Leach u the strength to be found in conscription through
in criptio n. Altdoiier translate graph ic J ews into arch it ec-
tural space. T he ir ab ence becomes the fo rm al presence of
"perspeCLiva l"' architeCLure. This tran laLion marks an impor-
1an t sh ift in regi ter from ethnicity to eth nograp hy. Ethnog-
raphy is that writing space where others arc re duced to
onto logical absence. 12 i\ltdorfer's very act of etching architec-
tural space, re nderin g t he synagogue as a n a rchitectura l
tudy, becomes constitutive of a new discou rse, ethnography .
T he a rch itectura l space etched by Akdorfer forecloses litr-
the r e thnic co nflic t over circumcision between Chri stia ns and
J ews. In so d oin g, the etch in g effaces the in scription of
circumcision-viole nt pleasure h as become th e " know ledge"
of space itself. Architectural re ndering as a new category of
repre e ntation coven over the cut foreskin .
The e tching · produce omething new, a c111pt. It i on that
tone urface that the e thnographer Altdorfer inscribe hi
new eth nography. which he signs with his mo nogram. Hi s
e thnography i not about conte ted ethnic co-pre e ncc of
C hristia ns a nd J ews. but the narc iss ism of the Sarne; t he
conAict is resolved.
I have a rgued that bodi ly inscri p tions of Baptism and
circumcision a nd the cascades of gra phic translatio n which
p assed through such d iverse media as po lem ic, torture
chambe rs. a nd engravings a nd etc hin gs ca me to constitute
Christian-Jewish ethnic relations at the level of the printed
graphic itself. By implicati on 1 am say in g th at printing not
only rc prcscmed this contei.t bu t actu a lly came to constitu1 e
it. As such , gra phic in scriptions sig nifying e thnic confli ct
between C hristia n s and J ews linked toge Ll1er cascades or
di scursive nerwo rks. Altd orfcr's a rc hi tectu ra l tran lation
might then be read not o n ly as the new writing s urface or
ethnograp hy bm a l ·o a. the al' p l in which C h1istia n finall y
buried the fore kin , thu fo reclosing the possibility of mourn -
ing the loss o r corporea l inscription whi ch Paul had dis-
avowed so many cemuries earlier. T hi crypt, its grap hic
mateda lity, has erved as a site of European e th nograp hic
a uth ority for ha lf a m ille n n ium. It · staunch res istance LO
brilliant po tcolo nia l critiques should give us pau e and urge
u s to think more attentively about the ae thctics o f disappear-
a nce and the work of mourn ing.
Kath/ern Biddick tPr1rhPs medie11a/ history and genda studies at thP
University of NotrP Dam. fl. Herforthcoming book, Med ieva l ism in
Fragments (Duke), ronsiders political links among di.1cif1linary
rategories, periodiwtio11, and pleasurr in medieval studirs. Cur-
rently she is studyiug the i11lnsectio11s of ethnography and tecl111o/-
ogy in medirva/ Europe and llLPir persistence today [Departmmt of
History, University of Notre Dame, No tre Dame, Ind . 46556 ...
Romantic era in History of English Literature.pptxmikupopcorn7
Certainly! The Romantic era in the history of English literature was a period that spanned roughly from the late 18th century to the mid-19th century. It was a time of profound cultural, social, and political changes, and these shifts had a significant impact on the literary landscape. Here is a brief description of the Romantic era in English literature:
1. **Historical Context:**
- The Romantic era emerged as a reaction to the rationalism and order of the Enlightenment period.
- It coincided with major historical events such as the French Revolution (1789-1799), the Industrial Revolution, and the Napoleonic Wars.
2. **Emphasis on Emotion and Imagination:**
- Romantic writers valued emotion and imagination over reason and logic.
- They sought to express personal and subjective experiences, often exploring the inner world of emotions and the human psyche.
3. **Nature as a Source of Inspiration:**
- Nature played a central role in Romantic literature, serving as a source of inspiration, beauty, and solace.
- Poets like William Wordsworth and Samuel Taylor Coleridge celebrated nature as a reflection of the divine and a powerful influence on human emotions.
4. **Individualism and Freedom:**
- Romanticism celebrated the individual, emphasizing personal expression and the uniqueness of each person.
- There was a focus on the individual's quest for freedom, both in personal relationships and in the larger societal context.
5. **Celebration of the Sublime:**
- Romantic writers often explored the concept of the sublime, portraying vast and awe-inspiring natural landscapes to evoke feelings of reverence and awe.
6. **Medievalism and Folklore:**
- Romantics were fascinated by medievalism and folklore, looking to the past as a source of inspiration.
- They often drew on legends, myths, and fairy tales to create works that reflected a sense of nostalgia and a longing for a simpler, more authentic past.
7. **Social Critique:**
- Romantic literature frequently addressed social and political issues of the time, including the plight of the poor, the impact of industrialization, and concerns about the dehumanizing effects of progress.
8. **Prominent Figures:**
- Major literary figures of the Romantic era include William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley, and John Keats in poetry; and Jane Austen, Mary Shelley, and Sir Walter Scott in prose.
9. **Forms of Expression:**
- Poetry was a dominant form of expression during the Romantic era, with the publication of significant poetic works.
- The novel also gained prominence as a literary form, with authors experimenting with new narrative styles and themes.
10. **Legacy:**
- The Romantic era had a lasting impact on literature, influencing subsequent literary movements and shaping the way writers approached themes of individualism, nature, and emotion.
In a presentation on the Romantic era, you can explore these key aspects.
124 CHAPTER 4 Hellenistic Civilization CHRONOLOGY THE WOR.docxhyacinthshackley2629
124 CHAPTER 4 Hellenistic Civilization
CHRONOLOGY: THE WORLD OF THE CELTS
ca. 750 B.c.E.
ca. 450 B.c.E.
ca. 400 B.c.E.
ca. 390-386 B.C.E.
279 B.C.E.
270s B.c.E.
Hallstatt Celts start settling in Europe
La Tene Celts develop centers in Rhine and Danube valleys
Celts expand from Central Europe
Celts invade Italy and plunder Rome
Celts invade Greece
Celts establish kingdom of Galatia in Anatolia
HELLENISTIC SOCIETY AND
CULTURE
B W h a t were the d i s t i n g u i s h i n g features o f
H e l l e n i s t i c society a n d c u l t u r e , a n d w h a t
was the result o f encounters b e t w e e n
Greeks a n d non-Greeks?
Chronic warfare among monarchs made p o l i t i -
cal u n i t y among the Hellenist ic k ingdoms impos-
sible. Nevertheless, the social inst i tut ions and
culture of Greek-speaking people in a l l these
k ingdoms gave them a u n i t y that their monarchs
could n o t achieve.
Urbaiii Society
Greek city l ife defined Hellenist ic c i v i l i z a t i o n .
Alexander and his successors seized dozens of
Greek city-states scattered across the eastern
Medi te r ranean and founded dozens of new cities
in all the terri tories they conquered. Hel lenist ic
cities were m u c h more than garrisons estab-
lished to enforce the conquerors ' power. They
cont inued t radi t ions o f learning, ar t , architec-
ture, and cit izen par t i c ipa t ion in public l i fe that
had f lour ished i n the classical poleis. M o s t
i m p o r t a n t , people i n cities t h r o u g h o u t the H e l -
lenistic w o r l d spoke a standard version of Greek
called Koine that gave t h e m a sense of c o m m o n
ident i ty .
O n the surface, many of the inst i tut ions of
the classical poleis remained the same: magis-
' trates, councils, and p o p u l a r assemblies r a n the
cities' affairs, and some f o r m of democracy or
election to office remained the n o r m in local
government . Yet beneath the surface, the poleis
had undergone radical changes. Because kings
wielded absolute power, once-independent cities
such as Athens and C o r i n t h lost their freedom to
make peace or wage war. A l t h o u g h they chose
their o w n local governments, these cities n o w
served as the bureaucratic centers that adminis-
tered their rulers ' huge kmgdoms .
As we saw i n Chapter 3, cit izenship i n the
city-states of classical Greece was a careful ly
l imi ted c o m m o d i t y that gave people a sense of
identity, guaranteed desirable r ights and p r i v i -
leges, and demanded certain responsibilit ies.
The terr i tories that any city-state c o n t r o l l e d
were relatively smal l , yet even Athens at the
height of its empire i n the f i f t h century B.C.E.
never considered g iv ing A t h e n i a n cit izenship t o
all the people i t r u l e d , even w i t h i n A t t i c a . I n
contrast , d u r i n g the Hellenist ic Age, large k i n g -
doms conta in ing many cities were the basic
po l i t i ca l .
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
Rome: the Kingdom, the Republic, The EmpireClaudio Mollo
The document summarizes the history of ancient Rome and the Roman civilization. It describes the three main phases of Rome: the Kingdom (753-509 BC), the Republic (508-27 BC), and the Empire (27 BC-476 AD). It also discusses the influence of Greek culture on Rome, spreading Hellenistic values. Finally, it provides portraits and quotes of some influential Roman emperors and describes archaeological finds from Pompeii, Herculaneum, and the Bay of Naples that provide evidence of Roman civilization.
