Training documents for the participants cours IST Comenius Grundtvig Europe between Mythology Modernity e Multiculturalism.
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Training documents for the participants cours IST Comenius Grundtvig Europe between Mythology Modernity e Multiculturalism.
Powered by Laboratorio del Cittadino Onlus
labdelcittadino@libero.it
labdelcittadino@gmail.com
SSP would generate electricity. On completion, annual additional agricultural production would be Rs. 1600 crores, power generation and water supply Rs. 175 crores, aggregating about Rs. 2175 crores every year equivalent to about Rs. 6.0 crores a day.
Gujarat-india-engineering-mega structure.
History of Education in India: During The British Period.Sadanand Patwardhan
The book is about what exactly it's name suggests. It starts with the review of State of Education in British India in the early 19th century as revealed by the surveys carried out in Madras Presidency at the instance of Governor Munro and far more detailed surveys carried out in some districts of Bengal and Bihar by Adams. Contrary to generally held popular notion that British led the foundation of education; the system of primary education was pretty widespread and robust, though it had already fallen to bad times. In fact, the method of pedagogy, use of senior students to coach junior students, was so economical and useful that it was imitated in England. The primary education was essentially community organized and private tutoring played a big role, where persons of means in villages made it possible for other children to learn along with their own. Syed Nuruallah and J P Naik were well known educationists and published the book in 1943. Naik even started the well known Indian Institute of Education [http://iiepune.org/] in Pune. The pages from 14 to 35 deal with the surveys of indigenous system of primary education and later pages delves into what the British did to education in India.
Rise of British Rule and other International powers in India; Positive and Negative reforms of British in Indian System, Rebellions and Mutiny, Effects of World War on India under British Rule. Independent Kashmir Issue and other outcomes of end of British rule.
Development of colonial architecture in indiaRohit Surekh
Development of Colonial architecture in India – Dutch, Portuguese, French and British architectural influences in India: merging of local architecture with various Colonial styles
GUIDE 6Unit 2ETRUSCANS& ANCIENT ROMEI..docxaidaclewer
GUIDE 6
Unit 2
ETRUSCANS
&
ANCIENT ROME
I.
THE ETRUSCANS
Etruscan Necropolis
The tombs (partly under the ground now)
are our only source of information about amazing Etruscan culture.
[
Necropolis
- the city of the dead]
===================================================================
Before the Romans gained supremacy over the Italian peninsula, the latter was inhabited by many
indigenous peoples
.
Which one was the most significant?
*...
How long back does the Etruscans history date?
-
*...
If you still remember the previous section (guide 5) and if you think historically, you should say here :
‘Aha,
it means that the Etruscans lived at the same time when the Greeks lived,
painting the vases with the geometric patterns, and carving the statues of youths with an enigmatic ‘archaic smiles’ on their lips.
When two cultures coexist as neighbors, they always interact and influence each other.
What did
Etruria
and
Greece
have in common?
*...
*...
*...
When did the Romans vanquish the last of the Etruscans?
- *...
ARCHITECTURE
What is the only type of architecture that survived? -
*...
What were their interiors look like? -
*...
Why did the Etruscans want to duplicate their earthly environment?
- *...
Doesn’t it remind you about some other ancient civilization? Which one?
- * ...
SCULPTURE
How did we know what the exterior of Etruscan house looked?
- *...
Terms
CINERARY
URN
-
*…
SARCOPHAGUS
(pl. Sarcophagi) –
*…
.
*
Sarcophagus from Cerveteri
-
c.
*...
[when made?]
What scene is depicted on top of the coffin?
*...
What can you say about the facial expressions of
the spouses? Where did you see them before? -
….
That’s right; they do resemble the Greek
kouros
and
kore
from the Archaic period. What is different – the mood.
The early Greek statues look very rigid and solemnly. This is why the Greek Archaic style is also called
severe style.
Observe the faces of this couple reclining over the top of their sarcophagus.
Do the spouses look ‘severe’ to you?
Not really, right? Their joyful looks do not relate, in our perception, to a funerary object.
It is not accidentally either that the ancient sculptors chose the scene of the banquet to be on the lid of their coffin.
From what we know about the Etruscans, they seemed to be fun-loving people, spending life in numerous festivities.
Well, that’s it about the Etruscans. Unfortunately, you have too little in your book about this exciting culture. Yet, now you know who the Etruscans were. You know that their culture laid the foundation for Rome. You should also remember that the Etruscans borrowed a lot from the Greek culture and passed it, along with their own achievements, further down the road - to the Romans. Let us move on to the next great civilizations entering the stage of its Majesty History - grand Rome.
II.
