Relevant bibliographies by topics / Azania

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Azania'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Azania"

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Chami, Felix. "The Geographical Extent of Azania." Theoria 68, no. 168 (September 1, 2021): 12–29. http://dx.doi.org/10.3167/th.2021.6816802.

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The Romans identified East Africa as Azania. The Chinese as Zezan. The metropolis of Rhapta was indicated to be the capital of Azania. In recent times a controversy emerged as to the location of Azania and Rhapta. A discussion has also occurred regarding the kind of people who settled in Azania. Whereas some scholars agree that the core of Azania was in East Africa modern, the geographical extent of Azania is in question. Archaeological, historical, and linguistic data have been used to suggest Azania extended from the coast of East Africa to the Great Lakes region, central Africa and South Africa. It is also argued that the people of Azania were Bantu speakers who were farming and smelting iron. It is therefore justifiable for the people of the larger region of South Africa to East Africa to name themselves Azanians.
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Dladla, Ndumiso. "The Azanian Philosophical Tradition Today." Theoria 68, no. 168 (September 1, 2021): 1–11. http://dx.doi.org/10.3167/th.2021.6816801.

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Even though the Pan Africanist Congress was formed in 1959 after departing from the African National Congress at a point marking out the irreconcilability of the Azanian ‘faith’ with the other interpretations of the struggle within the ‘broad church’ of the Congress Movement, it was only six years later, in 1965, that it modified its name to the PAC of Azania. The name Azania is supposed to have been suggested by Nkrumah at the All-African Peoples’ Conference in 1958 attended by the Africanists even before the inauguration of the PAC (Diaz 2009: 239; Hilton 1993: 5). The Azanian tendency in ‘South African’ history can arguably be said to have existed from the earliest times of resistance by the indigenous people against the unjust wars of colonisation (see Dladla 2020: 71–108).
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Upton, Elaine Maria. "South Africa/Azania." Feminist Studies 21, no. 3 (1995): 634. http://dx.doi.org/10.2307/3178204.

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Kirwan, L. P. "Rhapta, Metropolis of Azania." Azania: Archaeological Research in Africa 21, no. 1 (January 1986): 99–104. http://dx.doi.org/10.1080/00672708609511370.

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PLÜDDEMANN, PETER. "One Azania, One Oration." Matatu 15-16, no. 1 (April 26, 1996): 140. http://dx.doi.org/10.1163/18757421-90000182.

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Mitchell, Peter. "A new future for Azania." Azania: Archaeological Research in Africa 43, no. 1 (January 2008): iii—iv. http://dx.doi.org/10.1080/00672700809480455.

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Maaba, Brown Bavusile. "The Archives of the Pan Africanist Congress and the Black Consciousness-Orientated Movements." History in Africa 28 (2001): 417–38. http://dx.doi.org/10.2307/3172227.

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On 19 September 1998, Professor Sibusiso Bhengu, the South African Minister of Education, officially opened the National Arts and Heritage Cultural Centre (NAHECS) archives at the University of Fort Hare. This archive houses documentation from three former liberation movements: the Pan Africanist Congress of Azania, the Azanian People's Organization and the Black Consciousness Movement of Azania. Bhengu, from 1991 to 1994 the first black rector of Fort Hare, had signaled a new era for the university.It was during Bhengu's administration that the university received ANC archival documents, firstly from the Solomon Mahlangu Freedom College (SOMAFCO), the ANC school in Tanzania during the exile period between 1978 and 1992, followed by other documents from ANC missions in different parts of the world. The arrival of these sources, which are lodged in the University Library, was followed by the official opening of the ANC archives on 17 March 1996 by Deputy President Thabo Mbeki of behalf of Nelson Mandela. Even before they were officially opened, the university had begun to receive scholars who combed the documents in an effort to reconstruct the history of the exiled liberation movements. Fort Hare historians also utilized the archives.The presence of the ANC archives at Fort Hare seems to have inspired Mbulelo Mzamane, Bhengu's successor as Vice Chancellor, to state that Fort Hare should be a home for all South African liberation movements' archival material. Soon, sources from the three liberation movements were sent to the university and the former Centre for Cultural Studies (CCS), now NAHECS, took charge of the documents. While these papers were being sorted out, a building was being constructed on campus to house the papers.
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Swer, Gregory Morgan, and Ewa Latecka. "Introduction: From Adorno to Azania – critical theory reloaded." South African Journal of Philosophy 38, no. 2 (April 3, 2019): 123–26. http://dx.doi.org/10.1080/02580136.2019.1635871.

