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Loveridge, Steven. "'Soldiers and Shirkers': An Analysis of the Dominant Ideas of Service and Conscientious Objection in New Zealand During the Great War." The University of Waikato, 2009. http://hdl.handle.net/10289/2762.
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During the First World War, ideas of duty and sacrifice were a dominant characteristic of public discourse in New Zealand. Specifically, concern centred on a perceived inequality of sacrifice, which saw brave soldiers die on the front lines, whilst other men remained on the home front, apparently avoiding duty. This thesis charts the prevailing and powerful ideas that circulated during wartime New Zealand around these two stereotypes; on the one hand there was the soldier, the ideal of service and duty; on the other, the conscientious objector, a target for the derogatory label of 'shirker'. While there are a few select critical works which examine the experiences of New Zealand World War One conscientious objectors, such We Will Not Cease (1939) and Armageddon or Calvary (1919), there is a near complete absence of studies which examine the home front and ask how conscientious objectors were perceived and consequently judged as they were. It is the contention of this thesis that ideas around the soldier and the 'shirker' were interrelated stereotypes and that both images emerged from the process of mass mobilisation; a highly organised war effort which was largely dependent for its success upon the cooperation of wider civilian society. In sum, the thesis examines and analyses the ideas within mainstream New Zealand society as they appeared in public sources (notably newspapers, cartoons and government publications), and in doing so, tracks how social mores and views towards duty, sacrifice and service were played out at a time of national and international crisis.
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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.
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Muller, Felipe, and Federico Bermejo. "The Historical and Lived Sources of Collective Memory." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101565.
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The aim of the present paper is to study the role that lived and historical memories havein the conformation of collective memory through the participant’s appraisals in the recent past of Argentina. These memories operate as sources that nurture collective memory. Lived memories are related to live experiences, while historical memories are related to indirect sources that inform about the past. 60 participants, divided in two groups (above and below 46 years of age) appraised the present and recent past, based on lived and historical memories. Results show that lived or autobiographical and historical memories contribute differently to collective memory.<br>Se estudia el rol que desempeñan los recuerdos vividos e históricos en la memoria colectiva por medio de la valoración del pasado reciente argentino. Estos recuerdos operan como fuentes que nutren a la memoria colectiva. Los recuerdos vividos están vinculados a la experiencia directa, mientras que los recuerdos históricos a las fuentes indirectas que informan sobre el pasado. 60 participantes, divididos en dos grupos (mayores y menores de 46 años), realizaron valoraciones sobre el presente y el pasado reciente, en base a recuerdos vividos y en recuerdos históricos. Los resultados muestran que los recuerdos vividos o autobiográficos tienen una incidencia distinta en las valoraciones que los recuerdos históricos.
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Salvatore, John Pamment. "Roman Republican castrametation : a reappraisal of historical and archaeological sources /." [Oxford] : Tempus reparatum, 1996. http://catalogue.bnf.fr/ark:/12148/cb36690477s.
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El-Sakkout, Ihab Hamdi. "The Arab tribes from Jāhilīya to Islām : sources and historical trends." Thesis, University of St Andrews, 1994. http://hdl.handle.net/10023/2944.
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This dissertation aims to formulate a view of Arabian tribalism in the pre- Islamic period and its development in Islamic times. The first part assesses the historical usability of the literary source material of the Jahiliya. The focus is on oral historical traditions - the ayyam al- carab. These are found to have remained textually fluid until the time of their recording. This fluidity may have affected style and form but did not substantially affect certain historical elements. The more inter-tribal and less local the account was, the more reliable it is likely to be historically. A sample comparison between tribal hostility and tribal distribution showed that the accounts seem to be highly consistent. The second part of the thesis is concerned firstly with establishing a Jahili profile for two tribal groups; secondly with tracing the affairs of their descendants into the Umayyad period. The tribal groups of Taghlib and Ghatafan were picked for examination. Both were strong cohesive groups in the pre-Islamic period. In Islamic times, Taghlibis lose importance since they opted to remain Christian, thus, Taghlibis are virtually impossible to trace. Ghatafanis did join Islam on a far greater scale and are often mentioned in the Islamic period. After the second civil war Ghatafanis are only ever mentioned as individuals. Close kin continued to cooperate but cooperation above this level was only conducted within the Qaysi faction. The third part discusses changes in the tribal system. A review of the functions of modern tribal genealogies illuminates the process by which genealogies can change in order to reflect changing realities. Early Arabic genealogies are clearly seen to be also naturally dynamic and the subject of deliberate change. New links reflected new realities, particularly the political alliances forged under the Umayyads. A belief in a single progenitor led to a move towards creating genealogical links to one ancestor, while the conditions of the conquests let to a regionalization of tribalism. The professionalization of the Marwanid army enabled cross-regional tribal co-operation which resulted in dividing in two the Umayyad army and Arab genealogies.
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Wang, Nai-Ching. "Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/87437.
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Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding high quality primary sources that are relevant to a historian's specialized topics of interest remains a significant challenge.
Automated approaches to text analysis struggle to provide relevant results for these "long tail" searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks.
Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developedthe Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs
between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.<br>Ph. D.<br>Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding highquality primary sources that are relevant to a historian’s specialized topics of interest remains a significant challenge. Automated approaches to text analysis struggle to provide relevant results for these “long tail” searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks. Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developed the Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.
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Edwards, Jane Marian. "'Bettered by the borrower' : the use of historical extracts from twelfth-century historical works in three later twelfth- and thirteenth-century historical texts." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7247.
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This thesis takes as its starting point the use of extracts from the works of historical authors who wrote in England in the early to mid twelfth-century. It focuses upon the ways in which their works began to be incorporated into three particular texts in the later twelfth and early thirteenth centuries. Through the medium of individual case studies – De Abbatibus (Abingdon), CCCC 139 (Durham) and The London Collection three elements are explored (i) how mediaeval writers used extracts from the works of others in ways which differed from modern practices with their concerns over charges of plagiarism and unoriginality (ii) how the structural and narrative roles which the use of extracts played within the presentation of these texts (iii) how the application of approaches developed in the twentieth century, which transformed how texts are now analysed, enabled a re-evaluation and re-interpretation of their use of source material with greater sensitivity to their original purposes This analysis casts fresh light upon the how and why these texts were produced and the means by which they fulfilled their purposes and reveals that despite their disparate origins and individual perspectives these three texts share two common features: (i) they follow a common three stage pattern of development (ii) they deal with similar issues: factional insecurities and concerns about the quality of those in power over them – using an historical perspective The analysis also reveals the range of techniques which were at the disposal of the composers of these texts, dispelling any notion that they were either unsophisticated or naïve in their handling of their source materials. Together these texts demonstrate how mediaeval authors used combinations of extracts as a means of responding quickly and flexibly to address particular concerns. Such texts were not regarded as being set in stone but rather as fluid entities which could be recombined at will in order to produce new works as required.
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Amery, Rob. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09pha512.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1998.<br>Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. Includes bibliographical references (47 p. ).
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Hoque, Jawad Mahmud. "An Assessment of Historical Traffic Forecast Accuracy and Sources of Forecast Error." UKnowledge, 2019. https://uknowledge.uky.edu/ce_etds/79.
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Transportation infrastructure improvement projects are typically huge and have significant economic and environmental effects. Forecasts of demand of the facility in the form of traffic level help size the project as well as choose between several alternatives. Inaccuracy in these forecasts can thus have a great impact on the efficiency of the operational design and the benefits accrued from the project against the cost. Despite this understanding, evaluation of traffic forecast inaccuracy has been too few, especially for un-tolled roads in the United States. This study, part of a National Cooperative Highway Research Program (NCHRP) funded project, bridges this gap in knowledge by analyzing the historical inaccuracy of the traffic forecasts based on a database created as part of the project. The results show a general over-prediction of traffic with actual traffic deviating from forecast by about 17.29% on an average. The study also compares the relative accuracy of forecasts on several categorical variables. Besides enumerating the error in forecasts, this exploration presents the potential factors influencing accuracy. The results from this analysis can help create an uncertainty window around the forecast based on the explanatory variables, which can be an alternate risk analysis technique to sensitivity testing.
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White, Dominic Piers. "Quality evaluation of sources for historical earthquakes in the east Mediterranean, 400-1000 A.D." Thesis, Imperial College London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324629.
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Kautzsch, Alexander. "The historical evolution of earlier African American English : an empirical comparison of early sources /." Berlin : Mouton de Gruyter, 2002. http://catalogue.bnf.fr/ark:/12148/cb39277264w.
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Stuckart, Daniel W. "Secondary students using expert heuristics in the analysis of digitalized historical documents." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000232.
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Harris, Simon. "The Legh of Booths muniments (c.1280-1808) : the study of a Cheshire family through its archive." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311127.
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Thomson, I. "Mozart's opera Die Zauberflote : an analysis of the historical and literary sources of the libretto." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503064.
