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The representation of the national minorities of Hungary in the historiography of the dualistic era (1867-1918) Imre Tarafás Abstract One of the most problematic questions of Hungarian politics during the dualistic era (1867-1918) was the policy towards national minorities. The population of five nationalities reached or even exceeded one million each. These minorities were not only large in population, but they were also touched by nationalist ideologies, as a result, they declared themselves nations which the Hungarian legislation was not willing to accept. In addition, most of these minorities had federative, or even separatist aims. The 19th century also saw the birth of history as a scientific discipline. Professional historians all over Europe had a crucial task: by construction a national history narrative, they had to legitimize the existence of their nation. This meant that the pas had to be presented as a process which inevitably led to the formation of the 19th century's nation sate. Additionally, history served as a basis for both the Magyars and the nationalities in their argumentation. The central question of the paper is how Magyar historians integrated the national minorities of the country into a national history narrative. The problem is studied in five syntheses on Hungarian history...

This thesis presents a study of playhouse spaces and the theatre industry in early modern England, and how they developed from 1560-1670. The period considered spans the English civil wars and Commonwealth to complicate the notion of a cessation of theatrical activity in 1642, and argues against the division of theatre history into distinct Renaissance and Restoration periods. The study builds on recent scholarly trends which have productively read early modern playing companies as consistent cultural entities with individual identities, by extending and applying this methodology to playhouse spaces. As such, this thesis proposes that all early modern playhouses had unique identities, and suggests that the frequent division into amphitheatre and indoor playhouses can produce an oversimplified binary with homogenising consequences. Moreover, it argues that a problematic, undertheorized hierarchy of playhouses exists; a key factor being the strength of the playhouse's connection to Shakespeare, which has led to the prioritisation of the Globe in particular. This thesis problematises the metrics which have been used to assess the importance of playhouses; it offers alternative factors but also suggests it is more important to ascertain unique aspects of playhouse identities than to create a hierarchy between them. Case studies of the Curtain (c.1577-c.1625), Salisbury Court (1629-1666) and Gibbons' Tennis Court (1653-c.1669) demonstrate how distinct aspects of playhouses' identities can be established by proposing dimensions of their unique reputations based on their known repertories. Collectively, these studies also demonstrate how playhouse space developed over time. This study concludes that each of these playhouses have been undervalued in scholarly narratives. By producing substantial accounts of these neglected spaces this thesis contributes towards a rebalancing of emphasis in early modern scholarship, and it also demonstrates that a wider reappraisal of early modern playhouse space is necessary in the future.

The relationship between magyarization and Hungarian civil society during the reform era of Hungarian history (1790-1848) is the subject of this dissertation. This thesis examines the cultural and political activities of three liberal oppositional nobles: András Fáy (1786-1864), István Bezerédj (1796-1856) and Ödön Beöthy (1796-1854). These three men were chosen as the basis of this study because of their commitment to a two-pronged approach to politics: they advocated greater cultural magyarization in the multiethnic Hungarian Kingdom and campaigned to extend the protection of the Hungarian constitution to segments of the non-aristocratic portion of the Hungarian population. I argue that magyarization and civil society were closely connected: magyarization unfolded within the confines of civil society, and civil society was meant to guarantee that magyarization would leave room for cultural homogeneity. I locate the success and ambivalence of Fáy, Bezerédj and Beöthy’s efforts to shape Hungarian civil society not in the peculiar mixture of liberal and national elements that characterized their political campaigns, including their magyarization impulses, but in their social position as Magyar nobles transforming a multiethnic and socially-stratified Hungarian population. On a more subtle level, the fact that these three men based their reform efforts on grass-roots transformation and on the interconnectedness between the capital centres and the counties is also a central concern of this thesis. / History

This dissertation deliberates manifestations of religious individualism Kharijite poetry during the Umayyad era, AD. 661 to 750. The opening chapters discuss various inadequacies in the study of Umayyad poetry in general and Kharijite poetry in particular that often concentrate upon the perceived static nature of form and neglect significant changes that occur in the content and function of poetry. Chapters four and five examine aspects of Kharijite ideology that paved the way for the development of religious individual. Chapter six through ten discuss the various manifestations of this nascent religious individualism in Kharijite poetry. The dissertation argues that specific perspectival shifts that occur predominantly in elegy mark an important departure from Classical and Medieval Arabic poetry in general. In a significant number of Kharijite elegies, the poets' focus on the self replaced or superseded the ritualistic mourning for the martyr, the traditional subject of the elegy during this historical period. Elegy became increasingly a platform and vehicle for self examination, self-reflection and religious self-scrutiny. These characteristics signify the emergence of a nascent religious individualism in Kharijite poetry. / text

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Thesis (Ph. D.)--Michigan State University. Dept. of Political Science, 2008. / Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 304-329). Also issued in print.

Thesis--Pontefieu Institute Biblico. / Preface dated 1955. Includes bibliographical references (p. xi-xii).

Thesis--Pontefieu Institute Biblico. / Preface dated 1955. Bibliography : p. xi-xii.

