Text in English / This study indicates the strong link between the belief in the afterlife and the inception of testamentary dispositions in ancient Egypt. To understand law, and specifically succession law, the importance of religion must be understood. Religion was embedded in society. One of the most important principles of religion was maat, which formed the basis for law. The living and dead formed part of the same community. The belief in the afterlife implied an immortality, an eternal continuation of life. There was a moral relationship between the dead and living and the deceased was dependent on sustenance after death. There was an obligation for the family to sustain the deceased, but this piety diminished and a need arose to make arrangements for sustenance prior to death. This led to the inception of the testamentary disposition document. The purpose of succession law is to maintain and strengthen the socio-economic structure in society and it therefore fulfils a social function. At the heart is the nuclear family. In ancient Egypt two systems of succession law developed: customary intestate succession and testate succession (by way of testamentary disposition). Different types of documents were used in ancient Egypt to serve the purpose of a testamentary disposition, such as the pious foundation and the imyt-pr. Important concepts and elements of succession law from the Old, Middle and New Kingdoms are identified and discussed. These include fideicommissum, trusts, usufruct, habitatio, legacies, the importance to indicate ownership of property, etc. The testamentary disposition documents of ancient Egypt must be one of the earliest examples of testate succession law. The Egyptian testamentary disposition, with its concepts and elements of succession law, was established centuries before Rome and Roman law were established. The resemblance to our modern-day wills and testaments through our Roman testate succession law heritage is remarkable. / Classics and World Languages / D. Litt. et Phil. (Ancient Near Eastern Studies)

Detta konstnärliga examensarbete är ett försök att som pianist nå en fördjupad förståelse för Franz Schuberts Drei Klavierstücke (D.946). Verket komponerades under Schuberts dödsår 1828 men var det i mars eller maj? Syftet är att framföra Drei Klavierstücke på bästa möjliga sätt. Det utförs genom kontextualisering av Schubert liv och en fördjupad analys av hans musik samt jämförelser av olika partiturutgåvor, finnandet och problematiseringen utav Schuberts huruvida verket skrivs i mars eller maj, samt att erhålla djuplodade kunskaper som underlag för att skapa minnesvärda associativa titlar. Därigenom kan jag bättre visualisera inom mig det som ska spelas. Med andra ord, den konstnärliga gestaltningen byggs därmed upp genom min visualisering av verket i min instudering. De första två styckena i Drei Klavierstücke hänger utan tvekan ihop med varandra (Leisinger, et al., 2015) och därför har jag valt att framföra dessa två på min examenskonsert. I studien vill jag ändå skapa associativa titlar till alla tre styckena. Med en konstnärlig metod samt litterära kunskaper på tyska, engelska och svenska skapade jag de associativa namnen. Dessa redovisas i studiens resultatkapitel, med originalspråk på tyska: Reise in Jenseits in Drei Teilen, 1. Lebensende, 2. Jenseits, 3. Himmelstür. Emellertid skapades även översättning på svenska: 1. Livetsslut, 2. Efterlivet, 3. Pärleporten. Gällande mars eller maj lämnar förlagens svar på detta öppet. Enligt dem stavades maj som M-A-Y. Schubert talade sannolikt engelska då han tidigare arbetat som hjälplärare. Det verkar ändå konstigt att ange månaden på engelska i ett dokument som i övrigt författades på tyska? / This artistic thesis is an attempt to reach a deeper understanding of the piano pieces Drei Klavierstücke (D.946) composed by Franz Schubert in 1828, but was it in March