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This dissertation contains an analysis of the libretto of Mozart's Die Zauberflote. The analysis was contemplated with apprehension, given that so much has already been written about the opera. But the work was prompted by two factors. Firstly, by a longstanding concern that the libretto contains classical, literary, historical and philosophical references which have not been referred to in previous explanations of the opera. There was a sense in which the opera may have been well documented but perhaps not well understood. Secondly, and consequentially, the study was fuelled by the magnitude of the challenge to understand how these unacknowledged references fit together to create what the librettists considered to be their "purpose". This dissertation, then, develops many new analytical themes and throws fresh light on the purpose of the opera and the methods by which it was developed. Many people have helped me in a variety of ways during this study. I am particularly grateful to my Supervisor, David Chadd, Head of the School of Music at the University of East Anglia (UEA), Norwich, for his constant support and advice, and to my two examiners Professor Julian Rushton at Leeds University and Anthony Gritten at UEA. I am also grateful to Simon Waters at UEA and Ian Biddle (formerly UEA but now at Newcastle University) for their help during an earlier M.Mus. study which unexpectedly led to the research presented here. I am particularly grateful to Edvina Franceschini for her assistance, comments, encouragement and hospitality throughout the period of this study. And I am indebted to Prebendary Michael Moreton, for reading draft text and offering helpful comments on theological and other references, and to Angela Biston for helpfully commenting on several occasions on my draft text. I also wish to acknowledge the help of a number of people on whom I have relied for specific advice on a miscellany of subjects. Their contributions may have been partial, because none were aware of the objectives of my study, but their help was nevertheless important. I am particularly grateful to Anna Plattner and Bettina Kann, Osterreichische Nationalbibliothek, Vienna; Frieder Hepp, Director, KurpJiilzisches Museum, Heidelberg; Clare Rider, The Honourable Society of the Inner Temple, London; Diana Weber, Stadtarchive, Heidelberg; Daniel Pailthorpe, Principal Flautist, English National Opera, London; Cesare Poppi, Deputy Director, The Sainsbury Centre, UEA, Norwich: Joe Taylor, Head Ranger, Sports and Parks Division, City of Coventry; Ineke Fijan, the Erasmus University, Rotterdam; Anne Mitchell, Woburn Abbey; Catherine Baron, Assistant Curator ofthe Royal Collection; Bernhard Overbeck, Bayerische Staatsbibliothek, Munich; Claire Leach, Voltaire Foundation; Sylvia Morris, Shakespeare Memorial Library, Stratford-uponAvon; Richard Palmer, Lambeth Palace Library, London; Lynda McLoed, Sotherby's, London; Mr. Ellis, Astrological Association, London; The Astrology Shop, London; Clive Wilkins-Jones, Norfolk and Norwich Millenium Library, Norwich; Ingrid Lamey, Schwetzingen Castle; Lucia Underhill, Kimbolton School; Omar Samy, Al Ahram Newspaper, Cairo; Ingrid Horning, Utrecht; Julian Roberts; and Jean Rafferty. Finally, I am grateful for the unfailing assistance of countless anonymous staff in many libraries and museums. Staff at The British Library, where necessarily most of my research was undertaken, have been exceptionally helpful. But I have also received considerable help from staff at the UEA library; the Bodleian; the House of Lords Record Office; the Egypt Exploration Society; the National Portrait Gallery Heinz Archive; German Historical Institute, London; London University Library; the Wellcome Library; the Victoria and Albert Museum; the Warburg Institute Library; Christie's Images; Coventry City Library; Warwickshire Records Office; the Ashmolean Museum; Centraalmuseum, Utrecht; the National Maritime Museum; the Historische Museum, Berne; the Offentliche Kunstammlung, Basle; the London Park Lane Mosque Library and the Vatican State Library.
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Ayivor, Moses Geoffrey Kwame. "Africa's golden age debunked: a study of the sources of select black African historical novels." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002275.
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The main thesis of this dissertation is that even a casual analysis of African writing reveals that contemporary African literature has and is still undergoing a distinctive metamorphosis. This change, which amounts to a significant departure from the early fifties, derives its creative impulse from demonic anger and cynical iconoclasm and is triggered by the mind-shattering disillusion that followed independence. The proclivity towards tyranny and the exploitation of the ruled in modern Africa is traced by radical African creative writers to an ancient source: the legendary and god-like rulers of precolonial Africa. Ouologuem's Bound to Violence and Armah's Two Thousand Seasons and The Healers hypothesize that past sins begot present sins. The legendary warrior heroes of the past, whose glory and splendour were once exalted in African writing, are now ruthlessly disentombed and paraded as miscreants and despots, who not only brutalized and sold their people into slavery but also ideologically fabricated their own legends and myths in order to maximize their tyrannical power. The preoccupation of these works is, therefore, to divest the ancient heroes of their false glory. contemporary critics tend to perceive this anti-traditional posture purely as a modern trend in African literature. The truth of the matter, however, is that the literary foundations of this anti-nativist/anti-Afrocentric literary tradition were laid by Thomas Mofolo and Sol Plaatje, whose Chaka (1925) and Mhudi (1930) are the precursors. The five primary works in this study parody and veer away from the generally accepted traditional African epic heroism and recorded history towards a communal heroic ideal which celebrates the larger community instead of the single epic heroes normally romanticized in African legendary tradition. These novelists, while dismantling the European and African myths about Africa's Golden Age, also disfigure the often glorified ancient historical landmarks and the fabled heroes of Africa's oral and recorded history. The rationale behind this investigation is the fact that though these works have innovated, assimilated, and parodied the African oral arts, particularly traditional African epic heroism, no detailed study has been made to explore the literary transformation these texts have undergone as written works. Treating African texts only as appendages of Western literature may undermine the ability of the critical evaluations which go into the heart of these texts and unravel their deeper meanings. The outcome of this kind of approach is that pertinent issues of style and theme originating from negro-African metaphysics, oral traditions, and iconography could thereby be left unexplored. Besides, the bulk of the current body of criticism on African literature, particularly on colonial Africa, tends to concentrate on colonialist Christian values and Western literary production models. One of the overriding concerns of this research, therefore, is to veer away from merely rehashing Eurocentric pronouncements on European influences and literary modes parodied by these works, by taking a fresh. look at the texts from the perspective of Afrocentrism and in particular from the point of view of the traditional African oral bards. To this end, therefore, the dissertation is divided into six main chapters and a short concluding chapter: Chapter 1, A Survey of Black Representations of Pre-colonial Africa, functions as an introduction, sketches the European image versus the Black counter-discourse, and locates the study within the current debate on the concept of pre-colonial Africa's Golden Age. Chapter 2, Thomas Mofolo's "Inverted Epic Hero", the nucleus of the study I analyzes the anti-epic and ironic modes manipulated by the text and also maps out the epic generic framework which structures the whole dissertation. Chapter 3, Traditional African Epic Heroism Revised, discusses Plaatje's Mhudi, paying special attention to the text's deployment of the African epic genre as well as the caricaturist and the anti-heroic modes. In Chapter 4, Yambo Ouologuem's Bound to Violence is examined under the title A World Trapped in an Orgy of Violence, Barbarism and Servitude. African oral art is used as the hermeneutic key in unlocking the complexities of Ouologuem's novel. Chapter 5, The African Anti-Legendary Creative Mythology, scrutinizes Armah's Two Thousand Seasons, highlighting, among other topics, Armah's daring innovative stylistic experimentation. Chapter 6, entitled The Akan Iconic Forest of Symbols, deals with Armah' s The Healers, concentrating on the Akan iconographic backdrop which shapes and informs this work. And finally, The Metamorphosis of Traditional African Epic Heroism, the title of the concluding chapter, sums up this dissertation.
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Gardner, Zoë. "Landscapes of power : the cultural and historical geographies of renewable energy in Britain since the 1870's." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/13220/.
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This thesis considers historical applications of naturally renewing energy resources in Britain from the beginnings of public electricity supply in the late nineteenth century to the period immediately prior to the first State interest in such technology in the early 1980s when it became conceptualised as 'renewable'. After a comprehensive review of twentieth century engagements with renewable energy and the academic literatures pertaining to 'water, engineering and landscape' the thesis focuses on two distinct case studies. The first charts the technological, cultural and political evolution of hydro-electricity for public supply which developed over the course of the nineteenth century and was instituted from the 1870s. Detailed consideration of the Worcester hydroelectric station reveals that the development of hydro-electricity in the late nineteenth century symbolised a wider social and cultural demand for 'civic improvement’, and highlights the nature of water as a contested resource within late-Victorian civic arenas. The second traces the history of the Centre for Alternative Technology (CAT), a practical demonstration of alternative energy technologies established in rural mid-Wales during the early 1970s. In a discussion centred on 'alternativeness', the exploration of alternative energy technologies in the early 1970s was the preserve of an emerging counter-culture which sought to implement new visions of Environment and Society. Having revealed these hitherto dormant histories, the thesis concludes with a comparative discussion of the two case studies reflecting on these respective renewable energy projects and their uses as instruments of ‘modernisation' and attempts to extract the significance of these histories in the context of current discourses of renewable energy.
