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Ancient Greek Vessels Pattern and Image
ANCIENT GREEK VESSELS PATTERN AND IMAGE 1 ACKNOWLEDGMENTS It is my pleasure to acknowledge the many individuals who helped make this exhibition possible. As the first collaboration between The Trout Gallery at Dickinson College and Bryn Mawr and Wilson Colleges, we hope that this exhibition sets a precedent of excellence and substance for future collaborations of this sort. At Wilson College, Robert K. Dickson, Associate Professor of Fine Art and Leigh Rupinski, College Archivist, enthusiasti- cally supported loaning the ancient Cypriot vessels seen here from the Barron Blewett Hunnicutt Classics ANCIENT Gallery/Collection. Emily Stanton, an Art History Major, Wilson ’15, prepared all of the vessels for our initial selection and compiled all existing documentation on them. At Bryn Mawr, Brian Wallace, Curator and Academic Liaison for Art and Artifacts, went out of his way to accommodate our request to borrow several ancient Greek GREEK VESSELS vessels at the same time that they were organizing their own exhibition of works from the same collection. Marianne Weldon, Collections Manager for Special Collections, deserves special thanks for not only preparing PATTERN AND IMAGE the objects for us to study and select, but also for providing images, procuring new images, seeing to the docu- mentation and transport of the works from Bryn Mawr to Carlisle, and for assisting with the installation. She has been meticulous in overseeing all issues related to the loan and exhibition, for which we are grateful. At The Trout Gallery, Phil Earenfight, Director and Associate Professor of Art History, has supported every idea and With works from the initiative that we have proposed with enthusiasm and financial assistance, without which this exhibition would not have materialized. -
Anthropozine | April 2015
Feel free to distribute this PDF Please! You can share this work to your heart’s content because we are CC-BY, the most open Creative Commons license. Send the file to your students, share it on your department listserv, throw up the link on your social networks, and post it on your homepage. If you run off 5-10 copies on your department copier and leave them lying around where students will find them we will know and think you’re cool. You’re thinking about printing it double-sided with a staple right now and we’re all like, “Yeah. Do it.” Then at happy hour we talk about how excellent your taste in books and music is. Welcome to Anthropozine Anthropozine, a venue for undergraduate work of and inspired by anthropology, is a special publication of anthronow.com. Look for us in April, September, and December, in coordination with our print publication, Anthropology Now. This is our first issue! It’s like a collector’s item! We welcome submissions from current and recently graduated college students of any major on topics relevant to anthropology and culture. Our April and September issues will revolve around a specific theme. The December issues will be open topic. September’s theme is the Body. To learn more about how to submit, check our call for submissions on page 5 and visit our website https://anthropozine.wordpress.com/. Special Issue: Food What’s for dinner? An ancient question, with many different answers. In this month’s issue our authors reflect on how their foodways are representative of diverse cultures and how significant life events continue to shape and inform their changing diets. -
Halušky with Sauerkraut