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Buzan, Barry, and H. O. Nazareth. "South Africa versus Azania: the implications of who rules." International Affairs 62, no. 1 (1985): 35–40. http://dx.doi.org/10.2307/2618065.

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Ranuga, Thomas K. "Frantz Fanon and Black Consciousness in Azania (South Africa)." Phylon (1960-) 47, no. 3 (1986): 182. http://dx.doi.org/10.2307/274985.

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Dissertations / Theses on the topic "Azania"

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Webster, Jeffrey. "Come to Azania." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11244.

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Includes abstract.
This story had its seeds planted in my head three years ago, when I was 22. I wanted to write something distinctly South African, but also universal, so that the story could serve as satire, as a piece of local speculative fiction.
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Guevara, Raul Diaz [Verfasser], and Cord [Akademischer Betreuer] Jakobeit. "Azanism : A Critical Analysis of the Mytho-Reality Complexity of the Azanian Nation / Raul Guevara Diaz. Betreuer: Cord Jakobeit." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2011. http://d-nb.info/1020458194/34.

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Mondo, Mumbanza Simon. "Le Kponingbo des Azande : patrimoine musical dans une organisation socioculturelle singulière." Thesis, Antilles, 2016. http://www.theses.fr/2016ANTI0150/document.

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On peut se demander, par exemple, comment, alors qu’en Afrique, les gens manifestent souvent une préférence remarquable pour leurs propres musiques, le kponingbo des Azandé peut-il susciter une telle admiration de la part d’autres populations, d’une part, et de l’autre, comment les Azandé restent-ils si attachés au kponingbo au point de lui vouer une sorte de culte ? Par ailleurs, dans la région de l’Afrique centrale, les jeunes se sont accommodés des modèles nés au contact avec l’Occident. Comment se fait-il que, chez les Azandé, jusqu’au XXIe siècle, les jeunes sont plutôt demeurés fermés aux apports extérieurs, au profit du kponingbo? Comment expliquer que des personnes chantant ensemble fassent entendre simultanément des paroles différentes ? Quelle est la signification réelle des principes de « contextualisation », d’« appropriation », de « libre exécution » et la « politique de l’araignée », comment se traduisent-ils dans la réalisation vocale et instrumentale du kponingbo ? Quels sont les musiciens qui ont marqué l’histoire du kponingbo ? La musique instrumentale du kponingbo consiste à matérialiser des mélodies vocales, comment sont constituées celles-ci et comment les exécutants azandé les réalisent-ils ? Comment, enfin, trois musiciens jouant d’un même instrument conçoivent-ils la construction de leur musique ? Tout porte à croire que les Azandé restent très attachés au kponingbo parce que celui–ci a marqué l’enfance de la plupart d’entre eux dans un contexte musical monopolistique. Quant à l’intérêt manifesté par les populations non-azandé au kponingbo, il se justifierait par le fait que cette musique renferme des caractéristiques spécifiques attrayantes. Car, il apparaît à première vue que tous les paramètres mis ensemble : la thématique des chants, les caractéristiques métriques, rythmiques et mélodiques de leurs éléments constitutifs, la taille du répertoire, la danse, la pratique vocale et instrumentale, la musique du kponingbo constitue un patrimoine d’une richesse intrinsèque. Cette richesse semble être essentiellement entretenue par le dynamisme de son répertoire et l’engagement des exécutants qui y déploient leur talent tout en appliquant les principes culturels qui président à la pratique de cette musique.Mon choix pour l’étude du kponingbo est motivé par sa spécificité en tant que catégorie musicale. Celle-ci n’a, jusqu’ici, jamais fait l’objet d’une exploration satisfaisante. L’unique travail qui lui a été consacré par Fabrice Marandola (1991) ne concerne que son aspect instrumental, lequel n’a, du reste, été traité que partiellement. Dans son livre, Simha Arom (1985) a analysé deux pièces instrumentales du kponingbo sans en fournir les informations y afférentes. En effet, à l’absence des données ethnologiques sur cette musique, et vu le peu d’intérêt pour les modèles vocaux dont sont issues les pièces analysées, aucun de ces travaux ne pouvait satisfaire