Diss. Univ. Frankfurt am Main, 2007.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 197-219).

Vi har i vårt examensarbete haft ambitionen att se om karaktären Alfons i Gunilla Bergströms böcker om Alfons Åberg förändrats från 1970-talet fram till 2000-talet. Vi valde ut fyra Alfons Åberg-böcker, en från varje årtionde, och valde att studera dem utifrån ett diskursanalytiskt perspektiv. Det vi kom fram till var att karaktären Alfons Åberg inte förändrats avsevärt, utan istället menar vi att Alfons intar olika subjektspositioner i de situationer vi studerat.   Vårt syfte med studien var att se om det skett någon samhällsutveckling i böckerna och därmed även förändrade värderingar. Detta för att väcka ett intresse hos andra pedagoger och få de att reflektera kring de bilderböcker barnen får ta del av ute i verksamheten.

<p>Uppsatsen ingår i Skapande svenska C, 30 hp i ämnet Litteraturvetenskap vid Umeå Universitet</p>

Zugl.: Frankfurt (Main), Univ., Diss., 2007

Undersökningen synliggör hur vardagsteknik kommer till uttryck i barnlitteratur och specifikt i fem böckerna om Alfons Åberg. Metoden är bild- och textanalys. För att synliggöra hur framställningen av vardagsteknik sker i barnlitteratur skapas det fyra kategoriseringar; teknik som föremål, teknik som aktivitet, teknik som kunskap och teknik som viljekraft, kategoriseringarna är inspirerade av Carl Mitcham och utgör grundstommen i undersökningens resultat. Vad som framkommer i undersökningen är att bilderböckerna om Alfons Åberg synliggör olika vardagliga tekniska föremål, exempel är verktyg såsom sågen, men även köksutrustning och ficklampan. De tekniska föremålen är kopplade till hemmet. Tillverkningsprocessen när ett tekniskt föremål konstrueras beskrivs när Alfons Åberg bygger en helikopter samt när Alfons och Mållgan bygger ett tåg, bortsett från detta är inte tillverkningsprocessen av ett tekniskt föremål i fokus. Centralt i böckerna är istället kunskaper om hur tekniska föremål används av människan och att människan har ett osynligt/dolt behov av tekniska föremål. Det osynliga/dolda mänskliga behovet är ett underliggande budskap i böckerna om Alfons Åberg.

<p><strong>Abstract</strong></p><p>The main purpose of this thesis is to make the gender perspective of children’s literature visible. I wanted to find out if the books about Pippi Longstocking and Alfons Aberg are suited as basis for a gender discussion among students in the school. By proceed from the books I did a study in a children group in a youth recreation center. The total number of students was 10 aged 6 to 10 years. I chose the books and chapters I found most appropriate as a basis for a gender discussion. I read high for the group and afterwards they got some statement to reflect over. My conclusion is that both Alfons and Pippi are very good models for children because they digress from the current sex role pattern. The books adapt very well as a discussion basis concerning gender. However there was some difficulties to let the children to keep focus on the primary question it self. In this kind of investigation an experienced leader who can guide the conversation is needed. By using different valuation exercises you can make the conversations more stimulating for the children.</p><p> </p><p><strong>Keywords:</strong> Alfons Aberg, Pippi Longstocking, children’s book, gender, equality</p><p> </p>

Abstract The main purpose of this thesis is to make the gender perspective of children’s literature visible. I wanted to find out if the books about Pippi Longstocking and Alfons Aberg are suited as basis for a gender discussion among students in the school. By proceed from the books I did a study in a children group in a youth recreation center. The total number of students was 10 aged 6 to 10 years. I chose the books and chapters I found most appropriate as a basis for a gender discussion. I read high for the group and afterwards they got some statement to reflect over. My conclusion is that both Alfons and Pippi are very good models for children because they digress from the current sex role pattern. The books adapt very well as a discussion basis concerning gender. However there was some difficulties to let the children to keep focus on the primary question it self. In this kind of investigation an experienced leader who can guide the conversation is needed. By using different valuation exercises you can make the conversations more stimulating for the children.   Keywords: Alfons Aberg, Pippi Longstocking, children’s book, gender, equality

No description available.

Two twentieth-century music theorists, Paul Hindemith and Franz Alfons Wolpert, are unique in having independently developed their own systems of chord classification and principles of chord movement or succession. While Hindemith’s ideas on these subjects are familiar among the majority of music theorists, Wolpert’s theories remain relatively unknown. It was decided that since both men had attempted similar tasks at similar points in time, that a comparison of both theorists' ideas should be attempted. Therefore, both Hindemith's and Wolpert's systems of chord classification and chord connection were discussed in detail to attempt to determine the rationale behind each theorist's approach. Firstly, both systems of chord classification were examined and compared. It was found that although there were many differences between Hindemith’s and Wolpert's systems of chord grouping, both succeeded, each in his own way, in arranging all possible combinations of pitches within the twelve-note division of the octave. Similarly, each theorist's ideas concerning chord movement were investigated. While it was reaffirmed that Hindemith's system rested on concepts which he invented and developed such as "degree progression" and "harmonic fluctuation," it was discovered that Wolpert’s system of chord movement was more traditionally oriented, and yet adhered to some rather disturbing notions about the desirability of certain kinds of voice-leading, e.g., "adhesion," "diversion," etc. Furthermore, while Hindemith had strong ideas about the necessity of tonal organization, it was found that Wolpert saw his system as valid for both tonal and atonal frames of reference. Finally, it was recognized that Hindemith's theories contained a unity and cohesiveness through the extension of his system of chord connection to include his system of chord classification so that the way chords were classified influenced how they were treated in chord progressions. With Wolpert, however, there is no attempt to unify both systems and therefore his ideas about chord movement are completely divorced from his system of chordal groupings / Arts, Faculty of / Music, School of / Graduate