Dans la première moitié de l’époque moderne, période de troubles politiques et religieux ainsi que de découvertes géographiques ouvrant de nouveaux débouchés commerciaux, la question du chapeau et des autres couvre-chefs est abordée sur les plans technique, commerciaux, à la fois dans la capitale, à la Cour, dans le royaume et à l’étranger, esthétiques avec l’évolution des formes et des décors (broderies, panaches, enseignes) mais aussi sociaux (manières et fonctions de leur port). Ce commerce, transformé par le castor et l’obligation sociale du port d’un couvre-chef, dans le contexte particulier du Paris de l’époque, a un impact fort sur l’évolution des fortunes des chapeliers de la ville et sur les garde-robes des Parisiens et des gens de la Cour. Sans vestige archéologique, les informations, éparses, se trouvent par exemple chez les moralisateurs et les auteurs de l’époque, chez des graveurs français tel qu’Abraham Bosse, chez des peintres flamands comme Jan Miense Molenaer, ou dans les archives judiciaires, comme possibles motifs demeurtres. Loin de n’être qu’un accessoire vestimentaire, le couvre-chef à l’époque moderne est un élément essentiel dans la définition de l’humanité d’un individu et de sa sociabilité : c’est par lui qu’il indique son appartenance nationale, son âge, sa fortune, son métier, son rang social ou sa maîtrise des codes de civilité, notamment par rapport à l’institution médiévale du salut. Cette importance du couvre-chef est remise en cause sur les plans politique et religieux par les Protestants mais aussi par la découverte de nouvelles sociétés dont le rapport au vêtement relativise l’approche européenne traditionnelle. / In the first half of the early modern period, time of political and religious troubles, and of great geographical discoveries that opened new trade opportunities, we approached the subject of hat and headdresses history in their technical, commercial (in the capital, the Court, the kingdom and abroad), esthetical (evolutions of forms, embroideries, feathers, hat badges) and social ways (manners and signification of wearing them). In the peculiar Parisian context of this period, this trade, changed by the apparition of beaver and the social obligation to have everybody’s head covered, has a deep impact not only on the evolution of the Parisian hatters’ wealth but also on Parisians’ and Courtiers’ wardrobes themselves. Without headdresses preserved, details about them are scattered in documentary sources: for example, we can find them in the writings of authors and moralizing people, in engravings of French people like Abraham Bosse, in works of Flemish painters like Jan Miense Molenaer, but also in criminal archives where they can be sometimes even motives of murder! Far from just being clothing accessories, headdresses in the early modern period are essential to socialize and characterize human beings: through them, we can grasp national identity, age, wealth, profession, social status and knowledge of civility rules (especially to raisesomebody’s cap to someone, a tradition established from medieval times). Also, at that time, their importance is reconsidered because of the challenge by the Protestants about their social significance and by the discovery of new societies with other relation to clothes, which put the traditional and European approach into perspective.

La thèse vise à démontrer que l'imprimeur Abraham Verhoeven n'a pas publié de gazette à partir de 1605, et qu'il n'a donc pas publié le premier journal au monde, ni le premier journal illustré. Par contre, il a publié :à partir de 1605, des planches d'actualité; à partir de 1609, des occasionnels; à partir de<p>1617, des nouvelles imprimées; à partir de 1620, des occasionnels en série, datés avec plus ou moins de précision (signés en continu en 1620, puis numérotés); à partir du 27 juin 1629, un journal irrégulier mais très fréquent, la VVekelijcke Tijdinghe; à par-<p>tir du début 1632 et jusqu'en 1634, un autre journal irrégulier moins fréquent, le Courante uyt.<p> / Doctorat en philosophie et lettres, Orientation information / info:eu-repo/semantics/nonPublished

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It is the purpose of this thesis to present the problem of Greeley's efforts to influence Abraham Lincoln, with specific emphasis upon the Illinoisian's nomination, his election, his attitude toward secession before his inauguration, and his Presidential policies during the four years that he served as chief executive in the White House.

This graduation theses deals with the philosophy of Søren Kierkegaard from the point of view of fututre teacher. The first part of the theses offers theoretical overview of basic thoughts of the Danish philosopher based on comparison with other philosophers. The other part analyses the possibilities of usage Kierkegaard's philosophy in teaching philosophy at high schools. The educational aims and the lessons' procedures are being described in this section.