la curiosité d’un lecteur quant à la connaissance du kponingbo. Si du point de vue organologique, Olga Boone a pu fournir des informations intéressantes, le kponingbo demeure, à ce jour, un mystère sur les plans historique, ethnologique, thématique et technique. Voilà pourquoi je me suis attelé à cette thèse à travers des démarches analytiques et quelques objectifs qui suivent.Situer géographiquement les Azandé, identifier les conditions socioculturelles dans lesquelles est joué le kponingbo et trouver une explication à leur attachement indéfectible à cette musique.Savoir comment les principes prônés par la société contribuent-ils au succès du kponingbo.Etudier le kponingbo sous divers aspects et mettre en évidence les caractéristiques particulières expliquant l’intérêt qu’il revêt aux yeux des Azandé et des populations avoisinantes
TraductionDésactiver la traduction instantanée3782/5000One might ask, for example, how, in Africa, people often show a remarkable preference for their own music, can the Azandé kponingbo arouse such admiration from other populations, On the other hand, how are the Azande remaining so attached to the kponingbo as to give him a sort of worship? Moreover, in the region of Central Africa, young people have adapted themselves to models born in contact with the West. How is it that in the Azandé, up to the twenty-first century, young people have rather remained closed to external contributions, in favor of kponingbo? How can we explain that people singing together make different words sound simultaneously? What is the real significance of the principles of "contextualisation", "appropriation", "free execution" and "spider politics", how do they translate into the vocal and instrumental realization of kponingbo? Who are the musicians who have marked the history of kponingbo? The instrumental music of the kponingbo consists in materializing vocal melodies, how are these formed and how the performers azandé realize them? How, finally, do three musicians playing the same instrument conceive the construction of their music?There is every reason to believe that the Azandé remain very attached to the kponingbo because it marked the childhood of most of them in a monopolistic musical context. As for the interest shown by non-azandered populations in kponingbo, it is justified by the fact that this music contains specific characteristics attractive. For, at first sight, all the parameters put together: the theme of the songs, the metrical, rhythmic and melodic characteristics of their constituent elements, the size of the repertoire, dance, vocal and instrumental practice, kponingbo music constitutes A heritage of intrinsic wealth. This richness seems to be essentially maintained by the dynamism of its repertoire and the commitment of the performers who deploy their talent while applying the cultural principles that govern the practice of this music.My choice for the study of kponingbo is motivated by its specificity as a musical category. To date, this has not been the subject of satisfactory exploration. The only work devoted to it by Fabrice Marandola (1991) concerns only its instrumental aspect, which has, moreover, been treated only partially. In his book, Simha Arom (1985) analyzed two instrumental pieces of kponingbo without providing the relevant information. Indeed, due to the lack of ethnological data on this music, and given the lack of interest in the vocal models from which the analyzed pieces are derived, none of these works could satisfy a reader's curiosity about knowledge of kponingbo. If, from an organological point of view, Olga Boone has been able to provide interesting information, the kponingbo remains, to this day, a mystery on the historical, ethnological, thematic and technical levels. That is why I have embarked on this thesis through analytical approaches and some of the following objectives.To situate geographically the Azandé, to identify the socio-cultural conditions in which the kponingbo is played and to find an explanation for their unfailing attachment to this music.Know how the principles advocated by society contribute to the success of kponingbo.Study the kponingbo under various aspects and highlight the particular characteristics explaining the interest it has in the eyes of the Azande and the neighboring populations
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Loiola, Eder Marques. "Uma ideia da autonomia da escola na obra de José Mário Pires Azanha." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20092016-170656/.