Halušky with Sauerkraut 4 servings Active Time: 35 min. Total Time: 35 min. Level of Advancement: 1/5 Halušky are most likely the easiest pasta meal made from scratch. It is superfast and at the same time, super tasty. Halušky are a traditional Slovak Shepherd’s meal. Ingredients: Halušky batter: 2 LB of potatoes 1 large egg ½ TSP of salt 2 ½ cups of all-purpose flour Sauerkraut: 2 TBSP of frying oil - adjust if needed 1 large onion - peeled and finely chopped ½ LB of bacon - chopped into small pieces * 1 LB of Sauerkraut (drained, amount before draining) ½ Stick (2 OZ) of butter ½ TSP of salt ½ TSP of ground pepper * Skip for a vegetarian option Tools: Chef's Knife & Cutting Board Measuring Spoons & Measuring Cups Peeler Box Grater or Kitchen Mixer with Grater Attachment or Food Processor Immersion Blender or Food Processor or Blender 2 Large Mixing Bowls (about 8 QT or more) Silicone Spatula Large Sauce Pan or Medium Pot (about 6 QT) Large Fry Pan or Large Stir Fry Pan - Wok or Large Sauté Pan (12" or more) Halusky/Spaetzle Press or Colander (with Holes about ¼”) Strainer www.cookingwithfamily.com Cooking with Family © 2021 1 Directions: 1. Potato preparation: 1.1. Briefly rinse the potatoes under cold water and then peel. 1.2. Shred the potatoes into a large mixing bowl. Use the fine-sized holes for shredding. 2. Halušky batter: 2.1. Add: 1 large egg ½ TSP of salt Thoroughly stir together with a spatula until nicely combined. 2.2. Process until smooth with an immersion blender. 2.3. -
Breakfast Cereal: Porridge
Healthy Eating/ Gola/Mr. Conlon Student: ________________ Breakfast Cereal: Porridge “Morning, Did you know that Porridge is a great way to start the day? It’s full of vitamins, minerals, fibre and low in salt and sugar. My wife here makes really tasty porridge. Here’s her recipe. Enjoy!” Colour the Bears Benefits of Porridge Oats Clean the arteries in your body Help protect against cancer & heart disease Help lower cholesterol Help keep obesity at bay Reduce blood pressure and are a good source of vitamin B1 crucial for the nervous system Colour the Pictures OATS Healthy Eating/ Gola/Mr. Conlon Student: ________________ Mama Bear’s Recipes (4 types of porridge) MMMH Ingredients MMH MMH!! For basic porridge which serves 4 bears 200 g rolled oats 750 ml milk or water sea salt Place the oats and milk/water in a pan with a small pinch of sea salt Put on a medium heat Bring to a steady simmer for 5 to 6 minutes, stirring as often as you can to give a smooth creamy porridge Add the ingredients below for blackberry and apple porridge 1 apple 2-3 tablespoons runny honey, to taste 100 g blackberries for banana, almond and cinnamon porridge 2 ripe bananas 30 g flaked almonds ½ teaspoon ground cinnamon 2 tablespoons poppy seeds 2-3 tablespoons maple syrup or runny honey, to taste for apple, maple syrup and pecan porridge 1 apple 30 g pecans 2-3 tablespoons maple syrup, to taste Healthy Eating/ Gola/Mr. Conlon Student: ________________ Answer the questions on Mama Bear’s Recipes 1. -
Greens, Beans & Groundnuts African American Foodways
Greens, Beans & Groundnuts African American Foodways City of Bowie Museums Belair Mansion 12207 Tulip Grove Drive Bowie MD 20715 301-809-3089Email: [email protected]/museum Greens, Beans & Groundnuts -African American Foodways Belair Mansion City of Bowie Museums Background: From 1619 until 1807 (when the U.S. Constitution banned the further IMPORTATION of slaves), many Africans arrived on the shores of a new and strange country – the American colonies. They did not come to the colonies by their own choice. They were slaves, captured in their native land (Africa) and brought across the ocean to a very different place than what they knew at home. Often, slaves worked as cooks in the homes of their owners. The food they had prepared and eaten in Africa was different from food eaten by most colonists. But, many of the things that Africans were used to eating at home quickly became a part of what American colonists ate in their homes. Many of those foods are what we call “soul food,” and foods are still part of our diverse American culture today. Food From Africa: Most of the slaves who came to Maryland and Virginia came from the West Coast of Africa. Ghana, Gambia, Nigeria, Togo, Mali, Sierra Leone, Benin, Senegal, Guinea, the Ivory Coast are the countries of West Africa. Foods consumed in the Western part of Africa were (and still are) very starchy, like rice and yams. Rice grew well on the western coast of Africa because of frequent rain. Rice actually grows in water. Other important foods were cassava (a root vegetable similar to a potato), plantains (which look like bananas but are not as sweet) and a wide assortment of beans. -
