George was a notorious mature student at University College Galway in the late 1980s and early 1990s. He frequently interrupted class with ill-informed theories and failed to complete his degree in the allotted time. One of George's wild theories, which still brings a smile to the writer's face, was that the round towers built in early Irish monasteries were actually giant slingshots used to fling monks across long distances as a means of rapid travel. While humorous, this theory would completely change perspectives on the Irish Early Christian period if true.
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Fabulous Openings: How to Keep Them Reading Past the First PageMelanie Rigney
Why are openings so critical? While the plot is critical, if you don't draw the reader in on the first page, the plot will never be considered. Don't just set the scene; give them a reason to keep reading. Tips and GREAT opening paragraphs await you ...
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Fabulous Openings: How to Keep Them Reading Past the First PageMelanie Rigney
Why are openings so critical? While the plot is critical, if you don't draw the reader in on the first page, the plot will never be considered. Don't just set the scene; give them a reason to keep reading. Tips and GREAT opening paragraphs await you ...
Chapple, R. M. 2014 ‘Oh, Margaret the lapping waves are licking quietly at ou...Robert M Chapple
Chapple, R. M. 2014 ‘Oh, Margaret the lapping waves are licking quietly at our ankles’ | The fall of commercial archaeology in Northern Ireland. Blogspot post
Slides from my University lecture about Natural User Interfaces, Motion Technology, Virtual Reality, and Augmented Reality.
Explored Kinect, RealSense, LeapMotion, Oculus, and HoloLens.
Chapple, R. M. 2014 ‘Oh, Margaret the lapping waves are licking quietly at ou...Robert M Chapple
Chapple, R. M. 2014 ‘Oh, Margaret the lapping waves are licking quietly at our ankles’ | The fall of commercial archaeology in Northern Ireland. Blogspot post
Slides from my University lecture about Natural User Interfaces, Motion Technology, Virtual Reality, and Augmented Reality.
Explored Kinect, RealSense, LeapMotion, Oculus, and HoloLens.
GLOBAL STUDIES DEPARTMENT UNIVERSITY OF CALIFORNIA, .docxshericehewat
GLOBAL STUDIES DEPARTMENT
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Professor Anshu Malhotra
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An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Essays Online Uk. Buy university essays online uk, Buy university essays onli...Jessica Turner
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What follows is a long response to the messages that an Oromo academic and friend sent me via the messaging section of one portal; as he expressed his admiration for my knowledge and in-depth understanding of numerous critical issues pertaining to many different fields of sciences, I felt obliged to describe extensively the purpose and the circumstances of my postgraduate studies, underscore my differences from the other students, highlight my confrontation with several of my professors during my postgraduate studies in Paris, and in the process raise key problems of academic methodology, present the true dimensions of the Oromo-Amhara divide for the colonial academia of Western Europe and North America, and expand on several key periods of historical upheaval either in Ancient Egypt or in pre-Islamic Yemen.
First published on 23rd July 2021 here:
https://megalommatis.wordpress.com/2021/07/23/my-studies-explorations-from-j-leclant-m-rodinson-to-the-oromo-amhara-divide-through-egypts-25th-dynasty-pre-islamic-yemen-himyar-and-gregentius-of-taphar/
Slides accompanying my upcoming webinar about literature and lit projects with authors!
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On 02. 05. 2017 | 19:00h - 20:30h CET
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On the Poetics of the Science Fiction GenreAuthor(s) D.docxaryan532920
On the Poetics of the Science Fiction Genre
Author(s): Darko Suvin
Source: College English, Vol. 34, No. 3 (Dec., 1972), pp. 372-382
Published by: National Council of Teachers of English
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DARKO SUVIN
On the Poetics of the Science Fiction Genre'
Science Fiction As Fiction
(Estrangement)
THE IMPORTANCE OF science fiction (SF)
in our time is on the increase. First, there
are strong indications that its popularity
in the leading industrial nations (USA,
USSR, UK, Japan) has risen sharply over
the last 100 years, regardless of local and
short-range fluctuations. SF has particu-
larly affected some key strata of modern
society such as the college graduates,
young writers, and general readers ap-
preciative of new sets of values. This is
a significant cultural effect which goes
beyond any merely quantitative census.
Second, if one takes as differentiae of SF
either radically different figures (drama-
tis personae) or a radically different con-
text of the story, it will be found to have
an interesting and close kinship with
other literary sub-genres, which flour-
ished at different times and places of lit-
erary history: the Greek and Hellenistic
"blessed island' stories, the "fabulous voy-
age" from Antiquity on, the Renaissance
and Baroque "utopia" and "planetary
novel," the Enlightenment "state (politi-
cal) novel," the modern "anticipation,"
"anti-utopia," etc. Moreover, although
SF shares with myth, fantasy, fairy tale
and pastoral an opposition to naturalistic
or empiricist literary genres, it differs
very significantly in approach and social
function from such adjoining non-natu-
ralistic or meta-empirical genres. Both of
these complementary aspects, the socio-
logical and the methodological, are being
vigorously debated among writers and
critics in several countries; both testify
to the relevance of this genre and the
need of scholarly discussion too.