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Johnson, Christopher. "The use of historical sources, anachronism, and invented history in certain works of Sir Walter Scott." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314972.
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Reed, Carson E. Reed Carson E. "The nature and authority of scripture historical sources and theological engagement for congregational awareness and reflection /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Thesis (D. Min.)--Abilene Christian University, 1995.<br>Includes abstract. Includes a draft copy of the author's "The work of witness" designed for teaching small groups and Bible classes (leaves 97-217). Includes bibliographical references (leaves 218-226).
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Stiebel, Guy Daniel. "Armis et litteris : the military equipment of Early Roman Palestine, in light of the archaeological and historical sources." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445976/.
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To date, no systematic study of the military equipment from the celebrated conflict sites of the Bella Judaica has been offered. Based on a large assemblage of military equipment that originated from over 70 sites throughout Palestine a typological database of the equipment was formed, the majority of which is hitherto unpublished. The arid conditions of the eastern sectors of Palestine have contributed to an excellent preservation of equipment made of perishable materials. Additionally, rare discoveries like the panoply of a Roman legionary enabled us to illustrate the images of the Roman soldiers and their opponents in the Early Roman east. But this study draws beyond the narrow typological approach. The militaria of Roman Palestine is examined against its contextual background. This corpus enriches the archaeology of conflict, as the analysis of the material yielded indications for the tactics and types of weapons employ ed, among which are remnants of unique siege tools. The exploration of the spatial distribution of the militaria provided new data concerning the course of battles and revealed the identity of the participating forces and provides a platform for critical discussion about the credibility of historical sources. By reviewing the wider historical and social contexts through the spectacles of military equipment we obtain now a tool which extends and improves our understanding of the big picture, namely how the interrelations between the struggling societies were mediated and moulded by social, political and economic conditions and practices. Militaria appears to be a useful indicator for the status of warriors within their military society and in the eyes of the civil society which is manifested in the rabbinic literature. It further sheds light upon production and technological aspects, which appear to echo the complex Romano-Jewish interrelations and the resistance of the oppressed side to the cultural Romanisation process.
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Alston, Brent. "Fact, fiction and faction : a study of Richard II in the light of the historical sources and conflicting attitudes toward man and his role in the historical process." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26356.
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A narrative description of an historical event reflects the nature of such an event as seen from a particular perspective. However, Shakespeare's History Plays equate history and drama by re-presenting the drama implicit in events that are surrounded by speculation and interpretation. The audience is thereby placed in the position of having to interpret the drama that purports to be both "dramatic" and "historical" or accept the impossibility of understanding history. Confronted with a representation of a past event, the audience is thrown back upon its own attitudes towards man in the world: the drama merely reflects human nature as the observer experiences and articulates his view of the historical drama. Confounded by what I term the "tragic perspective"—a perspective that the audience is encouraged to experience—the audience's prejudices are purged, momentarily. Finally, the tragic perspective encourages the audience to adopt a paradoxical view of man in the world; despite the seemingly incontravertable evidence that history affords as proof of the essentially "bad" nature of man, we are asked to adopt an essentially creative view that assumes that man is indeed made in the image of his Creator and basically "good". The drama draws upon a deeply rooted hope that man is at least redeemable. Shakespeare reveals the paradoxical consequences of assuming that man is fundamentally "bad" by showing the human suffering that results from assuming the worst. The audience is, of course, free to choose; but our views of the past and the present to a large extent determine the future. This realization is characteristic of the tragic hero's retrospective wisdom—a wisdom that is attained too late. By examining Richard II in the light of the historical sources, I hope to reveal how the audience is left in an ambiguous state when it comes to interpreting the motives of the characters that are both fictional and historical. The Machiavellian attitude toward man, which governs Richard III and is tempered in Richard II, is often brought to bear on the drama when critics attempt to judge the motives of the main characters. In writing History Plays, Shakespeare is recreating ambiguity in the broadest sense. Mystery, as opposed to definitive history, is perhaps the true subject and conclusion of the drama.<br>Arts, Faculty of<br>Theatre and Film, Department of<br>Graduate
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Filip, Birsen. "Hayek’s Political Philosophy and Its Philosophical Sources." Thesis, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24390.
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This thesis aims to broaden the discussion about the origins of some of the fundamental theoretical sources for Hayek’s ideas regarding freedom and the state. It focuses on the debates between the Austrian School of Economics and the German Historical School of Economics, as well as the works of Popper, Mill, Humboldt and Hegel in order to identify their positive and negative influences on Hayek’s views of freedom and the state. The originality of the thesis relates to the examination of Humboldt’s political philosophy in terms of its influence over the formation of the components of Hayek’s account of freedom, such as spontaneous order, the rule of law, the role of the state, and the nature of human knowledge. These components have assisted in Hayek’s efforts to prove the superiority of open societies over totalitarian regimes. The thesis explains that Hayek’s intellectual collaboration with Popper played a significant role in identifying many enemies of open societies. Both theorists agreed that historicism was a method commonly used and promoted by the enemies of open society; specifically, they accused Hegel of promoting historicism and, as a result, of being an enemy of open societies. However, this thesis disputes these accusations and argues that Popper and Hayek did not possess adequate knowledge of Hegel’s theoretical work to make such claims. In actuality, Hegel was not an enemy of open societies, he recognized the potential devastating outcomes associated with them and sought solutions. The thesis also explores the idea that Mill was also worried about the detrimental features of industrial capitalism and, as a result, attributed a prominent role to “state activity” in securing the conditions of positive freedom. Hayek, meanwhile, viewed such forms of state interference as obstacles to attaining freedom. This thesis examines the topic whether or not Hayek actually sought to formulate a genuine form of freedom or if he merely valued freedom as a tool for the promotion of open societies over centrally planned economies.
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Baigent, Elizabeth. "Bristol society in the later eighteenth century with special reference to the handling by computer of fragmentary historical sources." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:1c29c607-abe8-486b-9694-e11682413a3a.
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There has been little interest in eighteenth century urban history in England and particularly in the significance of patterns of urban social structure during the transition from a traditional to a modern society. One reason for this is the intractable and fragmentary nature of the sources for this precensus period. In this study three types of source, a town directory, a Parliamentary Poll Book and the city rate and national tax returns for Bristol in 1774/5, were collated using nominal record linkage techniques to give a body of information which covered 80% of the city's heads of household. With the use of this database and various computer techniques occupation, sex, wealth, place of residence and voting allegiance were analysed. The results suggest that a professional or leisured suburban group was by this date well established in distinct areas of the city. The supremacy of the traditional élite, the overseas merchants, was challenged by this group, although the merchants themselves were in part joining the suburban dwellers. Poorer Bristolians still concentrated in dockside parishes and in parts of the city which were becoming increasingly unfashionable and homogeneous as the richer men moved out, though this process was not very far advanced and there was still a degree of mixing in the older city parishes. The economic structure of the city was changing with increased emphasis on services, professions and distribution. This increased disparities in wealth within the city and between the city and its hinterland and gave the ability to the rich to further their isolation from the poor by moving to the suburbs. The 1774 election pointed to the continuing importance of traditional influences (here of religion) In society, but also confirmed suggestions that the professions and distributors were drawing away from the mass of the populace. A revision of previous interpretations of the nature of Bristol society is necessary to accommodate this growing and important group - the emergent middle class. The thesis shows that a comprehensive computer-based study can make usable dubious sources (in particular fiscal records) and use them to revise interpretations of English urban communities at this date.
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Bergquist, Anders Karim. "The emergence of a pre-Roman state in Dacia : the archaeological and historical sources for Transylvania, 800B.C.- A.D.106." Thesis, University of Cambridge, 1990. https://www.repository.cam.ac.uk/handle/1810/250971.
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Hombergen, Daniël. "The second origenist controversy : a new perspective on Cyril of Scythopolis' monastic biographies as historical sources for sixth-century origenism /." Roma : Pontificio ateneo S. Anselmo, 2001. http://catalogue.bnf.fr/ark:/12148/cb40209562x.
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Tucker, Scott Alan. "Smoke on the water : an historical archaeological assessment of maritime sources of productivity change in the early English tobacco trade." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411893/.
