This document summarizes a book that explores architectural conservation practices across Europe and the Americas. It examines the histories, structures, challenges and solutions of architectural conservation in 67 countries. The book is written in a style that avoids technical terms and instead features engaging discoveries and solutions. It contains over 600 photographs and maps and sidebar essays contributed by experts. The book serves as a comprehensive resource on the comparative practice of architectural conservation across the two continents.
Woodbury University - MArch Program ARCH 555 Criticism 2 Ar.docxericbrooks84875
Woodbury University - MArch Program
ARCH 555 Criticism 2: Architecture to Modern (0-1945)
A HISTORY OF ARCHITECTURAL CONCEPTS
ASSIGNMENT - THE VERNACULAR
READINGS:
Okoye, Ikem Stanley. Architecture, History, and the Debate on Identity in Ethiopia, Ghana,
Nigeria, and South Africa. In: Journal of the Society of Architectural Historians, Vol. 61, No. 3
(Sep., 2002), pp. 381- 396
Schuyler, Montgomery. American Domestic Architecture: Old Types and Modern Instances: I.
The Log-Cabin. In: Art and Progress, Vol. 3, No. 10 (Aug., 1912), pp. 673-677
Upton, Dell. The Power of Things: Recent Studies in American Vernacular Architecture. In:
American Quarterly, Vol. 35, No. 3 (1983), pp. 262-279
Rudofsky, Bernard. Architecture without architects : a short introduction to non-pedigreed
architecture. University of New Mexico Press, 1987
Over the last century vernacular, anonymous, spontaneous, indigenous, and rural architecture
started to play a more important role in the discussion of the discipline. A clear understanding of
the concept of buildings that are not a product of an upper class, avant-garde, aesthetic
movement is by now an essential part of our education. This weeks readings address these
topics in different ways. In today’s class you will answer the following question, based on the
readings provided. Each answer should be a one-page essay using examples from the built
environment. Use additional sources apart from the ones provided.
1. Montgomery Schuyler states “conformity to the environment is a prime virtue in domestic
architecture”. What can today’s, sustainable architecture learn from the vernacular? Give
examples from the research connected to your studio projects.
2. Dell Upton identifies four avenues of inquiry that have been pursued in vernacular
architectural studies. Discuss two of them and point out their differences. Use examples
from the built environment to illustrate your point.
3. Bernard Rudofsky introduces the term “communal architecture”. Define his meaning of
the term, give examples and discuss its relevance for today’s practice.
The essays will be due by the end of class today. They have to be uploaded to moodle.
The Power of Things: Recent Studies in American Vernacular Architecture
Author(s): Dell Upton
Reviewed work(s):
Source: American Quarterly, Vol. 35, No. 3 (1983), pp. 262-279
Published by: The Johns Hopkins University Press
Stable URL: http://www.jstor.org/stable/2712651 .
Accessed: 04/01/2013 12:11
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information.
Woodbury University - MArch Program ARCH 555 Criticism 2 Ar.docxericbrooks84875
Woodbury University - MArch Program
ARCH 555 Criticism 2: Architecture to Modern (0-1945)
A HISTORY OF ARCHITECTURAL CONCEPTS
ASSIGNMENT - THE VERNACULAR
READINGS:
Okoye, Ikem Stanley. Architecture, History, and the Debate on Identity in Ethiopia, Ghana,
Nigeria, and South Africa. In: Journal of the Society of Architectural Historians, Vol. 61, No. 3
(Sep., 2002), pp. 381- 396
Schuyler, Montgomery. American Domestic Architecture: Old Types and Modern Instances: I.