In the following paper I shall argue for
a definition of SF as the literature of cog-
nitive estrangement. This definition seems
Darko Suvin, who received his Ph.D. from the
University of Zagreb and teaches in the Depart-
ment of English at McG ...
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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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.
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.
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Chapple, R. M. 2013 George and the giant archaeological theory. Blogspot post
1. George and the Giant Archaeological Theory
Originally posted online on 14 June 2013 at rmchapple.blogspot.com
(http://rmchapple.blogspot.co.uk/2013/06/george-and-giant-archaeological-theory.html)
It’s odd how disparate threads of ideas can swirl about in your head … often for quite some
time before coalescing into something completely different.
Let me explain how I got to today’s topic …
It must be a couple of years ago that I first happened upon the “The Photographic Archive of
Irish Archaeology” Facebook page. It is a page dedicated to making available the unofficial
photos from excavations – the ones that never make it into the publications, but are still such
a rich source of social history of our profession. I thought it was a fantastic idea, and have
contributed some photographs from my own collection – and intend to contribute more when
I have the opportunity. Somewhere along the way it struck me that something similar,
collecting the oral histories of these projects would be a good idea … if incredibly difficult to
implement.
Round Tower at Scattery Island, Co. Clare. NUIG Arch Soc tour 1996
Now another thread of an idea … when my late friend, mentor, and frequent sparring-partner,
Prof. Etienne Rynne passed away there were a number of obituaries and tributes in the press.
These included a piece in Antiquity and one in The Irish Times (also available here). Both
obituaries are fine so far as they go: a rather bloodless collection of dates, positions held, and
scholarly works produced. Only the Irish Times piece, quoting the man himself, showed
something of his character. It struck me that so many of the stories that surrounded 'the Prof'
will, like Roy Batty’s ‘tears in rain’ be slowly lost as they will never be written down for future
generations to enjoy. Some such stories and anecdotes give genuine insights into his
personality and (partly) explain how he simultaneously managed to create both adoring
2. acolytes and bile-filled detractors. The loss of some of this corpus of ‘meta heritage’ is probably
for the best … some drunken nights come unbidden to my mind: after hours in Garvey’s Bar
with ‘the Prof’ and Leo Swan holding forth on the (then) unpublished findings from Donegore
Hill, Co. Antrim … or having to nearly carry a certain (and also, lamentably, late) Iron Age
specialist out of the Skeffington Arms Hotel after a lecture to the student body. One day I may
be induced to actually write some of these tales down … but it is not this day!
Now for the last thread in this unusual mix … a friend of mine is a mature student, just
finishing a degree course at one of our more prestigious universities. Her tales of her
(frequently unhappy) dealings with other, but significantly younger, students made me think
back to my own time in university. I was definitely in the ‘younger’ category and the mature
students seemed like beasts from another planet. From a distance they appeared pretty … how
can I say it? … dull? … boring? … not proper student material at all! They were all so serious
and deeply committed to studying hard … oh! … it made my head ache just to think of them!
Not too long into my first term, I realised that I’m actually pretty blind and equally deaf and –
as much fun as sitting inconspicuously at the back was – I could neither see nor hear our
lecturers. Quite reluctantly, I began a slow move forward through the ranks of seating until I
found myself in the front row. I could now see and hear the teaching staff … but I was also in
the company of these magnificent fossils (in a way that only a 30 something can appear old to
a gauche 18 year old). Despite my preconceptions, they were not really like what I had
imagined. True, they were committed to getting a degree with a vigour and dedication largely
outside my comprehension … but they were also friendly, welcoming, and eager to share their
knowledge and enthusiasm. I can only claim to have benefited from this kindness and from
their example. In one case I remember struggling to find the time to read the core texts for a
course on Victorian English literature. This was partly because I spent so much time reading
archaeology books … and partly because I was (and remain) incredibly lazy. One of these more
‘chronologically advanced’ students not only had read all of the course texts, but had a decent
familiarity with the majority of works by Dickens, Lamb, Ruskin, etc. along with having read
numerous books of literary criticism about and around these authors. Better still, all of this
accumulated wisdom was freely given … or nearly freely given … I bought a number of cups of
terrible university coffee and my good friend provided me with enough pointers to write a
decent(ish) essay. Without the help of all of these mature students, I honestly doubt that I
would have left university with a degree … much less a pretty good one! To any of those reading
this now – more than two decades later – you had my thanks way back then and you still have
it today. To students of the ‘younger variety’ I say this: cop yourselves on and appreciate all
the members of the student body – the mature students have plenty to teach you, too!
But, still, this is not what I want to write about today.
I want to write about a different type of mature student.
I want to write about George.