Master of Science / Department of Apparel, Textiles, and Interior Design / Kim Hiller Connell / Acculturation can be a difficult process for many immigrants, and because there is a large number of Iranian immigrants living in the United States (over one million), the focus of this study is to understand how women cope with moving from a country with conservative standards to a more liberal country and the role dress plays in their acculturation process. Specifically, the purpose of this study is to: 1) explore Iranian dress standards and the effect these standards have on Iranian-American women’s lives; 2) gain understanding of the role of dress in women’s transition from Iranians to Iranian-Americans; 3) apply Abraham Maslow’s hierarchy of needs motivational model to the women's acculturation process; and 4) compare two distinct generations of women—women born before the 1979 Islamic Revolution and women born after the Revolution. This study utilized a qualitative approach and collected data through semi-structured interviews with 11 women. The women did not express any traumatic psychological effects caused by the conservative dress standards in Iran. The main impact of the dress standards was the physical discomfort caused by wearing the hijab in hot weather. Dress played a significant role in the women's transitions process. More freedom in dress in the United States has allowed the women to express themselves much more than when they lived in Iran, leading to higher self-esteem and confidence levels. The women expressed a desire to sustain their Iranian heritage, and both generations shared similar perceptions of American dress standards prior to immigrating to the United States. Differences included higher consumption levels by the younger generation and their higher knowledge about the fashion industry and trends. The findings can be useful for Iranian women as they transition to an Iranian-American lifestyle. Additionally, it can also be beneficial to women from other countries who share similar experiences. Furthermore, the results may assist in aiding different organizations which help Iranian women integrate into the U.S. culture. Finally, retailers with target markets similar to the women of this study can use the findings to better understand the habits, needs, motives, and overall consumer behaviors of their clientele.

Made available in DSpace on 2016-04-29T14:27:19Z (GMT). No. of bitstreams: 1 Elizangela Chaves Dias.pdf: 1073554 bytes, checksum: cc5fa205389b90020cceb6ed6e3df48d (MD5) Previous issue date: 2011-10-28 / This paper aims to present an exegetical study of a biblical narrative: the Genesis 12,10-13,1a. It follows the style of commentary. The research advances with the biblical tradition in question. In each chapter two investigations are carried out. 1) a linguistic and literary study which includes translation, morphological analysis, syntactic, stylistic and narrative; and 2) a historical-theological that serves as a research on the historical and cultural context, as well as, the theology in the text. In this sense, this research has hypothesized the question: 'Sarai as wife and sister of Abraham'. Throughout the study it is possible to visualize a growing understanding of the scope of the term 'wife and sister'. Based on the arguments found, adding reflections on historical-archaeological and biblical-theological, it seems plausible to say that Sarai is Abraham´s wife and sister not only in the denotative sense, but also in a metaphorical one. Moreover, this expression becomes a key to the interpretation as 'sister' and 'wife' that are important characters in the theological and symbolic language of the bible / A presente dissertação tem como objetivo apresentar um estudo exegético de uma narrativa bíblica: Gênesis 12,10-13,1a. Seguindo o estilo de comentário, a pesquisa avança junto à tradição bíblica em questão. Em cada capítulo, são realizadas duas investigações: 1) um estudo linguistico-literário, que compreende tradução, análises morfológico-sintática, estilística e narrativa; e 2) um estudo histórico-teológico, que se serve de pesquisas referentes ao ambiente histórico-cultural bem como à teologia presente no texto. Neste sentido, esta pesquisa tem como hipótese a questão: Sarai como esposa e irmã de Abrão . Ao longo do estudo, será possível constatar uma crescente compreensão do conteúdo da expressão esposa e irmã&#8223;. Diante dos argumentos encontrados juntando reflexões histórico-arqueológicas e bíblico-teológicas parece ser plausível dizer que Sarai é esposa e irmã de Abrão, não somente em sentido denotativo, mas também metafórico. Mais ainda: esta expressão se torna chave de uma interpretação intertextual, pois irmã&#8223; e esposa&#8223; são figuras de peso teológicosimbólico na linguagem bíblica

<p>This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions:</p><p>1. How is the IE- method used in the classroom?</p><p>2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects?</p><p>3. What do the teachers think about the IE- method? The pros and cons?</p><p>4. Does the IE-method meets the requirements of Lpo94? About values and goals?</p><p>5. Is this a teaching method that I could work with in my future work as a teacher?</p><p>To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations.</p><p>With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.</p>

This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions: 1. How is the IE- method used in the classroom? 2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects? 3. What do the teachers think about the IE- method? The pros and cons? 4. Does the IE-method meets the requirements of Lpo94? About values and goals? 5. Is this a teaching method that I could work with in my future work as a teacher? To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations. With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.

This dissertation examines how the new “multicultural phase” anthologies of American literature treat American history. Anthologies of American literature are more historical, more diverse, and more multidisciplinary than ever before, but they have over-extended themselves in both their historical and representational reach. They are not, despite their diversity and historicism, effective vehicles for promoting critical discussions of American history in the classroom. Chapter One outlines a brief history of anthologies of American literature, while also introducing the terminology and methodology used in this study. Chapter Two explores the role of the headnote as a vehicle for American history in anthologies by focusing on headnotes to Abraham Lincoln in multiple anthologies. Chapter Three examines how anthologies frame Native American origin stories for their readers. Chapter Four focuses on the issues raised by anthologizing texts originally composed in Spanish, and Chapter Five argues for a transnational broadening of the “slavery theme” in anthologies to include Barbary captivity narratives and texts that reference Indian slavery.