This document provides an analysis of Christopher Marlowe's play "Dr. Faustus" and how it reflects literary features of the Renaissance period. It discusses how Dr. Faustus represents the spirit of the Renaissance by rejecting medieval ideas and embracing human potential and knowledge. The play also depicts a clash between the medieval worldview, which centered around God, and the emerging Renaissance ideals of individualism, secularism, and scientific inquiry. The interactions between Faustus' good angel and evil angel can be seen as representations of medieval versus Renaissance thinking. Overall, the play celebrates Renaissance values of power, knowledge, wealth, and beauty through Faustus' damnation for pursuing these ideals.
Science and Literature Essay
Essay on Romanticism In Literature
Colonial American Literature
What Is Literature Essay
Early American Literature Essay
Benefits Of Childrens Literature
Literature for Use in Classroom Essay
This document discusses the history and method of imagology, which is the study and analysis of national stereotypes and characterizations. It outlines how the attribution of characteristics to different nations evolved from an informal practice in early modern Europe to becoming systematized and embedded in the human sciences in the 19th century. Literary history and criticism from this period explained literary traditions based on notions of national character and ethnicity. By the late 19th/early 20th century, there was a move away from ethnically deterministic views of culture due to figures like Ernest Renan, leading to nationality becoming a topic for historical rather than anthropological analysis. The document provides context on the development of imagology as a field of critical analysis.
Romantic era in History of English Literature.pptxmikupopcorn7
Certainly! The Romantic era in the history of English literature was a period that spanned roughly from the late 18th century to the mid-19th century. It was a time of profound cultural, social, and political changes, and these shifts had a significant impact on the literary landscape. Here is a brief description of the Romantic era in English literature:
1. **Historical Context:**
- The Romantic era emerged as a reaction to the rationalism and order of the Enlightenment period.
- It coincided with major historical events such as the French Revolution (1789-1799), the Industrial Revolution, and the Napoleonic Wars.
2. **Emphasis on Emotion and Imagination:**
- Romantic writers valued emotion and imagination over reason and logic.
- They sought to express personal and subjective experiences, often exploring the inner world of emotions and the human psyche.
3. **Nature as a Source of Inspiration:**
- Nature played a central role in Romantic literature, serving as a source of inspiration, beauty, and solace.
- Poets like William Wordsworth and Samuel Taylor Coleridge celebrated nature as a reflection of the divine and a powerful influence on human emotions.
4. **Individualism and Freedom:**
- Romanticism celebrated the individual, emphasizing personal expression and the uniqueness of each person.
- There was a focus on the individual's quest for freedom, both in personal relationships and in the larger societal context.
5. **Celebration of the Sublime:**
- Romantic writers often explored the concept of the sublime, portraying vast and awe-inspiring natural landscapes to evoke feelings of reverence and awe.
6. **Medievalism and Folklore:**
- Romantics were fascinated by medievalism and folklore, looking to the past as a source of inspiration.
- They often drew on legends, myths, and fairy tales to create works that reflected a sense of nostalgia and a longing for a simpler, more authentic past.
7. **Social Critique:**
- Romantic literature frequently addressed social and political issues of the time, including the plight of the poor, the impact of industrialization, and concerns about the dehumanizing effects of progress.
8. **Prominent Figures:**
- Major literary figures of the Romantic era include William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley, and John Keats in poetry; and Jane Austen, Mary Shelley, and Sir Walter Scott in prose.
9. **Forms of Expression:**
- Poetry was a dominant form of expression during the Romantic era, with the publication of significant poetic works.
- The novel also gained prominence as a literary form, with authors experimenting with new narrative styles and themes.
10. **Legacy:**
- The Romantic era had a lasting impact on literature, influencing subsequent literary movements and shaping the way writers approached themes of individualism, nature, and emotion.
In a presentation on the Romantic era, you can explore these key aspects.
124 CHAPTER 4 Hellenistic Civilization CHRONOLOGY THE WOR.docxhyacinthshackley2629
124 CHAPTER 4 Hellenistic Civilization
CHRONOLOGY: THE WORLD OF THE CELTS
ca. 750 B.c.E.
ca. 450 B.c.E.
ca. 400 B.c.E.
ca. 390-386 B.C.E.
279 B.C.E.
270s B.c.E.
Hallstatt Celts start settling in Europe
La Tene Celts develop centers in Rhine and Danube valleys
Celts expand from Central Europe
Celts invade Italy and plunder Rome
Celts invade Greece
Celts establish kingdom of Galatia in Anatolia
HELLENISTIC SOCIETY AND
CULTURE
B W h a t were the d i s t i n g u i s h i n g features o f
H e l l e n i s t i c society a n d c u l t u r e , a n d w h a t
was the result o f encounters b e t w e e n
Greeks a n d non-Greeks?
Chronic warfare among monarchs made p o l i t i -
cal u n i t y among the Hellenist ic k ingdoms impos-
sible. Nevertheless, the social inst i tut ions and
culture of Greek-speaking people in a l l these
k ingdoms gave them a u n i t y that their monarchs
could n o t achieve.
Urbaiii Society
Greek city l ife defined Hellenist ic c i v i l i z a t i o n .
Alexander and his successors seized dozens of
Greek city-states scattered across the eastern
Medi te r ranean and founded dozens of new cities
in all the terri tories they conquered. Hel lenist ic
cities were m u c h more than garrisons estab-
lished to enforce the conquerors ' power. They
cont inued t radi t ions o f learning, ar t , architec-
ture, and cit izen par t i c ipa t ion in public l i fe that
had f lour ished i n the classical poleis. M o s t
i m p o r t a n t , people i n cities t h r o u g h o u t the H e l -
lenistic w o r l d spoke a standard version of Greek
called Koine that gave t h e m a sense of c o m m o n
ident i ty .
O n the surface, many of the inst i tut ions of
the classical poleis remained the same: magis-
' trates, councils, and p o p u l a r assemblies r a n the
cities' affairs, and some f o r m of democracy or
election to office remained the n o r m in local
government . Yet beneath the surface, the poleis
had undergone radical changes. Because kings
wielded absolute power, once-independent cities
such as Athens and C o r i n t h lost their freedom to
make peace or wage war. A l t h o u g h they chose
their o w n local governments, these cities n o w
served as the bureaucratic centers that adminis-
tered their rulers ' huge kmgdoms .
As we saw i n Chapter 3, cit izenship i n the
city-states of classical Greece was a careful ly
l imi ted c o m m o d i t y that gave people a sense of
identity, guaranteed desirable r ights and p r i v i -
leges, and demanded certain responsibilit ies.
The terr i tories that any city-state c o n t r o l l e d
were relatively smal l , yet even Athens at the
height of its empire i n the f i f t h century B.C.E.
never considered g iv ing A t h e n i a n cit izenship t o
all the people i t r u l e d , even w i t h i n A t t i c a . I n
contrast , d u r i n g the Hellenist ic Age, large k i n g -
doms conta in ing many cities were the basic
po l i t i ca l .
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
Rome: the Kingdom, the Republic, The EmpireClaudio Mollo
The document summarizes the history of ancient Rome and the Roman civilization. It describes the three main phases of Rome: the Kingdom (753-509 BC), the Republic (508-27 BC), and the Empire (27 BC-476 AD). It also discusses the influence of Greek culture on Rome, spreading Hellenistic values. Finally, it provides portraits and quotes of some influential Roman emperors and describes archaeological finds from Pompeii, Herculaneum, and the Bay of Naples that provide evidence of Roman civilization.
This document provides an analysis of Christopher Marlowe's play "Dr. Faustus" and how it reflects literary features of the Renaissance period. It discusses how Dr. Faustus represents the spirit of the Renaissance by rejecting medieval ideas and embracing human potential and knowledge. The play also depicts a clash between the medieval worldview, which centered around God, and the emerging Renaissance ideals of individualism, secularism, and scientific inquiry. The interactions between Faustus' good angel and evil angel can be seen as representations of medieval versus Renaissance thinking. Overall, the play celebrates Renaissance values of power, knowledge, wealth, and beauty through Faustus' damnation for pursuing these ideals.
Science and Literature Essay
Essay on Romanticism In Literature
Colonial American Literature
What Is Literature Essay
Early American Literature Essay
Benefits Of Childrens Literature
Literature for Use in Classroom Essay
This document discusses the history and method of imagology, which is the study and analysis of national stereotypes and characterizations. It outlines how the attribution of characteristics to different nations evolved from an informal practice in early modern Europe to becoming systematized and embedded in the human sciences in the 19th century. Literary history and criticism from this period explained literary traditions based on notions of national character and ethnicity. By the late 19th/early 20th century, there was a move away from ethnically deterministic views of culture due to figures like Ernest Renan, leading to nationality becoming a topic for historical rather than anthropological analysis. The document provides context on the development of imagology as a field of critical analysis.