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This thesis explores the interaction of numerous factors affecting economic productivity in England’s 17th-century tobacco trade with its Chesapeake colonies, particularly with an eye to transatlantic shipping. This is achieved here through the use of a network inspired analytical framework to provide an assessment of a range of elements surrounding the trade over the course of the 17th century, how these elements interacted, and the degree to which they affected the overall productivity tobacco market. Data used to these means include the extant body of relevant literature, historical documentation, archaeological data, and a case study of an archaeological site near St. Mary’s City, Maryland, USA investigated for the purpose of this thesis. The tobacco economy is examined and analysed based on various inputs, along with various social and political factors. Settlement patterning is studied through geo-spatial archaeological data from Maryland to identify possible causes for the shift in the tobacco collection model from a plantation-front based system to a central warehouse model. Through this, it is argued that the dominant driver for this change was a spread of plantations to more inland sites owing to population growth as the dominant cause. Shipbuilding is scrutinised to identify trends in ship technology and construction methods, showing changes to be both purpose and resource driven. Passenger journals and logbooks are used to examine changes in sailing route throughout the 17th century from England to the Chesapeake, resulting in the identification of a previously unknown route of ocean passage in common usage in the latter half of the 17th century. This change provided generally faster crossings on a less hazardous route, necessitated largely by political and social causes. Making use of these same voyage accounts as a data source, a quantitative study of English merchant ship performance in terms of velocity made good and windward sailing capabilities is provided. Results of this study indicate that advances in ocean crossing times were largely route dependent, with little if any advance in sailing speed over this period. Lastly, the examination of a submerged ballast cluster has provided insights into possible focusses of maritime archaeology in the Chesapeake region. To date, no vessels dating to the early colonial period have been located in the region despite heavy maritime traffic in this era. Ballast discard sites dating to this period are a common yet virtually unexamined site type for this area, and should be afforded additional attention. In sum, this thesis provides a detailed overview of the function of the English-Chesapeake tobacco trade, resulting in a series of network-based models of interaction examining foreign and domestic politics, crew size and mariner wages, tobacco production, the tobacco market, product collection models, sailing routes, hull and sail efficiency, ship construction, time spent at sea, and time spent in port. These are assessed on a temporal scale, allowing for summary of the function of the tobacco economy at various points throughout the 17th century and into the 18th century.
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Herold, Hendrik. "An Evolutionary Approach to Adaptive Image Analysis for Retrieving and Long-term Monitoring Historical Land Use from Spatiotemporally Heterogeneous Map Sources." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-199355.
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Land use changes have become a major contributor to the anthropogenic global change. The ongoing dispersion and concentration of the human species, being at their orders unprecedented, have indisputably altered Earth’s surface and atmosphere. The effects are so salient and irreversible that a new geological epoch, following the interglacial Holocene, has been announced: the Anthropocene. While its onset is by some scholars dated back to the Neolithic revolution, it is commonly referred to the late 18th century. The rapid development since the industrial revolution and its implications gave rise to an increasing awareness of the extensive anthropogenic land change and led to an urgent need for sustainable strategies for land use and land management. By preserving of landscape and settlement patterns at discrete points in time, archival geospatial data sources such as remote sensing imagery and historical geotopographic maps, in particular, could give evidence of the dynamic land use change during this crucial period.
In this context, this thesis set out to explore the potentials of retrospective geoinformation for monitoring, communicating, modeling and eventually understanding the complex and gradually evolving processes of land cover and land use change. Currently, large amounts of geospatial data sources such as archival maps are being worldwide made online accessible by libraries and national mapping agencies. Despite their abundance and relevance, the usage of historical land use and land cover information in research is still often hindered by the laborious visual interpretation, limiting the temporal and spatial coverage of studies. Thus, the core of the thesis is dedicated to the computational acquisition of geoinformation from archival map sources by means of digital image analysis. Based on a comprehensive review of literature as well as the data and proposed algorithms, two major challenges for long-term retrospective information acquisition and change detection were identified: first, the diversity of geographical entity representations over space and time, and second, the uncertainty inherent to both the data source itself and its utilization for land change detection.
To address the former challenge, image segmentation is considered a global non-linear optimization problem. The segmentation methods and parameters are adjusted using a metaheuristic, evolutionary approach. For preserving adaptability in high level image analysis, a hybrid model- and data-driven strategy, combining a knowledge-based and a neural net classifier, is recommended. To address the second challenge, a probabilistic object- and field-based change detection approach for modeling the positional, thematic, and temporal uncertainty adherent to both data and processing, is developed. Experimental results indicate the suitability of the methodology in support of land change monitoring. In conclusion, potentials of application and directions for further research are given.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.
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<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>
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Bychkov, Oleg V. "A propos of medieval aesthetics, a historical study of terminology, sources, and textual traditions of commenting on beauty in the thirteenth century." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0002/NQ41119.pdf.
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Olds, Allyson Leigh. "Integrating local and traditional knowledge and historical sources to characterize run timing and abundance of eulachon in the Chilkat and Chilkoot rivers." Thesis, University of Alaska Fairbanks, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143731.
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<p> Eulachon smelt <i>Thaleichthys pacificus</i> are anadromous forage fish of the North Pacific Ocean that annually spawn in coastal rivers of North America in late winter and early spring. These spawning runs range from northern California to southwestern Alaska and provide important resources to nearby communities, indigenous cultures, and wildlife predators. However, eulachon life history is not well understood or documented throughout their range. In recent years, concerns for eulachon population abundances in the southern portions of their range have led to federal protection. Though there are no federal listings in Alaska, there have been local concerns documented for eulachon runs of the Chilkat and Chilkoot rivers since approximately 1990. However, eulachon run timing and abundance trends are difficult to detect due to limited available data and variability in eulachon runs. To document baseline information and explore patterns of eulachon runs of the Chilkat and Chilkoot rivers, we sought local and traditional knowledge from residents of nearby communities to document information about local uses, run timing, abundance, and wildlife observations related to eulachon runs. Observations of eulachon runs were integrated with historical records from newspaper articles and scientific reports to construct temporal trends in eulachon run timing and abundance. </p><p> Based on the findings of this study, annual eulachon runs of the Chilkat and Chilkoot rivers generally occur for about a week or two between mid-April and mid-May. The arrival dates of eulachon runs often vary from year to year, but the timing appears to have shifted earlier, from mid-May to mid-April, over the past couple of decades. Abundance records were not sufficient to quantify trends. However, qualitative information regarding abundance did not suggest any clear trends in eulachon abundances of the Chilkat and Chilkoot rivers over the years, nor did there appear to be prominent local concerns about abundance declines. Many respondents suggested that eulachon populations were naturally too variable to be able to describe trends in abundance. Interviews also provided insight into local perspectives on eulachon life history and ecology. These results suggest that variability in eulachon run timing and abundance could be related to environmental conditions, including tidal height, river habitat, and water temperature. For a data-limited species like eulachon, integrating local observations and historical records offers a promising approach to documenting baseline information and improving the scientific understanding of eulachon runs and other environmental phenomena.</p>
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Watson, Kelvin Innes. "Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.
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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
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Silva, Ana Paula Pereira do Nascimento. "A leitura de fontes antigas e a forma??o de um corpo interdisciplinar de conhecimentos: um exemplo a partir do Almagesto de Ptolomeu." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16105.
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Previous issue date: 2013-07-24<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>Esta disserta??o teve como objetivo discutir a import?ncia do uso de fontes hist?ricas em uma abordagem interdisciplinar para uso em sala de aula. Essa abordagem interdisciplinar de conhecimento que nos propomos fazer envolveu no??es de trigonometria, astronomia b?sica e as hist?rias desses campos, a filosofia natural, a Educa??o Matem?tica e a leitura e an?lise de textos antigos. A fonte hist?rica trabalhada aqui foi o Almagesto, de Ptolomeu, especificamente os cap?tulos 10 e 11 do Livro I. Os cap?tulos referidos tratam da constru??o da tabela de cordas que ser? a base para o mapeamento dos c?us feito por Ptolomeu nos 12 livros seguintes que comp?em o Almagesto. Procurou-se compreender a constru??o da tabela de cordas, de Ptolomeu analisando n?o s? a produ??o matem?tica em si, mas tamb?m o contexto hist?rico, filos?fico e as principais caracter?sticas astron?micas presentes na obra. Ao final foi elaborado um caderno de atividades voltado para professores formados e/ou em forma??o, para que esses profissionais possam se sentir motivados a utilizar a Hist?ria da Matem?tica como ferramenta pedag?gica de ensino e aprendizagem matem?tica
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Vizcarra, Juan Guillermo. "Critical Study of Two Piano Transcriptions by August Stradal and the Transcriptions’ Sources: Alterations to the Score Based on Historical Evidence and Artistic Judgment." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801932/.
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The fact that a number of pianists of the past two centuries adapted, embellished, and rearranged piano works for performance, be these original works or transcriptions, has been well documented throughout history. This thought, in addition to the fact that Stradal’s scores needed revision, encouraged me to make alterations to Stradal’s transcriptions and served as a strong incentive to write the current study. In it, I will comment on the alterations performed to segments of Stradal’s piano transcriptions of Wagner’s Schluβ der letzten Aufzuges (End of the last Act) from Siegfried and Trauermusik aus dem letzten Aufzug (Siegfried’s Funeral March) from Götterdämmerung. These changes have the purpose of reflecting in the piano as closely as possible the sonorous reality of the transcriptions’ operatic sources and, by doing so, making Stradal’s arrangements more effective for performance.
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Godoy, Vera Fernando. "Interpretación de fuentes históricas y desarrollo de la literacidad crítica en estudiantes chilenos de educación secundaria." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/669560.
