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The Practice of Genealogy in the Third Reich. Phd Thesis
Baruah-Young, William L (2014) From hobby to necessity: the practice of genealogy in the Third Reich. PhD thesis. http://theses.gla.ac.uk/5306/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten:Theses http://theses.gla.ac.uk/ [email protected] From hobby to necessity: the practice of genealogy in the Third Reich William Lee Baruah-Young BA (hons) MSc Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy Humanities Advanced Technology and Information Institute School of Humanities College of Arts University of Glasgow June 2014© 2 Abstract After achieving political power in January 1933, the Nazis began to plan and implement racial policies that would redefine the lives of ordinary men and women. Persistently promoted as health measures, many of the racial policies enacted would go on to have considerable and, in many cases, devastating consequences for the family sphere. This thesis examines one aspect of Nazi policy, the practice of genealogy. Re-envisioned and turned into a civic duty of the ‘responsible citizen,’ this one-time hobby forced Germans to reassess friendships, marriages and courtships. -
“Harry – Yer a Wizard” Exploring J
Wissenschaftliche Beiträge aus dem Tectum Verlag Reihe Anglistik Wissenschaftliche Beiträge aus dem Tectum Verlag Reihe Anglistik Band 6 Marion Gymnich | Hanne Birk | Denise Burkhard (Eds.) “Harry – yer a wizard” Exploring J. K. Rowling’s Harry Potter Universe Tectum Verlag Marion Gymnich, Hanne Birk and Denise Burkhard (Eds.) “Harry – yer a wizard” Exploring J. K. Rowling’s Harry Potter Universe Wissenschaftliche Beiträge aus demT ectum Verlag, Reihe: Anglistik; Bd. 6 © Tectum Verlag – ein Verlag in der Nomos Verlagsgesellschaft, Baden-Baden 2017 ISBN: 978-3-8288-6751-2 (Dieser Titel ist zugleich als gedrucktes Werk unter der ISBN 978-3-8288-4035-5 und als ePub unter der ISBN 978-3-8288-6752-9 im Tectum Verlag erschienen.) ISSN: 1861-6859 Umschlaggestaltung: Tectum Verlag, unter Verwendung zweier Fotografien von Schleiereule Merlin und Janna Weinsch, aufgenommen in der Falknerei Pierre Schmidt (Erftstadt/Gymnicher Mühle) | © Denise Burkhard Informationen zum Verlagsprogramm finden Sie unter www.tectum-verlag.de Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Angaben sind im Internet über http://dnb.ddb.de abrufbar. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available online at http://dnb.ddb.de. Contents Hanne Birk, Denise Burkhard and Marion Gymnich ‘Happy Birthday, Harry!’: Celebrating the Success of the Harry Potter Phenomenon ........ 7 Marion Gymnich and Klaus Scheunemann The ‘Harry Potter Phenomenon’: Forms of World Building in the Novels, the Translations, the Film Series and the Fandom ................................................................. 11 Part I: The Harry Potter Series and its Sources Laura Hartmann The Black Dog and the Boggart: Fantastic Beasts in Joanne K. -
Hellfire Nation: the Politics of Sin in American History
More praise for Hellfire Nation “In a beautifully written book, Morone has integrated the history of American political thought with a perceptive study of religion’s role in our public life. May Hellfire Nation encourage Americans to discover (or rediscover) the ‘moral dreams that built a nation.’”—E. J. Dionne, syndi- cated columnist and author of Why Americans Hate Politics and They Only Look Dead “This is a remarkably broad, sweeping account, written with verve and passion.”—James T. Patterson, author of Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy “Morone is an exciting writer. Rich in documentation and eloquent in purpose, Hellfire Nation couldn’t be more timely.”—Tom D’Evelyn, Providence Journal “Hellfire Nation offers convincing evidence that no political advance has ever taken place in the United States without a moral awakening flushed with notions about what the Lord would have us do. It’s enough to make a secular leftist gag—and then grudgingly acknowledge the power of prayer.”—Michael Kazin, Nation “This book’s provocative thesis, ambitious scope, and brisk prose ensure that it will appeal to a broad readership.”—Harvard Law Review “[Morone] has written a book for people with no special training in American cultural history. His aim seems to be to meditate on the long history of Christian-based political movements. He wants to encourage people to rethink the possibilities and limitations of the American ten- dency to conflate religion and politics. Morone has succeeded in meeting these worthwhile goals, and he has done so through a set of engrossing narratives. -
III. Ethnic Geographies
