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This project will deep into the motives and reasons behind cultural destruction. It will underline the will to entirely wipe off a distinctive group of population and its culture. Taking Syria as our main case given the events of the last decade; centring in the civil war where lives and art have been lost forever, together with the morale of its population, which fled to other countries in big numbers throughout the war. As for the perpetrators, ISIS will be the focus of our project, guilty of intentionally destroying many monuments, especially in Syria. Before explaining and answering to the questions of the project regarding culture, it is more than mandatory to analyse Syria’s history, tribes and regions. After reaching the core of our project and describing the possible reasons behind these actions, the third part of our project, which focuses on the emotional sphere of the victims. War brings with itself grief, loss, damage and destruction to a country and its material environment. To focus on the emotional attachment and emotional damage during this war shall be a matter of discussion nevertheless. We will not only analyse and discuss cultural destruction and the loss for humanity whenever perpetrators decide to damage forever something so important as our, as humans, common and singular past.

This projects subject is the development of the secular rule through the secular clergy in the high middle ages with a focus on England. Our interest is what part the educated secular clergy played in the change from a vassal rule to a bureaucratic rule. To this we use the 4. Lateran Council canons to show the direct link to the Roman-Catholic Church, and how the Gregorian Reforms was a part of creating a professional clergy within the church. Combining this with The Dialogue Concerning the Exchequer as well as a wide variety of historians on the subject we wish to show what was the mind of the secular clergy and how he influenced the change in rule of man. On this we conclude the fol-lowing: The clergy was an significant part in the process which kept the secular power centralized and paved the way for the formation of the state.

Abstract This project is about the Viking Age in Scandinavia and its relation to English history. During the project I attempt to define some of the main factors that the Viking Culture affected in early English society, and to what extent this impact had on the future of England. One of the most prevalent relations between these two cultures is the trade going on between them, and how this shaped new power relations, and thus also changed the development of English, and Scandinavian culture. Although the nation with which England at this time had most interaction was the newly formed Denmark, the definition of Viking Culture is made of the entire Scandinavian Viking culture, since this was more or less one culture at that time.

The main goal of the project will be to investigate to which extent ‘authentic’ culture isperformed. The main theories used, in order to obtain an understanding of culture andperception, will be Bourdieu’s Habitus, Butler’s Performativity and Goffman’s ImpressionManagement. The analysis will be structured around three different aspects: the object, thephenomenology and the discursive, connected by Brinkmann’s ontological triangle from TheEpistemology of Working with Everyday Life Materials. The theories will be applied in order toanalyze interactions made in Venice, by the group members, in order to determine to whichextent they had performed their culture, and how this can affect the ‘authenticity’ in culture.

This project deals with the perception of the exhibition Riverbed by Olafur Eliasson. We aim to find out, how the exhibition was encoded by the artist and decoded by students. In order to examine this topic, a focus group discussion has been conducted and a “quick and dirty” survey at Louisiana served as a supplement to get a deeper insight. The theoretical frame is given by Stuart Hall’s four step model of encoding and decoding. In order to examine the production stage of Riverbed, a monological interview with Eliasson was taken into account. The main finding of this research is that meaning-making of an abstract artwork as Riverbed cannot be regarded as a linear transmission process from sender to receiver, but must be approached in much more flexible and complex terms.

This paper is an attempt to provide a new voice in the scholarly discussion about the Gospel of Judas. This paper is discussing whether Judas in the gospel is viewed as the hero, as thought by some, or if he is as evil as ever. To be able to take part in this discussion, GNosticism and the historical context in which the gospel was written are important factors we must take into consideration. I will argue, in this paper, that Judas is more evil than ever and in order to show this, I will analyze the evidence found in the text itself as well as make use of other Gnostic texts and the New Testament. To further discuss the features of the Gospel of Judas I will make use of the arguments presented by other scholars in the field.

This study examines how learning games can be used to increase motivation in history classes, and convey historical knowledge about different time periods of Denmark, and their transitions, for 5th grade students. Based on game theories and empirical data gathered from interviews with a 5th grade class and an education supervisor of the Danish National Museum, a game concept for a learning game has been developed as a supplement to the traditional method of teaching history. The paper concludes through extensive interviews with the target group, that students lack motiva-tion because of their history book and the traditional way of teaching history. This study furthermore concludes that by implementing game elements, which the students know and find entertaining, it is possible to increase their motivation for history lessons.

In this project we examine the role of history in peace education in the Israeli-Palestinian context through the lens of the German historian Reinhart Koselleck. We claim that history is a non-redundant part of peace education in intractable regions, and that the contemporary interpretation of Koselleck gives us the opportunity to shed new light on history as peace education in the Israeli-Palestinian context. We present two positions which exemplifies history as peace education, namely the two ‘new historians’ Benny Morris and Ilan Pappe. We analyse the foundation of Morris and Pappe, and criticise them through a combination of the Koselleckian perspective and the critical tradition of the Israeli philosopher Ilan Gur-Ze’ev. Lastly we discuss how the Lens of Koselleck argues for a re-evaluation of history in peace education in contemporary Israel-Palestine.

The project seeks to answer a number of questions, concerning the Danish Viking re-enactment community. The members of the Danish Viking re-enactment community seek to re-enact, interpret and experience the Viking age. The re-enactors use the insight they acquire through books, archaeological relics and their own reflections to create historical ‘accurate’ recreations of settlements, markets and battlefields. Each of these recreations depict vastly different aspects of the real Viking community, which is most notorious for its (in) famous raids. The raids abroad are among such subjects, which the re-enactors do not wish to re-enact. They do, however wish to re-enact essential parts of the everyday life as they imagine it could have been, including, artisanship, trading and combat. These three re-acted professions divide the re-enactment community respectively. The concept Authenticity, defined as both the historical accuracy and the individual experience of interconnection between the “constructed world” and the “real world”, plays a crucial role in re-enactment. In order to achieve both of these distinctive definitions, re-enactors go to great lengths to ensure their equipment and ‘roles’ are accounted for historically, in order to not only show historical accuracy, but to create the proper environment in which the re-enactors can experience moments of aforementioned interconnection between past and present. Members of Danish Viking re-enactment community form identities due to their involvement with the Viking age. A select few have converted to the old Scandinavian Asa-belief in order to narrow the gap between modern age and the Viking age. Through the re-enactors engagement with traditions and customs of the Viking age, three different layers of identity are affected; individual identities, collective identities in the groups and Danish national identity. History is in re-enactment interpreted, not as distant events disconnected from the present due to their distance in time, but as tangible narratives, connectable to the present through studies, involvement and reflectivity.

The field of subtitling is certainly one of the underrated and underexplored areas in the academic world. This project intends to outline the lengthy evolution of subtitles as it was being shaped throughout the last century by experimenting with its different forms and uses. The historical perspective sheds light on the field of subtitling and looks at its functions, technology, and usages, tracing its change from the origin to its present-day form. The intention of covering the historical side of the field is to familiarize the reader with the profession and its practices before stepping into a more detailed observation, covering linguistic and semiotic elements of subtitling. As a medium of communication, it is a field that can reach countless viewers. It can be used as a tool for educating the illiterate, deaf and the hard of hearing, students of second language, enriching vocabulary, maintaining language skills for the elderly, not to mention its capability of translating information to a non-native-speaker audience for the purpose of exchanging cultural wealth.