Global ETD Search

1	"förflytta berg till bokstäver" : utvecklingslinjer i Elisabet Hermodssons författarskap / Ivarson Bergsten, Birgitta, January 1989 (has links) Akademisk avhandling--Lettres--Uppsala, 1989. / Résumé en anglais. Bibliogr. p. 253-261. Index. Hermodsson, Elisabet,
2	Förflytta berg till bokstäver utvecklingslinjer i Elisabet Hermodssons författarskap / Bergsten, Birgitta Ivarson, January 1989 (has links) Thesis (doctoral)--Uppsala universitet, 1989. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 253-255) and index. Hermodsson, Elisabet, Gedichten. Zweeds.
3	Elisabet(h) Ney (1833-1907) Bildhauerin in Europa und Amerika : eine ungewöhnliche Karriere / Stetten-Jelling, Dagmar von. January 2003 (has links) Thesis (doctoral)--Freie Universität, Berlin, 2002. / Includes bibliographical references (p. 225-237) and index.
4	The Life, Work, and Imprint of Elisabet Ney Bailey, Joe Harden 08 1900 (has links) This thesis discusses the life and influence of sculptor Elisabet Ney. Elisabet Ney sculptor sculpture Ney, Elisabet, 1833-1907.
5	Att iscensätta en dynasti : Om smycken i Elisabet Vasas hemgift 1581 / Staging a Dynasty : Jewellery in Elisabet Vasa’s Dowry 1581 Söderqvist, Jessica January 2022 (has links) On May 7, 1581, Elisabet Vasa, Princess of Sweden, married Duke Kristoffer of Mecklenburg. The Princess was equipped with a large dowry and, by Swedish standards, an extensive collection of objects, including jewellery. The essay's thesis is that the official jewellery that Elisabet brought with her to her new court were identity-creating symbols of a performative nature that would consciously strengthen the legitimacy of the new Vasa dynasty on the international stage. The essay is based on a comparative analysis of inventories from 1581, 1593 and 1597. The essay examines and discusses the donors' and recipient's agency, or "touch", and intentions with the jewellery. The essay's result shows that parts of the thesis - that the official jewellery that Elisabet brought with her among the gifts in 1581 were identity-creating symbols of a performative nature - appear to be highly probable based on the few but significant art acts that have been possible to trace in sources and archives. According to the material of the existing study, however, the jewellery did not fulfil its intended function of strengthening the Vasa dynasty and its legitimacy on the international stage as Elisabet herself had different intentions and apparently actively worked to assimilate to her new environment as Duchess of Mecklenburg. Elisabet Vasa jewellery renaissance dowry paraphernalia dynasty staging identity-creating performativity Mecklenburg Elisabet Vasa smycken renässans hemgift parafernalier dynasti iscensättning identitetsskapande performativitet Mecklenburg Art History Konstvetenskap
6	The Art Museums of Texas and Their Contribution to Public School Education Lacy, Suella 08 1900 (has links) "...the writer undertook in this studyan evaluation of the seven major art museums of Texas and their contribution to public-school education. Chapter I served as an introduction to the study. Chapter II traced the development of the art museum in American, dating back to the period of colonial settlements in New England. It also presented the history of the art museums in the five key cities of Texas: the Elisabet Ney Museum of Austin, the Dallas Museum of Fine Arts, the Museum of Fine Arts of Houston, the Fort Worth Art Association, the Children's Museum of Forth Worth, the Witte Memorial Museum of San Antonio and the Contemporary Arts Association of Houston. In addition, the general policies and programs of the Texas museums were discussed. Chapter III evaluated the programs of the seven majoy art museums according to the standards set up by the Texas Art Education Association...Chapter IV will present the writer's conclusions and recommendations." -- leaves 35-36. Texas art museums art educational programs Dallas Museum of Fine Arts. Art museums -- Texas -- Administration. Dallas Museum of Art. Dallas Art Association. Museum of Fine Arts, Houston. Elisabet Ney Museum. Fort Worth Art Association. Witte Memorial Museum.
7	Nationalism i fredens tjänst : Svenska skolornas fredsförening, fredsfostran och historieundervisning 1919-1939 Nilsson, Ingela January 2015 (has links) The overall aim of this thesis is to contribute to the field of research that examines the relationship between peace efforts and nationalism. The relationship will be studied from perspectives of educa- tional history and history didactics. More precisely, by focusing on history education, this disserta- tion will analyse the demands for a comprehensive peace education in schools that were put forward by a long list of actors in the Western world during the interwar period, and as such discuss to what extent, and in what ways, nationalism influenced the content and design of this peace education. The main theoretical framework of this thesis is the concept of nationalism, and the position of nationalism as a hegemonic ideology during the first half of the 20th century. Another central un- derstanding is the assumption that the educational system, specifically history education, played a central role in creating, maintaining and strengthening collective identities as well as the prevailing ideological hegemony. The empirical investigation has been limited to studying the demands and ideas presented by Nordic peace educators, mainly The Swedish School Peace League (SSF), regar- ding peace-educating history teaching. As such, the empirical aim has been to investigate the SSF’s views on the relationship between nationalism and peace education, i.e., how internationalism and pacifism were to be taught, as well as how this understanding affected the League’s ideas regarding history teaching. The results have also been analysed from a gender perspective, based on the as- sumption that contemporary notions of gender in relation to nationalism, war and peace in different ways had an impact upon the content and format of the proposed peace education. The study shows that the SSF regarded nationalism as the very foundation and prerequisite for any peace education. SSF thus tried to reconcile nationalism, internationalism and pacifism under one and the same ideological approach; “patriotic pacifism”, which in turn strongly influenced the endorsed peace-educating history teaching. Furthermore, the study highlights boys’ central role in the peace education project, which essentially set the long-term goal of creating a new pacifist and internationally oriented male ideal and yet, despite these aims, continued an intimate association with the “national”. Key concepts in SSF’s peace education were unite and supplement, and thereby they redefined central meanings of hegemonic nationalism. SSF’s patriotic pacifism and its impact on the association's demands for a peace-educating history teaching can best be described as an “intra-hegemonic counterforce”. / Historia utan gräns: Den internationella historieboksrevisionen 1919-2009 nationalism pacifism internationalism patriotic pacifism peace and war peace education ideological hegemony gender manliness/masculinity collective identity history education the Interwar era history textbook revision nationalism pacifism internationalism patriotisk pacifism krig och fred fredsfostran ideologisk hegemoni genus manlighet/maskulinitet kollektiv identitet historieundervisning mellankrigstiden historieläroboksrevisioner Matilda Widegren Greta Stendahl Herman Söderbergh Elisabet Eurén Theodor Blomqvist Ingvard Nielsen Svenska skolornas fredsförening Nordiska lärares fredsförbund kväkarna Förbundet för kristet samhällsliv IKFF

1

Page generated in 0.0481 seconds