The Log-Cabin. In: Art and Progress, Vol. 3, No. 10 (Aug., 1912), pp. 673-677
Upton, Dell. The Power of Things: Recent Studies in American Vernacular Architecture. In:
American Quarterly, Vol. 35, No. 3 (1983), pp. 262-279
Rudofsky, Bernard. Architecture without architects : a short introduction to non-pedigreed
architecture. University of New Mexico Press, 1987
Over the last century vernacular, anonymous, spontaneous, indigenous, and rural architecture
started to play a more important role in the discussion of the discipline. A clear understanding of
the concept of buildings that are not a product of an upper class, avant-garde, aesthetic
movement is by now an essential part of our education. This weeks readings address these
topics in different ways. In today’s class you will answer the following question, based on the
readings provided. Each answer should be a one-page essay using examples from the built
environment. Use additional sources apart from the ones provided.
1. Montgomery Schuyler states “conformity to the environment is a prime virtue in domestic
architecture”. What can today’s, sustainable architecture learn from the vernacular? Give
examples from the research connected to your studio projects.
2. Dell Upton identifies four avenues of inquiry that have been pursued in vernacular
architectural studies. Discuss two of them and point out their differences. Use examples
from the built environment to illustrate your point.
3. Bernard Rudofsky introduces the term “communal architecture”. Define his meaning of
the term, give examples and discuss its relevance for today’s practice.
The essays will be due by the end of class today. They have to be uploaded to moodle.
The Power of Things: Recent Studies in American Vernacular Architecture
Author(s): Dell Upton
Reviewed work(s):
Source: American Quarterly, Vol. 35, No. 3 (1983), pp. 262-279
Published by: The Johns Hopkins University Press
Stable URL: http://www.jstor.org/stable/2712651 .
Accessed: 04/01/2013 12:11
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information.
Charleston Conference 2012: Climbing the Digital EverestCengage Learning
At the 2012 Charleston Conference, Associate Publisher Ray Abruzzi, accompanied by Simon Bell, Head of Strategic Partnerships & Licensing, The British Library and Caroline Kimbell, Head of Licensing, The National Archives, UK, provided background and insight into the strategy and creation of the Nineteenth Century Collections Online.
Exploring Manchester Architecture Dissertations - PPT.pptxWords Doctorate
Manchester, a city well-known for its dynamic culture, industrial past, and variety of architectural styles, provides an engaging environment for investigating different aspects of architecture via investigation and learning. Selecting an architecture dissertation topic in Manchester offers a chance to explore the environmental, social, cultural, historical, and architectural dimensions of design, advancing the conversation and comprehension of the built environment.
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...JenniferRaye
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
Info about my final project hw is not the final project. Homework LaticiaGrissomzz
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
This short paper is the first presentation (March 2005) of a research project started in 2004. It focuses on post-Soviet cultural heritage policies and trends in Central Asian countries, with special regard to the situation of museums and galleries.
Review the Case for Critical Analysis Park Hill Museum on pages.docxWilheminaRossi174
Review the Case for Critical Analysis: Park Hill Museum on pages 243–244 of Chapter 7 in of your textbook, then respond to the following:
How would you resolve the underlying conflicts among key stakeholders about museum direction and goals?
What actions would you take?
Explain why you would take these actions.
Share your responses to these questions and then discuss with your peers.
Park Hill Museum
The recently completed building to house the exhibits and staff of the Park Hill Museum was located adjacent to the campus of a private university. The new building was financed through the generosity of local donors. The university provided the land and would cover the annual operating expenses, with the understanding that the museum would provide a resource for student education. The new governing board would be made up of key donors, as well as selected university administrators and faculty members.
The planning committee of the governing board hired two business students to interview various stakeholders about the future direction of the museum in its new relationship with the university. These interviews were conducted in person, and the interviewees seemed uniformly interested and eager to help. The major questions pertained to the future mission and goals of the museum. Some excerpts from the interviews are listed here:
A major donor: I think the museum should be a major community resource. My wife and I gave money for the new building with the expectation that the museum would promote visits from the public schools in the area, and particularly serve the inner-city children who don’t have access to art exhibits. We don’t want the museum to be snobbish or elitist. The focus should definitely be local.
