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Schincariol, Marcelo Tadeu. "A arte complexa de ser infeliz = a ficção de Cornelio Penna." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269950.
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Orientador: Enid Yatsuda Frederico<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-15T02:57:04Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009<br>Resumo: Neste trabalho, apresenta-se uma leitura da ficção de Cornélio Penna que privilegia a articulação entre as dimensões religiosa e social, aproximando assim os dois extremos em que grande parte da crítica tem localizado a obra do autor. Trata-se de um percurso de análise em que a noção de Itabirismo, conforme a concebe Cornélio Penna, ilumina o mergulho do romancista no universo de nossa formação social e cultural, como também o diálogo entre sua ficção e o grande romance católico do início do século XX.<br>Abstract: The present study consists of an analysis of Cornélio Penna's fiction focusing on the intersection between both religious and social dimensions in his work. In its analytical path, the notion of Itabirismo, conceived by the novelist, highlights his journey into the Brazilian cultural background, as well as the dialogue between his fiction and the Catholic novel from the beginning of the 20th century.<br>Doutorado<br>Literatura Brasileira<br>Doutor em Teoria e História Literária
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Casement, Spencer Thomas. "Victims of a church in transition the transition of the Catholic Church and its effect on the American nun population /." Click here to view, 2009. http://digitalcommons.calpoly.edu/histsp/1/.
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Thesis (B.A.)--California Polytechnic State University, 2009.<br>Project advisor: Andrew Morris. Title from PDF title page; viewed on Mar. 10, 2010. Includes bibliographical references. Also available on microfiche.
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Eyster, Kendall S. "'The father of us all' the Cold War liberalism of Reinhold Niebuhr and the paradox of America's moral insecurity /." Click here to view, 2010. http://digitalcommons.calpoly.edu/histsp/2/.
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Thesis (B.A.)--California Polytechnic State University, 2010.<br>Project advisor: George Cotkin Title from PDF title page; viewed on Mar. 24, 2010. Includes bibliographical references. Also available on microfiche.
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Thorp, Robert. "Uses of history in history education." Doctoral thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23027.
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This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.
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Bichlmeier, Christoph. ""Wer sucht, der findet - oder auch nicht" Hilfsmittel, Methoden und Probleme bei der Online-Recherche im Fach Geschichte /." [S.l. : s.n.], 2006. http://www.phil.uni-passau.de/histhw/TutSuch/.
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Dalbello, Marija. "Circulating Culture for the Knowledge Continuum: Living History, Digital History and the History Web." Vilnius University Press, 2008. http://hdl.handle.net/10150/106405.
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This paper was presented as invited plenary keynote address.<br>This article surveys the cultural record in the digital environments and the current efforts to capture this record and circulate it as knowledge, documents, and collections in memory institutions, and provide a basis for the creation of new knowledge. The goals of digital preservation are interpreted in the light of recent arguments about the role of the humanities in providing access to the complete human experience, of the changing idea of the archive representing that experience, and of the roles of memory institutions in supporting the humanities project. Two sets of current preservation activities are identified and surveyed - web archiving (of national web spaces, web spheres) and curated collections of primary sources from the history web. The emerging forms of interpretive and point-of-view history, invented archives, and digital libraries capturing local history, everyday experience and community memory illustrate how digital media can support interpretive and multi-perspective historiography.
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Damián, Ortega Eiderd Axcel, Osorio Ruth Stephany Gallardo, Amaya Mara Alejandra García, Diaz Lucia Jimena Lucar, and Aguilar Müller Iván Yamunaqué. "History Games." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656925.
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El presente proyecto de investigación consiste en el desarrollo del aplicativo History Games, el cual consiste en la creación del juego con temática de historia del Perú como una nueva metodología de aprendizaje. Este trabajo nos permite ver la viabilidad del proyecto a corto, mediano y largo plazo, a través de los distintos estudios ejecutados en Lima metropolitana, a niños y jóvenes de 8 a 17 años del sector socioeconómico A y B. Por ello se pudo evidenciar que el público objetivo desea aprender un poco más de nuestro Perú a través de la experiencia de este aplicativo. Al desarrollar este proyecto se realizaron entrevistas online, encuestas y marketing digital en redes sociales. De manera que fue una investigación a fondo sobre el mercado de juegos educativos para poder llevar a cabo este proyecto, donde se ha podido ver interés por parte de las instituciones educativas que desean adoptar History Games como metodología de enseñanza. Analizamos a profundidad el proyecto ya que buscamos que sea sostenible en todos los aspectos a largo plazo y que pueda cumplir con los objetivos planteados desde el inicio. Todos los conocimientos adquiridos durante nuestra etapa universitaria fueron aplicados en cada parte del trabajo como es la parte de marketing, financiera, administrativa, entre otras. Al ser un equipo de diversas carreras, nos brindó un panorama más amplio de los puntos que debemos seguir mejorando e implementando conforme el proyecto siga creciendo. History Games es una idea que sin duda ayudará a muchas personas en su aprendizaje y en la nueva forma de ver la historia en cada una de sus clases.<br>This research project consists of the development of the History Games application, which consists of the creation of the game with the theme of Peruvian history as a new learning methodology. This work allows us to see the viability of the project in the short, medium and long term, through the different studies carried out in metropolitan Lima, to children and young people from 8 to 17 years of age from the socioeconomic sector A and B. Therefore, it was possible to show that The target audience wants to learn a little more about our Peru through the experience of this application. When developing this project, online interviews, surveys and digital marketing were carried out on social networks. So it was an in-depth investigation of the educational games market in order to carry out this project, where interest has been seen on the part of educational institutions that want to adopt History Games as a teaching methodology. We analyze the project in depth as we seek to make it sustainable in all aspects in the long term and that it can meet the objectives set from the beginning. All the knowledge acquired during our university stage was applied in each part of the work such as the marketing, financial, and administrative part, among others. Being a diverse racing team, it gave us a broader picture of the points that we must continue to improve and implement as the project continues to grow. History Games is an idea that will undoubtedly help many people in their learning and in the new way of seeing history in each of their classes.<br>Trabajo de investigación
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Klein, Alysia Anne. "History Says." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556277825492802.
