A General Paradigm for Understanding Criminal Behavior: Extending Evolutionary Ecological Theory*
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Searchers After Horror Understanding H
Mats Nyholm Mats Nyholm Searchers After Horror Understanding H. P. Lovecraft and His Fiction // Searchers After Horror Horror After Searchers // 2021 9 789517 659864 ISBN 978-951-765-986-4 Åbo Akademi University Press Tavastgatan 13, FI-20500 Åbo, Finland Tel. +358 (0)2 215 4793 E-mail: [email protected] Sales and distribution: Åbo Akademi University Library Domkyrkogatan 2–4, FI-20500 Åbo, Finland Tel. +358 (0)2 -215 4190 E-mail: [email protected] SEARCHERS AFTER HORROR Searchers After Horror Understanding H. P. Lovecraft and His Fiction Mats Nyholm Åbo Akademis förlag | Åbo Akademi University Press Åbo, Finland, 2021 CIP Cataloguing in Publication Nyholm, Mats. Searchers after horror : understanding H. P. Lovecraft and his fiction / Mats Nyholm. - Åbo : Åbo Akademi University Press, 2021. Diss.: Åbo Akademi University. ISBN 978-951-765-986-4 ISBN 978-951-765-986-4 ISBN 978-951-765-987-1 (digital) Painosalama Oy Åbo 2021 Abstract The aim of this thesis is to investigate the life and work of H. P. Lovecraft in an attempt to understand his work by viewing it through the filter of his life. The approach is thus historical-biographical in nature, based in historical context and drawing on the entirety of Lovecraft’s non-fiction production in addition to his weird fiction, with the aim being to suggest some correctives to certain prevailing critical views on Lovecraft. These views include the “cosmic school” led by Joshi, the “racist school” inaugurated by Houellebecq, and the “pulp school” that tends to be dismissive of Lovecraft’s work on stylistic grounds, these being the most prevalent depictions of Lovecraft currently. -
Desiring the Big Bad Blade: Racing the Sheikh in Desert Romances
Desiring the Big Bad Blade: Racing the Sheikh in Desert Romances Amira Jarmakani American Quarterly, Volume 63, Number 4, December 2011, pp. 895-928 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/aq.2011.0061 For additional information about this article http://muse.jhu.edu/journals/aq/summary/v063/63.4.jarmakani.html Access provided by Georgia State University (4 Sep 2013 15:38 GMT) Racing the Sheikh in Desert Romances | 895 Desiring the Big Bad Blade: Racing the Sheikh in Desert Romances Amira Jarmakani Cultural fantasy does not evade but confronts history. — Geraldine Heng, Empire of Magic: Medieval Romance and the Politics of Cultural Fantasy n a relatively small but nevertheless significant subgenre of romance nov- els,1 one may encounter a seemingly unlikely object of erotic attachment, a sheikh, sultan, or desert prince hero who almost always couples with a I 2 white western woman. In the realm of mass-market romance novels, a boom- ing industry, the sheikh-hero of any standard desert romance is but one of the many possible alpha-male heroes, and while he is certainly not the most popular alpha-male hero in the contemporary market, he maintains a niche and even has a couple of blogs and an informative Web site devoted especially to him.3 Given popular perceptions of the Middle East as a threatening and oppressive place for women, it is perhaps not surprising that the heroine in a popular desert romance, Burning Love, characterizes her sheikh thusly: “Sharif was an Arab. To him every woman was a slave, including her. -
The Impact of Darwinism on Sociology
Chapter 1, pp. 9-25, in Heinz-Juergen Niedenzu, Tamas Meleghy, and Peter Meyer, eds., The New Evolutionary Social Science: Human Nature, Social Behavior, and Social Change. Boulder, CO: Paradigm Publishers, 2008. THE IMPACT OF DARWINISM ON SOCIOLOGY An Historical and Critical Overview Stephen K. Sanderson INTRODUCTION What has been the relationship between the social sciences, sociology in particular, and Darwin’s theory of evolution by natural selection? In a famous statement, Darwin said that the theory of natural selection would “lead psychology to be based on a new foundation.” In the late nineteenth and early twentieth centuries, some social scientists followed Darwin’s lead. In his book In Search of Human Nature: The Decline and Revival of Darwinism in American Social Thought, the historian Carl Degler (1991) shows that at this early point in the development of the social sciences Darwinism was highly regarded by social scientists, and biology was considered a major underpinning of human behavior. In sociology, the lead was clearly taken in the most emphatic way by Edward Westermarck, a Finnish sociologist who became a major figure in both Finnish and British sociology. In the second volume of his three-volume The History of Human Marriage, Westermarck (1922b) developed the hypothesis on the origin of incest avoidance and exogamy for which he is today most famous, the “familiarity breeds indifference” theory. Westermarck argued that children brought up in close physical contact with each other in the early years of life would acquire a mutual sexual aversion, an emotion that had evolved by natural 9 10 Stephen K. -
Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1
1 Proposed Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1. Foundations of Holocaust Education SS.4.HE.1.1 Compare and contrast Judaism to other major religions observed around the world, and in the United States and Florida. Grade 5 Standard 1: SS.5.HE.1. Foundations of Holocaust Education SS.5.HE.1.1 Define antisemitism as prejudice against or hatred of the Jewish people. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Teachers will provide students with an age-appropriate definition of with the Holocaust. Grades 6-8 Standard 1: SS.68.HE.1. Foundations of Holocaust Education SS.68.HE.1.1 Define the Holocaust as the planned and systematic, state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Students will define antisemitism as prejudice against or hatred of Jewish people. Grades 9-12 Standard 1: SS.HE.912.1. Analyze the origins of antisemitism and its use by the National Socialist German Workers' Party (Nazi) regime. SS.912.HE.1.1 Define the terms Shoah and Holocaust. Students will distinguish how the terms are appropriately applied in different contexts. SS.912.HE.1.2 Explain the origins of antisemitism. Students will recognize that the political, social and economic applications of antisemitism led to the organized pogroms against Jewish people. Students will recognize that The Protocols of the Elders of Zion are a hoax and utilized as propaganda against Jewish people both in Europe and internationally. -
Scientific Racism and the Legal Prohibitions Against Miscegenation
Michigan Journal of Race and Law Volume 5 2000 Blood Will Tell: Scientific Racism and the Legal Prohibitions Against Miscegenation Keith E. Sealing John Marshall Law School Follow this and additional works at: https://repository.law.umich.edu/mjrl Part of the Civil Rights and Discrimination Commons, Law and Race Commons, Legal History Commons, and the Religion Law Commons Recommended Citation Keith E. Sealing, Blood Will Tell: Scientific Racism and the Legal Prohibitions Against Miscegenation, 5 MICH. J. RACE & L. 559 (2000). Available at: https://repository.law.umich.edu/mjrl/vol5/iss2/1 This Article is brought to you for free and open access by the Journals at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of Race and Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. BLOOD WILL TELL: SCIENTIFIC RACISM AND THE LEGAL PROHIBITIONS AGAINST MISCEGENATION Keith E. Sealing* INTRODUCTION .......................................................................... 560 I. THE PARADIGM ............................................................................ 565 A. The Conceptual Framework ................................ 565 B. The Legal Argument ........................................................... 569 C. Because The Bible Tells Me So .............................................. 571 D. The Concept of "Race". ...................................................... 574 II. -
Evolution, Biology & Society
__ EEvvoolluuttiioonn,, BBiioollooggyy & Society & Society Fall 2009 Newsletter of the ASA Section on Evolution, Biology & Society Volume 6, No. 2 Chair In this issue: 2009-2010 Didactic Seminar on Neurosociology Stephen Sanderson, UC-Riverside to be held at ASA in Atlanta, 2010 Book Review: The Question of Animal Past Chair Culture by Laland and Galef 2008-2009 New Section Awards Announced Rosemary L. Hopcroft, UNC-Charlotte New publications of Section Members Chair-Elect 2010-2011 Message from the Chair: Jeremy Freese, Northwestern University Evolutionary Sociology and Secretary-Treasurer Evolutionary Social Science 2004-2010 Michael Hammond, University of Stephen K. Sanderson Toronto University of California, Riverside Council Members When I was an undergraduate I took some Alan Booth, Penn State University anthropology courses and found them (2009-2012) especially interesting because I already had, Christine Horne, Washington State not quite consciously known to me at the time, University (2008-2011) a comparative and interdisciplinary focus. Later Richard Machalek, University of in graduate school when I was asked to teach Wyoming a course on the sociology of the family, I (2009-2012) grudgingly accepted because I had found this subfield of sociology boring and tedious. But I Alexander Lascaux, University of needed the money so I agreed and then Hertfordshire, UK rummaged around in the library looking for (2004-2010) sources and stumbled on Robin Fox’s classic J. Scott Lewis, Penn State—Harrisburg Kinship and Marriage, an anthropological (2004-2010) analysis of kinship in the wide range of human Patrick Nolan, University of South societies. I read it in one day, was Carolina (2008-2011) mesmerized, and used it for my class. -
Anthropology, History Of
