(Re)Envisioning Orientalist North Africa: Exploring Representations Of
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Hegelian Master-Slave Dialectics: Lord Byron's Sardanapalus
English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education Hegelian Master-Slave Dialectics: Lord Byron’s Sardanapalus Marziyeh Farivar1, Roohollah R. Sistani1 & Masoumeh Mehni2 1 School of Language studies and Linguistics, UKM, Malaysia 2 University Putra Malaysia, Malaysia Correspondence: Marziyeh Farivar, School of Language Studies and Linguistics (PPBL), Faculty of Social Science and Humanities (FSSK), University Kebangsaan Malaysia, Malaysia. Tel: 60-173-264-628. E-mail: [email protected] Received: December 12, 2012 Accepted: January 3, 2013 Online Published: January 17, 2013 doi:10.5539/ells.v3n1p16 URL: http://dx.doi.org/10.5539/ells.v3n1p16 Abstract This paper intends to discuss Byron’s “Sardanapalus” by focusing on the Hegelian master-slave dialectics. Written in 1821, “Sardanapalus” presents some trends about Lord Byron’s creation of the Byronic Hero. The Byronic hero is emotional, dreamy, and impulsive. Sardanapalus, the Byronic hero, is the Assyrian King who possesses the complicated nature of both master and slave which is the focus of this article. There are encounters of masters and slaves that consciously and unconsciously take place in this dramatic verse. Sardanapalus’ relationships to his mistress, his brother-in-law and the citizens involve a complex thesis and anti-thesis. Hegelian dialectics reflect the processes of recognition of consciousness through such thesis and anti-thesis. Bondage and lordship and dependency and independency are concepts that are within these processes. Hegel explains that the identity and role of the master and slave can be recognized when they are interacting. -
The Assyrian Period the Nee-Babylonian Period
and ready to put their ban and curse on any intruder. A large collection of administrative documents of the Cassite period has been found at Nippur. The Assyrian Period The names of the kings of Assyria who reigned in the great city of Nineveh in the eighth and seventh centuries until its total destruction in 606 B.C. have been made familiar to us through Biblical traditions concerning the wars of Israel and Juda, the siege of Samaria and Jeru- salem, and even the prophet Jonah. From the palaces at Calah, Nineveh, Khorsabad, have come monumental sculptures and bas-reliefs, historical records on alabaster slabs and on clay prisms, and the many clay tab- lets from the royal libraries. Sargon, Sennacherib, Esarhaddon, Ashur- banipal- the Sardanapalus of the Greeks- carried their wars to Baby- lonia, to Elam, to the old Sumerian south on the shores of the Persian Gulf. Babylon became a province of the Assyrian Empire under the king's direct control, or entrusted to the hand of a royal brother or even to a native governor. The temples were restored by their order. Bricks stamped with the names of the foreign rulers have been found at Nip- pur, Kish, Ur and other Babylonian cities, and may be seen in the Babylonian Section of the University Museum. Sin-balatsu-iqbi was governor of Ur and a devoted servant of Ashurbanipal. The temple of Nannar was a total ruin. He repaired the tower, the enclosing wall, the great gate, the hall of justice, where his inscribed door-socket, in the shape of a green snake, was still in position. -
State and Future of the Environment in the Oriental Region
Kingdom of Morocco Ministry of Energy, Mines, Ministry of Interior Water and Environment Region of Oriental Department of Environment Regional Observatory of Environment and Sustainable Development STATE AND FUTURE OF THE ENVIRONMENT IN THE ORIENTAL REGION Ministry of Energy, Mines, Water and Environment Department of Environment National Environmental Observatory of Morocco Adress : 9, Al Araar street, Sector 16, Hay Riyad, Rabat Phone : +212 (0) 5 37 57 66 41 Fax : +212 (0) 5 37 57 66 42 www.environnement.gov.ma Regional Observatory of Environment and Sustainable Development of the Oriental Region Adress : Siège du Conseil Régional, Bd, le Prince Héritier Moulay El Hassan , Oujda Phone : +212 (0) 5 36 52 48 70 SYNTHESIS REPORT FOR DECISION MAKERS Fax : +212 (0) 5 36 52 48 64 2013 Table of Contents THE ENVIRONMENTAL INTEGRATED ASSESSMENT, 06 01 A DECISION-MAKING TOOL 1.1 WHY THE NEED FOR A REGIONAL ENVIRONMENTAL INTEGRATED 06 ASSESSMENT? 1.2 A CONSULTATIVE AND PARTICIPATIVE APPROACH 06 A REGION WITH STRONG POTENTIAL, BUT WITH SIGNIFICANT 07 02 SOCIAL AND ENVIRONMENTAL ISSUES 2.1 A PREDOMINANTLY URBAN REGION 07 2.2 AN EMERGING ECONOMIC REGION 08 2.2.1 INDUSTRY 08 2.2.2 TRADING 09 2.2.3 AGRICULTURE AND LIVESTOCK 09 2.2.4 TOURISM 09 2.2.5 CRAFTMANSHIP 10 2.2.6 MINNING AND QUARRYING ACTIVITIES 10 2.2.7 SEA FISHING 11 2.2.8 TRANSPORTATION 11 03 ENVIRONMENTAL STATE AND TRENDS OF THE REGION 12 3.1 THE WORRYING FATE OF WATER RESSOURCES 12 3.1.1 QUANTITATIVE TERMS 12 3.1.2 QUALITATIVE TERMS 13 3.2 WASTEWATER SANITATION, AN ONGOING MANAGEMENT -
