This thesis locates Ibsen within the intellectual context pertaining to gender that is provided by such influential nineteenth-century texts as Mill's The Subjection of Women and Bachofen's Das Mutterrecht, both of which seemingly feminist works in actuality foreground women only for their importance in the production of better-quality sons who will ensure the endurance of the patriarchy. The attraction of feminists to the dramas of a playwright who avowedly wrote from this patriarchal standpoint is elucidated by a consideration of the appropriation of the woman-centered texts of patriarchal "feminism" by recent feminists seeking material to reinforce their own movement. The apparently paradoxical project of the analysis of three Ibsen characters, Nora Helmer, Rebekka West and Hedda Gabler, in terms of contemporary feminist literary theory suggests a parallel means of appropriation. These potentially redefined female characters are afforded an added dimension of reality by their embodiment by actresses in stage performances that allows theatre history to be related to real-life history, in which, contemporaneously, nineteenth-century women were beginning to take part.

Thesis (doctoral)--Universität Jyväskylä, 1983. / Extra t.p. with thesis statment inserted. Includes indexes. Includes bibliographical references (p. 166-173).

Este trabalho, composto de três volumes (I. Historiografia; II. Seleção de textos críticos; e III. Catálogo bibliográfico), tem como objetivo apresentar um panorama da recepção de Ibsen no Brasil. O primeiro volume traz uma avaliação da fortuna crítica de Ibsen no Brasil, passando pelas idéias teatrais do século XIX, pela modernização do teatro nos anos 1940, até chegar às tendências críticas contemporâneas. O segundo traz os textos mais relevantes para o entendimento da obra do dramaturgo, publicados no Brasil entre 1895 e 2002. Por fim, o terceiro apresenta os dados bibliográficos sobre as traduções brasileiras das peças do autor; sobre as montagens realizadas no teatro e na tv; sobre os livros, capítulos de livros, prefácios e textos publicados em periódicos sobre o dramaturgo. Com esse percurso, buscou-se compreender o modo de assimilação do teatro ibseniano pela crítica brasileira, levando em consideração as influências estrangeiras, especialmente a francesa. Ao mesmo tempo, procurouse ressaltar os momentos de ruptura com essa tradição, sobretudo a partir das reflexões de Antonio de Alcântara Machado, Otto Maria Carpeaux e Anatol Rosenfeld, que deram uma nova orientação para a leitura das peças de Ibsen. / This work, composed of three volumes (I. Historiography; II. Selection of critical texts; and III. Bibliographical catalogue), presents an overview of the reception of Ibsen in Brazil. The first volume is an assessment of the rich and varied criticism Ibsen received in Brazil within the context of the theatrical ideas of the nineteenth century, the modernization of the theatre in the 1940s, until the contemporary level of critical trends. The second selects the most relevant texts in order to understand the works of the playwright, which were published in Brazil from 1985 and 2002. Finally, the third presents bibliographical information on Brazilian translations of his plays; on adaptations carried through in theatre and on TV; in books, book chapters, prefaces and texts published in periodicals about the playwright. Through this route, an attempt was made to understand the way Ibsenian theatre was assimilated by Brazilian critics, taking into account foreign influences, especially of French origin. At the same time, we attempt to highlight examples of breaking from such tradition, especially considering the thoughts of Antonio de Alcântara Machado, Otto Maria Carpeaux and Anatol Rosenfeld, who gave us another approach to the studies of Ibsen\'s plays.

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The purpose of this thesis is to survey Sir Arthur Wing Pinero's treatment and development of the leading women in four of his most highly regarded "social" plays. Their texts will be analyzed carefully in order to arrive at answers to the following questions: What problems do these women confront and how do they attempt to solve them? What are the factors which determine their success or failure? Are their failures due to inherent flaws in character or outside influences? To what extent do these women control their destiny? What common traits do these women possess and in what respects do they differ? What is Pinero's idea of women's role in society, and what is his idea of women in general? What can one learn of Pinero's art from a study of these women?