Encyclopedia of Race and Racism, Vol1 – finals/ 10/4/2007 11:59 Page 93 Anthropology, History of Jefferson, Thomas. 1944. ‘‘Notes on the State of Virginia.’’ In defend that institution from religious abolitionists, who The Life and Selected Writings of Thomas Jefferson, edited by called for the unity of God’s children, and from Enlight- Adrienne Koch and William Peden. New York: Modern enment critics, who called for liberty, fraternity, and American Library. equality of man. During the early colonial experience in Lewis, R. B. 1844. Light and Truth: Collected from the Bible and Ancient and Modern History Containing the Universal History North America, ‘‘race’’ was not a term that was widely of the Colored and Indian Race; from the Creation of the World employed. Notions of difference were often couched in to the Present Time. Boston: Committee of Colored religious terms, and comparisons between ‘‘heathen’’ and Gentlemen. ‘‘Christian,’’ ‘‘saved’’ and ‘‘unsaved,’’ and ‘‘savage’’ and Morton, Samuel. 1844. Crania Aegyptiaca: Or, Observations on ‘‘civilized’’ were used to distinguish African and indige- Egyptian Ethnography Derived from Anatomy, History, and the nous peoples from Europeans. Beginning in 1661 and Monuments. Philadelphia: J. Penington. continuing through the early eighteenth century, ideas Nash, Gary. 1990. Race and Revolution. Madison, WI: Madison about race began to circulate after Virginia and other House. colonies started passing legislation that made it legal to Pennington, James, W. C. 1969 (1841). A Text Book of the enslave African servants and their children. Origins and History of the Colored People. Detroit, MI: Negro History Press. In 1735 the Swedish naturalist Carl Linnaeus com- pleted his first edition of Systema Naturae, in which he attempted to differentiate various types of people scientifi- Mia Bay cally. -
Herbert Spencer in His Own Words
Herbert Spencer In His Own Words On materialism: "What is Comte's professed aim? To give a coherent account of the progress of human conceptions. What is my aim? To give a coherent account of the progress of the external world. Comte proposes to describe the necessary and the actual, filiation of ideas. I propose to describe the necessary, and the actual, filiation of things. Comte professes to interpret the genesis of our knowledge of nature. My aim is to interpret . the genesis of the phenomena which constitute nature. The one is subjective. The other is objective" (1904, p.570). "The average opinion in every age and country is a function of the social structure in that age and country" (1891, p. 390). "There can be no complete acceptance of sociology as a science, so long as the belief in a social order not conforming to natural law survives" (1891, p. 394). Herbert Spencer (1867, 327) first posited a unity of the evolutionary process: “Evolution, then, under its primary aspect, is a change from a less coherent form to a more coherent form consequent on the dissipation of motion and integration of matter. This proves to be a character displayed equally in those earliest changes which the Universe at large is supposed to have undergone, and in those latest changes which we trace in society and the products of social life.” On the division of labor: As the population becomes more diverse in terms of occupation, experience, wealth, interests, and values, the people also become more dependent upon one another. -
Volume 38 Number 1 January 2010 Teaching Volume 38 Number 1 January 2010 Sociology
Teaching Sociology An OfficiAl JOurnAl Of the AmericAn SOciOlOgicAl AssociAtiOn ● Volume 38 ● Number 1 ● JaNuary 2010 RESEARCH ARTICLES The Undergraduate Capstone Course in the Social Sciences: Results from a Regional Survey Robert C. Hauhart and Jon E. Grahe “A Meeting of Minds”: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes Stefanie Mollborn and Angel Hoekstra Interteaching: Students as Teachers in Lower-Division Sociology Courses Ming Tsui CONVERSATIONS Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom Richard Machalek and Michael W. Martin Better Informed, Still Skeptical: Response to Machalek and Martin Betsy Lucal Teach Softly and Debunk with a Big Stick: A Response to “Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom” Chad Hanson “Evolutionary Theory Seems So Easy”: Reply to Lucal and Hanson Richard Machalek and Michael W. Martin BOOK REVIEWS FILM REVIEWS ts.sagepub.com ISSN: 0092-055X TS_cover template.indd 1 08/01/2010 5:25:39 PM Teaching Sociology Volume 38 Number 1 January 2010 Teaching Volume 38 Number 1 January 2010 Sociology Contents Guidelines for Papers Submitted to Teaching Sociology Comment from the Editor 1 Research Articles The Undergraduate Capstone Course in the Social Sciences: Results from a Regional Survey 4 Robert C. Hauhart and Jon E. Grahe “A Meeting of Minds”: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes 18 Stefanie Mollborn and Angel Hoekstra Interteaching: Students as Teachers in Lower-Division Sociology Courses 28 Ming Tsui Conversations Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom 35 Richard Machalek and Michael W. -
Constructing Jewish Bodies in Germany Through Physical Culture and Racial Pseudo-Science