Technical Specifications for Kitchen Utensils
Technical Specifications for Kitchen Utensils Ref. Code: ITEM 1 - Polycarbonate inmate food Tray ( 40cm x 28cm ) KA-41 Made of polycarbonate Dishwasher safe with stacking lugs for faster drying Measures 40 cm wide by 30 cm deep by cm high Rounded edges for safer handling Six compartments for a greater variety of serving combinations, including cup holders Superior resistance to food acids, oils and stains Smooth surface and rounded interior for easier cleaning Almond colour Ref. Code: ITEM 2 - Polycarbonate cup –rigid (250 ml ) KA-42 250ml Made of polycarbonate Dishwasher safe Accommodates both cold and hot beverages; stays cool to the touch for hot beverage service Lightweight, durable and shatterproof Pebbled texture provides slip-resistance and hides wear and tear Tapered sides for easy stacking and pulling apart Stain, chip and scratch resistant Translucent amber color Ref. Code: ITEM 3 - Stainless steel Inmate food Tray KA-43 • Stainless steel 201 with weight more than 442 g divided in 5 parts. • Height minimum 2.5 cm. • Material thickness minimum 0.5 mm • ( 40cm x 28cm) Ref. Code: ITEM 4 - Polycarbonate dish for soup – PVC- rigid ( 22cm) KA-44 • Made of polycarbonate • Bowl diameter 22-24 cm • Capacity 350-360 ml Ref. Code: ITEM 5 - Plastic dish for salad – PVC- rigid KA-45 • Made of polycarbonate • Bowl diameter 22-24 cm • Capacity 225-250 ml ITEM 6- Heavy Duty Frying-pan from ( 2 set of 6 pcs from the biggest until Ref. Code: the smallest size) KA-46 Set of 6 Pcs from the biggest until the smallest size) Size fir the biggest one : 30-035 x 15-19.0-15 x 2.5 6.0 • Weight: 0.6-1.5 kg • Material: stainless steel Ref. -
Rethinking Beans and Rice.Docx
ReThinking Beans and Rice By Angi Schneider, Carol J. Alexander, Andrea Fabry, Tessa Zundel, Krystyna Thomas, Stephanie Stevens and Rebecca Shirk All contents copyright ©2014 Angi Schneider All rights reserved. This ebook is a collaborative effort by the authors to help those who are unemployed or underemployed. It is offered as a bonus to those who purchase Hope - Thriving While Unemployed during the first two weeks of its release date. Please do not distribute or copy this ebook without the expressed written consent of Angi Schneider. If in PDF form, it may be stored on your computer. This publication may be printed for personal use only. Disclaimer The information in this book is based on the authors’ opinion, knowledge and experience. The publisher and author will not be held liable for the use or misuse of the information contained herein. Introduction This ebooklet is a collaborative effort on the part of SchneiderPeeps, Spring Mountain Living, The Homestead Lady, Everything Home With Carol, It Takes Time, MomPrepares and Letters From Sunnybrook. Our hope is that this ebooklet will help you spend less money on groceries without compromising nutrition. You do not have to eat cheap processed food just to stay within your budget. All of the contributors have blogs full of fun, frugal and (mostly) nutritious recipes. Please feel free to visit each blog linked above. Sometimes beans and rice (or rice and beans) get a bad rap. However, beans and rice can be a great way to stretch your grocery dollars. And, contrary to popular belief, the meals don’t have to be boring. -
Hot Meals Menu