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A presente dissertação discute o conceito de autonomia da escola na obra do educador José Mário Pires Azanha (1931-2004). A interpretação exposta no trabalho sugere que a expressão era geralmente usada pelo autor num sentido programático, associada a uma proposta específica de atribuição de autonomia educativa às escolas. O programa prático veiculado pelo conceito é considerado uma resposta aos impasses institucionais inéditos deflagrados pela democratização do acesso à escola básica de oito anos a partir da reforma Ulhoa Cintra (1967-70). A argumentação recorre à articulação da ideia de autonomia da escola com outras noções presentes em escritos variados do autor a respeito das avaliações da qualidade do ensino público, em suas considerações acerca da pesquisa educacional e das propostas de formação de professores, entre outros tópicos. Tais conexões conceituais indicam o propósito de Azanha de destacar aspectos das novas condições de ensino interessantes ao encaminhamento das alegadas dificuldades da escola pública democratizada.
This dissertation aims to discuss the concept of school autonomy in the works of educationist José Mário Pires Azanha (1931-2004). The interpretation exposed herein suggests that the term was typically employed by the author program-wise, i.e., associated with a particular proposal of educational autonomy assignment to schools. The practical program conveyed by the concept is considered to be an answer to the unprecedented institutional bottlenecks brought about by the democratization of the access to the eight-year Elementary School after the Ulhoa Cintra (1967-1970) reformation. The argumentation is supported by the connection of the idea of school autonomy with other assumptions from several of Azanhas writings about quality assessments in the public school, concerns regarding educational research, and teacher-training proposals, among others. Such conceptual connections demonstrate Azanha\'s intent to highlight the aspects of valuable new learning conditions when following-up on alleged shortcomings presented by the democratized public school.
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Cury, Ariam José Ferreira de Castilho. "Azanha e a democratização do acesso ao ensino: 1967-1970." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102012-110916/.

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Este trabalho visa compreender a concepção de democratização do acesso ao ensino em José Mário Pires Azanha a partir dos vínculos entre ação política e elaboração conceitual. Em uma época marcada pela crença de que a escola pública é, sob todos os aspectos, um fracasso, um exame da obra teórica e do percurso político de Azanha pode se mostrar relevante para pensar e fomentar políticas públicas capazes de dar um significado à escolarização pública. Seus mais de 50 anos como professor e administrador público, sua atuação política e grande parte de sua obra foram dedicadas à defesa de uma concepção específica de democratização do ensino, e seus exercícios teóricos sobre o tema baseiam-se nas medidas que levou a cabo em sua passagem pela Secretaria da Educação do Estado de São Paulo durante a administração Ulhôa Cintra (1967-1970). Ao estudar a noção de democratização do ensino veiculada por Azanha e sua implantação, este trabalho lança luz sobre a delicada questão das políticas educacionais durante a ditadura militar brasileira (1964-1985). Mesmo num contexto de crescente cerceamento das liberdades políticas, o Estado adotou políticas visando democratizar o direito social à educação. Esta pesquisa procura matizar o papel dos inúmeros atores envolvidos nesse complexo cenário, que envolveu diferentes projetos pedagógicos e posicionamentos políticos entre um aparato fortemente repressivo e as diversas modalidades de resistência que se desenhavam ao longo do processo.
The present paper aims to understand the concept of democratization of the access to education in José Mário Pires Azanhas work through the links between political action and conceptual elaboration. In times marked by the belief that the public school is a failure, in all respects, an analysis of Azanhas theoretical work and political trajectory may prove relevant to think of and foment public policies that can give meaning to public schooling. As a teacher and public administrator for more than 50 years, Azanhas political engagement and most of his work were devoted to advocating a specific conception of the democratization of education and his theoretical exercises on the issue are based on the measures that he implemented during his time at the São Paulo State Department of Education in the Ulhôa Cintra administration (1967-1970). By studying the notion of democratization of education advocated by Azanha, as well as its implementation, this paper sheds some light on the sensitive issue of educational policies during the Brazilian military dictatorship (1964-1985). Even in a context of increasing curtailment of political freedom, the State adopted policies aimed at democratizing the social right to education. This research attempts to nuance the role of the numerous agents implicated in this complex scene, which involved different pedagogical projects and political stances in a highly repressive framework and the several modes of resistance that gained shape throughout the process.
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Gama, Lucia Helena Pegolo. "Desenvolvimento do botão floral de Rhododendron simsii cv. Helmut Vogel : controle ambiental e hormonal." [s.n.], 1996. http://repositorio.unicamp.br/jspui/handle/REPOSIP/315337.