A une période où la Norvège cherchait à affirmer son identité, les auteurs du romantisme national comme Wergeland, Bjørnson ou Ibsen ont largement puisé dans une tradition qui faisait du paysan (bonde) le représentant le plus typique de l’Histoire nationale. Ils ont toutefois instrumentalisé cet héritage culturel, tout comme les auteurs de la génération suivante, Hamsun ou Olav Duun, et l’importance qu’ils ont accordée à la nature invite à considérer celle-ci comme la « matrice » des œuvres de cette époque. Une lecture chronotopique inspirée de Bakhtine permet de mettre en évidence cette mise en scène du passé et de la nature. L’illusion d’authenticité historique cache un travail d’écriture novateur qui ouvre des perspectives vers un monde imaginaire et apporte un réconfort face à la mort. / At a time when Norway was trying to assert its identity, authors of national romanticism such as Wergeland, Bjørnson or Ibsen widely took their inspiration from a tradition which made the peasant (bonde) the most representative icon of national History. They however manipulated this cultural heritage, as have authors from the next generation such as Hamsun or Olav Duun. The predominant role these authors attributed to nature brings us to consider nature as the “matrix” for the works of that time. A chronotopic analysis inspired by Bakhtine brings into perspective this staging of the past and of nature. The illusion of historical authenticity hides a creative exercise on writing that opens to an imaginary world and brings a spiritual relief to those facing death.

This thesis examines the content and reception of Ibsen's Peer Gynt. Chapter I begins with a summary of Ibsen's life and influences, placing Ibsen and his plays into a historical context. Chapter II is a detailed explication of .Peer Gynt, which illustrates the correlation between Ibsen's biography and Peer's life, the extensive use of Nordic folklore and the philosophy of Kierkegaard, Goethe, and Hegel. These issues and ideas are examined in order to create a theory of Ibsen's intended message to the public. In chapter III the immediate reception of Peer Gynt in Scandinavia is discussed, as well as the extended reception of Peer Gynt in Germany. This demonstrates the difference in the critics' reception, in relation to their time period, culture, and translation. The nationalistic German Dietrich Eckart is an extreme example of how a trusted translator of Peer Gynt produced a falsified translation of the dramatic poem, which he used to promote an ideal specific to his time period and culture, thus illustrating how a falsified translation can affect the interpretation and criticism of a text. The thesis concludes by demonstrating how important translation is as a factor in the critical reception of a text.

<p>Syftet med denna studie var att beskriva och analysera högskoleadjunkters uppfattningar om den kliniska utbildningen i dagens sjuksköterskeprogram. Som metod valdes intervjuer med tio högskoleadjunkter från fyra högskolor i Mellansverige. Framkomna data analyserades kvalitativt, utifrån von Wrights handlingsteoretiska perspektiv med de fyra determinanterna vilja, plikt, förmåga och möjligheter. Vårt resultat visade att högskoleadjunkternas vilja kunde urskiljas i fem underkategorier som gestaltade sig som vilja att: finnas till för de studerande, påverka utbildningens struktur, göra pedagogiska val, utveckla handledningen, och en vilja att handla beträffande den egna yrkesrollen. De plikter högskoleadjunkterna uppfattade i sin yrkesroll handlade om såväl deras egna inre plikter och förväntningar på sig själva, som förväntningar från de studerande, kollegor och skolledning. Vad högskoleadjunkterna kunde göra för att påverka innehåll och utformning i utbildningen, samt hur de kunde göra för att påverka, visade sig i vårt intervjumaterial i tre underkategorier där högskoleadjunkternas förmåga framkom. En kategori berörde vad och hur de kunde påverka inom skolans ramar och i samarbetet med andra kollegor. En annan kategori berörde vad och hur de kunde påverka utanför skolans område, till exempel ute i verksamheten, på kliniker och avdelningar, samt slutligen deras egen personliga förmåga till handling. De yttre faktorer som visade sig stå utanför högskoleadjunkternas möjligheter att påverka innehåll och utformning i utbildningen var: de styrdokument och lokala utbildningsplaner som respektive högskola arbetade efter, kollegor, andra aktörer ute i klinikerna, ekonomi samt praktiska premisser för utbildningen.</p><p>The aim of this study was to describe and analyse the college teachers understanding of the clinical education in the nursing programme today. Interviews with ten teachers from colleges in the centre of Sweden were used as a method. By using von Wrights “logic of events” theory, and from questions using his determinants wants, duties, abilities and opportunities, we analysed the data qualitatively. Our results showed that we could distinguish the college teacher’s wants in five sub-categories. They were shown as wants to: bee there for the students,’ create influence to the structure of the education, perform pedagogical choices, develop the supervision, and wants to act regarding the structure of there own role, as teachers. The duties that the teachers expected in their role as a teacher were actions regarding: their duties and expectations from within, as from expectations from the students, the colleagues and the head of the college. What the college teacher could perform, to influence the contents and design of the education, and how they could do it, became evident in our data in three sub-categories, where the college teachers possession of ability was shown. One category pointed out was: what and how they could achieve aims within the frames of the school, and in cooperation with their colleagues. Another category pointed out was: what and how they could carry out their aims outside the college, for instance in the wards or in the clinical area setting. Finally they explained their own personal acquisition of ability for action. The external factors, that were shown to be standing outside the adjuncts opportunities to achieve changes in contents and design regarding the education, were the institutional frames and local curriculum for every college, but also colleagues, other actors in the clinical area, economy, and practical teaching premises.</p>

