undermined by vulgarity and mercantilism. She resists her opponents with lethal swipes of raillery. Bowen and Keane deal with the decline of the Irish Protestant Ascendancy. The heirs of the ascendancy have to cope with the paralysing bequest of a more vital past. Ironically, resilience lies in breaking with their heritage. Hartley appears to criticize the class structure, but his work reveals a fascination for the captivating myth of patrician life. Tennant, representing an aristocracy which has profited from the resurgence of wealth in Thatcherite Britain, is unsparingly caustic on the condition of her class. Her satiric writing presents an ethical resurgence that goes beyond the mere financial recovery of her society. The genre examined suggests a primal need among urbanized citizens for the myth of an heroic order. In the finest aristocratic novels, admiration for an imitable superior order is used to rally a consciousness of a venerable ethical establishment. What is threatened or lost is not merely wealth and privilege, but aristokratos - government by the best. / English Studies / D. Litt. et Phil. (English)