ANCIENT
ROME
Rome existed for one thousand years -
500 years
before
common era and
500 years
a ...
GUIDE 6
Unit 2
ETRUSCANS
&
ANCIENT ROME
I. THE ETRUSCANS
Etruscan Necropolis
The tombs (partly under the ground now)
are our only source of information about amazing Etruscan culture.
[Necropolis - the city of the dead]
===================================================================
Before the Romans gained supremacy over the Italian peninsula, the latter was inhabited by many indigenous peoples. Which one was the most significant?
*...
How long back does the Etruscans history date? - *...
If you still remember the previous section (guide 5) and if you think historically, you should say here : ‘Aha, it means that the Etruscans lived at the same time when the Greeks lived, painting the vases with the geometric patterns, and carving the statues of youths with an enigmatic ‘archaic smiles’ on their lips.
When two cultures coexist as neighbors, they always interact and influence each other.
What did Etruria and Greece have in common?
*...
*...
*...
When did the Romans vanquish the last of the Etruscans? - *...
ARCHITECTURE
What is the only type of architecture that survived? - *...
What were their interiors look like? - *...
Why did the Etruscans want to duplicate their earthly environment? - *...
Doesn’t it remind you about some other ancient civilization? Which one? - * ...
SCULPTURE
How did we know what the exterior of Etruscan house looked? - *...
Terms
CINERARY URN -*…
SARCOPHAGUS (pl. Sarcophagi) – *….
*
Sarcophagus from Cerveteri - c. *...
[when made?]
What scene is depicted on top of the coffin?
*...
What can you say about the facial expressions of
the spouses? Where did you see them before? -
….
That’s right; they do resemble the Greek kouros and kore from the Archaic period. What is different – the mood. The early Greek statues look very rigid and solemnly. This is why the Greek Archaic style is also called severe style.
Observe the faces of this couple reclining over the top of their sarcophagus. Do the spouses look ‘severe’ to you? Not really, right? Their joyful looks do not relate, in our perception, to a funerary object. It is not accidentally either that the ancient sculptors chose the scene of the banquet to be on the lid of their coffin. From what we know about the Etruscans, they seemed to be fun-loving people, spending life in numerous festivities.
Well, that’s it about the Etruscans. Unfortunately, you have too little in your book about this exciting culture. Yet, now you know who the Etruscans were. You know that their culture laid the foundation for Rome. You should also remember that the Etruscans borrowed a lot from the Greek culture and passed it, along with their own achievements, further down the road - to the Romans. Let us move on to the next great civilizations entering the stage of its M ...
SSP would generate electricity. On completion, annual additional agricultural production would be Rs. 1600 crores, power generation and water supply Rs. 175 crores, aggregating about Rs. 2175 crores every year equivalent to about Rs. 6.0 crores a day.
Gujarat-india-engineering-mega structure.
History of Education in India: During The British Period.Sadanand Patwardhan
The book is about what exactly it's name suggests. It starts with the review of State of Education in British India in the early 19th century as revealed by the surveys carried out in Madras Presidency at the instance of Governor Munro and far more detailed surveys carried out in some districts of Bengal and Bihar by Adams. Contrary to generally held popular notion that British led the foundation of education; the system of primary education was pretty widespread and robust, though it had already fallen to bad times. In fact, the method of pedagogy, use of senior students to coach junior students, was so economical and useful that it was imitated in England. The primary education was essentially community organized and private tutoring played a big role, where persons of means in villages made it possible for other children to learn along with their own. Syed Nuruallah and J P Naik were well known educationists and published the book in 1943. Naik even started the well known Indian Institute of Education [http://iiepune.org/] in Pune. The pages from 14 to 35 deal with the surveys of indigenous system of primary education and later pages delves into what the British did to education in India.
Rise of British Rule and other International powers in India; Positive and Negative reforms of British in Indian System, Rebellions and Mutiny, Effects of World War on India under British Rule. Independent Kashmir Issue and other outcomes of end of British rule.
Development of colonial architecture in indiaRohit Surekh
Development of Colonial architecture in India – Dutch, Portuguese, French and British architectural influences in India: merging of local architecture with various Colonial styles
GUIDE 6Unit 2ETRUSCANS& ANCIENT ROMEI..docxaidaclewer
GUIDE 6
Unit 2
ETRUSCANS
&
ANCIENT ROME
I.
THE ETRUSCANS
Etruscan Necropolis
The tombs (partly under the ground now)
are our only source of information about amazing Etruscan culture.
[
Necropolis
- the city of the dead]
===================================================================
Before the Romans gained supremacy over the Italian peninsula, the latter was inhabited by many
indigenous peoples
.