A Bestiary of the Arts
LA LETTRE ACADEMIE DES BEAUX-ARTS A BESTIARY OF THE ARTS 89 Issue 89 Spring 2019 Editorial • page 2 News: Annual Public Meeting of the Five Academies News: Installations under the Coupole: Adrien Goetz and Jacques Perrin News: Formal Session of the Académie des beaux-arts • pages 3 to 7 Editorial The magnificent Exhibition: “Oriental Visions: Cynocephalus adorning the cover of this edition of From Dreams into Light” La Lettre emanates a feeling of peaceful strength Musée Marmottan Monet true to the personality of its author, Pierre-Yves • pages 8 and 9 File: Trémois, the oldest member of the Académie des Beaux-Arts after being elected to Paul Lemangy’s “A bestiary of the arts” seat on 8 February 1978. • pages 10 to 34 Through the insatiable curiosity and astounding energy that he brings to the table at the age of News: “Concerts for a seat” ninety-eight, Pierre-Yves Trémois shows us Elections: Jean-Michel Othoniel, the extent to which artistic creation can be Marc Barani, Bernard Desmoulin, regenerative, especially when it is not seeking to conform to any passing trend. News: The Cabinet des estampes de la In May 2017 we elected forty-three year-old composer Bruno Mantovani to Jean bibliothèque de l’Institut Prodromidès’ seat. Tribute: Jean Cortot Watching the two passionately converse about art, we realized that the half • pages 35 to 37 century separating them was of no importance. The Académie des Beaux-Arts is known for the immense aesthetic diversity Press release: “Antônio Carlos Jobim, running throughout its different sections. highly-elaborate popular music” This reality is in stark contrast with academicism. -
Reporting Sexual Violence May 2021 Monthly News Brief
May Reporting Sexual Violence 2021 Monthly News Brief This Monthly News Brief bears testimony to the brave survivors who speak about sexual violence by state bodies or conflict actors. Most events of sexual violence are never reported. This compilation is neither complete nor representative of the extent or nature of sexual violence in general. It brings together dispersed accounts about survivors from around the world who broke the silence. Past editions: April 2021; March 2021. Visit our website, join our mailing list, follow us on Twitter Survey Sexual assault and abuse against military and police peacekeepers in UN and AU Missions. This survey is for individuals with knowledge on this topic. You do not have to have personal experience of harassment or abuse to participate and you can share as little or as much about your experiences as you feel comfortable. Participation in either of these activities is voluntary and you will not be compensated for your participation. If you are interested in completing an anonymous survey, please visit this link. The survey is sponsored by the Elsie Initiative for Women in Peace Operations and will result in a report published by the Women, Peace and Security program at the International Peace Institute. Reporting Sexual Violence By state bodies or conflict actors that particularly targets IDPs and refugees, aid, health workers or educators or students among others. Africa Burkina Faso Around 24 May 2021: In Beldiabe village, Markoye department, Oudalan province, two women were raped during the night by ISWAP militants. Source: ACLED1 17 May 2021: In Doubakuin hamlet, Tansila department, Banwa province, a woman was raped by suspected JNIM- affiliated Katiba Macina militants. -
Apport Du Modèle Géologique 3D À L'étude De La Structure De L'aquifère