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Giroux, Amy Larner. "Kaleidoscopic Community History: Theories of Databased Rhetorical History-Making." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6277.
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To accurately describe the past, historians strive to learn the cultural ideologies of the time and place they study so their interpretations are situated in the context of that period and not in the present. This exploration of historical context becomes critical when researching marginalized groups, as evidence of their rhetorics and cultural logics are usually submerged within those of the dominant society. This project focuses on how factors, such as rhetor/audience perspective, influence cross-cultural historical interpretation, and how a community history database can be designed to illuminate and affect these factors.
Theories of contact zones and rhetorical listening were explored to determine their applicability both to history-making and to the creation of a community history database where cross-cultural, multi-vocal, historical narratives may be created, encountered, and extended. Contact zones are dynamic spaces where changing connections, accommodations, negotiations, and power struggles occur, and this concept can be applied to history-making, especially histories of marginalized groups. Rhetorical listening focuses on how perspective influences understanding the past, and listening principles are crucial to both historians and the consumers of history. Perspectives are grounded in cultural ideologies, and rhetorical listening focuses on how tropes, such as race and gender, describe and shape these perspectives. Becoming aware of tropes—both of self and other—can bring to view the commonalities and differences between cultures, and allow a better opportunity for cross-cultural understanding. Rhetorical listening steers the historian and the consumer of history towards looking at who is writing the history, and how both the rhetor and the audience's perspective may affect the outcome.
These theories of contact zones and rhetorical listening influenced the design of the project database and website by bringing perspective to the forefront. The visualization of rhetor/audience tropes in conjunction with the co-creation of history were designed to help foster cross-cultural understanding.<br>Ph.D.<br>Doctorate<br>Arts and Humanities<br>Texts and Technology
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Orford, Peter Robert. "Rewriting history : exploring the individuality of Shakespeare's history plays." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/1779/.
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‘Rewriting History’ is a reappraisal of Shakespeare’s history cycle, exploring its origins, its popularity and its effects before challenging its dominance on critical and theatrical perceptions of the history plays. A critical history of the cycle shows how external factors such as patriotism, bardolatory, character-focused criticism and the editorial decision of the First Folio are responsible for the cycle, more so than any inherent aspects of the plays. The performance history of the cycle charts the initial innovations made in the twentieth century which have affected our perception of characters and key scenes in the texts. I then argue how the cycle has become increasingly restrictive, lacking innovation and consequently undervaluing the potential of the histories. Having accounted for the history of the cycle to date, the second part of my thesis looks at the consequent effects upon each history play, and details how each play can be performed and analysed individually. I close my thesis with the suggestion that a compromise between individual and serial perceptions is warranted, where both ideas are acknowledged equally for their effects and defects. By broadening our ideas about these plays we can appreciate the dramatic potential locked within them.
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Chambers, Amy Catherine. "Film and history : 'Planet of the Apes' as history." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/film-and-history--planet-of-the-apes-as-history(39b22b04-8e3d-4ede-a115-88157aba52ca).html.
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This thesis contends that all types of film hold historical value and should be appreciated as relevant and valuable sources for contemporary historians. It is argued that feature films, and in particular fictional feature films, are overlooked as sources of information for scholars analysing contemporary history. Planet of the Apes (dir. Franklin J. Schaffner, 1968) is used as a case study to indicate the breadth of information available within the complex audio-visual text. This study contributes to the study of the under-researched film Planet of the Apes that holds an important place within the history of the American science fiction genre. The film is worthy of study because it can be understood as a countercultural document. It reflects upon, engages with and at times critiques the complexities of the political and social culture of the United States in the 1960s. Close analysis of the film provides insight into the attitudes of the filmmakers and their intended audience revealing a intricate commentary on a broad array of concerns and movements including the civil right movement, the women’s liberation movement, the Vietnam War and the fear of the advancement and proliferation of nuclear technology. Fictional feature films, such as Planet of the Apes, can and should be used to provide a better understanding of a particular historical period supplementing the archival materials traditionally consulted by historians. Film is interpreted in this thesis as a primary source deserving of respect and incorporation into the study of contemporary history.
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Hödl, Klaus. "‘Jewish history’ as part of ‘general history’: A comment." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2018. https://slub.qucosa.de/id/qucosa%3A34627.
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Baroud, Ramzy Mohamed. "History from below : writing a people's history of Palestine." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17480.