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Orientador: Maria de Fatima D. Aleixo Pereira
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
Made available in DSpace on 2018-07-21T16:27:27Z (GMT). No. of bitstreams: 1 Gama_LuciaHelenaPegolo_M.pdf: 1296944 bytes, checksum: cb6836abc79c941f000b9d9474903024 (MD5) Previous issue date: 1996
Resumo:Rhododendron simsii é uma espécie ornamental, tendo uma grande importância comercial. Esta espécie apresenta dormência do botão floral. o objetivo deste trabalho foi estudar o desenvolvimento do botão floral e o tempo médio de antese desta espécie, mais especificamente da cultivar Helmut Vogel, examinando a influência de baixas temperaturas (vernalização), fotoperíodo, ácido giberélico e cicocel, bem como estudar o envolvimento de substâncias giberelínicas endógenas. Foi também construída uma escala, demonstrando vários estádios de desenvolvimento do botão floral, que abrange do estádio vegetativo até o floral completo. Os tratamentos com baixas temperaturas ou GA3, promoveram o desenvolvimento e a quebra da dormência do botão floral e consequentemente o tempo para antese foi diminuído. A vernalização pode ser substituída por tratamento com ácido giberélico, sendo que foi verificado que a concentração e o momento de aplicação de ácido giberélico influenciam a resposta. Em relação ao fotoperíodo, quando este apresentou influência, dias longos (DL) foi o fotoperíodo promotor. O tratamento com cicocel evidenciou o envolvimento de substâncias plantas que não foram tratadas com cicocel. O envolvimento de giberelínicas nos processos estudados, pois as plantas que foram tratadas com cicocel demonstraram menor desenvolvimento do botão floral e atraso na antese, quando comparados com substâncias com atividade gibere],ínica foi também demonstrado através da análise cromatográfica e bioensaios de extratos de folhas de plantas logo após serem vernalizadas. Os resultados sugerem que o controle do desenvolvimento do botâo floral em Rhododendron simsii cv. Helmut Vogel, pode ser controlado pelo tratamento de vernalização e a ação deste envolve alterações nos níveis de substâncias giberelínicas
Abstract: Rhododendron simsii is a species considered ornamental and has a great commercial importance. This species presents dormancy in its floral bud. The objective of this study was the observation of the floral bud development and the average time for the species anthesis, more specifically for the Helmut Vogel cv., through the investigation of the influences of the low temperatures (vernalization), photoperiod, gibberellic acid and cycocel, as well as studying the involvement of endogenous gibberellic substances. A scale was also built, showing several stages of the floral bud development, which comprises from the vegetative stage to the complete floral stage. The treatments with low temperatures or GA3 promoted greater development and the breaking flower bud dormancy, and consequently the anthesis time was decreased. The vernalization could be substituted through gibberellic acid treatment. However, it was observed that the concentration and the time of the gibberellic acid application do influence the result. Regarding the photoperiod, when it showed influence, the photoperiod promoter was the LD. The cycocel treatment proved the influence of the gibberellinic substances in the studied processes, since the plants which were treated with cycocel showed lower floral bud development and the delay of the anthesis, when compared with control plants.ubstances wi th gibbereiiinic acti vi ty were demonstrated when extracted from piant ieaves just after they had been vernaiized. These resui ts suggest the participation of gibbereiiinic substances influencing the bud deveiopment and the breaking dormancy, speeding up the anthesis. The vernalization treatment is involved in the controi of these substances
Mestrado
Mestre em Ciências Biológicas
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Mnguni, Mphikeleli Matthew. "The role of black consciousness in the experience of being black in South Africa: the shaping of the identity of two members of AZAPO." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002531.

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The research attempts to understand the role Black Consciousness (BC) plays in the identity of blacks in South Africa by exploring and describing the experience of self-identity in the life-history context of two members of AZAPO, a BC organisation. The literature review explores the work of Biko, Manganyi, and Fanon with a view to understanding whether and how it might be claimed that BC galvanises the black person to discard the crippling fear of colonialism which inflicts feelings of inferiority, and to rise up to claim his/her rightful place in community life. To explore the philosophical assumptions made in the literature review, a qualitative study was conducted. Interviews were conducted with two black adults who have adopted BC philosophy. Three separate in-depth phenomenological interviews were conducted which yielded a description of the experiences of each respondent. A tape recorder was used to record the interviews and they were transcribed for analysis. A thematic analysis was conducted using the reading guide method. The material was thematised using the following questions: What biographical factors are seen as being important prior to the respondent becoming black conscious? How did the participant come to realise his/her self-identity as problematic? How did the process of adopting BC change the participant’s selfidentity? The results indicate that participants became aware very early in their lives and prior to adopting BC, that their own supportive and cohesive family cultures were at odds with the surrounding social context. Early experiences of this were initially unintelligible but impressionable. BC in this sense provided a framework for understanding and engaging with these experiences. The study shows that the adoption of BC helped to make sense of experiences of community isolation, discrimination, oppression and provided them with a mode of engaging practically with these issues. It was not adopted from a perspective of poor self-esteem or other such purely personal characteristics which may have been expected on the basis of literature in the area. BC was adopted as a way of understanding the relationship between their communities or backgrounds and the broader social environment and if there was a ‘healing’ project it was at this level.However, the study did show the close relationship between individual and social well-being that emerged as intrinsic both to the philosophy of BC and the lives of these individuals. This was shown to play out in the commitment of these individuals to the development of black communities and in their tying of their own destinies to the destiny of the oppressed black people in general. These and other issues which emerged in the two case studies are discussed in relation to the literature in the area.
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Azarnia, Sadat Mona. "Mona Sadat Azarnia How migrants choose their destination country : The case of Sweden." Thesis, Umeå universitet, Nationalekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-84247.