WEDNESDAY FEBRUARY 24TH Hot Meals BREAKFAST MONDAY FEBRUARY 22ND TUESDAY FEBRUARY 23RD SAUSAGE, CHEESE AND EGG BAGEL, Menu BREAKFAST BREAKFAST MELTED CHEESE, POTATO WEDGES SUNRISE BREAKFAST SANDWICH, SCRAMBLE EGGS, BACON AND OR VEGETARIAN: All hot meals are prepared SOURDOUGH BREAD, BACON, EGGS, SAUSAGE, PANCAKES, BREAKFAST SAUSAGE, CHEESE AND EGG BAGEL, at Islands Café and Served CHEESE, SERVED WITH TATER TOTS POTATOES MELTED CHEESE, POTATO WEDGES OR VEGETARIAN: OR VEGETARIAN: LUNCH at Freudian Sip in the SUNRISE BREAKFAST SANDWICH, SCRAMBLE EGGS AND EXTRA NEW ORLEANS PASTA, PENNE PASTA, Library SOURDOUGH BREAD, BACON, EGGS, PANCAKES, BREAKFAST POTATOES BLACKENED CHICKEN, CAJUN CHEESE, SERVED WITH TATER TOTS LUNCH SAUSAGE, BELL PEPPERS, TOMATOES, LUNCH TURKEY, SWISS AND BACON MELT, Hot meals times: ONIONS AND MUSHROOMS, CREOLE ORANGE CHICKEN, STEAMED RICE TOASTED CIABATTA BREAD, GARLIC Monday – Friday: CREAM SAUCE AND SESAME SCENTED VEGETABLES AIOLI, ONIONS AND TOMATOES breakfast: 7am‐9:30am OR VEGETARIAN: OR VEGETARIAN: OR VEGETARIAN: lunch: 11am‐1:30pm NEW ORLEANS PASTA, PENNE PASTA, ORANGE TOFU, STEAMED RICE AND GRILLED VEGETABLE PESTO MELT, dinner: 5pm‐8pm ROASTED SQUASH, BELL PEPPERS, SESAME SCENTED VEGETABLES TOASTED CIABATTA BREAD, GARLIC Saturday & Sunday: TOMATOES, ONIONS AND lunch/brunch: 10am‐2pm DINNER AIOLI, ONIONS AND TOMATOES MUSHROOMS, CREOLE CREAM SAUCE CHICKEN CAPRESE, BREADED DINNER dinner: 4pm‐8pm CHICKEN, LAYERED WITH TOMATOES, TACO TUESDAY, CHICKEN PASTOR, Retail prices: DINNER FRESH MOZZARELLA AND A TOMATO -
Beans + Rice = a Complete Protein for Global Nutrition
HEALTHY FOR LIFE® EDUCATIONAL EXPERIENCES GIHC1 GLOBALLY INSPIRED HOME COOKING Beans + Rice = A Complete OBJECTIVES: Describe the nutritional Protein for Global Nutrition benefits of eating beans and rice (both together Time: 75 Minutes (1 recipe prepared); 95 Minutes (2 recipes prepared) and separately). Identify different types of beans Learn why pairing these two simple ingredients creates a complete and different types of rice. protein and why beans-and-rice dishes have become culinary staples List two healthy cooking tips across the globe. Learn how various countries make this combination for beans and/or rice. their own with unique preparations. Describe cooking traditions for beans and rice in other countries. SETUP ACTIVITY (20-40 Minutes) • Review the resource list and print it out. • The class will divide into two groups. Each will Purchase all necessary supplies after reviewing prepare the same or a different beans-and- the HFL Cost Calculator. rice recipe. • Set up demo station with the necessary activity resources. RECAP (10 Minutes) • Provide computer, internet access, and • Pass out handout(s) and invite participants projector, if available. to taste the healthy dish or dishes. Ask each participant to share one learning from INTRO (10 Minutes) the lesson. • Welcome participants and introduce yourself. GOAL SETTING/CLOSING (15 Minutes) • Take care of any housekeeping items (closest bathroom, water fountain, etc.). • Engage in a goal setting activity from the bank of options provided in the Welcome Toolkit. • Give a brief description of the educational Pass out the Setting SMART Goals handout experience. to participants. • Engage in an icebreaker to gauge topic • Thank participants and encourage them to knowledge from the bank of options provided join the next activity. -
Bowl Round 5 Bowl Round 5 First Quarter
NHBB B-Set Bowl 2017-2018 Bowl Round 5 Bowl Round 5 First Quarter (1) The remnants of this government established the Republic of Ezo after losing the Boshin War. Two and a half centuries earlier, this government was founded after its leader won the Battle of Sekigahara against the Toyotomi clan. This government's policy of sakoku came to an end when Matthew Perry's Black Ships forced the opening of Japan through the 1854 Convention of Kanagawa. For ten points, name this last Japanese shogunate. ANSWER: Tokugawa Shogunate (or Tokugawa Bakufu) (2) Xenophon's Anabasis describes ten thousand Greek soldiers of this type who fought Artaxerxes II of Persia. A war named for these people was won by Hamilcar Barca and led to his conquest of Spain. Famed soldiers of this type include slingers from Rhodes and archers