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This submission for PhD by Publication includes three studies designed to reflect the popular view of ordinary Palestinians regarding events and politics in Palestine throughout modern history. They aim to primarily provide a ‘history from below’ political discourse of the Palestinian people. While the studies do not purport to determine with certainty the exact dynamics that propel Palestinian politics and society - as in where political power ultimately lies - they attempt to present a long-dormant argument that sees ‘history from below’ as an indispensable platform providing essential insight into Palestinian history to explain present political currents. Over the course of 11 years, I conducted three studies which resulted in the publication of the following volumes: The first work, Searching Jenin: Eyewitness Accounts of the Israeli Invasion (2003) is centered on the events that surrounded the Israeli siege, invasion and subsequent violence in and around the Palestinian West Bank refugee camp of Jenin in April 2002. The study includes forty two eyewitness accounts, collected from people who witnessed the violence and were affected by it, were recorded and positioned to create a clear and unified narrative. The reality that the refugees portrayed in these accounts was mostly inconsistent with the official Israeli narrative of the violent events that occurred in the refugee camp, on one hand, and that were provided by the Palestinian Authority (PA) or factions, on the other. The Second Palestinian Intifada: A Chronicle of a People’s Struggle (2006) shows the impact of the Israeli military policies used against revolting Palestinians in the Occupied Territories, and the popular response to these policies during the first five years of the Second Palestinian Intifada (2000-2005). The results of the study also demonstrate the inconsistencies between the views and practices held by the official political representation of Palestinians, and the popular view, as demonstrated in the discernible collective behavior of ordinary Palestinians throughout the Occupied Territories. In My Father was a Freedom Fighter: Gaza’s Untold Story (2010) my research pursues the roots of the current situation in the Gaza Strip – that of siege, political deadlock and violence. The study traces the lives of selected refugees before the Nakba - the Catastrophe of 1947-48 - back in Palestine during the British Mandate in the 1920s and just before the Zionist colonial project went into full swing. In the three studies, the central argument is that historical and political events are best explained through non-elitist actors, who although at times lack political representation and platform, are capable of influencing, if not shaping the course of history, thus the present situation on the ground. The studies also indicate that such notions as popular resistance, collective memory and steadfastness (sumud in Arabic) are not mere idealistic and sentimental values, but notions with tangible and decipherable impact on past events and present realities. The central argument endeavors to demonstrate that although the Palestinian people are divided into various collectives, they are united by a common sense of identity and an undeclared political discourse, and they have historically proven to be a viable political actor that has influenced, affected, or, in some instances, deeply altered political realities. To examine my thesis, my paper will be reviewing several theoretical notions of historiography including the Great Man Theory, which uses an elitist approach to understanding the formation and conversion of history. The Great Man Theory argues that single individuals of importance have made decisions that drive the outcomes of history. This notion is challenged by Group Theories which argue that history is shaped by the outcome of competing interest groups belonging to socio-economic elites, and that multidimensional forces often shape political realities. Furthermore, I examine a third theoretical approach that of ‘history from below’, which argues that history is scarcely shaped by ‘great men’ or socio-economic elites. Such historiography rarely contends with how history is formed; instead, it is mostly concerned with attempting to reconstruct the flow of history. It does so through deconstructing largely collective phenomena that are believed to be responsible for shaping current political movements. I attempt, through these volumes, to present a flow of Palestinian history based on the ‘history from below’ approach. The following paper will attempt to explain the logic behind my choice.
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Davis, Michael Andrew Carey Anthony Gene. "In remembrance Confederate funerary monuments in Alabama and resistance to reconciliation, 1884-1923 /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/History/Thesis/Davis_Michael_44.pdf.
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Burge, Kevin Turrini Joseph. "The Presidential Records Act of 1978 its development from the right to know and the public's demand for federal records ownership /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/History/Thesis/Burge_Kevin_50.pdf.
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McGaughy, Joseph Taylor Swingen Abigail Leslie. ""A louse for a portion" early-eighteenth-century English attitudes towards Scots, 1688-1725 /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/History/Thesis/Mcgaughy_Joseph_30.pdf.
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Markow, John Manning Gerber Larry G. "Pieces of peace an evaluation of the Nixon administration's response to the rise of Arab radicalism in the Persian Gulf, Libya and Jordan /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/History/Thesis/Markow_John_12.pdf.
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Kretschme, Marek Thue. "Rewriting Roman history in the Middle Ages : the 'Historia Romana' and the Manuscript Bamberg, Hist. 3 /." Leiden : Brill, 2007. http://catalogue.bnf.fr/ark:/12148/cb411011516.
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Thomas, Alun Deian. "The making and remaking of history in Shakespeare's History Plays." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/42105/.