Bulletin de l’Institut Scientifique, Rabat, Section Sciences de la Terre, 2013, n° 35, 53–61. Apport du modèle géologique 3D à l’étude de la structure de l’aquifère profond d’Aïn Béni Mathar, Maroc Oriental Contribution of the 3D geological model to the study of the Aïn Béni Mathar deep aquifer structure, Eastern Morocco. Mostafa BOUAZZA1,2*, Driss KHATTACH1, Mohammed Rachid HOUARI1 & Olivier KAUFMANN3 1. Université Mohammed Premier, Faculté des Sciences, Laboratoire LGA et COSTE, Avenue Mohammed VI, B.P : 717, Oujda, Maroc *([email protected]; [email protected]; [email protected]). 2. Agence du Bassin Hydraulique de la Moulouya, BP. 703, Oujda, Maroc. 3. Faculté Polytechnique, Université de Mons, Belgique ([email protected]). Résumé. L’aquifère profond d’Aïn Béni Mathar est un important réservoir d’eau au Maroc. Il est formé de calcaires dolomitiques du Jurassique et mis en charge sous un recouvrement généralement argilo-marneux d’âge mio-plio-quaternaire. Vu que c’est la seule ressource en eau d’une région connue par son climat aride et la pénurie de ses eaux de surface, la nappe est de plus en plus sollicitée à des fins multiples. Il en résulte une baisse lente mais continue de son niveau piézométrique, constituant ainsi un problème non encore résolu. Les informations sur cette nappe sont encore fragmentaires et insuffisantes, en raison de sa large étendue et de sa profondeur importante. Dans le but d’améliorer la connaissance de cet aquifère, un modèle géologique 3D a été élaboré dans cette étude. Il a été construit à partir des informations fournies par les cartes géologiques et par 174 sondages mécaniques. -
Technical Note 1: Morocco GIS Data Eduardo A. Haddad and Jack Yugo
Technical Note 1: Morocco GIS Data Eduardo A. Haddad and Jack Yugo Yoshida 1. Regions, Provinces and Municipalities Maps The shape files of administrative boundaries were provided by e-mail (by AIT ALI Abdelaaziz [[email protected]]) on 16/10/2015. The country was divided into Regions, Provinces and Municipalities. Between 1997 and 2015, Morocco was organized in 16 Regions; afterwards Morocco administers officially 12 Regions. The Figure below represents these shape files. Morocco Regions 2. Road Network Map The road network data were taken from OpenStreetMap (http://www.openstreetmap.org/). This is a free and editable map built by volunteers and released with an open-content license. The data from OpenStreetMap were downloaded from Geofabrik’s free download server. (http://download.geofabrik.de/index.html). The road network in OpenStreetMap is classified by a tag named “highway” that is any road, route, way, or thoroughfare on land which connects one location to another and has been paved or otherwise improved to allow travel by some conveyance, including motorized vehicles, cyclists, pedestrians, horse riders, and others (but not trains). The table below (extracted from http://wiki.openstreetmap.org/wiki/Map_Features) describes how the road network is classified by the OpenStreetMap. Main tags for the road network Key Value Element Comment Rendering Photo A restricted access major divided highway, normally with 2 or more running highway motorway lanes plus emergency hard shoulder. Equivalent to the Freeway, Autobahn, etc.. The most important roads in a country's system that highway trunk aren't motorways. (Need not necessarily be a divided highway). -
Title: Pastel Painting Grade Level: K - 12 Length: 2 – 45 Min
Title: Pastel Painting Grade Level: k - 12 Length: 2 – 45 min. Visual Arts Benchmarks: VA.68.C.2.3, VA.68.C.3.1, V.A.S.1.4, VA.68.S.2.1, VA.68.S.2.3, VA.68.S.3.4, VA.68.O.1.2, VA.68.O.2.4, VA.68.H.2.3, VA.68.H.3.3, VA.68.F.2.1, VA.68.F.3.4, VA.68.S.3.1, VA.68.C.1.3 Additional Required Benchmarks: LACC.68.RST.2.4, MACC.6.G.1, MACC.7.G.1, MACC.K12.MP.7, LACC.6.SL.2.4, MACC.K12.MP.6 Objectives / Learning Goals: Students explore a combination of Drawing and Painting mediums and techniques to create an impasto piece of artwork that reflects Vincent van Gogh’s unique painting style and imaginative use of color theory. Vocabulary: impasto, pastel, tempera paint, Impressionism, Post- Impressionism, Vincent van Gogh, still life, landscape, portrait, self-portrait, color theory, picture plane, pattern, design Materials: white tempera paint, soft pastels, black construction paper, styrofoam trays, paper towels, sponges, pencils, rulers (optional) Instructional Resources: Pastel Painting power point, Vincent van Gogh art reproductions, Visual Arts textbooks Instructional Delivery of Project: 1. Introduce, analyze, discuss, and evaluate a variety of Vincent van Gogh’s paintings (Pastel Painting ppt.) with emphasis on his subject mater, and use of color theory and painting techniques. Follow with teacher-directed journal reflections. 2. Demonstrate the impasto technique of dipping pastels into white tempera paint and applying to surface of black construction paper. -