Orleans New Orleans of Campanellaamazon.com on New of Campanellaamazon.com Richard order on by Geographies Richard order Please by Geographies E Please THNIC G EOGRAPHIES P ART III Orleans New Orleans of Campanellaamazon.com on New of Campanellaamazon.com Richard order on by Geographies Richard order Please by Geographies Please MERICA S IRST and Spaniards. It contained a mixed population well before A ’ F Chicago, Boston, New York or Cleveland....” New Orleans’ MULTICULTURAL SOCIETY? diversity “amazed early travelers...[who] could find com- parisons only in such crossroads of the world as Venice and No city perhaps on the globe, in an equal number of human Vienna.”7 Far more immigrants arrived to the United States beings, presents a greater contrast of national manners, language, and complexion, than does New Orleans. through New Orleans—over 550,000 from 1820 to 1860, —William Darby, 18161 with 300,000 in the 1850s alone—than any other South- The population is much mixed, consisting of foreign and na- ern city in the nineteenth century, and for most of the late tive French; Americans born in the state and from every state of antebellum era, it was the nation’s number-two immigrant the Union; a few Spaniards; and foreignersOrleans from almost every port, ahead of Boston and behind only New York.8 Moreover, nation...; there is a great “confusion of tongues,” and on the Levée, New Orleans “was an almost perfect microcosm...of the en- during a busy day, can be seen people of every grade, colour and condition: in short it is a world in miniature. -
Ideology in Popular Late Twentieth and Twenty-First Century Children's and Young Adult Literature and Film" (2012)
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 12-2012 Ideology in Popular Late Twentieth and Twenty- First Century Children's and Young Adult Literature and Film Iris Grace Shepard University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Children's and Young Adult Literature Commons, and the Visual Studies Commons Recommended Citation Shepard, Iris Grace, "Ideology in Popular Late Twentieth and Twenty-First Century Children's and Young Adult Literature and Film" (2012). Theses and Dissertations. 557. http://scholarworks.uark.edu/etd/557 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. IDEOLOGY IN POPULAR LATE TWENTIETH AND TWENTY-FIRST CENTURY CHILDREN’S AND YOUNG ADULT LITERATURE AND FILM IDEOLOGY IN POPULAR LATE TWENTIETH AND TWENTY-FIRST CENTURY CHILDREN’S AND YOUNG ADULT LITERATURE AND FILM A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English By Iris G. Shepard Henderson State University Bachelor of Art in English, 2001 University of Arkansas Master of Art in English, 2007 December, 2012 University of Arkansas ABSTRACT Texts created for the consumption of children and young adults are not simple texts made for the sole purpose of entertaining young audiences. In fact, these texts are complicated, multi-faceted texts that function both in the creation and performance of childhood. Children’s and young adult literature and film disseminated mainstream ideology about young people’s place in society and attempt to enculturate young readers and viewers in regards to race, gender, age, and social class. -
A Curriculum Guide for Grades 9–12
VOLUME I A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 Nathan Rapoport, Warsaw Ghetto Uprising THE HOLOCAUST AND GENOCIDE: THE BETRAYAL OF HUMANITY A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 TABLE OF CONTENTSi - TABLE volume TABLE OF CONTENTS INTRODUCTION. 1 I Acknowledgements . 3 I Letter from Chairman, N.J. Commission on Holocaust Education . 4 I To The Teacher . 5 G Introduction . 5 G What Does the Mandate Require? . 6 G Why Teach About the Holocaust and Genocides? A Rationale. 6 G N.J. Commission on Holocaust Education’s Rationale for Holocaust And Genocide Education. 7 G Structure of the Curriculum Guide . 8 G How to Use This Curriculum Guide: Suggestions . 9 > Design of Rationale Statements for Teaching the Holocaust and Genocides . 9 > Identifying the Placement of the Subject in the Curriculum . 9 > Selection of Unit Goals and Performance Objectives . 10 > Selection of Teaching/Learning Strategies and Activities. 10 > Selection of Instructional Materials/Resources . 10 > Assessment of Student Progress. 11 I The Holocaust and Genocide: The Betrayal of Humanity Second Edition, 2003, Goals and Objectives . 13 UNIT I: AN INTRODUCTION TO A STUDY OF THE HOLOCAUST AND GENOCIDE: THE NATURE OF HUMAN BEHAVIOR . 21 I Introduction. 21 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . .23 I Readings Included in This Unit (list). .45 I Reprints of Readings . 47 UNIT II: AN INTRODUCTION TO A STUDY OF THE HOLOCAUST AND GENOCIDE: VIEWS OF PREJUDICE AND GENOCIDE . 141 I Introduction. 143 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . -
A Curriculum Guide for Grades 9–12