The document provides background information on the Western Renaissance and Romantic movements:
- The Western Renaissance began in 14th century Italy and spread throughout Europe, revisiting the cultures of ancient Greece and Rome. It was spurred by the recovery of classical literature by Italian scholars.
- The Romantic movement began in late 18th century Western Europe as a rebellion against Enlightenment rationalism. It emphasized emotion, nature, folklore and nationalism. Notable Romantic authors include Goethe, Wordsworth, and the Brontë sisters.
- Romanticism dominated 19th century English literature and influenced other countries, though some French authors are seen as part of the Realist movement. The era celebrated imagination
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
The document discusses the Neo-Classical period in English literature. It can be broken into three periods: the Restoration period from the mid-1600s to early 1700s, marked by the reign of King Charles II; the Augustan period covering the first half of the 1700s, influenced by Ancient Rome; and the Age of Johnson in the second half of the 1700s. Neo-classicism focused on imitating Ancient Greek and Roman forms and applying them to modern works. It valued structure, discussion of social issues, flawed human characters, and borrowing from antiquity. A prominent example is Jonathan Swift's Gulliver's Travels.
This document provides a summary of physical book holdings at a university library related to the Roman world. It lists several books that provide overviews of various aspects of Roman society, including daily life, women, marginalized groups, religion, art, and the transformation of the Roman empire. The books cover a wide range of topics and time periods related to the rise and fall of ancient Rome.
This introduction discusses the emerging focus on writing and text production in anthropological fieldwork. It notes that ethnographers such as Malinowski and Turnbull brought typewriters into the field, yet writing was long obscured or treated as a marginal aspect of fieldwork. The essays in this volume assert that the ideology claiming transparency and immediacy in cultural representation has crumbled. They examine ethnography as constructed cultural accounts, addressing their poetic and political dimensions. By focusing on the rhetoric and text production of ethnography, these essays highlight its artificial nature and undermine overly transparent claims of authority. They also draw attention to ethnography's role in inventing, rather than just representing, cultures.
1. The document provides background information on Romanticism as an artistic, literary, and intellectual movement that originated in Europe in the late 18th century in reaction to the Industrial Revolution and Enlightenment ideals.
2. It discusses key aspects of Romantic poetry, including an emphasis on emotion over rationalism, as well as medievalism, folk art, and the achievements of "heroic" individuals. Major influences included the German Sturm und Drang movement and the French Revolution.
3. The movement had a significant impact on literature through themes like apocalyptic expectations surrounding the French Revolution, the Gothic genre embracing terror and the supernatural, and descriptions of natural landscapes in travel writings. Famous Romantic
Romantics stressed the individual creativity and the freedom to innovate. Romanticism focussed on the use of creative imagination and the importance of myth and symbolism
This document provides an overview of medieval drama, including liturgical plays, mystery plays, and morality plays. It discusses how liturgical plays dramatizing biblical stories evolved and were performed in churches. Mystery plays depicting biblical narratives grew more elaborate and were performed in towns by guilds. Morality plays featured allegorical characters representing virtues and vices battling for control of a human character. They taught Christian principles. Interludes later replaced moralities, becoming crude farces with no religious meaning. Stage structures included mansions representing locations and a neutral acting area called the platea between them. Pageant wagons carried movable stage sets between performance sites.
Macguffin is one of the most interesting and innovative magazines that are being published today. The magazine centers around the life of Things rather than being a traditional design magazine. Its format is unique, and the magazine has been praised internationally for its concept and design quality.
https://www.macguffinmagazine.com
1) Literary history deals with creative works as expressions of their time period, language, and culture, rather than just as a mechanical progression.
2) Literary historians collect and interpret creative works, placing them in their historical context while evaluating their merits, taking on roles of historians, linguists, and critics.
3) Literary history has complex problems due to subjective interpretations of collected data on creative works and their relationship to human experiences and changing cultures over time.
The document discusses the cultural revolution known as the Renaissance that occurred between the 15th-16th centuries in Europe. It was sparked by factors like the Black Plague, the rise of wealthy merchants and Italian city-states, and increasing interactions between cultures. Notable artists from this period include Leonardo Da Vinci, Michelangelo, and Raphael. Universities proliferated and fields like science, philosophy and the humanities advanced. The cultural changes had impacts felt even today and helped establish foundations for the modern world.
This document summarizes a blog post by curators at the Getty Museum about connecting medieval art to the final season of the TV show Game of Thrones. Each week, the curators will post about medieval art related to each new episode, drawing parallels between themes in the show and artifacts from the Middle Ages, such as illuminated manuscripts. The curators aim to showcase pieces from their collection that cannot be physically displayed for long due to light sensitivity. They hope exploring these connections will help readers better understand the rich and diverse reality of the medieval period beyond common stereotypes.
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
This document provides instructions for analyzing a photograph by Jonathan Bachman titled "Bachman, Ieshia Evans, Baton Rouge (2016)". Students are asked to select three rhetorical elements from a provided list and write three paragraphs analyzing how each element contributes to the overall meaning or message of the photograph. Additional context is provided about when and where the photo was taken, and that it was a finalist for a Pulitzer Prize. Students are then given similar instructions to analyze a political advertisement, and to watch and take notes on the documentary film "Advertising and the End of the World" by Sut Jhally. A folder of additional images is also provided for future analysis.
1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
1.Some say that analytics in general dehumanize managerial activities, and others say they do not. Discuss arguments for both points of view.
2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
1.What is the psychological term for the symptoms James experiences .docxcroysierkathey
1.What is the psychological term for the symptoms James experiences after abstaining from consuming
alcohol? How do changes in the functioning of neurotransmitter systems produce these symptoms?
2.With reference to associative learning principles/models/theories, why does James consume alcohol
to alleviate these symptoms? What motivates his drinking behaviour given that he no longer enjoys this
activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
2.Write at least 500 words discussing how insurance companies use text mining to reduce fraud. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
.
1.What is Starbucks’ ROA for 2012, 2011, and 2010 Why might focusin.docxcroysierkathey
1.What is Starbucks’ ROA for 2012, 2011, and 2010? Why might focusing specifically on ROA be misleading when assessing asset management (aka management efficiency)?
2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
3. How do the financial statements reveal company strategy (i.e., what story do the numbers tell and does that story align with the strategy of Starbucks?)?
.
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This document summarizes a blog post by curators at the Getty Museum about connecting medieval art to the final season of the TV show Game of Thrones. Each week, the curators will post about medieval art related to each new episode, drawing parallels between themes in the show and artifacts from the Middle Ages, such as illuminated manuscripts. The curators aim to showcase pieces from their collection that cannot be physically displayed for long due to light sensitivity. They hope exploring these connections will help readers better understand the rich and diverse reality of the medieval period beyond common stereotypes.
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1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
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1. Compare and contrast D'Emilio's
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with the
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reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
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Queer Theory
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Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
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1. Tell us why it is your favorite film.
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1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
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2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
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1.What is the psychological term for the symptoms James experiences after abstaining from consuming
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2.With reference to associative learning principles/models/theories, why does James consume alcohol
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activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
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1 Page
at least 3 sources
APA
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1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
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2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
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The public loved this and industry hated it.
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2.There was a law that individuals who were indigent and who wished to litigate could apply to the courts for a total waiver of the normal filing fee. In the legislative session, however, a statute was enacted which limits the courts' authority to waive filing fees in lawsuits brought by prisoners against the state government.
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A prisoner (who was indigent) wanted to appeal his case and was to be charged this fee. He filed suit claiming it was unconstitutional to charge this fee to prisoners.
Choose the side of the prisoner or the side of the state and tell why you would rule for the side you chose.
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The appeal filed challenged the punishment enhancement (not his guilt of the base punishment.)
The defendant argued the law did not apply to him because he did not use a computer to transmit the material. (ie He was the receiver, not the sender, of the child pornography.)
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4.The ordinance was enacted that gives tenants more legal rights including:
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Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
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This week, we’ve been introduced to the humanities and have taken some time to consider the role of the humanities in establishing socio-cultural values, including how the humanities differ from the sciences in terms of offering unique lenses on the world and our reality. Since one of the greatest rewards of being a human is engaging with different forms of art, we’ve taken some time this week to learn about what it means to identify and respond to a work of art. We’ve learned about the difference between abstract ideas and concrete images and concepts like structure and artistic form. To help you deepen your understanding of these foundational ideas, your Unit 1 assignment will consist of writing an essay addressing using the following criteria:
Essay Requirements:
• 1,000 words or roughly four double-spaced pages.
• Make use of at least three scholarly sources to support and develop your ideas. Our course text may serve as one of these three sources.
• Your essay should demonstrate a thorough understanding of the READ and ATTEND sections.
• Be sure to cite your sources using proper APA format (7th edition).
Essay Prompt:
• In this essay, you will consider the meaning of art and artistic form by responding to these questions:
o To what extent does Kevin Carter’s Pulitzer Prize-winning photograph (figure 2-5) have artistic form?
o Using what you’ve learned in Chapters 1, 2 and 14 explain if you consider Carter’s photograph a work of art? Be sure to point to specific qualities of the photograph to support/develop your response.
o How do you measure the intensity of your experience in response to Carter’s photograph? What does it make you see/feel/imagine and how does your response/reaction support Carter’s image as a work of art?