Constructing Jewish Bodies in Germany through Physical Culture and Racial Pseudo-Science By: Marissa Alperin May, 2018 Abstract As industrialization heightened in Europe, so did science and technological innovation. The expanded focus on human biology, evolution and genetics coincided with the growth of racism in Europe. In Germany, one group of people who were subjugated, was the Jewish population. Since, Jewish racism was a phenomenon in Europe during the physical culture movement, scientific “findings” were used in Germany to suggest that the intellectual abilities and physical beauty of Jews were inferior to the Nordic race. As a result of social, political, economic, religious, and cultural factors, Jewish bodies were projected as being abnormal. Thus, pseudoscience was used as a tool for reinventing/protecting the German nation by preserving the blood of the glorious bodily conception of the German people. Keywords History, racism, pseudoscience, phrenology, physiognomy, eugenics, Jews, and Germany. During the physical culture movement in Europe (1850s-1920s), there was a desire to improve the health, strength, diet, athleticism, fitness, and appearance of the human body. The physical culture movement was centered on the natural living conditions of people (conditions of development and growth). In an effort to relieve human suffering caused by an increase in urbanization and industrialization and to heighten the prosperity and wellbeing of people, science and medicine were used by many Europeans, as instruments for improving health. The physical culture movement also inspired people to study and compare the physical beauty and intellectual attributes of the body to an individual’s race, in an effort to maximize the potential of the body. -
Bibliography on Racism
BIBLIOGRAPHY ON RACISM Teun A. van Dijk Version 1.0, May 31, 2007 Aarim-Heriot, N. (2003). Chinese immigrants, African Americans, and racial anxiety in the United States, 1848-82. Urbana: University of Illinois Press. AARP (Organization) , Leadership Conference on Civil Rights., & Library of Congress. (2004). Voices of civil rights. Ordinary people, extraordinary stories.. Washington, D.C.: AARP. Abad Márquez, L. V., Cucó, A., & Izquierdo Escribano, A. (1993). Inmigración, pluralismo y tolerancia. Madrid: Popular. Abanes, R. (1996). American militias. Rebellion, racism & religion. Downers Grove, Ill.: InterVarsity Press. Abanime, E. P. (1986). Ideologies of Race and Sex in Literature: Racism and Antiracism in the African Francophone Novel. College Language Association Journal, 30(2), 125-143. Abbattista, G., & Imbruglia, G. (1992). Il razzismo e le sue storie. Napoli: Edizioni scientifiche italiane. Abbattista, G., Imbruglia, G., Associazione Sigismondo Malatesta., & Convegni malatestiani sul razzismo e le sue storie (1992). Il razzismo e le sue storie. Napoli: Edizioni scientifiche italiane. Abbott, S. (1971). The prevention of racial discrimination in Britain. London New York: published for the United Nations Institute for Training and the Institute of Race Relations by Oxford U.P. Abd Allah, G. (2000). Waqa i al-yawm al-dirasi al-khass bi-al-manahij al-tarbawiyah al-ta limiyah al-Filastiniyah wa-al-Isra iliyah. al-Quds: Markaz al-Dirasat wa-al-Tatbiqat al- Tarbawiyah. Abdel-Shehid, G. (2005). Who da man? Black masculinities and sporting cultures. Toronto: Canadian Scholars' Press. Abdelaziz, T. (1987). Je, femme d'immigré. Paris: Editions du Cerf. Abdelkhalek, O. (1993). Maghrebins victimes du racisme en France, 1980-1989. -
The Concept of Social Metabolism in Classical Sociology Theomai, Núm
Theomai ISSN: 1666-2830 [email protected] Red Internacional de Estudios sobre Sociedad, Naturaleza y Desarrollo Argentina Padovan, Dario The concept of social metabolism in classical sociology Theomai, núm. 2, 2000 Red Internacional de Estudios sobre Sociedad, Naturaleza y Desarrollo Buenos Aires, Argentina Disponible en: http://www.redalyc.org/articulo.oa?id=12400203 Cómo citar el artículo Número completo Sistema de Información Científica Más información del artículo Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto REVISTA THEOMAI / THEOMAI JOURNAL The concept of social metabolism in classical sociology Dario Padovan * Department of Sociology, University of Padua. E-mail: [email protected] 1. Introduction Recently, social metabolism has been defined as "the particular form in which societies establish and maintain their material input from and output to nature; the mode in which they organize the exchange of matter and energy with their natural environment" (1). However, among early sociologists the concept of social metabolism was widely adopted. At that time it was used to describe the same process: the exchange and the transformation of matter, energy, labour and knowledge carried out between the social system and the environmental system. But it did have various different meanings. For some authors it was one concrete way in which society was embedded in cosmic evolution, which simultaneously offered models to help understand how the social system functioned; for others it was a way of describing the exchange of energy and matter between society and nature, that which permitted the reproduction of the social system and of the social achievement needed for human advancement; for others again, social metabolism was one way in which society could renew its élite.