VOLUME II A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 Nathan Rapoport, Warsaw Ghetto Uprising THE HOLOCAUST AND GENOCIDE: THE BETRAYAL OF HUMANITY A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 TABLE OF CONTENTSiI - TABLE volume TABLE OF CONTENTS UNIT V: RESISTANCE, INTERVENTION AND RESCUE . 583 I Introduction. 585 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 587 I Readings Included in This Unit (list). 628 I Quotation from the Diary of Hannah Senesh. 631 I Reprints of Readings . 632 UNIT VI: GENOCIDE . 729 I Introduction. 731 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 733 I Readings Included in This Unit (list). 756 I Reprints of Readings . 758 UNIT VII: ISSUES OF CONSCIENCE AND MORAL RESPONSIBILITY . 837 I Introduction. 839 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 842 I Readings Included in This Unit (list). 887 I Reprints of Readings . 890 APPENDICES. 1015 A New Jersey Legislation Mandating Holocaust Education. 1015 B Holocaust Memorial Address by Governor James E. McGreevey . 1016 C Holocaust Timeline . 1017 D Glossary . 1020 E Holocaust Statistics . 1027 F (Part I) The Holocaust: A Web Site Directory . 1029 F (Part II) Internet Sites . 1049 G New Jersey Holocaust Resource Centers and Demonstration Sites . 1061 H Resource Organizations, Museums and Memorials . 1065 I Oral History Interview Guidelines (U.S. Holocaust Memorial Museum). 1068 J Child Survivor: Suggested Interview Questions . 1090 K List of Vendors . 1098 UNIT V RESISTANCE, INTERVENTION AND RESCUE “MORDECAI ANIELEWICZ” Unit V UNIT V: RESISTANCE, INTERVENTION AND RESCUE uring the Holocaust, thousands of individuals risked their lives to protect, hide or Drescue Jews from Nazi terror. -
5. Conformity and Obedience
5. Conformity and Obedience When you think of the long and gloomy history of man, you find more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion. C. P. SNOW OVERVIEW Chapter 4 considered how Germany became a totalitarian state. This chapter looks at why the German people allowed it to happen. Chapters 1 and 2 offered insights into the importance we, as individuals, place on our membership in various groups. This chapter shows how the Nazis took advantage of that yearning to belong. It describes, in Fritz Stern’s words, how they used the “twin instruments of propaganda and terror” to coerce and cajole a people into giving up their freedom. A character in George Orwell’s 1984, a novel that details life in a state much like Nazi Germany, offers another view of the process. Already we are breaking down the habits of thought which have survived from before the Revolution. We have cut the links between child and parent, and between man and man, and between man and woman. No one dares trust a wife or a child or a friend any longer... There will be no loyalty, except loyalty toward the Party. There will be no love, except the love of Big Brother. There will be no laughter, except the laugh of triumph over a defeated enemy. There will be no art, no literature, no science. When we are omnipotent we shall have no more need of science. There will be no distinction between beauty and ugliness. -
Racial Migration and the One-Drop Rule, 1600-1860 Daniel J
Vanderbilt University Law School Scholarship@Vanderbilt Law Vanderbilt Law School Faculty Publications Faculty Scholarship 2007 Crossing the Color Line: Racial Migration and the One-Drop Rule, 1600-1860 Daniel J. Sharfstein Follow this and additional works at: http://scholarship.law.vanderbilt.edu/faculty-publications Part of the Law Commons Recommended Citation Daniel J. Sharfstein, Crossing the Color Line: Racial Migration and the One-Drop Rule, 1600-1860, 91 Minnesota Law Review. 592 (2007) Available at: http://scholarship.law.vanderbilt.edu/faculty-publications/386 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law School Faculty Publications by an authorized administrator of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. Article Crossing the Color Line: Racial Migration and the One-Drop Rule, 1600-1860 Daniel J. Sharfsteint "It ain't no lie, it's a naturalfact, / You could have been colored without being so black.... " -Sung by deck hands, Auburn, Alabama, 1915-161 "They are our enemies; we marry them." -African Proverb2 INTRODUCTION: THE BRIDE WORE BLACK In 1819 a Scotsman named James Flint crossed the Atlan- tic Ocean, made his way from New York to Pittsburgh, sailed down the Ohio, and settled for eighteen months in Jefferson- ville, Indiana, just opposite Louisville, Kentucky. His letters t Samuel I. Golieb Fellow in Legal History, New York University School of Law. J.D. 2000, Yale Law School. Special thanks to R.B. Bernstein, Steven Biel, Paulette Caldwell, Kristin Collins, Daniel Coquillette, Christine Desan, Charles Donahue, Mary Dudziak, Crystal Feimster, Harold Forsythe, Henry Louis Gates, Jr., Glenda Gilmore, Robert W. -