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History is a problem for the history plays. The weight of ‘true’ history, of fact, puts pressure on the dramatic presentation of history. Not fiction and not fact, the plays occupy the interstitial space between these opposites, the space of drama. Their position between the binary opposites of fact and fiction allows the history plays to play with history. They view history as a problem to be solved, and the different ways in which each play approaches the problem of history gives us a glimpse of how they attempt to engage and deal with the problem of creating dramatic history. Each history play rewrites the plays that preceded it; the plays present ‘history’ as fluid and shifting as competing narratives and interpretations of the past come into conflict with each other, requiring the audience to act as historians in order to construct their own narrative of events. In this way the plays dramatise the process of remaking history. This can be seen in the relationship between the two parts of Henry IV, which restage the same narrative in a different emotional key, and the way that Henry IV’s retelling of the events of Richard II from his own perspective at the conclusion of 1 Henry IV forces the audience to re-evaluate the events of the earlier play, reinterpreting the dramatic past and imaginatively rewriting the play in light of the new perspective gained on events. The history plays thus create a new, dramatic history, a history without need for historical precedent. The plays deliberately signal their departure from ‘fact’ through anachronism, deviation from chronicle history and wholesale dramatic invention. In this sense the plays deliberately frustrate audience expectations; knowledge of chronicle history does not provide foreknowledge of what will happen onstage. History in the theatre is new and unpredictable, perhaps closer in spirit to the uncertainty of the historical moment rather than the reassuring textual narrative of the chronicles.
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Hampton, Simon Jonathan. "Evolutionary social psychology, natural history & the history of ideas." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3943/.
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The aim of this dissertation is to analyse two notions which inform contemporary evolutionary psychology. In Part I Tooby and Cosmides' (1992) Standard Model thesis of the history of twentieth century social science is examined with regard to social psychology. In Part II the practical and theoretical fecundity of the Environment of Evolutionary Adaptedness is examined, again with regard to social psychology. The analysis of the Standard Model thesis yields the result that it is not reliable as an intellectual history of social psychology. A principal reason for this is the failure of the thesis to acknowledge the instinct debate of the late nineteenth and early twentieth century. Further consideration of the instinct debate leads to the conclusion that evolutionary psychology may be in the process of repeating the history of social psychology rather than making substantive advances. The analysis of the Environment of Evolutionary Adaptedness concept yields two results. Firstly, in use it fails to accommodate the findings of palaeontology. Secondly, it promotes a view of mental capacity and functioning that is at odds with that of modern humans. Further consideration of the natural history of the human lineage leads to the conclusion that the past was not, in some sense, ontogenetically prior to the present and that it will not furnish social psychology with an adaptation that functions in a predictable manner. In Part III it is recommended that an evolutionary approach to social psychology should dispense with the concept of adaptation as proposed by evolutionary psychology.
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CASTRO, LUCAS BARROS DE. "TEACHING HISTORY IN HIGH BRIDGE FARM: HISTORY, CULTURE AND EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23928@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>O trabalho entrelaça historiografia, espaços não formais, cultura e ensino de história. A pesquisa busca compreender as práticas educativas desenvolvidas no roteiro guiado da Pousada Fazenda Ponte Alta (PFPA) e suas relações com o ensino de história nas escolas cariocas. Está estruturado em três capítulos, além da introdução e considerações finas. Após a introdução, o capítulo II aborda as diversas reescritas historiográficas desenvolvidas pela Escola dos Annales e pela Nova História Cultural, assim como aprofunda no sentido e relevância da chamada educação não formal. Termina com reflexões direcionadas as propostas didáticas observadas hoje no ensino de história. O terceiro capítulo realiza uma descrição da PFPA: história, arquitetura, características centrais, os atuais serviços e, principalmente, analisa as atividades e dinâmicas educativas realizadas no local. O quarto e último capítulo está centrado na análise dos dados construídos através
da pesquisa, cujas estratégias metodológicas foram revisão bibliográfica, análise documental, observações e entrevistas. Nas considerações finais destaca-se que o espaço tem consolidado seu roteiro histórico como importante ferramenta e
prática educativa. Acreditamos que a PFPA possibilita avanços no ensino de história ao promover a ampliação das fontes de pesquisa, de experiências e dinâmicas pedagógicas e, assim, contribui para o enriquecimento do ensino de história nas escolas do Rio de Janeiro, particularmente no Ensino Fundamental.<br>The work weaves together non-formal spaces, historiography, culture and history teaching. The research tries to understand the educational practices developed in the screenplay of Pousada Fazenda Ponte Alta guided (PFPA) and their relationships with the teaching of history in schools in Rio. It is structured in three chapters, besides the introduction and considerations. After the introduction, chapter II discusses the various historiographical rewritten developed by the Annales school and New Cultural history, as well as deepens in meaning and relevance of the so-called non-formal education. It ends with reflections directed to didactic proposals observed today in history teaching. The third chapter is a description of the PFPA: its history, architecture, key features, the current services offered and, above all, educational activities and dynamic analyses carried out on site. The fourth and final chapter is focused on the analysis of data built through research, whose methodological strategies were bibliographical revision, document analysis, observation and interviews. In the final considerations it stands out that the space has consolidated its historic route as an important tool and educational practice. We believe that the PFPA provides updates in teaching history to promote the expansion of research sources, experiences and pedagogical dynamics and thus contributes to the enrichment of history teaching in schools of Rio de Janeiro, particularly in elementary school.
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Jones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.
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This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.
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Durie, Bruce. "Bringing history to the public via genealogy and family history." Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23881.