Which one was the most significant?
*...
How long back does the Etruscans history date?
-
*...
If you still remember the previous section (guide 5) and if you think historically, you should say here :
‘Aha,
it means that the Etruscans lived at the same time when the Greeks lived,
painting the vases with the geometric patterns, and carving the statues of youths with an enigmatic ‘archaic smiles’ on their lips.
When two cultures coexist as neighbors, they always interact and influence each other.
What did
Etruria
and
Greece
have in common?
*...
*...
*...
When did the Romans vanquish the last of the Etruscans?
- *...
ARCHITECTURE
What is the only type of architecture that survived? -
*...
What were their interiors look like? -
*...
Why did the Etruscans want to duplicate their earthly environment?
- *...
Doesn’t it remind you about some other ancient civilization? Which one?
- * ...
SCULPTURE
How did we know what the exterior of Etruscan house looked?
- *...
Terms
CINERARY
URN
-
*…
SARCOPHAGUS
(pl. Sarcophagi) –
*…
.
*
Sarcophagus from Cerveteri
-
c.
*...
[when made?]
What scene is depicted on top of the coffin?
*...
What can you say about the facial expressions of
the spouses? Where did you see them before? -
….
That’s right; they do resemble the Greek
kouros
and
kore
from the Archaic period. What is different – the mood.
The early Greek statues look very rigid and solemnly. This is why the Greek Archaic style is also called
severe style.
Observe the faces of this couple reclining over the top of their sarcophagus.
Do the spouses look ‘severe’ to you?
Not really, right? Their joyful looks do not relate, in our perception, to a funerary object.
It is not accidentally either that the ancient sculptors chose the scene of the banquet to be on the lid of their coffin.
From what we know about the Etruscans, they seemed to be fun-loving people, spending life in numerous festivities.
Well, that’s it about the Etruscans. Unfortunately, you have too little in your book about this exciting culture. Yet, now you know who the Etruscans were. You know that their culture laid the foundation for Rome. You should also remember that the Etruscans borrowed a lot from the Greek culture and passed it, along with their own achievements, further down the road - to the Romans. Let us move on to the next great civilizations entering the stage of its Majesty History - grand Rome.
II.
ANCIENT
ROME
Rome existed for one thousand years -
500 years
before
common era and
500 years
a ...
GUIDE 6
Unit 2
ETRUSCANS
&
ANCIENT ROME
I. THE ETRUSCANS
Etruscan Necropolis
The tombs (partly under the ground now)
are our only source of information about amazing Etruscan culture.
[Necropolis - the city of the dead]
===================================================================
Before the Romans gained supremacy over the Italian peninsula, the latter was inhabited by many indigenous peoples. Which one was the most significant?
*...
How long back does the Etruscans history date? - *...
If you still remember the previous section (guide 5) and if you think historically, you should say here : ‘Aha, it means that the Etruscans lived at the same time when the Greeks lived, painting the vases with the geometric patterns, and carving the statues of youths with an enigmatic ‘archaic smiles’ on their lips.
When two cultures coexist as neighbors, they always interact and influence each other.
What did Etruria and Greece have in common?
*...
*...
*...
When did the Romans vanquish the last of the Etruscans? - *...
ARCHITECTURE
What is the only type of architecture that survived? - *...
What were their interiors look like? - *...
Why did the Etruscans want to duplicate their earthly environment? - *...
Doesn’t it remind you about some other ancient civilization? Which one? - * ...
SCULPTURE
How did we know what the exterior of Etruscan house looked? - *...
Terms
CINERARY URN -*…
SARCOPHAGUS (pl. Sarcophagi) – *….
*
Sarcophagus from Cerveteri - c. *...
[when made?]
What scene is depicted on top of the coffin?
*...
What can you say about the facial expressions of
the spouses? Where did you see them before? -
….
That’s right; they do resemble the Greek kouros and kore from the Archaic period. What is different – the mood. The early Greek statues look very rigid and solemnly. This is why the Greek Archaic style is also called severe style.
Observe the faces of this couple reclining over the top of their sarcophagus. Do the spouses look ‘severe’ to you? Not really, right? Their joyful looks do not relate, in our perception, to a funerary object. It is not accidentally either that the ancient sculptors chose the scene of the banquet to be on the lid of their coffin. From what we know about the Etruscans, they seemed to be fun-loving people, spending life in numerous festivities.
Well, that’s it about the Etruscans. Unfortunately, you have too little in your book about this exciting culture. Yet, now you know who the Etruscans were. You know that their culture laid the foundation for Rome. You should also remember that the Etruscans borrowed a lot from the Greek culture and passed it, along with their own achievements, further down the road - to the Romans. Let us move on to the next great civilizations entering the stage of its M ...