or May? The aim is for me as a pianist to perform Franz Schubert's Drei Klavierstücke in the best possible way. It is carried out through contextualization of Schubert's life and an in-depth analysis of his music as well as comparisons of different score editions, the finding and problematization of Schubert's writing of May or March, as well as obtaining deep knowledge as a basis for creating memorable associative titles. This way I can better visualize a representation of the work in my rehearsal. The first two pieces of Drei Klavierstücke are undoubtedly related to each other (Leisinger, et al., 2015) and therefore I have chosen to perform these two at my graduation concert. In the study, I still want to create associative titles for all three pieces. With a poetic method and literary knowledge in German, English and Swedish, I created the associative names. These are reported in the result chapter of the study, with original language in German: Reise in Jenseits in Drei Teilen, 1. Lebensende, 2. Jenseits, 3. Himmelstür. However, an English and a Swedish translation was also created: 1. End of Life, 2. Afterlife, 3. Heaven’s Gate. Regarding March or May, the publisher's answer to this is left open. According to them, May was spelled M-A-Y. Schubert, who was previously an assistant teacher, certainly spoke English. However, why would he do that in a document that was otherwise written in German? / <p>Repertoar:</p><p>Leoš Janáček (1854 – 1928)”På en övervuxen stig”, Serie I1. Våra kvällar (Naše večery)2. Ett bortblåst löv (Lístek odvanutý)4. Madonnan av Frydek (Frýdecká panna Maria)</p><p>Franz Schubert (1797 – 1828)Drei Klavierstücke, D.946 posth.I. Allegro assai, ”Lebensende, The End of Life, Livetsslut.”II. Allegretto, “Jenseits, Afterlife, Efterlivet.”</p><p>Wilhelm Stenhammar (1871 – 1927)Tre fantasier för piano, Op. 11.Nr. 1 Molto appassionato</p><p>Paus</p><p>Frédéric Chopin (1810 – 1849)Ballad Nr. 3, Ass dur, Op. 47  </p><p>Robert Schumann (1810 – 1856) arr. Franz Liszt (1811 – 1886)Liebeslied (Widmung), S. 566.Ur: Myrthen op. 25   </p><p>Ludwig van Beethoven (1770 – 1827)ur: Sonat Nr. 21 C-Dur Op.53II. Introduzione: Adagio moltoIII. Rondo. Allegretto moderato — Prestissimo</p><p>- - -</p><p>Medverkande: Daniel Chun, piano.</p><p>Georg Asplund, KMH lärarstudent inriktining musik och mediaproduktion,  uppgift: videofilm.</p><p>Axel Wokander, KMH klassisk musik pianostudent, uppgift: bild projektor keynote.</p><p>- - -</p><p>Keynote presentation som visades på storskärm, innehöll namn på repertoar för publikens skull.</p><p>- - - </p><p>Videofilm på konserten, togs från inifrån scenen och fångar även publiken förutom vänster sida av pianisten Daniel Chun och pianot.</p>

English, Afrikaans and Zulu summaries / While there is increasing interest in the effect of landscape on ancient imagination, less attention has been paid to the impact of restless karst hydrology on ancient beliefs. By identifying shared themes, this study compares and contrasts the way Hittites and Aegean people in the Late Bronze and Early Iron Ages reshaped peripheral karst landscapes into physical and imagined transitional zones. Karst geology underpins much of the Aegean and Anatolian landscape, allowing subterranean zones to be visible and accessible above ground via caves, springs, sinking streams, sinkholes and other unusual natural formations. In both cultures, certain dynamic landscapes were considered to be sacred porous points where deities, daemons, heroes and mortals could transit between cosmic realms. Evidence suggests that Hittites and Aegean people interpreted dramatic karst landscapes as liminal thresholds and spaces situated between the world of humans and the world of deities. Part One investigates physical zones of transition via the karst ecosystems of rural sanctuaries. Part Two considers the creative interpretation in myth and iconography