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Aquesta investigació qualitativa tenia com a objectiu indagar, com un grup d’estudiants xilens d’educació secundària, gestionen les fonts d’informació històrica quan aprenen a llegir, analitzar i interpretar aquestes fonts. Així mateix, pretenia explorar factors que podrien afavorir o dificultar el desenvolupament d’una actitud crítica dels estudiants, cap a la informació procedent d’una diversitat de fonts. La informació obtinguda a través d’un qüestionari, observació a l’aula, entrevistes grupals a estudiants, i entrevistes als seus professors, va permetre elaborar 3 tipologies d’estudiants, en relació al seu nivell de literacitat critica quan interactuen amb fonts històriques: els que ‘llegeixen les línies’, els que ‘llegeixen entre línies’ i els que ‘llegeixen més enllà de les línies’. Es van avaluar aspectes com ara: capacitat per diferenciar fets d’opinions, identificar intencionalitat i ideologies a les fonts i elaboració de discursos o propostes alternatives. Durant la investigació es va concloure que utilitzar una varietat de fonts històriques en diferents formats, recórrer a fonts a internet en temps real i la seva comparació, afavoreix el desenvolupament de la literacitat crítica dels estudiants. Estratègies metodològiques com debats i discussions sobre temes o personatges controvertits de la història utilitzant fonts diverses, treball en grups de recerca amb fonts d’informació assignades pel professor i plenaris per exposar els seus resultats i guiar un procés d’elaboració de productes audiovisuals o digitals sobre personatges o episodis històrics, pogués contribuir al mateix objectiu.<br>Esta investigación cualitativa tenía como objetivo indagar, cómo un grupo de estudiantes chilenos de educación secundaria, gestionan las fuentes de información histórica cuando aprenden a leer, analizar e interpretar dichas fuentes. Asimismo, pretendía explorar factores que podrían favorecer o dificultar el desarrollo de una actitud crítica de los estudiantes, hacia la información procedente de una diversidad de fuentes. La información obtenida a través de un cuestionario, observación en el aula, entrevistas grupales a estudiantes, y entrevistas a sus profesores, permitió elaborar 3 tipologías de estudiantes, en relación a su nivel de literacidad critica cuando interactúan con fuentes históricas: los que ‘leen las líneas’, los que ‘leen entre líneas’ y los que ‘leen más allá de las líneas’. Se evaluaron aspectos tales como: capacidad para diferenciar hechos de opiniones, identificar intencionalidad e ideologías en las fuentes y elaboración de discursos o propuestas alternativas. Durante la investigación se concluyó que usar una variedad de fuentes históricas en distintos formatos, recurrir a fuentes en internet en tiempo real y su comparación, favorece el desarrollo de la literacidad crítica de los estudiantes. Estrategias metodológicas como debates y discusiones sobre temas o personajes controvertidos de la historia utilizando fuentes diversas, trabajo en grupos de investigación con fuentes de información asignadas por el profesor y plenarios para exponer sus resultados y guiar un proceso de elaboración de productos audiovisuales o digitales sobre personajes o episodios históricos, pudiera contribuir al mismo objetivo.<br>This qualitative research had as main objective to inquire, how a group of Chilean high school students, manage the sources of historical information when they learn to read, analyze and interpret the sources. Also, to explore factors that could favor or hinder the development of a critical attitude, from the students, towards the information coming from a variety of sources The information obtained through a questionnaire, classroom observation, group interviews with students, and interviews to the teachers, allowed us to elaborate 3 types of students, in relation to their level of critical literacy when they work with historical sources: those who ‘read the lines’, those who ‘read between the lines’ and those who ‘read beyond the lines’. Aspects such as: their ability to differentiate fact from opinions, identify intentionality and ideologies in the sources and elaboration of discourses or alternative proposals were evaluated. It was concluded that using a variety of historical sources in different formats,using online sources in real time and comparing them, favors the development of students’ critical literacy. Methodological strategies such as debates and discussions about controversial themes or characters of history using different sources, work in research groups with information sources assigned by the professor and plenary to present their results and guide a process of elaboration of audiovisual or digital products about characters or historical episodes, could contribute to the same objective.
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Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.
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Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the
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Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.
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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials.
The research design was descriptive and used data gathered from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients were calculated, and the survey instrument was modified. The final survey consisted of 44 statements, a demographic section, and four open-response questions. A total of two hundred eighteen surveys were sent to eligible educators in Cocke, Grainger, Hamblen, Hawkins,and Jefferson counties. One hundred fourteen of the surveys were returned and were used for this study. Other variables studied were gender, job classification, years of experience, the amount of time reported using primary sources in class, past or current membership in the National Council for Social Studies, participation in professional development emphasizing primary source analysis, and the type of teaching certification held by the respondents.
The findings include: The two greatest obstacles to the implementation of the use of primary source materials were lack of training or relevant experience and the perceived access to materials; comfort in using technology and ability level of students did not appear to be significant obstacle barriers; all categories of respondents held a positive opinion of the use of primary sources. A review of the responses to the open-response questions revealed that time could also have been an obstacle barrier to the implementation of the use of primary sources. It appears that the lack of training or relevant experience, the perceived access to materials, and perhaps time may be limiting factors in determining the amount of time educators in this area devote the primary source analysis.
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Della, Rocca de Candal Geri. "Bibliographia Historica Byzantina : a historical and bibliographical description of the early editions of the Corpus Historiæ Byzantinæ (1556-1645)." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:110af123-aec5-4518-984e-f92a2acfd3c6.
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This thesis is concerned with the editorial, printing and marketing history of four Byzantine historical narratives, published between 1556 and 1645, and soon collectively identified under the name Corpus Historiæ Byzantinæ (hereinafter, 'Byzantine Corpus'). The four Byzantine historians - Ioannes Zonaras, Niketas Choniates, Nikephoros Gregoras and Laonikos Chalkokondyles - enjoyed considerable popularity in early modern Europe, with a peak of interest in the second half of the sixteenth century. This thesis aims at highlighting how these four texts, despite being so popular in a number of early modern European countries (particularly in the German-speaking area, in Italy and in France), did not do so for the same reasons: in fact, depending on the country in which these books were printed, they were marketed, perceived and read in very different ways. This element is particularly relevant in light of the fact that the Byzantine Corpus represents the earliest predecessor of the Corpus Fontium Historiæ Byzantinæ, the modern resource for the study of Byzantine historical sources. Chapter 1 analyses the early formation of the Byzantine Corpus and, in particular, the figure of Hieronymus Wolf, first editor of the Byzantine Corpus, often considered the 'father' of Byzantine studies; his relation with his patrons, the Fuggers of Augsburg; finally, his relation with his publisher, the Basel printer Johannes Oporinus. It then provides contextualised bibliographical and paratextual descriptions of the editiones principes of the Byzantine Corpus, all printed in Basel. Chapters 2-5 reflect the same comparative approach, used to investigate how the later editions of the Byzantine Corpus were prepared and marketed in different European countries: each chapter provides a bibliographical and paratextual analysis of the subsequent German, Italian, French and Genevan editions respectively. The Conclusions draw together all the information collected in the previous chapters and investigate three pivotal aspects of the Byzantine Corpus: i) the formation of the Byzantine Corpus and the individual popularity of each of the four Byzantine historians based on the frequency and popularity of both individual and collective editions; ii) the distinctive reasons of their popularity, analysed through a comparison of the different approaches with which editors and publishers have presented these texts to their respective audiences in Germany, Italy and France; iii) the reasons for the rise and decline in popularity of the Byzantine Corpus in the early seventeenth century.
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Forsberg, Stig. "Near Eastern destruction datings as sources for Greek and Near Eastern Iron Age chronology : archaeological and historical studies : the cases of Samaria (722 B.C.) and Tarsus (696 B.C.) /." Uppsala : Stockholm : [S. Academiae Ubsaliensis] ; Almquist & Wiksell International [distr.], 1995. http://catalogue.bnf.fr/ark:/12148/cb38901675t.
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Herrault, Pierre-Alexis. "Extraction de fragments forestiers et caractérisation de leurs évolutions spatio-temporelles pour évaluer l'effet de l'histoire sur la biodiversité : une approche multi-sources." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20018/document.