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Gonçalves, Tânia. "Autoridade docente: pensamento, responsabilidade e reconhecimento." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23082012-100731/.

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Esta tese, com base na obra de Hannah Arendt e de José Mario Pires Azanha, procura refletir e trazer contribuições para o entendimento da condição docente na cultura do mundo contemporâneo. A complexidade e a importância da autoridade no âmbito da docência na educação básica foram compreendidas a partir do recorte da condição do professor no contexto político e social Esse recorte foi realizado a partir do entendimento de que a autoridade do professor não está pautada em disposição ou características psicológicas, mas nas possibilidades sociais e políticas dos professores assumirem a responsabilidade pelo mundo a partir da educação das crianças. Nesse sentido, entendemos que autoridade docente como responsabilidade pelo mundo não é um empreendimento individual, mas um constante exercício no contexto de cada escola. Com essa premissa, buscamos entender as dificuldades e os limites para a autoridade docente na cultura contemporânea e, em especial, no contexto brasileiro. Dessa forma, empreendemos um breve estudo sobre a trajetória do conceito de autoridade desde o seu emprego original entre os romanos até as condições de emprego deste conceito a partir da era moderna. Também, no sentido de subsidiar essa reflexão, apoiados na obra de Hannah Arendt, buscamos apontar algumas características do homem moderno e as suas dificuldades com o mundo comum pela elevação da razão instrumental como forma de organizar e explorar o mundo, ao mesmo tempo em que o mundo é esvaziado da pluralidade humana. No contexto brasileiro, com o apoio do pensamento do Professor José Mário Pires Azanha, buscamos delinear os ritmos das políticas públicas de educação e como elas se enquadram nos encaminhamentos da organização da vida tendo como base os pressupostos herdados da era moderna. Procuramos, ainda, identificar como as políticas públicas de educação têm historicamente afetado o entendimento do oficio docente, da autoridade dos professores e a autonomia da escola.
This thesis, based on the work of Hannah Arendt and José Mário Pires Azanha, seeks to reflect upon and bring contributions to the understanding of the position teachers occupy in contemporary world\'s culture. The complexity and importance of authority in basic education teaching have been observed from the point of view of the condition of teachers in political and social contexts. This bias was justified by the understanding that the teachers\' authority is not based on inclination or psychological characteristics, but on social and political opportunities for teachers to take responsibility for the world starting from children\'s education. Accordingly, we believe that the exercise of teachers\' authority as responsibility for the world is not an individual enterprise, but a constant exercise in the context of each school. With this premise in mind, we have studied the difficulties and limitations in the exercise of teachers\' authority in contemporary culture and especially in the Brazilian context. Thus, we have undertaken a brief study of the concept of authority throughout history from the time of its original use among the Romans to the use of this concept as from the beginning of the Modern Era. Also, as an aid to this reflection, with the support of Hannah Arendt\'s work, we point out some characteristics of modern human beings and their difficulties in the ordinary world because of the rise of instrumental reason as a way to organize, explore and exploit the world while at the same time the world is being emptied of human plurality. In the Brazilian context, based on Professor José Mário Pires Azanha\'s thought, we outline the rhythms of public education policies and how they influence the way teachers organize their lives based on assumptions inherited from the Modern Era. We have also sought to identify how public policies for education have affected the understanding of the teaching profession, of teachers\' authority and school autonomy.
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Kowenicki, Richard Anthony. "Phosph(III)azane-based macrocycles." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615103.

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Books on the topic "Azania"

1

Supp, Eckhard. Azania. Berlin: Nishen, 1986.

