The present study aims to create a deeper understanding of the cinematic representation of “evil”. Therefore, a special focus lies on contemporary historical fiction films whose stories are set in totalitarian systems with direct or indirect references to German history. This is interesting as the depiction in films influences the viewer's perspective and understanding of history. While many film narratives have very stereotypical imaginations of good and evil, there are also films that use a more observational perspective on the social dynamics that align with specific situations rather than address villains. As one of the main representatives of the Berlin School, Christian Petzold adopts such an observational perspective in his thematic trilogy “Love in the Times of Oppressive Systems”(Barbara, Phoenix, and Transit). In the three independent stories, he deals with the relationship between the male and female protagonists in different stages of oppression in German society, whereby the power structures in the oppressive systems influence human interactions and social situations of everyday life. Using these films as examples, I will look at the framing of evil in totalitarian systems. For this purpose, I will examine the characters and their constellations and individual and general threats, and their motivations for actions as they are played out in these film narratives by Petzold on a cinematographic and thematic level. By referring to Hannah Arendt's conceptualization of evil, the thesis accounts for the representation of “evil” as a multidimensional phenomenon, and how it resonates in the cinematography and historical imagination of Petzold’s films.

Johann Sebastian Bachs Chaconne är den sista satsen ur partita nr. 2 för soloviolin och anses som en av världens främsta kompositioner för violin. Inte enbart är själva musiken fängslande men tekniken kräver också mycket av solisten. Följande studie handlar om att undersöka uppkomsten kring verket, och genom detta uppnå en djupare interpretation inför ett framförande för publik. Detta genomfördes främst genom litteratur, internetkällor och notbilden. Genom notbilden har musiken analyserats på en musikteoretisk nivå samt en emotionell nivå grundad i psykologiska perspektiv. Följden av dessa analyser är en fördjupad uppskattning av musiken och intressanta insikter om musik och interpretation, både gällande Chaconne och övriga musikstycken. / <p>J.S. Bach, <em>Chaconne</em> ur partita No. 2 i d-moll (BWV 1004).</p><p>Bifogad ljudinspelning från examenskonsert.</p><p>Övriga verk i ljudinspelning: Beethoven vårsonat för piano och violin, Bruch violinkonsert i g-moll.</p><p>Medverkande i ljudinspelning: Susan Yondt - piano</p>

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This dissertation examines the academic debate that surrounds the new field called "Evolutionary Psychology." Evolutionary psychology has emerged as the most popular successor theory to human sociobiology. Its proponents search for evolved psychological mechanisms and emphasize universal features of the human mind. My thesis is that in order to flourish evolutionary psychologists must engage other researchers on equal terms -- something they have not been doing. To show this, I examine the stances of practitioners from three other social science fields whose claims have been shortchanged by evolutionary psychology: Barbara King in biological anthropology, George Lakoff and Mark Johnson in empirical linguistics and Annette Karmiloff-Smith in developmental psychology. These researchers are also involved in cognitive science investigations that bear on evolutionary psychology's key claims about the mind and how it works. Evolutionary psychologists make three key claims about the mind. The first (1) is that the mind is massively modular; the second (2) is that this massively modular mind has been shaped by the processes of natural selection over evolutionary time; and the third (3) is that it is adapted to the Pleistocene conditions of our past. Evolutionary psychologists seek to elevate these three claims to the status of meta-theoretical assumptions making them the starting place from which our deliberations about human cognition ought proceed. These claims would constitute the framework for a new paradigm in the ultimate sense. I argue that elevating these claims to such a status is not only premature, but also unwarranted on the available evidence. This result is justified by evidence produced outside evolutionary psychology by those disciplines from which evolutionary psychologists explicitly seek to distance themselves. / Ph. D.