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Genealogy is at the cusp of acceptance as an academic discipline. However, there are no peer-reviewed scholarly journals in which to publish the outcome of research into, and upon, genealogy per se. While genealogy shares many techniques and attributes with history as a subject of study, it is wider in both investigation and impact. Popular and scholarly history have much to gain by including the skills and methods of the genealogical researcher. One option is to present genealogy, history and biography as popular, mass-market books. The two-fold aspiration is (1) that the public will be drawn to an understanding of history and the place of genealogy in historical researches, and (2) that history professionals will understand and apply the methodologies of genealogy to both popular and scholarly history publishing. Using the currently-popular genealogy and local/personal history as the "draw", it is possible to interest and educate the public in historical and social matters. The same is achieved by linking biography and genealogy to popular literature. The overall impact on public understanding, it is suggested, is far greater than would be achieved by any trickle-down effect from more conventional scholarly publishing. (This would be a valid contention to test by research, but no claim is made here that it has been investigated other than by anecdotal reports). It is proposed that the publications submitted for consideration form a coherent body of work in that they demonstrate the value of genealogical methodology and research skills in aeras as apparently diverse and literary biography and local history; that their intellectual merit resides in bringing new information to light and applying that to the better understand of people, places, events; and that there is a contribution to knowledge thereby. That this knowledge now resides in a "popular" public domain is not to its detriment: rather, it renders it more valuable, and in any case it is not hidden from specialist examination by being out in the wild. The publications submitted make explicit the key skills of learning and research at doctoral level, including analysis, creativity, criticality, discrimination, evaluation, research management and synthesis, and that the candidate is a competent researcher who knows the subjects and can plan, implement and evaluate research activities.
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Timney, Todd F. "Design History Matters: Visualizing Graphic Design History Through New Media." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/38.
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New media's emerging influence on society and the design profession is profound. Currently unrealized, the intersection of graphic design history and digital media is an area worthy of further examination. For graphic designers trained in the design of fixed content for traditional media, new media's challengeto develop open-ended systems that adapt to dynamic content, customization, and multiple authorshipcan be unsettling. But the potential benefits of this exploration are many. The ability to synthesize video, sound, static imagery, and textual information to present interactive content that adapts to the contemporary history of graphic design student's multi-modal and mobile lifestyle will provide a significant advantage.
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Auger, Laura May. "Breaths of history." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ48360.pdf.
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Marquez, Jessica. "A natural history /." Online version of thesis, 2008. http://hdl.handle.net/1850/6249.
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Chaplin, Jane D. "Livy's exemplary history /." Oxford [u.a.] : Oxford Univ. Press, 2000. http://www.loc.gov/catdir/enhancements/fy0610/00025442-d.html.
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Brockie, Clarena Mary. "Ah'ani'nin Oral History." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/283732.
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In earlier times An'ani'nin lived together and in the winter months retold oral histories and stories, especially those which they wanted to impress upon the people as important to remember. Children were taught lessons through oral history. The youth also participated in ceremonies, learned the songs, lived as the Ah'ani'nin taught them and were told the importance of the way of the life of the An'ani'nin. This is how they kept a record of their ceremonies, cutlure, their kinship relations, their economy and governance. By practice and re-telling the history their culture was maintained. Stories were told as women worked, and in the evening when men were off hunting or at social or religious gatherings. In this thesis, I have collected stories about the Ah'ani'nin, stories of legends, history, the trickster stories and discussed how these stories in the past helped the Ah'ani'nin and how they can help the people today.
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Hunt, Jonathan. "Husserl on history." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526943.
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Garnjobat, Gordon. "Praxis and History." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625427.
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Maylam, Paul. "History after apartheid." Rhodes University, 1993. http://hdl.handle.net/10962/54290.
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[From introduction] The purpose of my lecture tonight is to consider some possible future trends and issues in the discipline of South African history in the post-apartheid era. Before doing that I need to say something about two influences or traditions that have left a troublesome legacy and require critical examination. I am referring to the two ‘E’s’: empiricism and eurocentrism. Now it is true that both of these have wilted under serious assaults from scholars in the past 25 years. But both remain present in many sorts of texts; both remain embedded in what we might call ‘the everyday commonsense view of the world’ - so that they continue to constitute a problem.
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Maya, Neto Olegario da Costa. "Actualizing Che's history." reponame:Repositório Institucional da UFSC, 2017. https://repositorio.ufsc.br/xmlui/handle/123456789/177352.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2017.<br>Made available in DSpace on 2017-07-11T04:24:15Z (GMT). No. of bitstreams: 1
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Previous issue date: 2017<br>Che Guevara é um dos ícones mais populares na pós modernidade. A figura de Che vestindo uma boina, olhando para o horizonte, representa o mito que cerca a figura de Guevara e é uma daquelas imagens facilmente reconhecidas ao redor do mundo. Morto aos trinta e nove anos de idade, ele se tornou o símbolo da rebeldia juvenil, tendo em vista que a imagem de Guevara foi associada ao Maio Francês e a pôsteres políticos. Entretanto, já que a imagem de Guevara também tem sido utilizada comercialmente, ilustrando produtos os mais diversos, é de se perguntar se Che Guevara possui ainda alguma relevância política e histórica. De fato, diversos acadêmicos ? discutidos no capítulo introdutório ? têm analisado a reificação de Che, geralmente com conclusões negativas. Eu gostaria de discordar. Nessa dissertação de mestrado, eu questiono a ideia de Che Guevara como uma imagem congelada e vazia, atualizando-a no sentido proposto por Walter Benjamin, ao considerar o processo de mitologização de Guevara e investigar a representação de Guevara em dois filmes biográficos, Os Diários de Motocicleta (Walter Salles 2004) e El Che: Investigando uma Lenda (Maurice Dugowson 1998).<br><br>Abstract : Che Guevara is one of the most popular icons in post-modern culture. The bereted image of Che gazing at the horizon is the epitome of his mythological fame and is one of those images people around the world instantly recognize. Dead at thirty-nine, he has become the face of youthful rebellion, his image associated with the 1968 uprising and with political posters. However, as Guevara's image came to be used commercially, illustrating anything from T-shirts to mugs, one wonders if there is still any political and historical meaning associated with it. In fact, several scholars ? discussed in the introductory chapter ? have raised the issue of Che's reification, usually with negative conclusions. I beg to differ. In this Master Thesis, I challenge the idea of Che Guevara as a frozen and empty image, actualizing it in the sense of Walter Benjamin, by considering the process of mythologizing Guevara and by investigating his representation in two biographical movies, The Motorcycle Diaries (Walter Salles 2004) and El Che: Investigating a Legend (Maurice Dugowson 1998).