A university administrator: The important thing is to have lively contemporary exhibits that will attract both university students and community adults and provide new insight and dialogue about current events. We can bring attention to the museum by having an occasional controversial exhibit, such as on Islamic art, and exhibits that appeal to Hispanics and African Americans. This approach would entail bringing in traveling exhibitions from major museums, which would save the administrative costs and overhead of producing our own exhibits.
Head of the art history department: The key thing is that the museum will not have the artistic resources or the financial resources to serve the community at large. We have a wonderful opportunity to integrate the museum with the academic faculty and make it a teaching institution. It can be a major resource for both undergraduate and graduate students in art education and art history. We can also work with engineering students, architecture students, and liberal arts students. This is a unique opportunity that will distinguish our art history department’s teaching mission from others in the country.
A faculty member in the art history department: The best use of the museum’s rela.
Architecture
and
Folk Architecture
Dr. Jacqueline Marn
Chronology of Styles in American Architecture
The Seventeenth Century:
17th Century Colonial
Term applies to both New England and Virginia
architecture.
Note: regional differences, however.
The Eighteenth Century:
Georgian (1714-1776)
English-inspired colonial architecture. Marked by a greater
concern for style and higher standards of comfort. Fairly
homogeneous in both New England and Southern colonies.
Neoclassicism (c.1780-1820)
There are several variations:
Federalist: Especially common in New England; a
traditionalist approach to classicism, heavily influenced by
English models. Charles Bulfinch, Samuel MacIntyre.
Idealist: An intellectual and moral approach to classicism,
at first linked to Roman models. Symbolic and
associational values stressed.
Best example: Thomas Jefferson.
Rationalist: Emphasized structure and classical building
techniques, such as stone vaulting and domes. Benjamin
Latrobe.
Source: http://www.bc.edu/bc_org/avp/cas/fnart/fa267/amstyles.html
Chronology of Styles in American Architecture
The Nineteenth Century:
The period is characterized by Romantic revivals and eclecticism.
Greek Revival (1818-1850)
The first truly national style in the United States. Strong associational
values. Permeated all levels of building.
Gothic Revival (c. 1820-1860)
Strong associational values of religion and nature. Found in both
ecclesiastical and residential architecture. A wide range of archaeological
accuracy, from Richard Upjohn's urban churches to "Carpenter's Gothic"
cottages.
The "Corporate Style" (c.1800-1900)
Practical architecture for engineering and commercial purposes; especially
early factories. In its time thought to be a "style-less style."
Egyptian Revival (1820-1850)
Used primarily for memorials, cemeteries, prisons, and later, warehouses.
Italianate, or Italian Villa Mode (1840-1860)
A residential style used by A.J. Downing and others; a Renaissance revival.
Second Empire Baroque (1860-1880)
French origin; used for public and residential architecture.
High Victorian Gothic (1860-1880)
English origin; used for ecclesiastical, public, and residential architecture.
Richardsonian Romanesque (1870-1895)
Shingle Style (1879-1900)
Used for residential architecture.
Chicago School (1885-1915)
Commercial architecture; skyscrapers.
New York Style Skyscrapers (1875-1910)
Typically use a historical style; block and tower format.
Source: http://www.bc.edu/bc_org/avp/cas/fnart/fa267/amstyles.html
Chronology of Styles in American Architecture
Classical Revival (1885-1920)
Also called Academic Classicism, or Beaux-Arts Classicism.
Related revivals: Rena.
Aos Rapoport is an architect and one of the founders of Environmental-Behaviour studies. He is the author of over 200 academic publications in thi field, including books which are translated into many languages.
Charleston Conference 2012: Climbing the Digital EverestCengage Learning
At the 2012 Charleston Conference, Associate Publisher Ray Abruzzi, accompanied by Simon Bell, Head of Strategic Partnerships & Licensing, The British Library and Caroline Kimbell, Head of Licensing, The National Archives, UK, provided background and insight into the strategy and creation of the Nineteenth Century Collections Online.