Assignment 1 Implications of Health Economic Concepts for Healthc.docxtrippettjettie
Assignment 1: Implications of Health Economic Concepts for Healthcare
Due Week 4 and worth 200 points
Select at least five (5) economic concepts covered in the first four weeks’ readings, and discuss the primary manner in which these concepts impact the world of health care economics. Some examples of selected concepts are health demand and supply, elasticity, resources, health measures, and costs.
Write a four to six (4-6) page paper in which you:
1. Assess the value of healthcare professionals and decision makers understanding the discipline of health economics.
2. Defend or critique the importance of considering the complex nature of health and healthcare when examining the economic principles related to healthcare delivery.
3. Analyze the primary potential benefits of learning about health economics related to government involvement in healthcare economics, financing, and delivery.
4. Analyze the main potential benefits of learning about health economics related to private sector government involvement in healthcare economics, financing, and delivery.
5. Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
11 Enlightenment and Rococo: The Claims of Reason and the Excesses of Privilege
THINKING AHEAD
What was the English Enlightenment?
Who were the philosophes and what was their relation to Rococo art and culture?
What was the result of cross-cultural contact between Europeans and peoples of the South Pacific and China?
London, the city of elegance and refinement painted in 1747 by Venetian master of cityscapes Canaletto (Giovanni Antonio Canal; 1697–1768), was rivaled only by Paris as the center of European intellectual life in the eighteenth century (Fig. 11.1). The painting offers no hint that the city had been devastated by fire 80 years earlier. Before dawn on the morning of September 2, 1666, a baker’s oven exploded on Pudding Lane in London. A strong east wind hastened the fire’s spread until, by morning, some 300 houses were burning. In his private diaries, Samuel Pepys [peeps] (1633–1703) recorded what he saw on that fateful day:
I rode down to the waterside, . . . and there saw a lamentable fire. . . . Everybody endeavoring to remove their goods, and flinging into the river or bringing them into lighters that lay off; poor people staying in their houses as long as till the very fire touched them, an ...
1. - In the Gothic art, Paris is the center of intellect, and peop.docxdorishigh
1. - In the Gothic art, Paris is the center of intellect, and people made enormous book illuminations. Thus, book manufactures became professional artists, and they made books for royal family, scholars, and prosperous merchants. The image of Christ represents many characteristics of Gothic Arts. For example, like other illuminated books in Gothic period, it is consisted of three dimensional architectural setting similar to the figure 13.36. It is dived two big parts, drawing and texts. The upper side of drawing depicts Christ with two angels. Christ is blessing with his right hand, and he holds the bible with his left hand-old iconography of Christ. The lower side of drawing demonstrates three small figures. One of them is the angel of God who directs Saint John to write the book. Artist shows his motivation to make this book through the angel figure who directs him. Many artist in Gothic period, represents his motive, name or brand name on the books. In addition, similar to the figure 13.32, it gives figures volume by using different colors and lights. It uses distinctive colors, especially blue and red.
2.- The image of Christ has been changed many times. At first, in Byzantine period, Christ is often depicted as royal and sacred being. Byzantine considered them as Roman empire, so they tried to depict Christ with resembling Roman royal people. For example, Jesus in the figure 9.13 appears in a deep blue almond shape mandorla-the light, and the background is gold colors which is related Roman empire. Also, Jesus is bigger than others, and he is blessing others with his right arms. It represents that Jesus has powers and authority, and he is sacred being. The other example is the figure 9.29 Virgin and Child. The Christ and Mary wear gold and black clothing related royal art. Also, Mary is depicted omniscient being because the sadness appears on her face as if she already know sacrifice of her son.
In Romanesque period, people depict Christ as a final judge after he returns. In that time, people tried to inherit Roman empire’s works like Byzantine period, but Romanesque Europe has combinations of lots of art style from different cultures. For example, the figure 12.12 depicts the last judgment. Christ is larger than other figures, and he is in the mandorla like Byzantine works. There is both heaven and hell, so it warns to people that they go to hell when the last judgment if they don’t believe Jesus. In addition, the figures are similar to icon image rather than roman figures. It indicates that Romanesque art is the combinations of all different art.
In Gothic period, Christ is more humanize because, in Gothic period, people emphasize humanism on their art. Thus, people depict intensive emotion of both Christ and Mary on the works. The example is the figure 13.51 Virgin with the Dead Christ. The body of Christ is stiffed in death, and covered with blood. Unlike the former image of Christ, it represents death of Christ as human being rath ...