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What are barriers to listening?
2.
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Poor listening habit:
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Timeline description and details
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The President
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a.
Discuss
any
expressed
power used by each president and the
impact
that decision had on American society at the time of its use
b.
Explain
whether you
agree/disagree
with the presidential action taken and
WHY
c.
Describe
one
legislative initiative
promoted by each president and the
impact
on America at the
time of its passage
as well as what the impact of that legislation is
TODAY
d.
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one
executive order
issued by each president and whether you
agree/disagree
with the order and
WHY
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Select any FOUR United States Supreme court decisions related to Civil Rights/Civil Liberties and for
each one
:
a.
Describe
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b.
Discuss
the arguments of each side as it pertains to the
Constitutional issue
being addressed
c.
Explain
the decision citing
Constitutional rationale
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d.
Explain
whether you
agree/disagree
with the court’s decision and
WHY
.
1.What other potential root causes might influence patient fal.docxcroysierkathey
1.
What other potential root causes might influence patient falls?
2.
Equipped with the data, what would you do about the hypotheses that proved to be unsupported?
3.
Based on the correctly identified hypothesis in the case scenario, what would be your course of action if you were the CEO/president of St. Xavier Memorial Hospital?
4.
What do you think of the CNO’s (Sara Mullins) position of “waiting and seeing what the data tells us” instead of immediately jumping to conclusions?
.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Leach u the strength to be found in conscription through in .docx
1. Leach u the strength to be found in conscription through
in criptio n. Altdoiier translate graph ic J ews into arch it ec-
tural space. T he ir ab ence becomes the fo rm al presence of
"perspeCLiva l"' architeCLure. This tran laLion marks an
impor-
1an t sh ift in regi ter from ethnicity to eth nograp hy. Ethnog-
raphy is that writing space where others arc re duced to
onto logical absence. 12 iltdorfer's very act of etching architec-
tural space, re nderin g t he synagogue as a n a rchitectura l
tudy, becomes constitutive of a new discou rse, ethnography .
T he a rch itectura l space etched by Akdorfer forecloses litr-
the r e thnic co nflic t over circumcision between Chri stia ns
and
J ews. In so d oin g, the etch in g effaces the in scription of
circumcision-viole nt pleasure h as become th e " know ledge"
of space itself. Architectural re ndering as a new category of
repre e ntation coven over the cut foreskin .
The e tching · produce omething new, a c111pt. It i on that
tone urface that the e thnographer Altdorfer inscribe hi
new eth nography. which he signs with his mo nogram. Hi s
e thnography i not about conte ted ethnic co-pre e ncc of
C hristia ns a nd J ews. but the narc iss ism of the Sarne; t he
conAict is resolved.
I have a rgued that bodi ly inscri p tions of Baptism and
circumcision a nd the cascades of gra phic translatio n which
p assed through such d iverse media as po lem ic, torture
chambe rs. a nd engravings a nd etc hin gs ca me to constitute
Christian-Jewish ethnic relations at the level of the printed
2. graphic itself. By implicati on 1 am say in g th at printing not
only rc prcscmed this contei.t bu t actu a lly came to constitu1 e
it. As such , gra phic in scriptions sig nifying e thnic confli ct
between C hristia n s and J ews linked toge Ll1er cascades or
di scursive nerwo rks. Altd orfcr's a rc hi tectu ra l tran lation
might then be read not o n ly as the new writing s urface or
ethnograp hy bm a l ·o a. the al' p l in which C h1istia n finall y
buried the fore kin , thu fo reclosing the possibility of mourn -
ing the loss o r corporea l inscription whi ch Paul had dis-
avowed so many cemuries earlier. T hi crypt, its grap hic
mateda lity, has erved as a site of European e th nograp hic
a uth ority for ha lf a m ille n n ium. It · staunch res istance LO
brilliant po tcolo nia l critiques should give us pau e and urge
u s to think more attentively about the ae thctics o f disappear-
a nce and the work of mourn ing.
Kath/ern Biddick tPr1rhPs medie11a/ history and genda studies
at thP
University of NotrP Dam. fl. Herforthcoming book, Med ieva l
ism in
Fragments (Duke), ronsiders political links among
di.1cif1linary
rategories, periodiwtio11, and pleasurr in medieval studirs. Cur-
rently she is studyiug the i11lnsectio11s of ethnography and
tecl111o/-
ogy in medirva/ Europe and llLPir persistence today
[Departmmt of
History, University of Notre Dame, No tre Dame, Ind . 46556/.
Allilllll IC:S. t I HNIC: l 1 . ANO rllE lll S IOK' OF ART 599
''Just Like Us": Cultural
Constructions of Sexuality
and Race in Roman Art
j 0 /111 R . Clarke
3. One o r the g reatest difficu lties p laguing th e study of Roman
an is the p ersi ste nt notion that the Roman were 'ju st like
us." T hi s prob lematic idea fo rm s the premise and ubtext of
five centuries of classical studies. If the Renaissance had a
deep stock in estab lishin g the legi1imacy of early capitali st/
bourgeoi conception or the humani ' l individual through
the study of classica l tex ls, it wa because th e legitimatio n of
princely politics and e thics required a powerful prece-
de nt-no less authoritative and powerfu l than the fab led
Ro ma n e mpire. Re na i sancc human ist looked to C icero,
Vergil, and Livy for ways to define the early modern tate.
ub equc nc attempts to legitim ate the prince, the absolute
monarch, colonialism, ninetee nth-centutl' nationali m, and-
finally a nd most terrify ingly--Cerman and Italian fasci m,
a lways wem back w the ancient Roma n s, to those sa me texts
wit h the ir histories of e mperors and e m pire, their great
lawyer s, statesmen, r he toricia ns, mora li ts, and poets.
La te twentieth-ce ntury Eu ro-American culture is in many
ways the e nd product o r centuri e of adaptatio n of ancien t
Roman texts and cu lwral a rti fac ts 10 fi t the requ ire ments of
an increasingly capi ta li st, bourgeois, and colonial system. If
the Ro ma ns eem to be in a ll thing o much like " us:· it is
because ''we" have colon ized their time in history. (In this
essay I u se the words "we" and " us" LO denote the white, male
elite of Euro-Ame1ican n tlture-1he person I perceive to be
the domin ant voice in traditional ·cholarship.) We have
appropriated their world to flt the need of o u r ideology.
A revolution ha occuned in the swdy of classical texts,
one that h as challenged those five cemurie of scholars hip.
On one front, fe minist scholar · have cha llenged and prob-
lc matized the source. in their search for that e lu sive person,
the Roma n woman. 1 All the texts tha1 have survived , wri tte
4. n
c it hc1· by elite wh ite ma les o r by men working fo r them,
consuuct-that is, ma ke up-wome n . Both the poet a nd the
jurist put words in the ir mouths a nd devise their actions
whethe r vile or virtuous. One will search in va in for ~
woma n's comm enca11' o n the condition of women of a ny
class, altho ugh by d econstructing texts scholars have s uc-
ceeded in extrapolating inform ation about the el ite woma n :
her lega l and marital sta LU , ocia l mores, and politica l
power. Harder to track arc the nonclitc women-the great-
est number of them invi ible because they are ciphe rs, both
juridically and socia lly: t hese include free nonelite women,
former slaves, slaves, foreigners, and outcasts (infames) like
prostitutes.
A seco nd ro u te of inquiry has tried to recover the diver ity
of p eople in the Roman e mpire by a pplying the models
l . !'or il~rcc r ecent collcctiom of cssa} , 'cc Na11cy Sorkin
Rabinowitz and
Amy R1 chhn, eds., F/!'1111111.1/ Theory and thr C/1L1.11r1,
New York, 1993. bibl. after
each essay and 305-7; Elaine Fant ham et al ., Womm 111 /hf
Clri.mral Wnrld:
Image rJnd Text, New York, 1994, bibl. after each c'say; and Ri
chard Ha,vlev
and Barbara Levick. eds .. IV0111en i11 1l n11q1111 v: New
A.«r.m 11r111.1 New York
1995. hibl. 248-64. . ' '
600 AR I llLLUTI; I H: CEMlER 19'1fi VOU .. Mf LXXVll l
lll llf. R 4
Pompeii, House ofCaeciJius lucundus, peris tyle, Couple on
5. Bed with SPrvant. Naples Archaeological Museum , inv. I I
0569
(photo: Michael Larvcy)
d eveloped in socio logy, economics, cultural anthropology,
a nd geography (including urba n tudies a nd popu lation
a nalysi ). The picture that has e mer ged is that of a n e mpire
loosely organized indeed. Once the Roma ns had conquered
va rio us peoples of"Lhc Meditcnanean , they tried to rule with
the lig hte L possible to uch , prcfe JTing the lai ·ez-fairc
accom-
moda tions of relig io us syncrctis m. loca l 11Jle, a nd vas aJ
(puppet ) kings w the heavy-handed direct polic in g that was
50 expe n sive to ma imain. N; lo ng as a town or province paid
its taxes to Ro me a nd maimained a modicum of civil order,
Rome was happy to let indigeno us culture cominue. A1:,rain,
it se em s that mode rn ideologies have require d Roman rule
to be mo re a ll-e ncompassing than it was in rcality. 2
rr applica tion of the methodo logie of femini t scho larship
and the ocia l scie nces has begun to expand the Lunncl-
visio n optic of' traditi o nal clas ·ica l studi es of Rome, wha t
can
the s tudy of visual representatio n accomplish ? Cen tra l Lo a
ny
project using Ro man visual ans to under ta nd anciem
Rom a n peo ple is the realizatio n tha t wherea texts a ddressed
the elite , an addressed eve1y bo d y. Fn>m official impe ri al
art
t. Peter G.11 mey and Rich ard Saller, 711' Ro111a11 bnp1r'P:
Ero1111111.1. Soridy.
a nd Cu//u rr, Berkeley. 1987, sy nth csiLc much of the currc n1
rev isio ni st
,c11olarship.