Out of respect for the man, I will not reveal his full name here. However, if you were around
University College Galway in the late ‘80s and early ‘90s you already know who I’m talking
about. George was the nightmare mature student. Highly opinionated, interruptive in class …
frequently ‘factually unencumbered’. George had a giant moustache and equally impressive
beer gut. He drove (and frequently camped out in) a vast, beat-up, old Jaguar with a
‘rendezvous with destiny’ bumper sticker on the back. He was vehemently anti-British to the
point of despising English literature (he was frequently heard to declaim that ‘Shakespeare
was nothing more than a common thief’). He repeatedly failed his way through a three year
degree course that had, by the time I encountered him, taken half a decade to get to second
year. If the rumours were to be believed, the history department only consented to grant him
a pass on the condition that he agree not to take history again … ever! He was also a Vietnam
veteran. To a lot of kids like myself, brought up on the glut of bad 1980s Vietnam War movies,
3. George had something enticing about him: a real live guy who’d fought in ‘Nam … seriously,
what was not to like? I, like a lot of other eager young acolytes, found out to our cost that
George wasn’t too interested in telling stories about the fighting being sprayed with Agent
Orange, and the sundry brutalities of conflict. Instead, he preferred to tell tales – often
accompanied by proof in the form of fading Polaroid photos – of his many and varied romps
through all the brothels, cathouses, and associated dens of iniquity that south-east Asia had to
offer. These densely pornographic tales are of the type that can safely be allowed to pass away
from history – or my memory, at any rate – without being any loss to scholarship or the world
at large.
The combination and intermingling of the threads within my thoughts … mature students …
recording those stories that are infrequently written down and all too easily pass beyond
recollection … bringing the spotlight on a character that would be ill-served by a bare-bones
obituary when his time comes … all these together led me to remember that George had a vast
repertoire of wild and often ill-informed theories and opinions. In class he once suggested to
the great John Waddell that we should break away from the well-attested Three Age
System and rename the Irish Bronze Age the ‘Gold Age’ because of the finds of lunulae, torcs,
gorgets etc. In another class he argued that Martin Luther obviously wasn’t convinced he was
on the right track with the whole ‘Reformation thing’ as he didn’t abandon all the traditional
religious sacraments, instead retaining some as an ‘insurance policy’. In one of my first public
speaking outings (at an AYIA conference in Galway) he loudly harangued me from the
audience about the lack of conservation facilities owned by the NMI. Seeing as my chosen topic
was the burgeoning of underwater archaeology in Ireland (this was the 1980s, remember), I
was rather thrown that he sprung this tangential topic on me. Afterwards he said: “I was just
trying to help ya out, buddy, but you weren’t goin’ for it”. Thanks George! Thanks so much!
After all these years one of George’s great and amazing theories still brings a smile to my face.
I recently told the story to a colleague of mine … his response was: “Now, that’s the type of
thing you should put in that blog of yours! People would read that!” As George used to say:
this will totally change how we look at the Irish Early Christian period, buddy …
Right! If you’re unfamiliar with the Irish Early Christian period … it’s all changed now (and all
the cool kids call it ‘Early Medieval’ anyway), but back then it was pretty simple: the monks
were in the monasteries and the secular community were in their defended settlements,
called ringforts (you can find my bizarrely huge (and terribly outdated) MA thesis on the
topic: here). Besides the churches themselves, two of the main components of the ‘classic’ Irish
monastery were the round tower and the High Cross. (To see how the scholarship on this
theory has changed dramatically, check out my review of a 2010 INSTAR conference: here)
6. George’s elegant solution to this was that we already have a depiction of what real Irish monks
looked like back then … there on the High Cross at Moone! All that time spent going ‘splat’
into the sides of round towers took its toll and left monks with distinctive flattened faces.
Rather than being stylised representations of the twelve apostles, this one scene is the only
one that shows us Irish monks of the Early Christian period as they truly were!
I’ve always laughed at this wonderful, but terribly silly, theory …
Except …
… well …
… it’s just that …
… doesn’t Matthew in the Book of Durrow …
… doesn’t he start to look just a little …
… flat? …
Update: June 15 2013.
Less than 24 hours after posting this piece, the wonderful Vox Hiberionacum has returned
with a reply that is both better researched and funnier than mine. I commend to you his
post: Rapunzel, Rapunzel, Let Down Your Hair: Rappelling Round Towers in Medieval
Ireland.
* * *
Notes:
For anyone wishing to take up the banner and create an oral history of Irish archaeology,
please feel free to run with the idea. Unfortunately, I’ve more than enough projects to keep me
occupied for the foreseeable future. It’s all yours! Go for it! … While I would not like to exert
undue influence on the structure of such an endeavour … a ‘30 year rule’, similar to that
imposed on the release of cabinet papers may be a necessary precaution!
I last saw George just before my final exams in 1991. He said to a small group of us: ‘this
summer we’re all going to be BAs … you’ll all have your degrees and I’ll be BA on a beach
somewhere … that’s right! I’ll be Bare Assed on a beach! Damn Right, baby!’ The most recent
reference I can find to him on the internet is from 2009. I’ve no idea whether he’s still amongst
us or has gone to whatever awaits beyond. If you’re still about, sir, I salute you and wish you
every good luck!