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Pipes, Todd David. "A Natural History." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc500317/.
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A Natural History is a collection of original poetry written over the past three years. This project represents a period of learning and growth, as well as a concentrated effort to develop an individual writing style and voice grounded in the most enduring poetic values of the past.
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Geiger, Alex. "History of Contraception." The University of Arizona, 2018. http://hdl.handle.net/10150/626582.
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Kharghoria, Arun. "Field scale history matching and assisted history matching using streamline simulation." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1151.
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In this study, we apply the streamline-based production data integration method to condition a multimillion cell geologic model to historical production response for a giant Saudi Arabian reservoir. The field has been under peripheral water injection with 16 injectors and 70 producers. There is also a strong aquifer influx into the field. A total of 30 years of production history with detailed rate, infill well and re-perforation schedule were incorporated via multiple pressure updates during streamline simulation. Also, gravity and compressibility effects were included to account for water slumping and aquifer support. To our knowledge, this is the first and the largest such application of production data integration to geologic models accounting for realistic field conditions. We have developed novel techniques to analytically compute the sensitivities of the production response in the presence of gravity and changing field conditions. This makes our method computationally extremely efficient. The field application takes less than 6 hours to run on a PC.
The geologic model derived after conditioning to production response was validated using field surveillance data. In particular, the flood front movement, the aquifer encroachment and bypassed oil locations obtained from the geologic model was found to be consistent with field observations. Finally, an examination of the permeability changes during production data integration revealed that most of these changes were aligned along the facies distribution, particularly the 'good' facies distribution with no resulting loss in geologic realism.
We also propose a novel assisted history matching procedure for finite difference simulators using streamline derived sensitivity calculations. Unlike existing assisted history matching techniques where the user is required to manually adjust the parameters, this procedure combines the rigor of finite difference models and efficiencies of streamline simulators to perform history matching. Finite difference simulator is used to solve for pressure, flux and saturations which, in turn, are used as input for the streamline simulator for estimating the parameter sensitivities analytically. The streamline derived sensitivities are then used to update the reservoir model. The updated model is then used in the finite difference simulator in an iterative mode until a significant satisfactory history match is obtained.
The assisted history matching procedure has been tested for both synthetic and field examples. The results show a significant speed-up in history matching using conventional finite difference simulators.
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Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.
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<p>"<br>This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."<br></p>
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Tivy, Mary. "THE LOCAL HISTORY MUSEUM IN ONTARIO 1851-1985: AN INTELLECTUAL HISTORY." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2821.
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This thesis is a study of the changing model of the local history museum in Ontario, Canada and the consequential changing interpretations of the past in these institutions. <br /><br /> Beginning in 1879, local history museums in Ontario developed largely from the energies of local historical societies bent on collecting the past. While science museums used taxonomy and classification to mirror the natural state of the world, history museums had no equivalent framework for organizing collections as real-world referents. Often organized without apparent design, by the early 20th century a deductive method was used to categorize and display history collections into functional groups based on manufacture and use. <br /><br /> By the mid-twentieth century an inductive approach for interpreting collections in exhibits was promoted to make these objects more meaningful and interesting to museum visitors, and to justify their collection. This approach relied on the recontextualization of the object through two methods: text-based, narrative exhibits; and verisimilitude, the recreation of the historical environment in which the artifact would have been originally used. These exhibit practices became part of the syllabus of history museum work as it professionalized during the mid-twentieth century, almost a full century after the science museum. In Ontario, recontextualizing artifacts eventually dominated the process of recreating the past at museums. Objects were consigned to placement within textual storylines in order to impart accurate meaning. At its most elaborate, artifacts were recontextualized into houses, and buildings into villages, wherein the public could fully immerse themselves in a tableau of the past. Throughout this process, the dynamic of recontextualization to enhance visitor experience subtlety shifted the historical artifact from its previous position in the museum as an autonomous relic of the past, to one subordinate to context. <br /><br /> Although presented as absolute, the narratives and reconstructions formed by these collecting and exhibiting practices were contingent on a multitude of shifting factors, such as accepted museum practice, physical, economic and human resources available to the museum operation, and prevailing beliefs about the past and community identity. This thesis exposes the wider field of museum practice in Ontario community history museums over a century while the case study of Doon Pioneer Village shows in detail the conditional qualities of historical reconstruction in museum exhibits and historical restoration.
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Jones, Rex Allan. "'We on history channel!' the representation of history in documentary film /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/jones/JonesRA0509.pdf.