6. 3. See J o hn R. Cla rke, " 1 Iyper ex ual Black :'te n in
Augu>tan Baths: lcleal
Som atol) pc> ;u1d Apo1rop.1ic Magic," in ata lie H. Kampen.
ed., .P/Wltl.' 111
A11c1ent A11. C.1mbridge. 1996. 18-1-98; ancl id f'm,
l11ok111g al ln1wmttla11g:
s,xuailty m Roman Art-Co 11.<trurt1on..<. 100 IJ .C.-A.D. 250.
Be 1·kclcy. fo nhcom-
ing.
4 . rhis pauern wa ' 'ct n p in J ea n Marcade. Roma Amor:
£11(tV 011 Erotir
Elemn1t.< 111 Etrusmn mid Ruman Ari. Gc 11e'a, 1963; a n d
id em. Ero' Kaloi: r:wzy
011 £rot1r Ele111m1_, m G1-,,k Ail. Gcnela. 19()5. A p <1rtill
1l:1rl) lame ntable rcct-r;t
to the wall paintings in a Pompeian hou ·e. Roman art
con cio usly e mbraced a far broader audience tha n the text .
My recent work has focused o n two spec ia lized ge nres of
Roman a rt. images of huma n lovema king and r e presenta-
tion o f the black African , in a n effort Lo understand the
no nelitc viewe r, the fe ma le viewer, a nd even the no n-
Roman
viewer.:1 It is fro m thi work that I would like to draw two
illustrations o f how contextual readings ofvisuaJ representa-
tions reveaJ the g rea t differences between Ro ma n cu lture
and o ur own.
T he typical lite ra tme o n sex ua l representation in Roma n
an presents a variety of imagery in many media-from wall
paintings to ceramic and me 1alwork-under the rubric o f
"erotic'' an: 1 Autho rs then try to tack texts o nto photographs
o f' these re prese ntations: the reader secs a photograph of a
atyr a nd maenad copulating o n o ne page, a nd on the fa cin g
7. page a n excerpt from O vid' Arl of Love. ever mind that the
paiming came from the wall of a hou se in Po mpe ii ; lhat it
dates fro m o ne hundred year~ la ter than Ovid's poem ; that
the couple i mythica l, no t hum an; a nd that Ovid wa writing
poeuy fo r the el ite whereas the viewer o f this pa inting may
have been ill iterate. Yet with few exceptio ns studies of
Roman so-ca lled e rotic art have a ·sumed lha L Roma n visual
re prescnlatio ns illustrated tex t and that texts " document"
Ro ma n sexuality. Erudite studies of Latin words for sexual
positio n cla im to find corrobo ra tion in wall paintings,
lamps, even lhe coinlike spintriae-aJ I considered without
regard LO their a rchitectural com exts o r date ."
ff we turn the la bles and begin with the C011leXt Of vi ual
repre. e nta tions of' lovema king, surprising resul ts e merge.
We begin 10 unde rstand how what seems to be erotic-by
which I mean a n image meant lO timulate a person cxu-
a lly-ha d a torally different mea ning for the a ncie nt Rom an
viewer. A good case in poi nt is the pa inting (d a ted A. D.
62-79) cul fro m a wall of the I lo use o f Caecilius lucundus at
Pompe ii (Fig. I). Anton io Sogliano, who excavated this la rge
reside nce in 18 7 5, deem ed it oh cene and had it car ted o ff
ro
the infamou s Pornographic Collectio n of the Naples 1rchaco-
logica l Mu ·c um . (To thi day th is room, filled with mosaics,
wall paintin gs, and smaJI objects, rema ins ba1Tc d to t he
publi c.) Ye t cons ideratio n of the o riginal locatio n of th e
picture. alo ng with aspects of it im agery, indicates tha t it was
th e pride o f the owner"s hou e: it spe lJcd ''status, " not "sex."
The owner was a freedman who ha d enlarged the ho use LO
make fo ur dining roo m . The major dining area was 1he o ne
located on the peris tyle; it fo rm ed a suite with a luxurious
kind of bedroom , o ne with two niches, immedjatcly to its
ri ght. O ur "eroti c" painting occu pied the impo rta nt space
o n th e peri -tylc itselr between the doorways to these two
8. t·xa111p le ol thc tcxt/ im agt' pa•Lidw is Ern.< gru: Amour de,
d1r1L Pf dP.< hnmmes,
«Xh. G il ., Pans , Grn11d Palni~. At he n s, I l89.
.5. 111i; app roach , pionee red i11 G;1s1011 Vorb crg,
Glomm'11111 Erotiw111.
S LUugan . I 93t. cominuc• in We rne r Kre nke!, " Figu r.11:
'e 11 cris." Wl1m1diaji-
ilrhr le1lsrlrrrfl tin ll '1'hr/111- P1eck-L'111vernlal Roslork,
XXl11, I 98f1, 50--37.
6. Arnold cit.: Vo>. "Casa di Cecilio G ioumclo," in
l'nrnpe1p11t1tff r11101a 1r1, 111,
Ro mc. 199 1. !;7!'1.
7. Ari>10o-:i 1 s regularly u sed cubiu1t .1 141r meetings wllh
peers o r th eir social
hcu.crs. ' I he a 11C'ien t li1t·nn1irc includes five insta1u c' of'
Ro man s receivi n g
lne 11ds 111 rnlnrulo. three of th ei r co11dur1 ing business
there. a nd four ol
rooms. Mod ern scholars, ig n oring both the culture o f Ro-
man e nte r tai nme m a nd th e meaning of the pic LUre itself,
have assumed that the paiming designated th e bedroom a a
place for a tryst a fter dining .1;
We as ociate bedroom s with sleepi ng a nd sexual im im acy;
the a ncient Ro mans a l o used well-appo im ed bedrooms to
e m e rtain guests o r a status equal to o r hig her th a n their
own.
T he e ntire Rom a n ho use was a place of business; a gue t's
entra nce into a fin e cubiculum like thi s o n e depended
9. e mire ly upon hi ~tatus.7 T h is room is no t, the n . about
" privacy"-a concept that does not exist in Roma n la nguage
o r tho ug ht- but about high status .
Examination o f the painting itself how that the painter
was ·triving to crea te an image o f uppe r-class lu . ury. There
is a couple o n a richly o utfitted bed . T he woman ho lds her
hand beh ind he r, whether to conceal her de ire to touch the
ma n or to locate him is not dear. He lifts hi arm as thou g h in
emreaty, but she canno t cc thi ge ·ture. A nice touch is the
way his le ft h and curves u p at the wrist. allowing the a rti st
to
show his virtuosity in depicting delicate fin ger . The viewer
ee the ·e deta ils bu c the woman d oc not, a llowi ng the
per on who looks a t th i ce ne of lovema king to unde r tand
the man ' s emreaty a nd the woman's hesitation in a way tha t
the woman-and perhap her lover a lso-cann o t. In e ffect,
the ani t create d these nuances of viewin g to implicate the
viewer as a voyeur. He also included the bedroom se rvant,
the cubicularius, LO under core that thi was no t a poo r ma n 's
bedroom . He even app lie d g-old to hig hli g h t the o pule nce
of
fabrics a nd jewe lry. These a rc a ll m arks of wealth , luxury,
a nd sop hi stica tio n , simila r to the pa intin gs rc pre e nting
lovemak ing from the fa mou s villa of the early Augustan
period fo und in Ro me unde r the garde n of the Farn c ina. 11
T he pai n ring wa pan of a n exte n sive r ed ecoratio n ca m-
paign with a p ointed iconographical program.9 The adjacent
dining room received a refined decora cive scheme , including
mythological pi ctures or the Judgme nt of Paris a nd T he eus
Abando ning Ariad ne. 10 omeone e nte ring the cubiculum
wou ld have ccn rela ti vely la rge figures a t the center of rhe
wa lls in fro nt, to the r ig h 1, a nd to the le ft. The room· ·
principal image wa a g roup of Ma rs a nd Venus with a ligure
10. o f C upid s tandin g in the pan e l to the ri g ht. Bacchus pre
·ided
over th e rig ht wa ll ; o n the le ft wall stood the muse Erato. h
eems clear that the artist intended to expand the the me of
lovema kin g fro m the hum an to the divine by associatin g the
vi ·ion of aristocra t ic da lliance in the per-istyle pa nel with a
n
image of p assio n stirri ng the quinte semial divine lover ,
Mars and Venus, in the ma in pane l o f the cubirnlum. Wine
a nd son g, pei·son ifie d by Bacchus a nd Erat o, muse of love
poetry, furthered thi · iconography of a mo ro us plea ures .
empe ror., holding mat~ mtro rubuu/11 111; sec An c!re1•
Wallace - Hadrill. /louse'
n11d 5or1'lJ 111 f'ompmnml flPr ruln11n1111 . Prin cewn , N .J
.. t !)95, 17. n . 2.