The Mormons in Nazi Germany
THE MORMONS IN NAZI GERMANY: HISTORY AND MEMORY A Dissertation by DAVID CONLEY NELSON Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Arnold P. Krammer Committee Members, Chester S. L. Dunning Walter D. Kamphoefner Peter J. Hugill D. Michael Quinn Head of Department David Vaught December 2012 Major Subject: History Copyright 2012 David Conley Nelson ABSTRACT This dissertation studies a small American religious group that survived unscathed during the Third Reich. Some fifteen thousand members of the Church of Jesus Christ of Latter-day Saints, the Mormons, lived under National Socialism. Unlike persecuted Jews and Jehovah’s Witnesses, and other small American-based sects that suffered severe restrictions, the Mormons worshiped freely under Hitler’s regime. They survived by stressing congruence between church doctrine and Nazi dogma. Mormons emphasized their interest in genealogical research and sports, sent their husbands into the Wehrmacht and their sons into the Hitler Youth, and prayed for a Nazi victory in wartime. Mormon leaders purged all Jewish references from hymnals, lesson plans and liturgical practices, and shunned their few Jewish converts. They resurrected a doctrinal edict that required deference to civil authority, which the Mormons had not always obeyed. Some Mormons imagined fanciful connections with Nazism, to the point that a few believed Hitler admired their church, copied its welfare program, and organized the Nazi party along Mormon lines. This dissertation builds upon Christine Elizabeth King’s theory of a common Weltanschauung between Mormons and Nazis, and Steven Carter’s description of the Mormons’ “accommodation” with National Socialism. -
The Problem of Race and Class Among New Orleans Creoles and Across the South, 1718-1862
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 Skin Color and Social Practice: The rP oblem of Race and Class Among New Orleans Creoles and Across the South, 1718-1862 Andrew N. Wegmann Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Wegmann, Andrew N., "Skin Color and Social Practice: The rP oblem of Race and Class Among New Orleans Creoles and Across the South, 1718-1862" (2015). LSU Doctoral Dissertations. 1332. https://digitalcommons.lsu.edu/gradschool_dissertations/1332 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. SKIN COLOR AND SOCIAL PRACTICE: THE PROBLEM OF RACE AND CLASS AMONG NEW ORLEANS CREOLES AND ACROSS THE SOUTH, 1718-1862 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Andrew N. Wegmann B.A. Spring Hill College, 2008 M.A. Louisiana State University, 2010 May 2015 To my parents, Julie-Ann and Richard Wegmann, who took me to see the world, allowed me to experience an impossible sense of love and compassion, and gave me the only life I would ever want. This is for them, many years later, for the love, hope, and happiness I will never be able to repay. -
Representations and Contexts of Infanticide in Tudor and Stuart Literature of Stage and Street
Piteous Performances: Representations and Contexts of Infanticide in Tudor and Stuart Literature of Stage and Street Massacre of the Innocents (c.1310) Wallpainting, Croughton, Northants A thesis submitted for the degree of Ph.D. of University College London by Josephine Elaine Billingham February 2015 1 Statement I, Josephine Elaine Billingham confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. _________________________________________________ 3 Abstract This research derives from analysis of cases of suspicious infant death recorded in Sussex Coroners’ inquests between 1485 and 1688. It examines both infanticides and child murders, following the early modern practice of defining “infant” as up to age seven. The historical records, which are summarised in several theme-based tables, are combined with close readings of imaginative texts, including plays by Shakespeare, Middleton and Webster, broadside ballads, and pamphlets. Archival and literary accounts are examined in the context of early modern works concerning law, religion, and the body, alongside recent studies of women’s history, and childbirth. Anthropological theories concerning rites of passage, liminality, waste and abjection invite new ways of thinking about early modern attitudes toward infant life. They reveal the range and complexity of child murder and infanticide, and its motives. This analysis includes the involvement of men and married women and discusses the structuring of dangerous motherhood by the linguistic similarities of crime pamphlets and breastfeeding literature. It suggests that, far from being unthinkable, infanticide might have been encouraged (by mothers, friends, masters), and could be facilitated by communities’ ambivalent attitude toward young life.