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The representation of history in documentary film is problematic. Documentary's creative treatment of actuality and assumed fidelity to perceived truth is at conflict with the historian's pursuit of veracity. Ever since the dawn of photography, artists have manipulated images and compromised facticity in service to aesthetics and drama. This trend continued into the early days of cinema, as newsreel producers adopted a more liberal than literal ethos that persists in documentary to this day. Reality can never be shown just as it is even in the most simplistic treatments of the most banal subjects. The representation of history is not always as absolute as it may seem. Instead of ignoring or denying the authorship inherent in the representation of history in documentary film, filmmakers should embrace it and reflexively provide glimpses of the cinematic process that forms their particular construction of reality. I will argue that the best way to accomplish this goal is to employ the performative mode of documentary representation, which gives the viewer a context to think about the film as a version of history, not necessarily the version of it.
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Kloppers, Roelie J. "The history and representation of the history of the Mabudu-Tembe." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/16366.
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Thesis (MA)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: History is often manipulated to achieve contemporary goals. Writing or narrating history is not merely
a recoding or a narration of objective facts, but a value-laden process often conforming to the goals of
the writer or narrator. This study examines the ways in which the history of the Mabudu chiefdom has
been manipulated to achieve political goals. Through an analysis of the history of the Mabudu
chiefdom and the manner in which that history has been represented, this study illustrates that history is
not merely a collection of verifiable facts, but rather a collection of stories open to interpretation and
manipulation.
In the middle of the eighteenth century the Mabudu or Mabudu-Tembe was the strongest political and
economic unit in south-east Africa. Their authority only declined with state formation amongst the
Swazi and Zulu in the early nineteenth century. Although the Zulu never defeated the Mabudu, the
Mabudu were forced to pay tribute to the Zulu. In the 1980s the Prime Minister of KwaZulu,
Mangusotho Buthelezi, used this fact as proof that the people of Maputaland (Mabudu-land) should be
part of the Zulu nation-state.
By the latter part of the nineteenth century Britain, Portugal and the South African Republic laid claim
to Maputaland. In 1875 the French President arbitrated in the matter and drew a line along the current
South Africa/ Mozambique border that would divide the British and French spheres of influence in
south-east Africa. The line cut straight through the Mabudu chiefdom. In 1897 Britain formally
annexed what was then called AmaThongaland as an area independent of Zululand, which was
administered as ‘trust land’ for the Mabudu people. When deciding on a place for the Mabudu in its Grand Apartheid scheme, the South African
Government ignored the fact that the Mabudu were never defeated by the Zulu or incorporated into the
Zulu Empire. Until the late 1960s the government recognised the people of Maputaland as ethnically
Tsonga, but in 1976 Maputaland was incorporated into the KwaZulu Homeland and the people
classified as Zulu.
In 1982 the issue was raised again when the South African Government planned to cede Maputaland to
Swaziland. The government and some independent institutions launched research into the historic and
ethnic ties of the people of Maputaland. Based on the same historical facts, contrasting claims were
made about the historical and ethnic ties of the people of Maputaland.
Maputaland remained part of KwaZulu and is still claimed by the Zulu king as part of his kingdom.
The Zulu use the fact that the Mabudu paid tribute in the 1800s as evidence of their dominance. The
Mabudu, on the other hand, use the same argument to prove their independence, only stating that
tribute never meant subordination, but only the installation of friendly relations. This is a perfect
example of how the same facts can be interpreted differently to achieve different goals and illustrates
that history cannot be equated with objective fact.
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Sulman, Ronald Alan. "Does history have a future ? : an inquiry into history as research /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/3598.
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Kershen, Anne. "British Jewish history within the framework of British history 1840-1995." Thesis, Middlesex University, 1997. http://eprints.mdx.ac.uk/11157/.
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This essay is a context statement in critical defence of my submission for the degree of Ph.D by Published Works in keeping with the requirements of MIddlesex University as laid down in the Guidance Notes dated April 1996. The underlying theme of the submission is that my published works serve to illustrate my belief that it is imperative to locate British Jewish history within the broader framework of British history. Thus, I have not limited my research and writing to one issue, event or section of British Jewish society, rather I have sought to develop a historiographical style which exemplifies the way in which individuals, groups and events, within and beyond the framework of Anglo-Jewry, interface and interact. Historical phenomena do not occur in a vacuum and it is imperative to understand what is taking place beyond the perimeters of ethinicity in order to fully comprehend both immigrant and receiving societies' actions and responses. In my most recent works I have taken this one stage further with the recognition that, in what is increasingly a multi-ethnic society, it is vital both to locate British Jewish history within that of the wider British immigrant/settler experience and to see it as a constituent of specific communities in order that comparisons and contrasts can be made and, where possible, lessons learnt.
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Garcia, Javier A. "Re-remembering the Royal Theater: Public History, Place, and Urban History." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/148542.
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History<br>M.A.<br>The Royal Theater was a public space which happened to be located in the path of the proposed Crosstown Expressway. From preliminary research, including interviews, it is clear the community feared displacement. During the early twentieth-century, before the invention of television, the theater existed as a place of entertainment for the entire community. Children as well as adults attended the theater as a form of escapism and during the days of segregation, The Royal Theater provided an entertainment space for African Americans which could not be found at White theaters. This thesis will attempt to explore what role The Royal Theater, a significant public space in the heart of this community, played in the tumultuous time of the proposed Crosstown Expressway.<br>Temple University--Theses
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Bernard, Erin Cecilia. "History Truck Unlimited: The New Mobile History, Urban Crisis, and Me." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/310312.