Exploring Manchester Architecture Dissertations - PPT.pptxWords Doctorate
Manchester, a city well-known for its dynamic culture, industrial past, and variety of architectural styles, provides an engaging environment for investigating different aspects of architecture via investigation and learning. Selecting an architecture dissertation topic in Manchester offers a chance to explore the environmental, social, cultural, historical, and architectural dimensions of design, advancing the conversation and comprehension of the built environment.
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...JenniferRaye
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
Info about my final project hw is not the final project. Homework LaticiaGrissomzz
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
This short paper is the first presentation (March 2005) of a research project started in 2004. It focuses on post-Soviet cultural heritage policies and trends in Central Asian countries, with special regard to the situation of museums and galleries.
Review the Case for Critical Analysis Park Hill Museum on pages.docxWilheminaRossi174
Review the Case for Critical Analysis: Park Hill Museum on pages 243–244 of Chapter 7 in of your textbook, then respond to the following:
How would you resolve the underlying conflicts among key stakeholders about museum direction and goals?
What actions would you take?
Explain why you would take these actions.
Share your responses to these questions and then discuss with your peers.
Park Hill Museum
The recently completed building to house the exhibits and staff of the Park Hill Museum was located adjacent to the campus of a private university. The new building was financed through the generosity of local donors. The university provided the land and would cover the annual operating expenses, with the understanding that the museum would provide a resource for student education. The new governing board would be made up of key donors, as well as selected university administrators and faculty members.
The planning committee of the governing board hired two business students to interview various stakeholders about the future direction of the museum in its new relationship with the university. These interviews were conducted in person, and the interviewees seemed uniformly interested and eager to help. The major questions pertained to the future mission and goals of the museum. Some excerpts from the interviews are listed here:
A major donor: I think the museum should be a major community resource. My wife and I gave money for the new building with the expectation that the museum would promote visits from the public schools in the area, and particularly serve the inner-city children who don’t have access to art exhibits. We don’t want the museum to be snobbish or elitist. The focus should definitely be local.
A university administrator: The important thing is to have lively contemporary exhibits that will attract both university students and community adults and provide new insight and dialogue about current events. We can bring attention to the museum by having an occasional controversial exhibit, such as on Islamic art, and exhibits that appeal to Hispanics and African Americans. This approach would entail bringing in traveling exhibitions from major museums, which would save the administrative costs and overhead of producing our own exhibits.
Head of the art history department: The key thing is that the museum will not have the artistic resources or the financial resources to serve the community at large. We have a wonderful opportunity to integrate the museum with the academic faculty and make it a teaching institution. It can be a major resource for both undergraduate and graduate students in art education and art history. We can also work with engineering students, architecture students, and liberal arts students. This is a unique opportunity that will distinguish our art history department’s teaching mission from others in the country.
A faculty member in the art history department: The best use of the museum’s rela.
Architecture
and
Folk Architecture
Dr. Jacqueline Marn
Chronology of Styles in American Architecture
The Seventeenth Century:
17th Century Colonial
Term applies to both New England and Virginia
architecture.
Note: regional differences, however.
The Eighteenth Century:
Georgian (1714-1776)
English-inspired colonial architecture. Marked by a greater
concern for style and higher standards of comfort. Fairly
homogeneous in both New England and Southern colonies.
Neoclassicism (c.1780-1820)
There are several variations:
Federalist: Especially common in New England; a
traditionalist approach to classicism, heavily influenced by
English models. Charles Bulfinch, Samuel MacIntyre.
Idealist: An intellectual and moral approach to classicism,
at first linked to Roman models. Symbolic and
associational values stressed.
Best example: Thomas Jefferson.
Rationalist: Emphasized structure and classical building
techniques, such as stone vaulting and domes. Benjamin
Latrobe.
Source: http://www.bc.edu/bc_org/avp/cas/fnart/fa267/amstyles.html
Chronology of Styles in American Architecture
The Nineteenth Century:
The period is characterized by Romantic revivals and eclecticism.
Greek Revival (1818-1850)
The first truly national style in the United States. Strong associational
values. Permeated all levels of building.