Our Classical Heritage: The Art, Architecture, and History of Washington, DC; American Art for Americans: A Definition of the American Aesthetic, The Beautiful Home: A Practical Guide to American Domestic Architecture (in seven books), Liberty Patriots: The Untold Story of American Independence, Discoveries in American Art: Volume I, William Girard, Mythic Modern
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. First Hour Test
a week from today, Monday, Feb. 23rd
at regular class time, but not in regular class room
on Compass
an opportunity to synthesize material from class, textbook
and readings; begin to form a picture US architecture
precontact (c.1100)
colonial (Massachusetts and Virginia) c. 1700
after Revolution (Jefferson) c. 1800
3. what is on the test?
Roth, pp. 13-149 (Chapters 1 to 4) baseline history: what
happened when; history as “one damn thing after another”
Class lectures 1-9 (PPTs on Compass for review)
hermeneutic conception of history: the concerns of the
present draw relevance out of the past
Readings:
Stewart Brand: concepts that will help us think about the
realities of architecture
4. Roth Chapter 1
Figures 1.1, 1.2, 1.3 (see also on Compass the more
detailed color climate maps I posted)
be aware of the wide range of climates and conditions that
are present in the USA
read all of “The First Americans” text, but for monuments,
only 1.10, 1.11, and 1.12
We did not study the second section, “The Historical or
Postcontact Cultures,” (exception of 1.16) and this
material is not on the test. (Adobe construction will appear
later on.)
The First American Architecture, 12th century
5. Additional Reading
Jared DIAMOND, “The Ancient Ones: The Anasazi and
Their Neighbors,” in Collapse: How Societies Choose to
Fail or Succeed (New York: Penguin Books, 2005): 136-
56.
Much more detailed account of the rises and falls of
Chaco Canyon than is available in Roth, with particular
attention to the role of climate.
6. Roth, Chapter 2
Spanish Settlements [no]
French Settlements [no]
Swedish Settlements [yes; pp. 45-6] the log cabin
Dutch Settlements [no]
English Settlements [only pp. 54-6 on town planning in New
England]
Town Planning in 17th Century [yes; pp. 61-5]
2.38 Town of Boston, 1630
2.39 Plan of New Haven, 1638
2.40 Plan of Philadelphia, 1682
Europeans in the New World, 17th century: Transplanted Vernaculars
8. Roth, Chapter 3
pp. 69-84
Georgian Colonial Town Planning [yes]
Early Georgian Architecture, 1690-1750 [yes]
3.10 and 3.11 George Wythe House, 1755
3.24 Wren Hall, College of William and Mary, 1702
3.25 Massachusetts Hall, Harvard College, 1720
Late Georgian Architecture [no] except
Peter Harrison [pp. 98-101]
3.51 Redwood Library, Newport, RI 1750
3.52 Touro Synagogue, Newport, RI 1763
Georgian Architecture 1690 to 1785 (early 18th c.)
9. Roth, Chapter 4
pp. 107-137
Eclecticism [yes]
Planning the National Capitol [yes]
Samuel McIntire [no]
Charles Bulfinch [yes]
Asher Benjamin [yes]
Benjamin Henry Latrobe [yes]
Other Influences [yes]
Thomas Jefferson [yes]**
New Architecture for a New Nation, 1785-1820
11. building types
architectural specialization today:
residential vs. commercial
what kind of residential?
what kind of commercial?
we would expect these to get more complex and more
differentiated over time
12. building types
this is one reason we regard the cities at Cahokia, IL and
Chaco Canyon, NM as sophisticated
differentiated building types
houses, storage rooms, kivas, great kiva (Chaco Canyon)
dwellings, temples, ceremonial plaza, tombs (Cahokia)
differentiation, specialization, social stratification all
accompany one another as social wealth increases
13.
14. building types
colonial period, there is not a lot of differentiation
for example, the “meeting house” in colonial New England
served for every kind of gathering: civil, religious, juridical,
etc.
25. typology by function
private vs. public buildings
by private I mean anything pertaining to individuals.
by public I mean resources held in common for the good
of the whole society.
the ratio between these has changed.
26. private use
private
religious structures [are often the oldest remaining structures on some of
most expensive, centrally located land within the city]
church
synagogue
mosque
housing [more and more population in absolute terms, also density]
single family
multifamily
apartment building
workplace [dedicated workplaces replace ‘”cottage industries” and quarters]
factories
mills
office buildings
financial institutions
28. public use
government buildings
legal (such as state house, courthouse)
punitive (jails, poorhouses, workhouses)
medical (asylums, hospitals)
educational (schools, colleges, universities)
transport/communication (post offices, rail stations)
later on:
cultural
museums
libraries
theaters
parks
29. symbolically these are different
structures as well
they can also borrow symbolically from each other,
e.g., (department store as temple of shopping)
banks using the classical vocabulary to indicate solidity and
permanence
as Roth points out, “Architectural associationalism first
appeared about 1730 in 18th century Europe, in
landscaped gardens where freestanding isolated pavilions
recalled Roman gates, Chinese pagodas, Greek Temples,
or ruined Gothic abbeys as objects of contemplation.” (p.