8. lre11c Brng~mj111 a nrl Marielle de Vo~. I.I' tleco raz m111
tlella 1•illn rom111111
de/la Farn r m111 , Museo Nuionale Rmmmo. 11. pt. I : /,/'
p11t11rr, Ro me . 1982,
pb. ·10, 51 . 85. 86. 9 6 . 17':!. .
9. See Augmt Mau . .. , >cavi di l'onipci ,'" H11/lrt1m o
drll"f111t1tuln di C11m,po11-
dmui Ardunlol(ico. 1876. t 49-5 1, 16 1-68, 2!l3-32, 241 -4 2.
fora de~C11p1ion
of the now- rl cs1roye d o r removed pai111i n gs.
10. Naples, Archaeological Museum . inl'. 115396: >ee de Vos
(as 111 n. 6 ),
fig. 7-l ; and Ma u (as in 11. 9), 226.
11. Frescoes 1,rre e1 Tnnrnkhio g11es1" a Lrnmpe-l'oci l p a
intin g of ,, dog
11. ESTIH.1 1 <.~ . FT ll N l l S n ". A1'0 I HF Hl~lOKY Of A R I
60 )
2 Po mpeii, House of the Menander, entryway to cnldarium,
Bath A llmdanl (photo: Michael Larvey)
Th i contex tual a n alysis demo nstrates th at rather than
havin g an e ro tic functio n , the p a intin g of love making in
the
House of Caeciliu lucundus was a sign fo r the upper-cla~s
prete nsions o f th e ow ne r. Like T rimalchio, the wealthy
form er slave of Pe tronius'. Sat)'ricon who delig hts in expl a in
-
ing hi~ pit:Lurcs to his (bored) guest , 11 the L. Caeciliu
lucundu s who di ned in this tricl in ium mu st have fe lt a g low
o f
pride when a guc ·t recognized the re fin e me nt or his icono-
graphical program , uniting the image of upper-class huma n
lovemaking with the divine pair of Mar a nd Venu s in the
cubiculum an d th e heroic pane ls of th e triclinium . Th is
'"erotic" picture was about luxury, not lu st.
In an e ra that advoca te s tudy or e thnic. racia l, a nd cu ltu ra
l
divers it y, it would seem na rural to tu rn to the grear me ltin g
p o t tha t wa ancien t Rome Lo under ·rand how thi. culture
con structed the O the r. Again , t here i the danger o f over im-
pliticatio n and transference o f o ur Anglo-Euro p ean culture
onto the a rn.:ie nt Ro m an s. 12 Carefl1l conte xtual study
revea l
combinations of racial stereotypes a nd belief system so
differe nt from our own tha t they si mply boggle the la te
twentie th-cen tury mind .
Th e excavator who di covered the mo ·aic of a b lack bath
12. serva nt in the 1930s was content to ide nti fy him as a n
ithyp hallic pyg my (Fig. 2). 1:l Th e figure occupies the e nll)'-
way to the caldnrimn in the Ho use of th e Me nander. T he
(wi rh the le gend< wr 1..11 t.l-" Bc"are of tl1e Dog .. ) ;rnrl
th e slO'l' of his 111<:
cold rhrough allcgode• of divine intcrv.-n1io11 (P e1rn11., Sol
.. 29). Trima ltln o
in rerpre t> the Zodiac in a u elaborate' rli • h 'erved LO hi> g
uc>rs P9); oners a
.-idiculo11s ico nograp hi cal e x planation o f' 1hc imagery in
his sihc:r vess els (52):
and 01 den. u p th e irn11 01,rraphirnl prog ra m for hi' 10111 b
(7 t ).
12. A rnse o f su ch O ersnn p lification i' Frank M .
Snowden.Jr., 8 Pj ou Color
PrepullfP, Ca mbri dge. :l as , .. 1983, who arbrucs tha1 Ll1ere
wa' no "'nJlur
pn;jud 1ce" Lowarrl blacks in cla~si cal amil1ui ty.
I '.l .. 'm edeo Maiuri, /J1 m~o drl Mt110 11dru' ti 511 Te•m·o
d1 A rgml l'n a. Rome.
1933, I. f.16.
602 1RI Ill LL£TIN DH.EMBF.R 19% VOLL M~ l.XXVlll
Nl.~lllk: R 4
composition of heraldic strigils fra ming an ointment jar on a
cha in fill s Lhe oute r side of the e nu-yway composition, so th
at
it was the first image that the visitor saw as he or he passed
from the dressing room (apod)•fe1ium) to the raldarium. The
ma n carries water vesse ls (askoi), identifying him as a bath
13. atte ndant; he wears a kind of short kilt that rides above his
enormo us pe nis. A laure l wreath crowns his head. l.lthough
h e is technica lly maa-op hallic (i.e., having a n unusually large
pen is) rather than ithyp ha llic (i.e., with an erect pe ni ), his
identification as a pygmy i Lhe more serious cn·or. Images o f
the pygmy go back to the sixth ce ntury 13.C.: artists made
them short in stature, with large heads in relation Lo their
bodies, the ma les usually macrophallic. 1'1 The bath attenda nt
has a d ifferent body type. Most importa nt, th e a rtist has
differentiated him from the pygmy by givi ng him normal
proportions. T he mosaicist used a saw-tooth configuration of'
black tesserae to indicate his tig htly curled hair. Investiga-
tion of comparable image of black men in Roman arr of the
period (the mosaic has a firm date of 40- 20 1:1.c.) establishes
that the a rtist has represented n ot the mythi cal pygmy hut
the real-life Aethiops, a man from the African continent
belonging to a racial a nd ethnic group auested in contempo-
rary tex ts a nd visua l represen ta t io ns. 1;, Si nce a rti sts
made
hjm macrophallic only in certain cu lptures a nd mosaics,
cont extual s LUdy alone can clarify the mea ning o f this image
.
T he bath attendant is poised at the emryway lO the hot
room o f a p1-ivate bath in a luxurious Pompeian hou e
belo ng ing to an elite fa mily. Fo r the a ncient Roman , this
circum stance explains the image: it is a representa tio n with
two context- and cu lture-s pecific purpo~cs: 10 warn the
bather of the dangers of the supe rheated floor or the room
he or she is e nte ring, and to dispel Lhe evil eye th ro ugh
la ughter.
The Aeth iops is a logical sig n lO warn the bather about
hea l becau se the Rom ans believed that the Aethiops's black
skin came from being burned by the s un. Because of thi
belie f, the Aethiops became a me tonym for extreme heat. 16
14. (Sim ila rly, mosa ic images of sanda ls a l o appear a t th e
e ntryways to hot rooms of bath s to warn the bather to protect
his or he r fee t from getting burned .)
More complex and d ifficul t for u s to understand is our
bath attendant's apotropaic fun ction. Ancient Romans be-
lieved that the envious person (the phthonero~ or invidus)
cou ld cause illn ess, physical harm , a nd even death by
14 . For the iconograp h y ol the pyg111y in Creel.. myth. ;,ce
Veronique
Dasen. Dwarfs i11 A1irin1/ Egy/11 mid Greect, Oxford. I 993, l
82-9 1.
IJ. ll1e mo> I compre hensive coverage is Jean Vcrcou rter C l
al.. The lnWffe
of /ht 1:1/ack m Wr.1/tm Art: I . From the Pharnolu lo the Fall
oflht ffomtm £111p1u,
New York. 1976: see a lso Frank M. Snowden, J r., Bl11rk.1 m
A11t1q1111y,
Cam bridge. Mass., I 970.
16. For a Ii.ill di~rnssion of the c'idence, in both Greek and
Rom an
authors, for thi s e1wironmental 1hcol) of color, >CC nowdcn
(as i11 n. l.'i ).
2-3. 172-74. See a lso J ehan Desanges. re ie" of Lloyd
l11ompson . R 0111m11
cmd /Jlarks, Nor1 n:111, Okla., 1989, Ri11ur dps Eludes
lati11Ps. LX 111. 1990. 233.
l 7. M. W. Dickie and Ka1hcrine .1 . D. D11nb:1bin. "Tnmdia
nm1/H111/11r
peclom: l11e Iconography of Phthono;/111vidia in Gracto· Ro m
an Art,"
Jahrbuc/1/11rA1111lttu11dChnstent11111. xxv1, 1983. 10-l l .