of karst phenomena into metaphysical zones of transition. The examples reveal the way in which Hittites and Aegean people built their concept of the sacred on the extraordinary characteristics of karst geology. Numinous karst landscapes provided validity and a familiar reference point for the creation of imagined worlds where mortal and divine could connect. / Vandag is daar toenemende belangstelling in die effek van die landskap op die verbeelding van die mensdom in die oudheid - maar minder aandag word bestee aan die impak van die rustelose karst landskap op die mens se gelowigheid in die oudheid. Deur die identifisering van sekere gemene temas, vergelyk hierdie verhandeling die manier waarop die Hetiete en die Egeïese volkere in die Laat Brons- en vroeë Ystertydperke die omliggende karstlandskap herskep het in fisiese en denkbeeldige oorgangszones. Die Egeïese en Anatoliese landskap bestaan grotendeels uit karst geologie, met tot gevolg dat ondergrondse zones bo die grond sigbaar en toeganklik is in die vorm van grotte, bronne, sinkgate en ander uitsonderlike natuurlike formasies. In beide bogenoemde kulture is sekere landskapstonele beskou as heilige en poreuse punte waar gode, demone, helde en sterwelinge tussen die kosmiese zones kon beweeg. Die getuienis van die tyd suggereer dat die Hetiete en die Egeïese volkere die dramatiese karst landskappe as grense of drempels tussen hulle wêreld en dié van die gode beskou het. Deel Een ondersoek die fisiese oorgangszones deur te kyk na die karst ecostelsels waarin plattelandse heiligdomme hulle bevind het. Deel Twee beskou die kreatiewe gebruik van karst verskynsels as voorstellings van metafisiese oorgangszones in die gekrewe bronne en ikonografie. Die geselekteerde voorbeelde dui aan die manier waarop die Hetiete en Egeïese volke hulle konsepte van heiligdom gebaseer het op die buitengewone verskynsels van karst geologie. Numineuse karst landskappe het hulle idees gestaaf en ‘n bekende verwysingspunt uitgemaak waar die menslike en die goddelike met mekaar in kontak kon kom. / Ngenkathi intshisekelo ekhulayo yethonya lokwakheka komhlaba emcabangweni wasendulo, kunakwe kancane umthelela we-karst hydrology engenazinkolelo ezinkolelweni zasendulo. Ngokukhomba izingqikithi okwabelwana ngazo, lo mqondo uqhathanisa futhi uqhathanise indlela amaHeti nabantu base-Aegean kweLate Bronze kanye ne-Early Iron Ages abuye abuye abumbe kabusha imigwaqo ye-karst yomngcele ibe yizingxenye zesikhashana zomzimba nezicatshangwe. I-Karst geology isekela kakhulu indawo yezwe i-Aegean ne-Anatolian evumela ukuthi izindawo ezingaphansi komhlaba zibonakale futhi zifinyeleleke ngaphezu komhlaba ngemigede, iziphethu, imifudlana ecwilayo, imigodi yokushona nokunye ukwakheka okungokwemvelo okungajwayelekile. Kuwo womabili amasiko izindawo ezithile eziguqukayo zazithathwa njengezindawo ezingcwele zokungena lapho onkulunkulu, amademoni, amaqhawe nabantu abafayo bengadlula phakathi kwezindawo zomhlaba. Ubufakazi bukhombisa ukuthi amaHeti nabantu base-Aegean bahumusha imidwebo emangazayo yekarst njengemikhawulo yemikhawulo nezikhala eziphakathi komhlaba wabantu nezwe lonkulunkulu. Ingxenye yokuqala iphenya izindawo eziguqukayo zomzimba ngokusebenzisa imvelo ye-karst yezindawo ezingcwele zasemakhaya. Ingxenye Yesibili ibheka ukutolikwa kokudala kunganekwane nakwizithonjana zezinto ze-karst kube izingxenye eziguqukayo zenguquko. Izibonelo ziveza indlela abantu abangamaHeti nabantu base- Aegean abawakha ngayo umqondo wabo ongcwele ngezimpawu ezingavamile ze-karst geology. Amathafa amahle we-karst ahlinzeka ngokusebenza kanye nephuzu elijwayelekile lesethenjwa lokwakhiwa kwamazwe acatshangelwe lapho abantu abafayo nabaphezulu bangaxhuma khona. / Biblical and Ancient Studies / M. A. (Ancient Near Eastern Studies)

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero. / The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.