107)
35. So, think about types in functional terms (purpose-built
structures) but also in symbolic terms (as representing
different ideas and values within a society). The overlaps
can also speak to shifting values and priorities (for
example, similarities between schools and prisons).
Both will contribute to the program of a given building.
Jefferson was one of the first in the US to think
consciously about the symbolic choices.
36. “Around 1785 this generalized associationalist phase led to
more complex references to specific styles whose images
were historically and symbolically associated with the
function of a proposed new building—Gothic for churches,
Roman for governmental structures, Egyptian for mortuary
structures, for example.” (p. 107)
37. So, if you consider the architecture of Williamsburg (second
state capital after Jamestown and before Richmond)
Note: this was where Jefferson himself was educated, at William
and Mary.
What you find is Georgian architecture (this was also the choice
at Harvard, as you remember from last time)
It makes sense that the colonies would build in the style that
prevailed in their mother country.
But Jefferson wanted to declare independence in more ways
than one.
38. The “Georgian” in Williamsburg
Governor’s Palace, Williamsburg, VA 1706-1722
42. The Massachusetts Town House: seat of colony government 1713–1776
The Massachusetts State House: seat of state government 1776–1798
Boston’s City Hall 1830–1841
Period of commercial use 1841–1881
The Bostonian Society and the museum 1881–present
60. Virginia State Capitol
In 1785, while in France, Jefferson received a letter from the
Virginia Board of Public Buildings requesting a plan for the Capitol.
Jefferson hired French architect Charles-Louis Clérisseau to make
drawings based upon the Maison Carrée and had them sent back
to the USA.
In Jefferson’s opinion, the Maison Carrée was “one of the most
beautiful, if not the most beautiful and precious morsel of
architecture left us by antiquity.”
62. JEAN–PIERRE FOUQUET (1752-
1829)
French artisan who specialized in
architectural modelmaking.
Plaster of Paris at a scale of 1:60
(one inch to every five feet).
Reinforced with internal iron rods,
precise rendering of architectural
details.
63. Virginia State Capitol
In 1787, Jefferson visited the Maison Carrée in Nîmes, a
temple dating to the Roman era.
In Jefferson’s opinion, the Maison Carrée was “one of the
most beautiful, if not the most beautiful and precious morsel
of architecture left us by antiquity.”
64. Early photograph of the Virginia State Capitol. Note Jefferson’s substitution
of Ionic for Corinthian columns.
65. The Maison Carrée, Nîmes, France
built by Augustus’s closest lieutenant during his reign
completed 16 BCE and dedicated to Augustus’s sons
In continuous use, it’s the Roman structure in the best repair anywhere in the world.
66. Richmond, VA after the Civil War. The Virginia State Capitol was not destroyed.
68. Thomas Jefferson & Charles-Louis Clérisseau, Virginia State Capitol, Richmond VA
(original central portion, 1780-1801)
69. Virginia State Capitol, as it appears today, with new entrance to accommodate
contemporary security procedures.
70. choice of classical architecture
rejection of authoritarian English motherland (Gothic)
embrace of “democratic” Greece and Rome
attention to architecture as a symbolic practice, not just a
functional one
public buildings should represent our aspirations as a
democratic public
improving taste of US public
71. “But how is a taste in this beautiful art to be formed in our
countrymen, unless we avail ourselves of every occasion
when public buildings are to be erected, of presenting to
them models for their study and imitation?”
—Thomas Jefferson, letter to James Madison
72. how do we create government buildings appropriate to the
unique mission of this new country?
Jefferson’s answer: look to Classical models which are the best
suited to democratic virtue
Editor's Notes
Smibert's two-story structure, with the cupola rising from the middle of the roofline. The nearby Old State House serves as a surviving reference for Faneuil Hall's original scale. Peter Faneuil was a Boston merchant whose parents were Huguenots. In 1740, he proposed donating a market building to the town, with a marketplace below and a public meeting hall above. The original Faneuil Hall, completed in 1742, was designed by the Scottish artist John Smibert. After the building suffered in a fire in 1761, it was rebuilt the following year. The building now entered the period when it would become known as “The Cradle of Liberty.” James Otis dedicated the meeting room to the “Cause of Liberty” and it was here that the many important gatherings protesting British taxes on the colonies were held, under the leadership of such patriots as Samuel Adams and John Hancock. After the Boston Tea Party, the British closed the building to public meetings and it was used to garrison soldiers.