CARVALHO, Sandra Maria Gadelha. Educação do campo: PRONERA, uma política pública em construção. 2006. 226f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-25T11:53:24Z No. of bitstreams: 1 2006_TESE_SMGCARVALHO.pdf: 3773579 bytes, checksum: d7f9ab1d92cabff9c85a73ce79e87d5c (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-25T15:57:08Z (GMT) No. of bitstreams: 1 2006_TESE_SMGCARVALHO.pdf: 3773579 bytes, checksum: d7f9ab1d92cabff9c85a73ce79e87d5c (MD5) / Made available in DSpace on 2012-07-25T15:57:08Z (GMT). No. of bitstreams: 1 2006_TESE_SMGCARVALHO.pdf: 3773579 bytes, checksum: d7f9ab1d92cabff9c85a73ce79e87d5c (MD5) Previous issue date: 2006 / Since the 1990´s, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (Educação de Jovens e Adultos –EJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of Ceará. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa Barbara´s rural settlement within the municipality of Caucaia-Ceará, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJA´s classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlement’s problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa Barbara´s settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - Ceará), the Federal University and State University of Ceará (UFC/ UECE) and the Department of Basic Education of Ceará (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management / O alto índice de analfabetismo nas áreas de assentamento em nosso país levou o Movimento dos Trabalhadores Rurais Sem Terra (MST) a lutar por uma educação do campo expressa em proposta político-pedagógica própria, desde a década de 1990. No tocante à educação de Jovens e Adultos (EJA), a partir da sua iniciativa, constituiu-se em vários Estados brasileiros o Programa Nacional de Educação na Reforma Agrária (PRONERA), voltado para alfabetização de adultos e escolarização dos professores que atuam no assentamento. No Ceará este programa tem sido efetivado em parceria com órgãos governamentais e universidades publicas estaduais e federal. Esta investigação teve como objetivo analisar o PRONERA avaliando em que medida representou uma política pública de EJA no campo, com base na experiência do Assentamento Santa Bárbara, no município de Caucaia, Ceará, no período de 1999 a 2005. Os dados empíricos foram colhidos mediante de entrevista, conversas informais e dinâmicas de grupo com professores, alunos e coordenadores da EJA. Realizaram-se também observação em sala de aula e pesquisa bibliográfica e documental sobre o PRONERA. Conforme constatou-se, nas três salas do EJA no assentamento integradas ao PRONERA, desenvolveram-se as aulas com diversas dificuldades, tais como: locais inadequados, insuficiência de materiais pedagógicos, atrasos nos repasses de verbas no programa e até problemas de visão dos alunos mais idosos. Todavia professores e alunos têm perseverado e refletido coletivamente nas salas sobre os problemas do assentamento, chegando-se a debater sobre os projetos de geração de renda, como piscicultura e apicultura. Com o PRONERA, aconteceu significativo avanço do setor de educação no assentamento, expresso na conclusão do Curso de Pedagogia por oito professores que lá residem e trabalham, isto possibilitou a constituição do Núcleo de Educação Infantil, e a ampliação da oferta educacional de 5ª a 8ª séries em regime supletivo. A parceria vivenciada no PRONERA entre o MST e instituições estatais, como: Ministério de Desenvolvimento Agrário (MDA), Instituto Nacional de Colonização e Reforma Agrária (INCRA – Ceará), Universidade Federal do Ceará (UFC) e Secretaria da Educação Básica do Ceará (SEDUC) significou aprendizado para todos em relação à vivência dos conflitos, delimitação de papéis e funções, e confrontos de saberes sociais e conhecimentos sistematizados. Evidencia-se o PRONERA como uma política pública em construção, revelando que a relação sociedade civil/Estado instituída nesse processo é fundamental à efetivação da democracia, tanto pela garantia do direito à educação, quanto pela ampliação da esfera pública estatal constituída pela participação dos movimentos sociais na gestão da política