Syftet med denna studie var att beskriva och analysera högskoleadjunkters uppfattningar om den kliniska utbildningen i dagens sjuksköterskeprogram. Som metod valdes intervjuer med tio högskoleadjunkter från fyra högskolor i Mellansverige. Framkomna data analyserades kvalitativt, utifrån von Wrights handlingsteoretiska perspektiv med de fyra determinanterna vilja, plikt, förmåga och möjligheter. Vårt resultat visade att högskoleadjunkternas vilja kunde urskiljas i fem underkategorier som gestaltade sig som vilja att: finnas till för de studerande, påverka utbildningens struktur, göra pedagogiska val, utveckla handledningen, och en vilja att handla beträffande den egna yrkesrollen. De plikter högskoleadjunkterna uppfattade i sin yrkesroll handlade om såväl deras egna inre plikter och förväntningar på sig själva, som förväntningar från de studerande, kollegor och skolledning. Vad högskoleadjunkterna kunde göra för att påverka innehåll och utformning i utbildningen, samt hur de kunde göra för att påverka, visade sig i vårt intervjumaterial i tre underkategorier där högskoleadjunkternas förmåga framkom. En kategori berörde vad och hur de kunde påverka inom skolans ramar och i samarbetet med andra kollegor. En annan kategori berörde vad och hur de kunde påverka utanför skolans område, till exempel ute i verksamheten, på kliniker och avdelningar, samt slutligen deras egen personliga förmåga till handling. De yttre faktorer som visade sig stå utanför högskoleadjunkternas möjligheter att påverka innehåll och utformning i utbildningen var: de styrdokument och lokala utbildningsplaner som respektive högskola arbetade efter, kollegor, andra aktörer ute i klinikerna, ekonomi samt praktiska premisser för utbildningen. The aim of this study was to describe and analyse the college teachers understanding of the clinical education in the nursing programme today. Interviews with ten teachers from colleges in the centre of Sweden were used as a method. By using von Wrights “logic of events” theory, and from questions using his determinants wants, duties, abilities and opportunities, we analysed the data qualitatively. Our results showed that we could distinguish the college teacher’s wants in five sub-categories. They were shown as wants to: bee there for the students,’ create influence to the structure of the education, perform pedagogical choices, develop the supervision, and wants to act regarding the structure of there own role, as teachers. The duties that the teachers expected in their role as a teacher were actions regarding: their duties and expectations from within, as from expectations from the students, the colleagues and the head of the college. What the college teacher could perform, to influence the contents and design of the education, and how they could do it, became evident in our data in three sub-categories, where the college teachers possession of ability was shown. One category pointed out was: what and how they could achieve aims within the frames of the school, and in cooperation with their colleagues. Another category pointed out was: what and how they could carry out their aims outside the college, for instance in the wards or in the clinical area setting. Finally they explained their own personal acquisition of ability for action. The external factors, that were shown to be standing outside the adjuncts opportunities to achieve changes in contents and design regarding the education, were the institutional frames and local curriculum for every college, but also colleagues, other actors in the clinical area, economy, and practical teaching premises.

Edvard Grieg (1843-1907) is the representative of Norway Nationalism composer in the nineteenth century. His compositions consist of orchestral pieces, concertos, piano pieces and songs. Most of his works use Norwegian folksong. He promoted Norwegian folksong throughout his creative career. In 1874, Grieg collaborated with the playwright, Henrik Ibsen (1828-1906), in Ibsen¡¦s new play ¡§Peer Gynt¡¨ (1874-1876). The play contains twenty-three incidental music. Few years later (1888 & 1892), Grieg chose and rearranged eight popular pieces of ¡§Peer Gynt,¡¨ and separated them into two suites. This thesis is divided into two sections, excluding the introduction and conclusion. The first section discusses the biography of Grieg and Ibsen, and the correlation of their lives and background of the ¡§Peer Gynt.¡¨ The second section analyzes the form and characteristics of eight pieces from ¡¥Peer Gynt¡¦ Suites No. 1 and 2, and it also discusses the interpretation from a conductor¡¦s viewpoint. Examples are also provided in the discussion.