15. l 8. Doro Levi," Ilic Evil Eye and the Lucky H unchback ," in
A1111orh-or1-tlte-
Onmte.<, ed. Ri chard Stillwell. 111. Princeton. N.j., 1941 ,
22.-,. Luca Gi uliani.
" Der >eiigen Kriippe l: Zur De11tung von Mi~gestahcn in der
hdlenistischen
Kleink11n st." Arrlwnlng1sd1e A11u1ger, l 9R7, 701 - 2 l. sce~
images of php it·all)'
defor med people Jess ,,~ charms agaimt the evi l eve than a•
vehicle' to
rem ind people of their own good fortune a nd well -being. It is
po>sible t ha1
focusing his or her eye o n the person whom he or she envied.
l.lthough the re were many theories on just how such harm
cou ld come to a p erson withom physical contact, most
believed that the invidus was able to focus th is grudging
malice through his or h er eye; thi s so-called evil eye ema-
nated particles that surrounded and entered its unfortunate
victim. 17 A person could e ncounter the envious evil eye
a nywhere, but was particularly susceptible in bath s and at
passageway spaces. such as doorways. People wore amulets
on their persons, and artists freq uently put symbolic image
on fl oors or wa lls of dangerous, liminal spaces. These
aj1otropaia in mosaic and fresco included the represemauon
or the evi l eye itse lf attacked by spears, scorpions, d og , a nd
the Ii.kc. a s well as images of the e rect phallus, sometimes in
conjunction with the vagina. In the fir t insta nce the image
e nacts direct aggression against the evil eye; in the second it
invo kes ma le and fema le fertili ty, the life force , for protec-
uon from death.
By making the over ize pha llus the anri bute of the Aelh-
iops, our mosaic adds yet anothe r apotropaic clement:
aTo'TTL<x, or "unbecomingness. " The bath servant is "
16. unbecom-
ing'' and therefore q u ite fun ny because he is outside the
o ma uc norms of the Ro man elite. Unbecomin gness dis-
pelled the evil eye with la ughter. 11l
T h e ma le Aethiops is no t always a comic figure in Roman
a rt; th e key to understanding Roman elite attitudes toward
him lie in defining what were their nonns of ideal male
beauty. Brie Oy, an idea lly beautifu l man wou ld be of the
Caucasian race, of med ium stature, with an ol ive comp lexion
a nd wavy brown hair. Tall, blond or red-headed Germans
were as fore ign to t his ideal somatotype as the Aethiops. 19 So
were me n with large penises.20 It comes as no surp ri e that
our barn atten dant ma ke · the perfect apotropaion. H e i the
comjc 1·eversal of accepted standards of male beauty, and hi
large p e nis makes him d oubly ellective against the evil eye.
Just as in the case of the seemingly erotic picture, the
mo aic of the bath attendant seems hypersexua l or "racist"
on ly to the modern viewer, who lacks the requisite cultura l
condition ing and belie f systems. Analysis of these image in
terms of their contemporary cu ltural contexts means g iving
them back the efficacy a nd power tha t they heJd fo r the
ancient viewer. In my opinion it is the an historian's job to
e mpower vi ·ual representation by putting objects that have
become "orph a ns" back in their rightfu l cultural homes .
the a rtisr crea ted anot her reference 10 the apotropa ic phallus
. this time
within a 1•agi 11a. in t he arra ngement or herJldic strigil. on
either side of the
oi111mcr11 jar on a siring 1ha1 immediately pre~cdes the
image of 1he ba1..h
attendant. In a visual pu11, the ointment jar bt:1..omes the
phallus , and the
17. trigils th t: labia of the vagina. A striking parallel for th is
represe ntation
co 111<:> from Sous>e iu Tunisia, where two µubic triangles
reprcst:111i ng
vaginas Aa11k a fish-s ha ped phallus (~ee U'.IESCO,
T11nisi11: A11cim1 Mosaics,
:-.Jew Yori.. , 1962. pl. 21): l owe 1his observation and
rctCrcnce to Amhony
Corbeil I.
19. Thomp~on (as inn . 16), 16-17. 35-36.
20. Fo r the Greek aes1..hc1ic preference for men 1,•ith small
pen isc>, see
KenncthJ. Do1cr. Grnk llomosBrn11itty, Cambridge. Ma ss .. l
978, 125-35: and
limot h r J. ll cN iven, "' n1e U11heroic Penis: Otht:rnes5
Exposed," Source. X',
110. I. 199j, 10-16. Roman art and literature corroborate and co
n1inue this
preferenct:: ;is la1.e as ca. A.O. 400 an m n hor vilifies the e
mp eror 1-lcliogabalw.
by e laborating on hi~ taste for men wit h large penises (Scrip1o
re' Historiae
Jugmtae. H~/l()gab .. !l.6. 12.~l. 26 . .'i: lo r different
acco11nl5, sec Cassius Dio.
/fol. Rom .. 80.6. 80.14. 80.15.4: and Herodian. Hutonn. 5.3.7,
E>.8. l ).
Whethe r we have created these orpha ned oqjects by physi-
ca Uy removing them from th e ir origina l etti ngs or simply by
photograp hing them and discussing them in abstract terms
18. (the reby leve ling differences o f time , place, a nd cu lture), as
oon as the ·c objects are removed from their o rigin a l
contexts they are no longer pan of the culture tha t created
them: Lhey become parL of Our (or the dominant) culture ,
expressing our de ires, our preconceptions, and our preju -
dice~. It is only in this sen e that our cul ture has succeeded in
making the anciem Romans 'ju st like us."
j olm R. Clarkr is Rl'gents Professor of Ari Histm)1 al the
University
of Trxas at AllS/111. His books mrlude Roman Black-a nd-
White
Figural Mosaics (1979), The H ouses of Roman Italy : Ri tua l.
pace, and Decoration ( 1991 ), and Looking at Lovemaking:
ex ua lity in Roma n Art-Construction , 100 B.C.-A.D. 250
(Berkele)1, forthroming) [Department of A11 and Art History,
University ofTexa.1, Aus/i11, T1' X. 78712- 11 04}.
A £ S lltl:.l l CS. E' lll N ll.lfY • . :>ID lllt. lll '> TOR O f A
RT 603
Triangulating Racism
Stephen F. Eisenman
Race was disproved as a coherent scie ntific category by Fran z
Boas in 1928, but racism pros per nearly cveryw·here. 1
Am ong scholars, the simple but valuable ob ervation that
race is a biological fiction but raci m a ·ocial fact has gained
widespread acce ptance, but the re ea rch that receives th e
greate t public attention is that which trumpets cntde coJTe-
lation s between skin color a nd test scores.2 Even writers
directly e ngaged in exam ining a nd auackin g racism omc-
Limc . end up bu ttressing a pects or it epi temology. While
19. disclaiming the cie ntific validity of race, they may re ify the
term by fa iling to describe h ow it fun ctions to legitimate a
who le conflue nce of socia l, culturnl, a nd econo mic inequali-
ties. Indeed, the recognitio n of a nother person a racially
different is the e nd result of a num ber of learned a ttitudes
a nd beh aviors that develop in s pecific historical and cultu ral
settings of class and gender hierarchy a nd inequality. Di cu -
sions about "race in America," ''race re lations," " race mat-
ters." a nd even " racial tolerance," therefore, may tend to
reinvest race ubliminally with some of the very essential, soma
tic
characteristics that past generations were at paim to disprove.3
Racism exists, LO repeat the u cfuJ fommla; race do not.
If ocial sciemists are too o ften uncritica l a nd a histo1·ical in
thei r discu ssion or racism and race, art histori ans tend to
avoid the ubjcct a ltogether. 4 T his lacuna is ignificant: a
I . Fra111. Boas.A 11t/11opolo10•a11d /111Jdem LifP ( I !!28),
New Yo rk , I l62: also A.
.'vl ontagu. Stalmiml ot1 RM•. l.m1dn11 , 1972. ·111c gre~l
an·c -.ibili ty of these
and other Lexts 11otwiL11sLandin g, there ant periodic
"di~coveries" of the
fiction of race. 1 t a rece nt mee1ing ol Lhc Ame ri rn n
A'"ociaLion for Lhe
Advance ment o f Science, mernhers issued a re po n ,1greeing
Lhat race had no
biological ba.>i s: / ,o< A ngrlPS T1111P.1, Feb. 20. 1995: the
proceeding~ were Jlso
ciLcd in Rohen Miles and Rudy Torres. " Does ' R11ce' Mau.er?
Transa tl an tic
Pc rspenivcs o n Raciom af1 er ' Race Rei a l.ions,' .. in Re-
Situating ldmllties: The
Polillc.1 of Rau. Etlmtrtl)' m id C11ll11 u , ed. Vered Ami t-
20. Talai a nd Caroline
Kn01vl es. Pctersboroug h, O nt ., 1996, 25. For a " world
S''~tems" perspec1h c
011 raci>m. see Elicnne Balibarand Immanuel Wallers1ein.