from Crete. Greeks who fought for Persia were, for ten points, what type of soldier that fought not for national pride, but for money? ANSWER: mercenary (prompt on descriptive answers) (3) The most prominent of the Townshend Acts not to be repealed in 1770 was a tax levied on this commodity. The Dartmouth, the Eleanor, and the Beaver carried this commodity from England to the American colonies. The Intolerable Acts were passed in response to the dumping of this commodity into a Massachusetts Harbor in 1773 by members of the Sons of Liberty. For ten points, identify this commodity destroyed in a namesake Boston party. ANSWER: tea (accept Tea Act; accept Boston Tea Party) (4) This location is the setting of a photo of a boy holding a toy hand grenade by Diane Arbus. -
Greek Pottery Gallery Activity
SMART KIDS Greek Pottery The ancient Greeks were Greek pottery comes in many excellent pot-makers. Clay different shapes and sizes. was easy to find, and when This is because the vessels it was fired in a kiln, or hot were used for different oven, it became very strong. purposes; some were used for They decorated pottery with transportation and storage, scenes from stories as well some were for mixing, eating, as everyday life. Historians or drinking. Below are some have been able to learn a of the most common shapes. great deal about what life See if you can find examples was like in ancient Greece by of each of them in the gallery. studying the scenes painted on these vessels. Greek, Attic, in the manner of the Berlin Painter. Panathenaic amphora, ca. 500–490 B.C. Ceramic. Bequest of Mrs. Allan Marquand (y1950-10). Photo: Bruce M. White Amphora Hydria The name of this three-handled The amphora was a large, two- vase comes from the Greek word handled, oval-shaped vase with for water. Hydriai were used for a narrow neck. It was used for drawing water and also as urns storage and transport. to hold the ashes of the dead. Krater Oinochoe The word krater means “mixing The Oinochoe was a small pitcher bowl.” This large, two-handled used for pouring wine from a krater vase with a broad body and wide into a drinking cup. The word mouth was used for mixing wine oinochoe means “wine-pourer.” with water. Kylix Lekythos This narrow-necked vase with The kylix was a drinking cup with one handle usually held olive a broad, relatively shallow body. -
A Standard for Pottery Analysis in Archaeology
A Standard for Pottery Analysis in Archaeology Medieval Pottery Research Group Prehistoric Ceramics Research Group Study Group for Roman Pottery Draft 4 October 2015 CONTENTS Section 1 Introduction 1 1.1 Aims 1 1.2 Scope 1 1.3 Structure 2 1.4 Project Tasks 2 1.5 Using the Standard 5 Section 2 The Standard 6 2.1 Project Planning 6 2.2 Collection and Processing 8 2.3 Assessment 11 2.4 Analysis 13 2.5 Reporting 17 2.6 Archive Creation, Compilation and Transfer 20 Section 3 Glossary of Terms 23 Section 4 References 25 Section 5 Acknowledgements 27 Appendix 1 Scientific Analytical Techniques 28 Appendix 2 Approaches to Assessment 29 Appendix 3 Approaches to Analysis 33 Appendix 4 Approaches to Reporting 39 1. INTRODUCTION Pottery has two attributes that lend it great potential to inform the study of human activity in the past. The material a pot is made from, known to specialists as the fabric, consists of clay and inclusions that can be identified to locate the site at which a pot was made, as well as indicate methods of manufacture and date. The overall shape of a pot, together with the character of component parts such as rims and handles, and also the technique and style of decoration, can all be studied as the form. This can indicate when and how a pot was made and used, as well as serving to define cultural affinities. The interpretation of pottery is based on a detailed characterisation of the types present in any group, supported by sound quantification and consistent approaches to analysis that facilitate comparison between assemblages.