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La biodiversité dans les paysages dépend des caractéristiques de ce paysage mais peut aussi être influencée par son histoire. En effet, certaines espèces ne réagissent pas immédiatement à une perturbation mais peuvent montrer un temps de réponse plus ou moins long. De ce fait, la prise en compte de l'évolution de l'habitat des espèces est devenue un enjeu important en écologie depuis quelques années, pour mieux comprendre la présence ou la diversité biologique actuelle. L'objectif de cette thèse en géomatique s'inscrit dans ce contexte applicatif d'écologie historique. Le sujet que nous traitons porte sur l'extraction automatique d'îlots boisés et la caractérisation de leur évolution spatio-temporelle depuis le milieu du XIXe siècle pour modéliser l'effet de leur trajectoire historique sur la diversité actuelle en syrphes forestiers (Diptera : Syrphidae). Le site d'étude est un paysage agri-forestier des Coteaux de Gascogne. La démarche générale proposée se compose de trois étapes principales : (1) la constitution de la base de données spatiales des îlots boisés intégrant plusieurs sources de données hétérogènes, (2) l'appariement des îlots boisés aux différentes dates avec la caractérisation de leur évolution spatio-temporelle, (3) la modélisation statistique des relations espèces-habitats intégrant l'histoire comme un des facteurs explicatifs de la diversité en syrphes observée. Plusieurs contributions méthodologiques ont été apportées à cette démarche. Nous avons proposé une nouvelle méthode de correction géométrique fondée sur la régression ridge à noyau pour rendre compatible les données spatiales anciennes et actuelles mobilisées. Nous avons également développé une approche et un outil de vectorisation automatique des forêts dans les dessins-minutes de la carte d'Etat-Major du XIXe siècle. Enfin, une première évaluation de l'impact de l'incertitude spatiale sur la réponse des modèles espèces-habitats a également été initiée. D'un point de vue écologique, les résultats ont révélé un effet significatif de la continuité temporelle des habitats sur la diversité en syrphes forestiers. Nous avons montré que les forêts les plus isolées présentaient une dette d'extinction ou un crédit de colonisation selon le type d'évolutions apparues au cours de la dernière période étudiée (1979-2010). Il s'est avéré qu'une durée de 30 ans n'était pas suffisante aux syrphes forestiers pour qu'ils retrouvent un été d'équilibre à la suite d'une évolution spatiale de leur habitat isolé<br>Biodiversity in landscapes depends on landscape spatial patterns but can also be influenced by landscape history. Indeed, some species are likely to respond in the longer term to habitat disturbances. Therefore, in recent years, landscape dynamics have become a possible factor to explain current biodiversity. The aim of this thesis in GIS is part of this historical ecology context. We are dealing with automatic extraction of forest patches and characterization of their spatiotemporal evolution. The objective is to evaluate forest dynamics effects on current diversity of forest hoverflies. (Diptera: Syrphidae) in the agri-forestry landscape of Coteaux de Gascogne. The proposed general approach consists of three main steps: (1) the forest spatial database production from heterogeneous sources, (2) forest patches matching and characterization of their spatiotemporal evolution, (3) species-habitat modeling while integrating history as one of the factors likely to explain hoverflies diversity. Several methodological contributions were made. We proposed a new geometric correction approach based on kernel ridge regression to make consistent past and present selected data sources. We also developed an automatic extraction approach of forest from Historical Map of France of the 19th century. Finally, spatial uncertainty effects on ecological models responses have been assessed. From an ecological viewpoint, a significant effect from historical continuity of patches on forest hoverflies diversity was revealed. The most isolated fragments presented an extinction debt or a colonization credit according to area dynamics occurred in the last time-period (1970-2010). As it turns out, 30 years was not sufficient for forest hoverflies to reach new equilibrium after isolated habitat changes
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Medeiros, Gerson Ronaldo. "Produção de autobiografias por alunos do 6º ano do ensino fundamental como forma de refletir sobre trajetórias de vida e desenvolver noções do trabalho do historiador." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156455.
Full textAbstract:
Este trabalho apresenta pesquisa que busca, por meio da produção de autobiografias por alunos de sexto ano, possibilitar reflexões sobre trajetórias de vida, bem como desenvolver noções do trabalho do historiador, em especial o uso de fontes históricas. Para atingir este objetivo, promoveram-se encontros com os alunos nos quais se desenvolveu a caracterização das escritas de si, principalmente as autobiografias. Posteriormente o trabalho apresentou aos alunos informações sobre fontes históricas e buscou-se instrumentalizá-los para o uso de memórias, fotografias e relatos orais para a confecção de seus escritos. Autores como Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva, entre outros, foram essenciais para orientar e analisar as produções feitas. No relato destas vidas, imaginava-se o encontro de recordações traumáticas, em um número elevado, o que não se concretizou quando se iniciou a leitura das produções. A riqueza de situações apresentadas pelos trabalhos justifica o uso das autobiografias para percepção de trajetórias de vida e para o ensino de fontes históricas.<br>The present work introduces research that aims, using the production of autobiographies by students of the sixth year, to enable reflections on trajectory of lives, as well as develop notions of the work of the historian, specially the usage of historical sources. To reach this objective, meetings with the students were promoted in which the characterization of the self writings were developed, mainly the autobiographies. Then the work presented to the students information about historical sources and, aimed to give them instruments to the usage of memories, photography, and oral reports to the making of their writings. Authors such as Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva and others were essential to guide and analyze the productions that were made. In the report of these lives, it was thought to find many traumatic memories, which was not confirmed once the reading of the productions began. The richness of situations presented by the works justifies the usage of autobiographies to realize the trajectory of life and to the teaching of historical sources.
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Guerlain, Laëtitia Marie. "Droit et société au XIXe siècle : les leplaysiens et les sources du droit : (1881-1914)." Thesis, Bordeaux 4, 2011. http://www.theses.fr/2011BOR40046/document.
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Les disciples de Frédéric Le Play (1806-1882) ont cherché, par la constitution d’écoles, àperpétuer l’oeuvre de leur maître. En matière juridique, ils tentent de refonder le droit sur l’espritsocial. Celui-ci, frontalement opposé à l’esprit classique des juristes, fait d’abstraction etd’idéalité, doit permettre de réinsuffler le social dans le droit, saturé par l’idéologie des Lumières.Cet objectif passe notamment par une réflexion méthodologique sur la science juridique, quidoit allier le classique procédé déductif à l’induction des sciences sociales. Une fois le droit assissur la neutralité du fait social, il peut enfin être assaini de l’idéologie rousseauiste qui l’imprègneet, somme toute, dépolitisé. Les leplaysiens en retrouvent in fine le fondement dans la tradition,mélange d’immanence et d’historicité. Les disciples de Le Play, qui entendent promouvoir desréformes en vue de l’avènement d’une société traditionnelle vectrice de paix sociale, utilisentalors les sources formelles du droit. Celles-ci apparaissent véritablement instrumentalisées : lesémules de l’ingénieur utilisent en effet, au gré de leurs besoins, tant la coutume et lajurisprudence que la loi pour faire aboutir leurs réformes. Il ressort de cette étude qu’ils ontsurtout exercé une influence méthodologique et intellectuelle sur la norme législative<br>The followers of Frederic Le Play (1806-1882) sought by the establishment of schools, toperpetuate the work of their master. They indeed tried to reestablish social spirit as the true basisof legal science. The latter, frontally opposed to the classical spirit of Jurists, made of abstractionand ideality, must allow life to penetrate the field of legal science, saturated with the ideology ofthe Enlightenment. To achieve this objective, they develop a methodological reflection on legalscience, which must combine the classic deductive process to the induction of Social Sciences.Once seated on the neutrality of the social fact, legal science can finally be cleansed ofRousseau’s ideology and be, after all, depoliticized. The leplaysiens ultimately found the truebasis of law in tradition, defined as a mixture of immanence and historicity. The disciples of LePlay, who intend to promote reforms to the advent of a traditional society vector of social peace,then use formal sources of law. The latter appear truly manipulated : the followers of theengineer use indeed to suit their needs, both custom, jurisprudence and law to achieve theirreforms. It appears from this study that they have mostly influenced the Third Republiclegislation in a methodological and intellectual way
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Nogueira, Laisa dos Santos. "A CONSTRUÇÃO DO CONHECIMENTO HISTÓRICO ATRAVÉS DAS FONTES: APROXIMAÇÕES E DISTANCIAMENTOS ENTRE AS POLÍTICAS PÚBLICAS EDUCACIONAIS E AS PRÁTICAS ESCOLARES NO ENSINO DA HISTÓRIA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7010.