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Pheko, S. E. M. I am Azania: Mother of Azanian civilisation. Johannesburg: Tokoloho (Freedom) Development Association, 2012.

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Congress, Pan Africanist. Current situation inside Azania: The PAC position. Dar es Salaam, Tanzania: Pan Africanist Congress of Azania, 1985.

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Utukufu wa Zanzibar: Historia ya Uislamu pwani ya Azania. Dar es Salaam: Ibn Hazm Media Center, 2010.

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Nkoana, Matthew. Resist, defend, advance: Black conciousness [sic] movement of Azania. London: [s.n., 1985.

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Pan Africanist Congress of Azania (SA). Pan Africanist Congress of Azania manifesto 2014: National & provincial elections. Johannesburg: Pan Africanist Congress of Azania, 2014.

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Mangena, Mosibudi. On your own: Evolution of Black consciousness in South Africa/Azania. Braamfontein: Skotaville Publishers, 1989.

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Language policy and national unity in South Africa/Azania: An essay. Cape Town: Buchu Books, 1989.

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Lesotho and the struggle for Azania: Africanist political movements in Lesotho and Azania : the origins and history of the Basutoland Congress Party and the Pan Africanist Congress. [London, England]: University of Azania, 1985.

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Mangena, Mosibudi. Triumphs and heartaches: A courageous journey by South African patriots. Johannesburg: Picador Africa, 2015.

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Book chapters on the topic "Azania"

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Tafira, Hashi Kenneth. "The Black Nationalist Movement in Azania." In Black Nationalist Thought in South Africa, 15–42. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58650-6_2.

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Tafira, Hashi Kenneth. "The Social Construction of Blackness in Azania." In Black Nationalist Thought in South Africa, 139–81. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58650-6_7.

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Bofelo, Mphutlane wa. "The Influences and Representations of Biko and Black Consciousness in Poetry in Apartheid and Postapartheid South Africa/Azania." In Biko Lives!, 191–212. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230613379_11.

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De Riek, Jan, Ellen De Keyser, Evelien Calsyn, Tom Eeckhaut, Johan Van Huylenbroeck, and Nobuo Kobayashi. "Azalea." In Handbook of Plant Breeding, 237–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90698-0_11.

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Linderman, Robert G. "Diseases of Azalea." In Handbook of Plant Disease Management, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32374-9_29-1.

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Linderman, Robert G. "Diseases of Azalea." In Handbook of Plant Disease Management, 873–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-39670-5_29.

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Variolo, Beatrice. "Figo, Azariah ben Ephraim." In Encyclopedia of Renaissance Philosophy, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-02848-4_791-1.

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Dujffield, George. "Rev. Azariah Smith, M.D." In American Missionary Memorial, Including Biographical and Historical Sketches, 315–28. Piscataway, NJ, USA: Gorgias Press, 2006. http://dx.doi.org/10.31826/9781463211851-019.

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Alexander, Neville. "An Illuminating Moment: Background to the Azanian Manifesto." In Biko Lives!, 157–70. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230613379_9.

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Sulieman, Abdel Moneim El-Hadi. "Azanza garckeana L.: Distribution, Composition, Nutritive Value, and Utilization." In Wild Fruits: Composition, Nutritional Value and Products, 379–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31885-7_30.

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Conference papers on the topic "Azania"

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Jeong, Yeonjeong, Jinmee Kim, Seunghyub Jeon, Seung-Jun Cha, Yongseob Lee, Youngjoo Woo, and Sungin Jung. "Azalea unikernel IO offload acceleration." In 2020 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2020. http://dx.doi.org/10.1109/ictc49870.2020.9289322.

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Cha, Seung-Jun, Seung Hyub Jeon, Yeon Jeong Jeong, Jin Mee Kim, and Sungin Jung. "OS noise Analysis on Azalea-unikernel." In 2021 23rd International Conference on Advanced Communication Technology (ICACT). IEEE, 2021. http://dx.doi.org/10.23919/icact51234.2021.9370730.

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Bishop, Matt, Carrie Gates, Deb Frincke, and Frank L. Greitzer. "AZALIA: an A to Z assessment of the likelihood of insider attack." In 2009 IEEE Conference on Technologies for Homeland Security (HST). IEEE, 2009. http://dx.doi.org/10.1109/ths.2009.5168063.