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2017. / Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2017-04-06T18:02:50Z No. of bitstreams: 1 2017_EdemirJosePulita.pdf: 7009431 bytes, checksum: 082ceb83ca5d26964a079ba8e94d3429 (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2017-04-06T22:45:22Z (GMT) No. of bitstreams: 1 2017_EdemirJosePulita.pdf: 7009431 bytes, checksum: 082ceb83ca5d26964a079ba8e94d3429 (MD5) / Made available in DSpace on 2017-04-06T22:45:22Z (GMT). No. of bitstreams: 1 2017_EdemirJosePulita.pdf: 7009431 bytes, checksum: 082ceb83ca5d26964a079ba8e94d3429 (MD5) / O contexto desta pesquisa enfatizou a desconexão entre os sujeitos, espaços, tempos e movimentos em relação às dinâmicas das tecnologias na sociedade em geral e, especificamente, na educação formal. Ao destacar que as tecnologias possibilitam transformações na sociedade modificando modelos, sistemas e paradigmas em termos de velocidades, alcances e inovações, esta investigação problematizou o choque provocado na lógica e na estrutura escolar, questionando: quais experiências podem ser construídas na educação formal para aprimorar sua conexão com uma cibercultura cada vez mais matizada pela linguagem imagética? O objetivo foi identificar elementos significativos das ressignificações da educação formal na era digital. Para tanto, dois percursos foram realizados. Um teórico, para fundamentar, em uma perspectiva benjaminiana, as categorias da experiência do olhar e das linguagens imagética e fotográfica. Outro prático, a fim de explorar tal reflexão em uma pesquisa-ação junto com 41 universitários, predominantemente de Licenciaturas, em três semestres na disciplina Tópicos Especiais em Tecnologia Educacional, ofertada na Faculdade de Educação da Universidade de Brasília. Os textos reflexivos recolhidos foram examinados no software NVivo utilizando-se a Análise de Conteúdo. As menções foram categorizadas em quatro dimensões: olhar, tecnologias, imagem e experiência. Cada dimensão foi considerada de acordo com dois indicadores: perspectiva e pedagogia. A disciplina teve como projeto final a produção de Narrativas hipertextuais e visuais, acompanhadas de Diários de Bordo. Esses materiais foram descritos e apresentados seguindo os parâmetros da análise anterior, complementando a discussão realizada. Os principais elementos significativos das ressignificações da educação formal na era digital apontados foram: (a) Ressignificação dos olhares: questionando-se qual é o papel do olhar na construção da educação e qual é o papel da educação na construção do olhar?; infere-se que é possível e necessário que a educação formal na era digital, para promover olhares qualificados, autônomos e emancipados, considere diversos fatores, principalmente os culturais, reflexivos e sensíveis de cada um de seus sujeitos; (b) Ressignificação das imagens: a dialogicidade, hipertextualidade e dialeticidade dos olhares presentes na linguagem imagética e fotográfica como forma de experienciar com (novas) imagens tanto os novos processos de produção quanto a produção de processos novos nas interfaces entre educação e tecnologias; (c) Ressignificação das tecnologias: as tecnologias na educação formal vistas enquanto janelas para o mundo e que, mirando o contexto no qual se inserem, proporcionem novas experiências e imagens para ressignificarem os conteúdos a partir da realidade concreta de todos os sujeitos envolvidos; e (d) Ressignificação das experiências: o narrador e o flâneur benjaminianos enquanto figuras dialéticas para se construir, a partir de novos olhares, imagens e tecnologias, experiências reflexivas, contextualizadas, práticas e significativas nos âmbitos da educação formal na era digital. / The context of this research emphasized the disconnection between subjects, spaces, times and movements in relation to the dynamics of technologies in society in general and specifically in formal education. By highlighting that technologies enable changes in society by modifying models, systems, and paradigms in terms of speeds, reaches and innovations, this research problematized the shock caused by logic and school structure, questioning: what experiences can be built in formal education to improve its Connection with a cyberculture increasingly colored by imagery? The objective was to identify significant elements of the re-significances of formal education in the digital age. For that, two courses were carried out. A theorist to base, in a Benjaminian perspective, the categories of the experience of the look and the imagery and photographic languages. Another practical, in order to explore such reflection in an action research along with 41 university students, predominantly of Undergraduate, in three semesters in the discipline Special Topics in Educational Technology offered at the Faculty of Education of the University of Brasília. The collected reflective texts were examined in the NVivo software using Content Analysis. The mentions were categorized into four dimensions: look, technologies, image and experience. Each dimension was considered according to two indicators: perspective and pedagogy. The final project was the production of hypertextual and visual Narratives, accompanied by Logbooks. These materials were described and presented following the parameters of the previous analysis, complementing the discussion. The main significant elements of the re-significances of formal education in the digital age were: (a) Resignification of the eyes: questioning what is the role of the look in the construction of education and what is the role of education in the construction of the look? It is understood that formal education in the digital age will promote qualified, critical, autonomous and emancipated views from the moment they consider the cultural, reflexive, social and sensitive factors of each of their subjects; (B) Resignification of images: the dialogicity, hypertextuality and dialectic of the visuals present in the imaginary and photographic language as a way of experiencing with new images both new production processes and the production of new processes in the interfaces between education and technologies; (C) Resignification of technologies: the technologies in formal education seen as windows to the world and, looking at the context in which they are inserted, provide new experiences and images to resignify the contents from the concrete reality of all the subjects involved; and (d) Resignification of experiences: the Benjaminian narrator and flâneur as dialectical figures to be constructed, from new looks, images and technologies, reflexive, contextualized, practical and significant experiences in the fields of formal education in the digital age.