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Born from the constant questionings that arise from school practices regarding the teaching of
History, the present research revolves around the study of the instructions that are given to the
teachers by the Ministry of Culture and Education of Brazil (MEC in Portuguese). Therefore,
a reflection is sought, when it comes to the possibilities and limitations of putting into practice
in public schools an educational proposal that favors the student as a producer of knowledge
by means of critiquing historical documents. For that, a dialogue is thought of to be
established about the latest changes in school practices and public policies (notably through
the use of the Curricular National Parameters P.C.N. in Portuguese), in addition to an
attentive look towards evolution, also in the historical research. By means of this study, it is
considered that the indication made *through the use of the Curricular National Parameters
lead to a teaching proposal which privileges the analysis and criticism of traces from the past
(in its most variable discursive manifestations) as well as bringing closer together the
institution and the historical research itself. Meanwhile, the practices of the public school
History teachers are taken into account, by means of questionnaires that are given, with the
purpose of evidencing that which, in fact is being done inside the middle school classrooms in
the city of Rio Grande. From the analysis of the results that these questionnaires provide, it s
possible to note that, despite the fact the Parameters (P.C.N.) proposal has not been mentioned
by the teachers-collaborators, historical sources are continually utilized as didactic and
methodological resources in the classes rendered by the great majority of them. At last, the
data gathering is done through a trial proposal in a ninth-grade class in Mate Amargo
Municipal School (Rio Grande/RS). Such proposal is organized based on MEC s
parameterization given to the elementary 4th cycle school teachers. The student s concept
about sources and historical knowledge, as well as the school practices referent to the
proposal, lead to an analysis in the concluding part of this research.<br>Nascida dos constantes questionamentos das práticas escolares referentes ao ensino da
História, a presente pesquisa volta-se ao estudo da orientação dada aos professores pelo
Ministério de Educação (MEC) brasileiro. Busca-se, então, uma reflexão acerca dos limites e
possibilidades de se colocar em prática nas escolas públicas uma proposta de ensino que
privilegie o estudante como produtor do conhecimento através da crítica ao documento
histórico. Para tanto, pensou-se em estabelecer um diálogo sobre as recentes mudanças nas
práticas escolares e políticas públicas notadamente através dos Parâmetros Curriculares
Nacionais além de um atento olhar para a evolução, também, na pesquisa histórica. Por
meio deste estudo, considerou-se que a indicação feita pelos PCN conduz a uma proposta de
ensino que privilegia a análise e crítica de vestígios do passado em suas mais variadas
manifestações discursivas , bem como a consequente aproximação entre a escola e a
pesquisa histórica. Nesse ínterim, são consideradas as práticas dos professores de História da
rede pública através de questionários aplicados na intenção de evidenciar aquilo que, de
fato, está sendo feito nas salas de aula do Ensino Fundamental no município do Rio Grande.
Dentre o saldo da análise dos questionários, é possível perceber que, mesmo sem que a
proposta dos Parâmetros tenha sido mencionada pelos professores-colaboradores, as fontes
históricas são recorrentemente utilizadas como recursos didático-metodológicos das aulas
ministradas pela maioria desses. Por fim, a coleta dos dados foi feita através de uma proposta
de experimentação em uma turma de 9º ano da Escola Municipal Mate Amargo (Rio
Grande/RS). Tal proposta foi organizada com base na parametrização dada pelo MEC aos
professores do 4º ciclo do Ensino Fundamental. As concepções dos estudantes sobre fontes e
conhecimento histórico, bem como as práticas escolares referentes à proposta, conduziram a
análise na parte final desta pesquisa.
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Herold, Hendrik [Verfasser], Elmar [Akademischer Betreuer] Csaplovics, Nguyen Xuan [Akademischer Betreuer] Thinh, and Gotthard [Akademischer Betreuer] Meinel. "An Evolutionary Approach to Adaptive Image Analysis for Retrieving and Long-term Monitoring Historical Land Use from Spatiotemporally Heterogeneous Map Sources / Hendrik Herold. Betreuer: Elmar Csaplovics. Gutachter: Elmar Csaplovics ; Nguyen Xuan Thinh ; Gotthard Meinel." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://d-nb.info/1095395408/34.
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Sandberg, Karin. "Möte med det förflutna : digitaliserade primärkällor i historieundervisningen." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88691.
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In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University. Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments. The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy. The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised.<br>En dator till varje elev, det som ofta kallas en-till-en, har skapat nya förutsättningar för undervisning. I denna studie får gymnasieelever arbeta med digitaliserade primärkällor i historieundervisningen. Elevernas förmåga att använda historiskt tänkande, historisk empati och kontextualisering undersöks, och elevernas inställning till historieämnet kartläggs före och efter mötet med de digitaliserade källorna. Samtliga elever klarar av att genomföra sökningar i det digitaliserade källmaterialet, och de uppvisar i högre eller lägre grad historiskt tänkande, historisk empati och kontextualisering under lektionerna och i sina skriftliga och muntliga redovisningar. Elevernas inställning till historieämnet påverkas i viss mån. Främst förändras deras syn på primärkällor.
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Hernández, Guerrero Daniel. "Rethinking Source Criticism -Towards the development of an analytical model for evaluation of sources in times of massinformation and fake news." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-91339.
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This thesis discusses source criticism from a critical perspective which encompasses its challenges, demands and possibilities for teaching practice. The questions guiding the core of this research are the following:1) What differentiates people’s activities in the process of evaluating sources? 2) What characterizes an effective practice in critical evaluation of sources? 3) Which criteria, factors and strategies might be important to consider in order to have a successful source critical methodology that promotes the improvement of critical thinking when analysing information and news?The studied materials include data from one survey and 54 semi-structured interviews. The interviews, analysed by using a methodology based on Grounded Theory, led to the development of a concept, critical source criticism (CSC), which define a broad perspective for the analysis of sources, and a related theoretical model (the CSC-model) aimed to be used for didactical purposes. The outcomes from this research suggest that different forms and levels of knowledge in history and social studies (in theory and practice), have a critical impact on the way we interact with information. The results also suggest that the combinations of theories and methodologies, alongside an emphasis on pluralism and multiperspectivity, can turn source criticism into an effective practice to achieve several educational goals. Subsequently, these results, are considered in the development of the proposed model in this thesis. The CSC-model developed in this study could be suitable for the analysis of information such as news, in planning of source-critical based teaching and in source critical discussions. I argue that this methodological structure, can be applied to facilitate the development of critical thinking, as well as other skills and abilities essential for democratic participation. This thesis Includes summaries in Swedish and Spanish as appendices".
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Araki, Ricardo 1966. "A história do clima de São Paulo." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286914.
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Orientadores: Luci Hidalgo Nunes, Christian Pfister<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências<br>Made available in DSpace on 2018-08-21T15:40:51Z (GMT). No. of bitstreams: 1
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Previous issue date: 2012<br>Resumo: Esta pesquisa teve por objetivo reconstruir a historia climática do estado de São Paulo, desde sua colonização européia até o inicio do século 20. Fontes históricas de diferentes naturezas como jornais, diarios, almanaques, cartas, relatos de viagens, entre outros foram consultadas no intuito de comprovar hipótese que manifestações da Pequena Idade do Gelo, que entre os séculos 14 e 19 afetaram sensivelmente as sociedades do Hemisfério Norte, teriam também sido sentidas no território paulista. Mais de 7 mil consultas foram feitas, resultando em 1355 registros sobre tempo e clima entre 1550 e 1927, que após serem revisadas possibilitaram sistematizar 685 eventos que contêm claramente a data, local e descrição do fenômeno climático. A quantidade de registros mencionando frio, temperaturas baixas e geadas praticamente se equipara aos registros sobre chuvas, sendo também mais que o dobro do número de informações sobre calor, corroborando a hipótese de que também no estado de São Paulo o período atual tem sido menos frio do que o passado<br>Abstract: This research aimed to reconstruct the climatic history of São Paulo State, from the colonial period to the beginning of the 20 century. Distinct historical sources like journals, diaries, almanacs, letters, expedition records, among others, were consulted to verify the hypothesis, i.e., that manifestations of the Little Ice Age, which significantly affected the Northern Hemisphere societies between 14 and 19 century, were also experienced in the territory of São Paulo. More than 7,000 queries were made, resulting in 1,355 weather and climate records between the years of 1550 and 1927, which were revised and then systematized into 685 events that contain clearly date, localization and the phenomenon description. The quantity of data mentioning cold, low temperatures and frosts is practically the same of the number of records of rain, and more than twice of warm events, reinforcing the hypothesis that also in São Paulo the current period has been less cold than the past<br>Doutorado<br>Análise Ambiental e Dinâmica Territorial<br>Doutor em Ciências
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Gandolfi, Haira Emanuela 1987. "A natureza da química em fontes históricas do Brasil colonial (1748-1855) : contribuições da história da exploração mineral para o ensino de química." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254007.
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Orientador: Silvia Fernanda de Mendonça Figueirôa<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-27T07:23:20Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015<br>Resumo: Em virtude do desafio atual de tornar o Ensino de Ciências interessante, abrangente e formador de cidadãos críticos, a presente investigação busca realizar uma reflexão a respeito da inserção da História e da Filosofia da Ciência (HFC) em atividades de Ensino de Química. Pretende-se discutir, a partir do ponto de vista do ensino da Natureza da Ciência (NOS), as potencialidades do estudo da História e da Filosofia da Ciência para o Ensino de Química, essencialmente relevantes para a elucidação de como se dá a gênese e o desenvolvimento dos conhecimentos e das práticas químicas. Com o objetivo de divulgar as possibilidades do trabalho, em sala de aula, com aspectos da Natureza da Química, essa investigação explorou, a partir de uma Pesquisa Histórica, e analisou, dentro do referencial do Ensino de Ciências e da HFC, diferentes fontes históricas primárias, produzidas no contexto da exploração mineral no período colonial brasileiro. Buscou-se apresentar e estimular a leitura, interpretação e análise de textos histórico-científicos, sob a luz da HFC e da NOS, visando um maior contato de professores e estudantes com aspectos e características do mundo científico e das práticas e conhecimentos químicos em um contexto brasileiro, através do estudo de uma das mais importantes atividades de exploração natural desenvolvida ao longo da História do Brasil<br>Abstract: Due to the present challenge to transform Science Education into an interesting, comprehensive and capable of forming critical citizens process, this research aims to reflect about the insertion of History and Philosophy of Science (HPS) into Chemistry Teaching activities. The intention here is to discuss, from the teaching of the Nature of Science (NOS) perspective, the potential of History and Philosophy of Science for Chemistry Teaching, as these topics are essentially relevant to the elucidation of the genesis and the development of knowledge and practices related to Chemistry. In order to disseminate the possibilities of classroom practices related to the Nature of Chemistry, this research explored, by undertaking a Historical Research, and analyzed, within the framework of Science Teaching and HPS, several primary historical sources, produced in the context of mineral exploitation during the Brazilian colonial period. The objective here was to introduce and encourage reading, interpretation and analysis of historical-scientific texts, under the light of the HPS and the NOS, looking forward to approximate teachers and students to aspects and features of the scientific world and of chemical practices and knowledge in a Brazilian context, through the study of one of the most important natural exploitation activities developed throughout the Brazilian History<br>Mestrado<br>Ensino de Ciencias e Matematica<br>Mestra em Ensino de Ciências e Matemática
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Dunduro, Silva Armando. "Projeto para criação do Centro de Pesquisa e Documentação de História Oral e Ciências Sociais (Beira, Moçambique)." reponame:Repositório Institucional do FGV, 2009. http://hdl.handle.net/10438/4158.