Orientador: Hernani Maia Costa / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-15T00:16:47Z (GMT). No. of bitstreams: 1 Aguiar_Leticia_M.pdf: 1633731 bytes, checksum: c17bac12fc673ab3170724f13e1f202c (MD5) Previous issue date: 2009 / Resumo: Este trabalho tem o objetivo de resgatar a trajetória de um grupo de imigrantes norte-americanos que se dirigiu para Santa Bárbara d'Oeste, estado de São Paulo, ao final da Guerra Civil Americana, bem como o mito e a realidade que a envolve. Esse grupo é apontado pela bibliografia como o de maior sucesso relativo, dentre todos aqueles que vieram para o Brasil. O período de análise compreende os anos de 1866 (ano em que se estabeleceram os primeiros imigrantes na região) até 1900. Concentrando as pesquisas em fontes documentais primárias, procuramos elaborar o panorama das relações (especialmente econômicas) que envolveram esses imigrantes em Santa Bárbara e arredores. Utilizando escrituras de compra e venda, hipotecas, contratos de empreitada e agrícolas, testamentos, procurações, lista de eleitores, registros de casamentos, registros de impostos de indústrias e profissões, reconstruímos as relações estabelecidas por esses imigrantes com a população local e também entre si. As fontes demonstram que, aos poucos, os norte-americanos foram se integrando à sociedade local, inclusive naturalizando-se e participando ativamente da política, adquirindo imóveis rurais e urbanos e inserindo-se na economia local, primeiramente com a agricultura comercial do algodão, seguida pela cana-de-açúcar (inclusive com produção de aguardente), e pela melancia. Na área urbana foram proprietários de negócios de secos e molhados, dentistas, médicos, ferreiros, entre outras profissões. / Abstract: This work aims to recover the history of a group of North American immigrants who went to Santa Bárbara d'Oeste, São Paulo state, at the end of the American Civil War, as well as the myth and the reality that surrounds it. This group is identified in the literature as the most successful one among all those who came to Brazil. The period of analysis covers the years from 1866 (when the first immigrants settled in the region) up to 1900. Focusing our research on primary sources, we attempted to elaborate the landscape of relations (especially economic) involving these immigrants in and around Santa Bárbara. Using deeds of purchase and selling, mortgages, contracts of service and agricultural societies, wills, letters of attorney, list of voters, marriage records, tax records of companies and professions, we analyzed the relationships established by these immigrants with the local population and among themselves. The documents show that, gradually, the North Americans integrated themselves into the local society, becoming naturalized and participating actively in politics, buying real estate in urban and rural areas and entering the local economy, primarily through commercial agriculture of cotton, then the cane sugar (including the production of aguardente - sugar cane rum), and watermelon. In urban areas they were owners of grocery stores, dentists, doctors, blacksmiths, among other professions. / Mestrado / Historia Economica / Mestre em Ciências Econômicas

Studien undersöker hur kvinnliga karaktärer representeras i relation till skräcktematiken i tv-serien Penny Dreadful (2014-). Syftet har varit att studera huruvida det som är typiska kännetecken för skräck kan kopplas till kvinnlighet, femininitet och feminism (det senare då man kan uppfatta ett genuskritiskt samtal i serien). Med hjälp av psykoanalytiska teorier kring abjektion visar analysen hur det som är skrämmande med kvinnor, är skrämmande på andra sätt än vad som är skrämmande med män. Det som är abjekt med kvinnan definieras ofta utifrån hennes sexualitet och biologiska egenskaper, och skapar därmed en feminin monstrositet och således är helt olik den manliga. Detta har till stor del växt fram genom historiska myter, religioner och konst, som har bidragit till könsspecifika monster utifrån stereotyp femininitet, så som häxor, sirener eller Medusa. Genom att utforska tv-seriens karaktärer med hjälp av semiotiska och psykoanalytiska verktyg avslöjas möjliga tolkningar som visar hur nämnda feminina monster tycks grunda sig i manlig rädsla och kvinnan som hot. Kastrationskomplexet som bidragande faktor och den manliga blicken tycks därför kväsa uttryck för kvinnlig frigörelse i serien, genom att sexualisera, plåga och göra kvinnan abjekt och monstruös i direkt genmäle till dessa. Serien tycks därför trots sin genuskritiska diskurs kontrolleras av en manlig blick och ett skoptofiliskt seende, något som möjligtvis bidrar till att kvinnlighet och femininitet kodas som abjekt, och i värsta fall stigmatiserar den feministiska kvinnan. / <p>Reviderad upplaga</p>