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History<br>M.A.<br>The Philadelphia Public History Truck is a nearly two-year-old mobile museum project which creates interdisciplinary exhibitions about the history of Philadelphia neighborhoods with those who live, work, and play within the places and spaces of the city. Since I founded the project in 2013, I have navigated partnerships with both grassroots organizations and larger institutions and faced a wide-ranging gamut of experiences worthy of examination by public historians concerned with power and production of history as well as practice-based reflexivity. The first half of this thesis documents my key reflections of the first eighteen months of work and serves as a primary source on the project. This paper also places History Truck into a long historiography of both public history and mobility in the United States of America to explain the emergence of what I am calling the New Mobile History, an emerging form of practice in which community members and public historians work together from the onset of project development using ephemerality and movement as a tool for creativity and civic-driven history making. By analyzing oral history interviews with Cynthia Little and Michael Frisch, I argue firstly that Philadelphia was the birthplace of this New Mobile History. Secondly, I posit that for this New Mobile History to continue evolving, public historians must balance digital work and relationship-based process to create exhibitions which directly serve communities of memory. Lastly, I consider one possible future for History Truck, including its transformation from project to nonprofit organization manned by post-M.A. fellows who have the ability to work passionately on city streets and with new media.<br>Temple University--Theses
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Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.
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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
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Horne, Victoria. "History of feminist art history : remaking a discipline and its institutions." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16194.
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Recognising art’s crucial function for reproducing economic and sexual differences, feminist political interventions - alongside a range of ‘new’ critical perspectives including Marxism, psychoanalysis and poststructuralism - have wrought historic changes upon the production, circulation and consumption of art. This is widely acknowledged in art historical scholarship. However, understanding that ‘art history’ (as a historically conditioned discipline) is concurrently reproductive of these ideological and material inequalities, feminist scholars have significantly and continually sought to intervene at the point of production – the writing of art’s history – to expose its social role and remake the fundamental terms of the discipline. This is a truth less widely acknowledged or, at least, less well-understood within contemporary scholarship. This thesis, therefore, seeks to examine the discipline of art history in Anglo- American contexts to assess the impact that feminist models of scholarship have had upon its knowledges and practices. This is attained through extensive literature overviews, archival research and, to a lesser extent, email interviews with key contributors to the discourse. Ultimately, this examination endeavours to address the production and regulation of feminist knowledge across a number of expanded (and interconnected) institutional sites. Case studies track the impact of feminist strategies upon the authoring of art history in the classroom, within scholarly professional organisations, academic publishing, the museum sector, and upon art-making itself. The research evaluates the mutable power structures of the discipline, how feminist interventions have had success in rethinking the limits of institutional knowledge, and how it may be possible to articulate critique under twenty-first-century conditions of institutional complicity and the hegemonic recuperation (or indeed ‘disciplining’) of radical practices. To date – and despite its prominence within much feminist writing - the importance of art historiography for the feminist political project has not been properly examined; the aim of this thesis is therefore to redress this omission and provide a timely and comprehensive critical reading of feminist knowledge production since around 1970.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
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Master of Arts<br>Department of Geography<br>John A. Harrington Jr<br>Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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Roy, Susan. "Making history visible, culture and politics in the presentation of Musqueam history." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/MQ51462.pdf.
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Wallis, Lesley Ann. "History, politics and tradition : a study of the history workshop 1956-1979." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369414.
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Pasternak, Stephanie. "A New Vision of Local History Narrative: Writing History in Cummington, Massachusetts." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/359/.
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Spooner, Kaleigh Jean. ""History Real or Feigned": Tolkien, Scott, and Poetry's Place in Fashioning History." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6476.
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Most critics of The Lord of the Rings correlate Tolkien's work to ancient texts, like Beowulf, the Elder Edda, and medieval romances. While the connection between these traditional materials and Tolkien is valid, it neglects a key feature of Tolkien's work and one of the author's desires, which was to fashion a sort of history that felt as real as any other old story. Moreover, it glosses over the rather obvious point that Tolkien is writing a novel, or at any rate a long work of prose fiction that owes a good deal to the novel tradition. Therefore, through careful attention to the formal textures of Tolkien's work, melding together both genre criticism and formal analysis (and with a sound understanding of literary history), I argue that Tolkien's work follows a more modern vein and aligns with the nineteenth-century historical novel, the genre pioneered by Sir Walter Scott. The projects of Tolkien and Scott parallel one another in many respects that deserve critical attention. This essay begins the discussion by addressing just one, somewhat surprising, point of comparison: the writers' use of poetry. I observe that Tolkien and Scott utilized poetry in similar ways, and I parse the poems into three distinct categories: low culture poems, high culture poems, and poems which straddle the divide between the two. All of this demonstrates how each piece of poetry, written in an antique style, saturates the texts with historic atmosphere and depth. This lends a sense of authenticity and realism to Scott's works, and later it buttresses Tolkien's attempts to foster "the dust of history" and create an illusion of authenticity and realism for Middle Earth's (imaginary) past.