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Mare, Simon, Sjoerd Hendriks, Mehmet Aydın Baytaş, and Mafalda Samuelsson-Gamboa. "Azalea: Co-experiencing Embodied Information in Remote Communication." In MobileHCI '20: 22nd International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406324.3410538.

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Jeong, Yeonjeong, Jinmee Kim, Seunghyub Jeon, Seung-Jun Cha, Ramneek, and Sungin Jung. "Design and Implementation of Azalea unikernel file IO offload." In 2019 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2019. http://dx.doi.org/10.1109/ictc46691.2019.8939699.

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Jeon, Seung Hyub, Seung-Jun Cha, Cha Ramneek, Yeon Jeong Jeong, Jin Mee Kim, and Sungin Jung. "Deployment and Evaluation of Azalea multi-kernel for manycore." In 2019 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2019. http://dx.doi.org/10.1109/ictc46691.2019.8939999.

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Jeon, Seung Hyub, Seung-Jun Cha, Ramneek, Yeon Jeong Jeong, Jin Mee Kim, and Sungin Jung. "Azalea-Unikernel: Unikernel into Multi-kernel Operating System for Manycore Systems." In 2018 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2018. http://dx.doi.org/10.1109/ictc.2018.8539634.

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Vitorino, Artur José Renda, and Juliano Pereira de Mello. "Ensayo crítico sobre las posibles estrategias adoptadas para hacer frente al cierre de escuelas causado por COVID-19: Red Municipal de Educación de Campinas (SP) – Brasil." In I Congreso Internacional de Gestión Educativa. Pontificia Universidad Católica del Perú, 2021. http://dx.doi.org/10.18800/cige2020.007.

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Pelo aporte teórico sobre a finalidade da educação proposta por Biesta (2012), dos possíveis percalços causados pelo chamado “abstracionismo pedagógico” apresentado por Azanha (1992) e das considerações sobre o conceito de “sem-domicílio” utilizado por Popkewitz e Lindblad (2016), foi interpretado o arcabouço legal normativo da educação básica brasileira em relação ao ensino a distância e à educação à distância e dos dilemas verificados no âmbito do Sistema Municipal de Ensino de Campinas (SP) em tempos de Pandemia Covid-19. Assim, a partir de uma breve exposição da rede municipal de educação infantil na cidade de Campinas, Estado de São Paulo, no Brasil, a apresentação fará uma análise sobre as notas elaboradas pela organização da sociedade civil Todos pela Educação (2020): “Ensino a distância na educação básica frente à pandemia da COVID-19” e “Políticas Educacionais na Pandemia da COVID-19: O que o Brasil pode aprender com o resto do mundo?” do Banco Mundial (2020), cuja finalidade é demonstrar, no recorte espacial delimitado, que em tais documentos as possíveis estratégias adotadas para enfrentamento ao fechamento das escolas provocadas pela COVID-19 são ambíguas, pois há um distanciamento conceitual considerável entre o ensino a distância e as estratégias propostas para o período de impedimento das atividades letivas nas escolas básicas.
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Hendriks, Sjoerd, Simon Mare, Mafalda Gamboa, and Mehmet Aydýn Baytaþ. "Azalea: Co-experience in Remote Dialog through Diminished Reality and Somaesthetic Interaction Design." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445052.

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Apine, Inga, and Uģis Piterāns. "FIRST RECORDS OF AZALEA SAWFLY NEMATUS LIPOVSKY SMITH, 1974 (HYMENOPTERA: TENTHREDINIDAE) IN LATVIA." In GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b2/v3/11.

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Invasive non-native insect species are well-known threat to both local and introduced plant species in Europe. With increasing global trade and effects of climate change it is expected these alien species will continue to expand their distribution areas. One such non-native species is azalea sawfly Nematus lipovskyi Smith, 1974 (Hymenoptera: Tenthredinidae) that feeds on deciduous Rhododendron spp. This species is known to occur in the USA and was found in the Czech Republic for the first time in Europe in 2010. We report the first findings of this species in Latvia that were made based of field observations in the period of 2018-2020. The current known status of the species in Latvia is presented. Our observations of damage caused by sawfly larvae are summarized. Host plants used by sawfly larvae are listed – we note Rhododendron albrechtii as a host plant of this species for the first time. The possible pathways of its introduction and the overall importance of our findings in context with other non-native species expansions are briefly discussed.
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