Veränd. Magisterarbeit Universität Hamburg, 2007. / Originaltitel: Der "Völkische Beobachter" über die UdSSR im Jahre 1939, (Titel der Magisterarbeit). Originaltitel: Der "Völkische Beobachter" über die UdSSR im Jahre 1939.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 736-754).

Thesis (Ph. D.)--University of Wisconsin. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 326-340).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 18, 2009). Thesis advisor: Dr. Roger Cook. Includes bibliographical references.

Abstract The purpose of the study is to investigate the role Hitler played in explanations for the rise of Nazism and the Holocaust. The starting point is textbooks in history for high school from the 1960s to 2014. The purpose is to contribute knowledge to what extent the actor's perspective on a mythical figure has been used to explain one of the most traumatic events of the 20th century. The purpose is also to investigate how the explanations have changed over time. The questions that answered the letter of intent were: What structural explanations are given to Nazism and the Holocaust?, What role is Hitler's person assigned to their development? and How have the explanations changed over time?. Textbooks for high school were natural as Nazism and Holocaust got a greater focus in the curricula for high school than the space provided in the curricula for the high school. For this study, a qualitative text analysis was used as it was appropriate for the material on which the study is based. The theoretical point of departure has been a structure and actor perspective. The textbook authors provide structural explanations for the emergence of Nazism and the Holocaust.  This can be categorized into economics, World War I, social dissatisfaction and anti- Semitism and nationalism in Germany and Europe. Hitler's person is assigned a significant role by the textbook authors as charismatic and ideological inspirers in the development. This as it is more difficult to see clear structural explanations in the textbooks when the textbooks are written.   Keywords: Hitler, läromedel, historieundervisning, Förintelsen och nazism / Sammanfattning   Studien syfte är att undersöka vilken roll Hitler spelade i förklaringar till nazismens och Förintelsen uppkomst. Utgångspunkten är läroböcker i historia för högstadiet från 1960-talet till 2014. Syftet är att bidra med kunskap i vilken utsträckning aktörsperspektivet på en mytomspunnen gestalt har använts för att förklara ett av 1900-talets mest traumatiska skeenden. Syftet är även att undersöka hur förklaringarna förändrats över tid. Frågorna som besvarade syftesskrivningen var: Vilka strukturella förklaringar ges till nazism och Förintelsen? Vilken roll tilldelas Hitlers person för utvecklingen av dessa? Hur har förklaringarna förändrats över tid?. Läroböcker för högstadiet var naturligt då nazism samt Förintelsen fick ett större fokus i läroplanerna för högstadiet än vad utrymmet gavs i läroplanerna för gymnasiet. För denna undersökning har en kvalitativ textanalys använts då det var passande utefter det material som studien basera sig på. Den teoretiska utgångspunkten har varit ett struktur -och aktörsperspektiv. Läroboksförfattarna ger strukturella förklaringar till uppkomst av nazism och Förintelsen. Dessa strukturella förklaringar  kan kategoriseras i ekonomi, första världskriget, socialt missnöje och antisemitism och nationalism i Tyskland och Europa. Hitlers person tilldelas en betydande roll av läroboksförfattarna som karismatisk och ideologisk inspiratör i utvecklingen. Detta då det är svårare att se tydliga strukturella förklaringar i läroböckerna då Hitler hålls ansvarig. Detta blir även tydligare ju längre fram i tid då läroböckerna är skrivna.   Nyckelord: Hitler, läromedel, historieundervisning, Förintelsen och nazism

The Victorian Author Thomas Carlyle was in his day a meteoric voice but his popularity and reputation declined significantly due in part to his link to fascism. In the politically polarized era of the Second World War, academics and propagandists dubbed him a fascist or Nazi in both defamation and approval. Fascist scholars pressed Carlyle into service as a progenitor and prophet of their respective totalitarian regimes. Adolf Hitler, in his final days, assuaged his fears of his imminent fall with readings from Carlyle's History of Frederick the Great. This fascist connection to the once esteemed “Sage of Chelsea” marks the apogee of his defamation. The following thesis sets Carlyle's decline in its historical context and demonstrates the presentist view scholars persistently take as they approach their subject. It further compares and contrasts the various fascist regimes, their distinct tenets, and their variegated ideologies that become evident in their interpretation and mobilization of the deceased Victorian's works.

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No / Having admitted large numbers of Polish nationals into Britain after the Second World War on grounds of moral obligation and labour shortage, the British government assumed that the newcomers would ‘assimilate’, though no precise meaning was given to this term. In this study of assimilation in Bradford's Polish community it is suggested that in the first generation of Polish settlement many factors combined to preserve rather than dilute Polish culture and identity, whereas cultural dilution was characteristic of the second and third generations. Despite this, a firm sense of identity, based on kinship and memory rather than culture, has remained.

Typically, when considering Adolf Hitler, we see him in one of two ways: A parodied figure or a monolithic figure of power. I argue that instead of only viewing images of Hitler he wanted us to see, we should expand our view and overall consideration of images he did not want his audiences to bear witness. By examining a collection of photographs that Hitler censored from his audiences, I question what remains hidden about Hitler’s image when we are constantly shown widely circulated images of Hitler. To satisfy this inquiry, I utilize rhetorics of display to argue that when we analyze and include these hidden images into the Hitlerian visual discourse, we further complicate and disrupt the Hitler Myth. This study aims to contribute to recent scholarship that aims to learn more about the “hidden” Hitler as well as to rhetorical studies of display.