Gothic Revival (c. 1820-1860)
Strong associational values of religion and nature. Found in both
ecclesiastical and residential architecture. A wide range of archaeological
accuracy, from Richard Upjohn's urban churches to "Carpenter's Gothic"
cottages.
The "Corporate Style" (c.1800-1900)
Practical architecture for engineering and commercial purposes; especially
early factories. In its time thought to be a "style-less style."
Egyptian Revival (1820-1850)
Used primarily for memorials, cemeteries, prisons, and later, warehouses.
Italianate, or Italian Villa Mode (1840-1860)
A residential style used by A.J. Downing and others; a Renaissance revival.
Second Empire Baroque (1860-1880)
French origin; used for public and residential architecture.
High Victorian Gothic (1860-1880)
English origin; used for ecclesiastical, public, and residential architecture.
Richardsonian Romanesque (1870-1895)
Shingle Style (1879-1900)
Used for residential architecture.
Chicago School (1885-1915)
Commercial architecture; skyscrapers.
New York Style Skyscrapers (1875-1910)
Typically use a historical style; block and tower format.
Source: http://www.bc.edu/bc_org/avp/cas/fnart/fa267/amstyles.html
Chronology of Styles in American Architecture
Classical Revival (1885-1920)
Also called Academic Classicism, or Beaux-Arts Classicism.
Related revivals: Rena.
Aos Rapoport is an architect and one of the founders of Environmental-Behaviour studies. He is the author of over 200 academic publications in thi field, including books which are translated into many languages.
1. A comprehensive survey of
architectural heritage protection
covering the practices and traditions
of countries from three continents—
from Russia to
Canada to Chile
Praise for Time Honored: A Global View of Architectural
Conservation, a Choice Outstanding Academic Book
“Time Honored is the sort of book that a student reads first out of
necessity, and then returns to many times in the course of
professional practice for an infusion of the valuable perspective this
book thoughtfully offers.” —Choice magazine
Following the acclaimed Time Honored: A Global View of
Architectural Conservation, this book explores the rich
architectural legacies of Europe and North and South America to
describe "best practices" in architectural conservation, focusing on
the histories, structure, key participants, special challenges,
solutions, and specific contributions made by some sixty-seven
countries. Written to stand alone from the predecessor volume,
Architectural Conservation in Europe and the Americas is:
• Approached in a style that eschews technical terms, jargon, and
arcane facts and instead features engaging discoveries,
developments, and solutions of interest to professionals,
students, and laypeople
• Co-written by the author of the acclaimed Time Honored: A
Global View of Architectural Conservation
• Illustrated throughout with over 600 photographs and maps
• Filled throughout with sidebar specialty essays highlighting topics of cross-regional interest
for improved readability, often contributed by recognized experts in the field
• Complete with abundant references to sources, related ideas and trends, pointers for further
information, and appendices of related bibliographic sources
The first comprehensive survey that examines in detail architectural conservation practice on
a wide comparative basis, Architectural Conservation in Europe and the Americas serves as a
convenient resource for professionals, students, and anyone interested in the field.
About the Authors:
ISBN: 978-0-470-60385-7, Hardcover
John H. Stubbs has served as Vice President for Field Projects for the New York–based World April 2011, $99.00
Monuments Fund since 1990 and taught for over two decades as an Adjunct Associate Professor of
Historic Preservation in the School of Architecture, Planning, and Preservation at Columbia
University. His prior experience includes ten years as an associate at Beyer Blinder Belle, Architects Read a free sample chapter
& Planners LLP, in New York City, and two years service at the Technical Preservation Services and order your copy at
division of the U.S. National Park Service in Washington, D.C. www.conservebuiltworld.com
Emily G. Makaš is an Assistant Professor of Architectural History at the University of North
Carolina at Charlotte. She has a PhD in the history of architecture and urbanism from Cornell
University, a master's in historic preservation from Columbia University, and a bachelor's in history
from the University of Tennessee. Her research focuses on the history of modern European cities,
emphasizing the relationships between architecture, cities, heritage, memory, identity, and politics.