Creator: Deacon Shem Drowne
Title: Faneuil Hall Grasshopper Weathervane; close-up view
Date: 1742
Location: Faneuil Hall Marketplace, Boston, MA
Description: Exterior
Collection: Contemporary Architecture, Urban Design and Public Art (ART on FILE Collection)
ID Number: PS-02-02-02
Source: Image and original data provided by ART on FILE, www.artonfile.com
Rights: For more information, please contact: Rob Wilkinson, President, ART on FILE, 1837 East Shelby Street, Seattle, WA 98112, 206-300-0702 (phone), 206-322-2560 (fax), rob@artonfile.com
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
Creator: Smibert, John, 1688-1751
Title: Boston: Faneuil Hall general view enlarged by Charles Bulfinch, 1806
Date: 1740-2
Location: Boston (Mass.)
Subject: Boston (Mass.)--Faneuil Hall
Subject: Architecture:Artist--United States--18th C. A.D
Subject: Assembly halls
Subject: Colonial architecture
Subject: Colonial period, ca. 1600-1775
Subject: Historic buildings
Subject: Marketplaces
Collection: ARTstor Slide Gallery
Source: Data from: University of California, San Diego
Creator: Smibert, John Lambert, (architect)
Creator: Bulfinch, Charles, 1763-1844, (architect)
Title: Faneuil Hall
Title: Interior
Date: 1742 by John Lambert Smibert; rebuilt 1763; enlarged 1806 by Bulfinch.
Location: Boston (Massachusetts)
Subject: 18th century
Subject: 19th century
Subject: architecture
Subject: United States
Collection: Clarence Ward Archive (National Gallery of Art, Department of Image Collections)
Source: Data From: Clarence Ward Archive, National Gallery of Art, Department of Image Collections
Rights: This image and data were provided by the Department of Image Collections, National Gallery of Art, Washington, DC, USA. It is available solely for non-commercial educational and scholarly purposes. Your use of this image is restricted to those permitted uses specified in the ARTstor Digital Library Terms and Conditions of Use. To request permission for any other use, please contact us via our website (http://www.nga.gov/resources/dlidesc.shtm).
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
Creator: Smibert, John Lambert, (architect)
Creator: Bulfinch, Charles, 1763-1844, (architect)
Title: Faneuil Hall
Title: Interior
Date: 1742 by John Lambert Smibert; rebuilt 1763; enlarged 1806 by Bulfinch.
Location: Boston (Massachusetts)
Subject: 18th century
Subject: 19th century
Subject: architecture
Subject: United States
Collection: Clarence Ward Archive (National Gallery of Art, Department of Image Collections)
Source: Data From: Clarence Ward Archive, National Gallery of Art, Department of Image Collections
Rights: This image and data were provided by the Department of Image Collections, National Gallery of Art, Washington, DC, USA. It is available solely for non-commercial educational and scholarly purposes. Your use of this image is restricted to those permitted uses specified in the ARTstor Digital Library Terms and Conditions of Use. To request permission for any other use, please contact us via our website (http://www.nga.gov/resources/dlidesc.shtm).
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
Creator: HARLEY J.~J., del. (doc. 1873), artist
Title: Print. Illustration for `The Wrecked "Atlantic." ' Harper's Weekly 17, no. 852 (26 April 1873), p. 341: "The Wreck of the "Atlantic"-Breakfast to Survivors in Faneuil Hall.'
Work Type: Print / Engraving on Wood - Illustration
Date: 1873
Material: Wood engraving/
Material: Support: Paper
Measurements: Page height: 280 mm
Measurements: Page width: 408 mm
Description: A crowded breakfast at Faneuil Hall, Boston for survivors of the "Atlantic" shipwreck. Black waiter at center right.
Description: See explanatory article `The Wrecked "Atlantic," ' Harper's Weekly 17, no. 852 (26 April 1873); :; 341 (illus.), 342.
Description: Inscriptions: Inscribed within image at bottom left: "Harley del."
Description: Signed: Yes.
Description: Letterpress: Letterpress below image: `The wreck of the "Atlantic"-Breakfast to Survivors in Faneuil Hall-Drawn by J.~J. Harley.-[See Page 342.]'
Description: Biography: HARLEY, J.J. - doc. 1873 (UNITED STATES OF AMERICA).
Description: Photo source: Rice University. Fondren Library, Houston, TX / Menil Foundation /
Description: Photographer: Tornes Mock,
Description: Photographer: San Jacinto Graphic Center, Inc.,
Repository: HOUSTON (TX)., Rice University. Fondren Library.