Race. Nrmon , Clrm :
A111b1gu1111J lde11/1tie.1. Lo ndo n/ Ne"' York. 199 1. For a
his1orical/p hilosop hical
pcr~penive, sec l) . T . Goldberg . Racist Cullu TP: Philosophy
and /he Pohtirs of
Mea11111ir. Minnea polis. 1993. O n "whitcnes~:· sec Rmh
Fran kenberg, 111r
Sona / Comtrnct1011 ofll'lt1tnw,,, Minneapoli:., I l93; see a lso
the ex t raordinary
article by Chery l I. Ha.Tis. ··wh iteness as Property." Harot1rd
Law Rro1ew. GVI,
no. 8. 199:1, 1709- 91. On race an d kin ship 1heory. see M. J.
Weismamcl,
" Making Kin : Kins hip The"'~ and Zumbl'lguan /<loplion,"
Amrrirn r1 Et11110/o-
gist, xx 11 , no. 4, 1995, 685- 709. Fo r a survey of' racism in
the con Le mp o ra'l
U.S .. >Cc Dougla> Mas~ey and Na ncy A. Denton. llml'nca '.1
Apartheid: Segrrga-
t1on and th e Mnkmg of the Underrhi-1 , Ca mbridge. Mass.,
1993. In 1970, 3:} .!i
perce nt of blacks, 23 percent of Hispanics, and 9 percenl ol whi
tes li ved
below the poven r leve l. l n 1993. th e pe rcemages 1verc 33. 1,
30.6, and 12.2.
TI1e rece111 fi gures fo r childhood poverty a re even more gri
m: in 1993, 45
percen t of black children. 39.9 percent of I lispanic children, a
nd 17 percent
of white children lived in po,·eny. (See Uni Led S1a1e> Bureau
of the Census,
Sta/H/trrtl Ab.1/r(l('/ of th e Uni/rd Sl11 /e1. I I 5Lh ed ., e p1.
21. t 995.)
2. Sec, e.g .. Richard H e n·nstei11 and C h;1rles Mmrdy, The
Bell Curoe:
/11tr/11gm1·1• a11d Clrll.< S1ruc111rf 111 1'111r rim11 Lift.
New York, I 994 ; also .J .
Philippe Ru shLOn , /?arr. Euo/u/1011, a 11d 81•/w vmr: A Life
l fo tory Penpertive, New
Bruns1,ick, NJ .. 1995. Fo r a co rn:i•e a nd cfl'ecti1e crilicism
of the lauer, see
C . Loring Brace. " Racialism a nd Ra cis1 Agendas:· Amenm11
A11th ropologist.
xn•111 , no. I. 1996, t 76- 77.
:1. A pa n irnlarly egregious rnse in my vie"" in a n otherwise
s1imu la1ing
diSCU>>ion a bout th e need Lo e >tabli sh new cri1ical
vocabularies, i found in
Lhe 1111roduction 10 David C. Ori>kdl , ed .. Ajnra11
Amrnm11 Vmwl Aestht11c.,,
Wa-.hin gton. D.C./ London, 1995. where Dri,,kc ll uses 1he tc
nns "racially
based aes1he tic" (5). "standard; for 1he race" (5). " both race>"
(7). " the
progress of Lh e race" (8), "spoke,penon fo r 1hc rnce" (8), and
"a racia ll y
based et hos in a n " (9).
4 . The re arc a number of c1uitc signi ficant e"cepLion~. Sec, e
.g .. the
e xte mive bibliograp ht in Glenn J o rda n and Chri< Weedon.
C11//11m/ Polit1c.1:
C/a;,, Gmder. Rau n11d tlu Post1110<leni ll'orld. Oxlord/ Cam
bridgc. Mass .•
1995.
22. A minimum of 100 words each question and References
Response (#1 – 7) KEEP RESPONSE WITH ANSWER ( all
response must have a reference)
Make sure the Responses includes the Following: (a) an
understanding of the weekly content as supported by a scholarly
resource, (b) the provision of a probing question. (c) stay on
topic (d) cite all sources with their hyperlinked.
1. Self-presentation is the process of how we try to shape what
other people think of us and what we think of ourselves. Social
perception is the process by which people come to understand
one another. In Matthew 7:3-5 talks about how we can see fault
or someone else's sin as if we don't have fault ourselves or sins.
Self -presentation and social perception relate to Matthew 7:3-5,
because we pass judgment on one another because of actions or
deeds, but we tend to forget about our own actions (Matthew
7:3-5, NIV). Accountability is hard for some to except for their
own discretions but easy to hold someone else to be accountable
for their discretions.
2. Social Presentation is simply the methods by which people
dare to other people in order to get their thought and
underwriting. People consider others to be genuine guides to
outline their own one kind presentation. Social perception (or
person perception) is the study of how people form impressions
of and make inferences about other people as sovereign
personalities. On the remote possibility that we see the outflows
of Jesus here, an enormous bit of the all-inclusive community
are not themselves as they keep acting, envisioning and
establish connections, therefore, they are not real. Jesus
required people to be without any other person and research
themselves before denouncing others. Thusly, one should make
oneself faultless and get comments to make oneself perfect
before pointing out the mistakes of others. In the current
circumstance, it ends up being difficult to condemn one with
23. their external appearance. Like an old saying we all know,
“sweep around your own front door, before sweeping around
someone else’s.”
3. Your reply post is most certainly true, that we do not know a
person's life behind closed doors or what, if any, addictions a
person may have. You mentioned that you understood social
perception to not be the accurate judgment at first, I agree with
that also, this brings me back to last week's topic about common
sense and intuition. I usually go with my gut feeling, at my
first perception of people and there have been very few of what
I see people to be. For self presentation and social perceptions
are the two reasons why I don't care too much for groups,
everyone usually always presents themselves in a favorable
light.
4. Self-presentation is presenting the person, we would like
other to believe we are. (Gilovich, T., Keltner, D., Chen, S.,
Nisbett, R., 2019). Social perception is the study of forming
impressions, opinions, or inferences about other individual or
groups from certain observations. In comparison to Matthew
7:3-5 and the text is basically reminding us to ask forgiveness
of our own sins. As human we sin everyday either in our
thoughts, words or actions and we are all guilty in any or all
forms of ourselves. As a human being we all would like to be
presented in a favorable light to others while others,
immediately have a social perception about us already based on
observation of our own actions. In a scenario like this, I always
say that honesty goes a long way with me.
5. After reading the Preamble and general principals I realized
that they are pretty straight forward and basic. Without reading
or knowing them I have to be honest in saying that they aren't
much different from how I try to conduct myself throughout my
life. I believe that Integrity is of the utmost importance. I
believe that doing the right thing when no one is looking is
24. imperative as a man. I'm not always perfect but I try to do my
best to be honest and trustworthy. The second principal is do no
harm. I try to help people more than I harm. Even as a
paramedic I take this approach. It is my responsibility to treat
patients to the best of my ability to make them feel better. It is
not for me to do harm to them by negligence or lack of
medical knowledge. The last one is respect for people's
dignity and rights. I truly believe that I should respect people
no matter what they believe in or what they do. It is not my job
to judge or hurt people. It is my job to worry about my
imperfections and seek to make myself a better human being. If
I can help a brother or sister then I will but I wont hurt or
disrespect others to make myself feel superior to them.
6. The three ways my personal beliefs and morals affect how I
would carry out the ethics code are closely related to my
spiritual walk as a believer. As a believer, it's clear in the bible
that God wants us to hold ourselves to a higher moral standard.
In Romans 12:2, it says we should not conform to this world
because we are not of this world. Our actions and motives
should reflect his calling for us to love ( John 4:19). Which
includes being concerned with others' needs spiritual welfare.
All while respectful of both believers and nonbelievers' rights
and dignity without judgment. Not everyone we encounter will
know the love of God but that doesn't mean that we should be
any less loving or compassionate. Our integrity should always
remain the same or at least do our very best to try. I believe the
Preamble of the ethics code does cover most ever situation and
my belief system has everything to do with my desire to help
others. It's not all about education, techniques or training...it's
about the passion to serve others.
7. My personal beliefs and morals mirror many aspects of the
ethics code and can help reinforced them. Honesty is a quality I
believe in and try my best to practice. In the world of
psychology integrity is vital. It does not mean a person is
25. perfect. A person with integrity is also capable of admitting
they are wrong and making an real effort to address their error.
I am a strong believer in respecting everyone regardless of their
gender, race, religion or economic status. This coincides with
the ethics code psychologist follow to treat everyone with
dignity and respect their privacy. Psychologist handle very
sensitive information and must be diligent in keeping it
confidential. With my past experience in the medical field this
is something I am very familiar with and understand the
importance of it. “Psychologists exercise reasonable judgment
and take precautions to ensure that their potential biases, the
boundaries of their competence, and the limitations of their
expertise do not lead to or condone unjust practices” (American
Psychological Association, n.d). Being fair and reasonable are
qualities I try to practice by making balanced choices while
comparing pros and cons. Being just is especially important in
establishing trusting relationship.