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Submitted by Felipe Torquato (felipe.torquato@fgv.br) on 2010-01-08T15:35:18Z
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CPDOC2009SilvaArmandoDunduro.pdf: 1012190 bytes, checksum: e6eccf9e451be03c57649690d1bd10e9 (MD5)<br>The main goal of this dissertation is to propose the creation of a Center of Research and Documentation of Oral History and Social Sciences in the city of Beira, Mozambique. It is intended that the Center will be encharged of promoting projects related to the constitution of a set of collections with historical and documental contents, that will be able to contribute to the development of academic research and the valorization of Mozambican history and culture. The Center will have the oral history as its main methodological research tool. The collections, that will be formed based upon different projects, will be the result of interviews, recorded with actors who come from different social strata, all of them directly envolved in important events of Mozanbican recent history. These interviews should be available at the Center, altogether with other kinds of sources, gathered and organized with the objective of constituting a reference center related to the Mozanbique’s contemporary history. All the Center activities will be supported by projects of teams’ qualification. In this sense, the Center will have to deal with two basic fields: the research, production, preservation and diffusion of sources to the national contemporary history; and the didactic-pedagogical support to the different levels of learnship process.<br>A presente dissertação tem como objetivo central propor a criação do Centro de Pesquisa e Documentação de História Oral e Ciencias Sociais na cidade da Beira, em Moçambique. Pretende-se, com o Centro, promover projetos que possibilitem a constituição de acervos de caráter histórico e documental, contribuindo, assim, para o desenvolvimento da pesquisa acadêmica e para a valorização da história e da cultura Moçambicanas. O Centro terá como principal ferramenta metodológica de pesquisa a história oral. O acervo a ser constituído no contexto de distintos projetos resultará, portanto, de entrevistas gravadas com atores de diferentes extratos sociais, todos eles participantes diretos de eventos relevantes da história recente de Moçambique. Essas entrevistas deverão estar disponíveis, no Centro, juntamente com outros tipos de fontes, coletadas e organizadas com o objetivo de constituir um centro de referência sobre a história contemporanea do país. Toda a atividade do Centro será acompanhada de projetos de qualificação de equipes. Neste sentido, o Centro terá de lidar com dois importantes campos: a pesquisa, produção, preservação e difusão de fontes para a história contemporânea; e o apoio didático-pedagógico aos diversos níveis do processo de aprendizagem.
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Langerth, Zetterman Monica. "Innehållsdesign : Principer, metoder och verktyg samt tillämpningar inom utbildningshistorisk forskning och undervisning." Doctoral thesis, Uppsala University, Department of Studies in Education, Culture and Media, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8464.
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<p>This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.</p><p>The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.</p><p>One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas. </p>
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Schlegel, Martin. "Informationsbeteende i spelskapande : En fallstudie av Paradox Interactive." Thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-333447.
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This thesis focuses on Paradox Interactive's information seeking as a process in the construction of historical computer games. The study is collecting data through a series of interviews with two professional groups: Content designers and 3D graphics. The study focuses on the role of information gathering as a internal process in the creation of the game but also on how the two professions, which have been involved in the study's interviews, gather information relevant to their specific tasks. The study also touches on whether it exists a connection between how Content designers and 3D graphics conduct their searches for information and the ABM sector (that is archives, libraries and museums) as sources/distributors of information. The study has resulted in knowledge regarding the professional groups' information behaviour, what factors that affect the process of gathering information. The study has also resulted in an awareness regarding what kind of information sources that are attractive. Furthermore, the interviews conducted have produced information on how archives, libraries and museums function as information sources for the selected professional groups. The information gathered through the interviews shows that archives, libraries and museums are not used as information sources by the professional groups. Reasons as to why this is the case are a lack of awareness as well as the professional groups' various needs, such as right content and easy accessibility. Games which are utilising or relate to popular history are a clear aspect of modern days popular culture. There exists an abundance of games which relate to history whether they are historical strategy-focused computer games or more action-packed videogames constructed around historical events and contexts. There exists an equally abundance of studies which focuses on games in certain aspects; one such area of research is how history is utilised in games. This study, as noted above, doesn't focus on the games themselves or how they utilise history but rather on the specific question of how the developers gather the information about the past, what sources that exists, and how archives, libraries and museums can better accommodate game creators as a specific group of information gatherers and users.
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Olivier, Mathieu. "Une chronique de l'ordre Teutonique et ses usages à la fin du Moyen Âge : l'Ancienne Chronique des Grands-Maîtres et sa réception jusqu'au milieu du XVIe siècle." Thesis, Paris Est, 2009. http://www.theses.fr/2009PEST0012.
Full textAbstract:
Le présent travail s’inscrit dans le regain d’intérêt pour le complexe des chroniques médiévales de l’ordre Teutonique. Afin de mieux cerner les fonctions de l’écriture historiographique au sein de l’Ordre, il fait le choix de s’attacher en particulier à une compilation méconnue de la première moitié du XVe siècle, l’Ancienne Chronique des Grands-Maîtres. Riche d’une tradition manuscrite touffue, la chronique se présente pour l’essentiel comme la mise en prose des œuvres plus célèbres qui l’ont précédée au XIVe siècle. La nouvelle donne politique et militaire qui affecte alors un ordre Teutonique en crise oblige pourtant à s’interroger sur les ressorts et les limites de cette apparente continuité d’un discours historique dont tout par ailleurs paraît attester la caducité. Appuyée sur les outils de la philologie et de la codicologie, l’enquête s’efforce de retracer le cycle de vie d’une compilation, depuis ses « prétextes » du XIVe s. jusqu’à sa réception, en ses manuscrits et au-delà, étudiée jusqu’à 1550 environ. La résurgence historiographique dissimule en réalité un contexte d’écriture nouveau. La chronique est née dans les années 1430 d’un projet éminemment partisan alors que l’Ordre se déchire entre plusieurs factions, mais tire précisément sa force d’avancer masquée, sous la forme d’une chronica nullius. Dès lors, la réception du texte apparaît sous le jour d’un processus de neutralisation progressive d’un manifeste tendancieux. Elle montre aussi que ce précis d’histoire, en dépit de sa large diffusion, échoue in fine à devenir une vulgate historiographique. L’étude est prolongée par une nouvelle édition critique du texte, ambitionnant de remplacer l’édition de 1866<br>This PhD aims at giving an insight into the uses of historical writing within the medieval Teutonic Order, whose chronicles have been the focus of a renewed scholarly interest for two decades. It focuses on a little-known compilation dating back to the first half of the 15th century, the Old Chronicle of the Grand Masters. Preserved in many manuscripts, this text reads at first glance as a prose version of more famous masterpieces from the 14th century. The political and military “new deal” a weakened Teutonic Order has to cope with in 15th-century Prussia raises a wide range of questions around this permanence of a historical discourse which was otherwise considered at odds with the real situation of the Order after Tannenberg. Applying the tools of codicology and philology, this work tries to shed light on the complete span of a chronicle’s life, from its “foretexts” to its reception until the middle of the 16th century. As a matter of fact, the apparent revival of an “outdated” historical discourse conceals a wholly modified set of conditions impinging on history writing. The text proves to be a biased manifesto under the guise of an “authorless” unveiling of the true history, and is as such deeply embedded within a context of internal rivalries between “regional” clans within the Order. The further reception of the text therefore needs to be reasserted as a process of step-by-step neutralization. At the same time, the inquiry into the chronicle’s reception shows that the Old Chronicle of the Grand Masters, despite a widespread diffusion, failed to become a historical vulgate of sorts. A new critical edition of the text is given to replace the old edition by Toeppen, flawed with many shortcomings