Repository: Call no.: AP2.H32.
Subject: Genre, Festival or Celebration
Subject: Illustration, Periodical, Harper's Weekly , 1873, 26 April.
Collection: Image of the Black in Western Art (Harvard University)
ID Number: 17576
Source: The Image of the Black in Western Art Research Project and Photo Archive, W.E.B. Du Bois Institute for African and African American Research, Harvard University
Rights: For permissions information, please contact: The Image of the Black in Western Art Project and Photo Archive W.E.B. Du Bois Institute, 104 Mt. Auburn St., 3R, Cambridge, MA 02138, Tel.: 617 495-1875, Fax: 617 495-8511, e-mail: scheek@fas.harvard.edu, kcdalton@fas.harvard.edu, BlackImage@harvard.edu, web site: http://www.dubois.fas.harvard.edu
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
Creator: John Smibert; restoration The Rouse Corporation
Title: Faneuil Hall;Quincy Market; Quincy Market
Date: completed 1742; restoration 1979
Location: Faneuil Hall Square, Boston, MA
Description: Exterior
Collection: Contemporary Architecture, Urban Design and Public Art (ART on FILE Collection)
ID Number: HP-14-04-04
Source: Image and original data provided by ART on FILE, www.artonfile.com
Rights: For more information, please contact: Rob Wilkinson, President, ART on FILE, 1837 East Shelby Street, Seattle, WA 98112, 206-300-0702 (phone), 206-322-2560 (fax), rob@artonfile.com
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
The building was completed in 1753 as the colonial legislature (later Pennsylvania State House) for the Province of Pennsylvania. It became the principal meeting place of the Second Continental Congress from 1775 to 1783 and was the site of the Constitutional Convention in the summer of 1787.
Creator: Jefferson, Thomas (1743 - 1826), American, architect; draftsman
Creator: Clérisseau, Charles-Louis (1721 - 1820), French, architect
Title: Virginia State Capitol
Title: View Description: exterior, South Portico
Work Type: Legislative building
Date: 1780-1801
Location: Richmond, Virginia, United States
Style Period: Federal
Style Period: American
Description: Jefferson and Clerisseau collaborated to design the central portion of the modern state capital based on Mason Carree at Nimes in southern France, a temple built by the Romans. In 1904, extensive renovation and construction to the capitol began with the additions of wings. In 1964, the wing connectors were enlarged to create conference room space. (source: virginiacapitol.gov)
Related Item: Source of information: Cataloger
Subject: Legislative buildings
Subject: Capitols
Subject: government office buildings
Subject: columns (architectural elements)
Subject: tympana
Subject: entablatures
Subject: friezes (ornamental bands)
Subject: cornices
Subject: modillions
Subject: porticoes
Collection: SAHARA
ID Number: Record: 20081102AVRN_0004
Source: Photographer: Wilson, Richard
Source: Thomas Jefferson Digital Library
Source: University of Virginia
Rights: (c)Thomas Jefferson Foundation
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.
Creator: Jefferson, Thomas (1743 - 1826), American, architect; draftsman
Creator: Clérisseau, Charles-Louis (1721 - 1820), French, architect
Title: Virginia State Capitol
Title: View Description: exterior, Main Entrance and South Portico
Work Type: Legislative building
Date: 1780-1801
Location: Richmond, Virginia, United States
Style Period: Federal
Style Period: American
Description: Jefferson and Clerisseau collaborated to design the central portion of the modern state capital based on Mason Carree at Nimes in southern France, a temple built by the Romans. In 1904, extensive renovation and construction to the capitol began with the additions of wings. In 1964, the wing connectors were enlarged to create conference room space. (source: virginiacapitol.gov)
Related Item: Source of information: Cataloger
Subject: Legislative buildings
Subject: Capitols
Subject: government office buildings
Subject: columns (architectural elements)
Subject: tympana
Subject: entablatures
Subject: cornices
Subject: Elevations (building divisions)
Subject: porticoes
Collection: SAHARA
ID Number: Record: 20081102AVRN_0001
Source: Photographer: Wilson, Richard
Source: Thomas Jefferson Digital Library
Source: University of Virginia
Rights: (c)Thomas Jefferson Foundation
Rights: Please note that if this image is under copyright, you may need to contact one or more copyright owners for any use that is not permitted under the ARTstor Terms and Conditions of Use or not otherwise permitted by law. While ARTstor tries to update contact information, it cannot guarantee that such information is always accurate. Determining whether those permissions are necessary, and obtaining such permissions, is your sole responsibility.