Academic literature on the topic 'Social classes Tonga'

<p>Tonia Kioussopoulou, La dimension sociale du conflit entre unionistes etcontre-unionistes pendant le 15e siècle</p><p>Le concile, qui s'est convoqué à Ferrare et puis à Florence en 1438-1439pour résoudre les différences dogmatiques entre l'église orthodoxe etl'église catholique, constitue le point culminant du conflit des unionisteset des contre-unionistes. C'est exactement ce conflit qui était une constantede l'histoire des derniers siècles byzantins dans sa dimension socialependant le 15e siècle, qu'on examine ici en concluant qu'il faitécho au conflit qui opposait deux groupes au sein de la classe dominantebyzantine, avec pour enjeu leurs positions respectives après laconquête turque qui semblait inévitable.</p>

Playing as a global city, to maintain the economic dynamics and urban vitality, Hong Kong government would like to take urban regeneration in urban core as a kind of urban growth strategy. The government monopolizes land supply for urban development through the leasehold system, while the redevelopment agency is authorized to take land acquisition for urban redevelopment. The transformation of agency from Land Development Corporation (LDC) to Urban Renewal Authority (URA) reflected the formation of a coalition composed of quasi-public redevelopment agency and private developer, which facilitates land and property resumption in urban redevelopment. The URA-led projects often tend to redevelop obsolete communities into up-market neighborhoods, which possibly enables redevelopment agency and developers to gain more economic benefits from real estate appreciation. Nevertheless, evidences from some large redevelopment projects conducted by URA in Hong Kong such as Lee Tung Street, Langham Palace and Kennedy Town have presented that urban redevelopment is closely associated with gentrification triggered by displacement of original neighborhood residents. Hence gentrification in Hong Kong has raised more and more concerns about booming housing price as well as fragmentation of social networks. Through urban regime combined with growth machine approach, this paper will explain the collusion of redevelopment agency and private developers that jointly turns the URA-led redevelopment into neighborhood gentrification. And by examining Kwun Tong Town Centre Project (KTTCP), findings indicate that soaring property value will crowd low-income groups and working classes out from their original neighborhoods; and then those gentrified residential estates will be occupied by rich class. Moreover, increasing rent and operation costs will inevitably eliminate those family-operated small businesses; and then they will be superseded by high-end retailing and services. In this way, urban morphology will be reshaped perpetually through more and more gentrified neighborhoods.

The mid-nineteenth century saw extensive diaspora from Europe to the antipodes. New Zealand in particular was marketed to the poor and middle classes of the United Kingdom (UK) as a “Better Britain”; a pastoral utopia of abundant resources and easy living. These campaigns actively targeted young, able-bodied persons with the aim of creating a thriving and productive colony. The rural community of Milton, Otago, in the South Island, was a farming settlement established predominantly by immigrants from the UK. The University of Otago undertook an excavation at St. John’s Anglican burial ground (SJM) in 2016 with the aim of reconstructing some aspects of the lives of these nineteenth-century European (Pākehā) settlers. One of the 27 individuals recovered, burial 29, was an adult female with a striking thoracic deformity and several other features suggestive of a skeletal growth disorder. Here, we combine multiple lines of bioarchaeological evidence to create an osteobiographyof this individual and discuss the implications of our findings for conceptions of disability, status, personhood, and social value in Victorian frontier society. Tuhinga whakarāpopoto: Ko te puku o ngā tau o te rau tau 1800 te wā i matua heke ai ngā tāngata nō Ūropi ki te tuakoi tonga o te ao. Ko Niu Tīreni tonu i whakatairangahia ki te tūtūā o Peretānia hei Piritana hōu, he “Piritana Pai Ake ”; he whenua haumako, he huhua rauemi, he oranga ngāwari. Ko ēnei whakatairanga hei whaka- poapoa i te hunga rangatahi, i te hunga kua pakari tonu te tīnana hei tuarā hāpai i te koroni hōu, i te koroni tōnui i pīrangitia. Ko te taiwhenua o Milton i Ōtākou, i Te Waipounamu, tētehi hapori pāmu i whakatūria e ngā manene, ko te nuinga nō Peretānia. Nā Te Whare Wānanga o Ōtākou ngā rua kōiwi i te urupā Mihinare o Hato Hone (SJM) i keri ake i te tau 2016, ko te whainga matua ko te kimi kōrero mō ngā rā o ngā ao o ēnei tāngata whai nō Ūropi (Pākehā) i te rau tau 1800. Ko tētehi o te 27 tāngata i hahua, arā ko “nehunga 29”, he wahine pa- keke kua hauā rawa ōna kōiwi o te haurua o te tinana ō runga i tōna pito, ā, he tohu anō i kitea e hanga rite ana ki tētehi mate whakahauā kōiwi. I konei whakatōpūhia ai ngā taunakitanga maha kua puta i ngā whakamātautau kōiwi tangata hei waihanga anō i ngā rā o te ao o te wahine nei, ā, ka matapakina ā mātou whakapae mō ngā whakaaro o ngāi koroni wikitōria mō te hauā; mō tōna tūnga, mō tōna mana me tōna noho hei tangata i aua wā.

Introdução: O período de pandemia da COVID-19 trouxe ao mundo o distanciamento social como medida de segurança e desencadeou impactos na educação escolar como a suspensão das aulas e a modalidade de ensino a distância ganhou espaço. Objetivo: Com base nisso, o objetivo desse artigo é compreender os principais impactos da COVID-19 na educação, tais como: problemas emocionais dos alunos, a intensificação do trabalho docente e dificuldades ao acesso à internet. Material e Métodos: O estudo possui uma abordagem qualitativa e a metodologia consiste em uma revisão bibliográfica, através da qual foram selecionadas 3 publicações de maior relevância no Google acadêmico utilizando as palavras do título “Impactos da COVID-19 sobre a educação no Brasil”. Resultados: Um dos impactos negativos veio com a percepção dos pais de que os filhos estavam saudosos da escola, dos professores e dos colegas e, então, transformaram esse sentimento em angústia, tristeza e medo devido à incerteza da volta as aulas. Outro ponto negativo é a intensificação do trabalho docente, foi observado que as atividades remotas ampliaram a carga horária diária de dedicação ao trabalho devido ao aumento da demanda no preparo de aulas, adicionada a aprendizagem das novas ferramentas de ensino, a dificuldade de concentração e de organização do tempo e a falta de estrutura doméstica para o trabalho. Por último, foi percebido a grande dificuldade de acesso à internet por parte de alguns alunos que precisavam se deslocar até o trabalho dos pais para assistir as aulas remotas, soma-se ainda que alguns alunos tiveram problemas com a má qualidade da internet e tiveram prejuízos durante a transmissão das aulas. Conclusão: Conclui-se que houve um grande impacto educacional, tanto para o corpo docente como para os discentes que tiveram que se adaptar aos novos métodos de ensino remoto, através das aulas online e com essa nova realidade, os alunos demonstraram instabilidade emocional, a carga de trabalho dos professores aumentou e os problemas sociais vieram à tona como a falta de acesso à internet pelas classes sociais mais baixas.