Regional Disparities in Development in Morocco: Statistical Analyses Using Dispersion Indicators and Multidimensional Techniques
Munich Personal RePEc Archive Regional disparities in development in Morocco: Statistical analyses using dispersion indicators and multidimensional techniques Bakour, Chafik and Abahamid, Mohamed Yassine Tangier School of Business and Management 18 October 2019 Online at https://mpra.ub.uni-muenchen.de/97105/ MPRA Paper No. 97105, posted 02 Dec 2019 10:19 UTC Regional disparities in development in Morocco: Statistical analyses using dispersion indicators and multidimensional techniques Prepared by Chafik Bakour1 Mohamed Yassine Abahamid2 Abstract : Regional disparities constitute a real socio-economic problem, reflecting an inequitable distribution of resources and opportunities on the population of the same country, with disastrous economic, social and political consequences. The objective of this article is to extend the discussion on regional disparities, by focusing on the socio-economic dimensions, we have opted for unidimensional statistical approaches by highlighting the distribution and dispersion of a set of socio-economic indicators covering education and employment, health, housing conditions and poverty and living standards; and multidimensional techniques that allowed us to design a synthetic regional development indicator, classify the regions according to the level of development, highlight the gaps and finally draw a development map in Morocco. The analysis of regional disparities through the distribution of the values of the elementary indicators, then the composite social development index, and the regional development -
Self-Portrait on Paper
Self-portrait on Paper Related Visual and Performing Arts Subjects: English-Language Arts Grades: 3-5 Medium: Chalk pastel Author: MCASD Office of Education Time: 90 minute lesson Summary: In this lesson, students will be guided into cre- ating their own self-portrait in steps using col- ored pastels. They will also use their self- portraits as a springboard to write a personal narrative. Materials: Sketchbooks (or unlined paper) Pencils Rulers Chalk pastels Baby wipes (if no sink is available) Pre-made color wheel Color wheels Mirrors Lined paper for personal narrative Strong hairspray or fixative Glossary: Portrait – a picture an artist makes of a person, usually portraying the face. Primary colors – the colors red, blue, and yellow that along with black and white make up all other colors. Primary colors cannot be made by mixing other colors. Secondary colors – when two primaries are mixed together to create a new color. Self-portrait – a portrait that an artist paints of himself or herself. Preparation for Teachers: Prepare images of self portraits – transparencies, handouts, PowerPoint presentations, etc. For digital files of the museum image in this packet, email [email protected]. Practice drawing a self-portrait to feel comfortable with the example. Pre-project class discussion: Begin by stating the objective of the lesson – creating a self-portrait using pencil and chalk. Show examples of self portraits. Ask questions to guide discussion: Why do artists make portraits and self-portraits? What can we learn about the individuals depicted by studying self-portraits? What do you observe? Begin talking about color: What feelings do colors give us? Where do we see people using color to get our attention (TV, advertising, etc.)? What if you only had red, yellow and blue? Could you make other colors from these three? Briefly go over the color wheel. -
Lesson Plans All Grade Levels Preschool Art Ideas
Lesson Plans All Grade Levels Preschool Art Ideas Children of preschool age and younger can make colorful pictures of their own that look great on all Art to Remember products. Here are several examples that have worked well with past customers. See more at www.ArttoRemember.com! Handprint and footprint art can be used to make anything from fun bugs, tame or wild animals and funny frogs and fish! Hand Stamp Flower Painting Preschool Objective Children will learn about colors, textures, and different art mediums. Textured Background Sponged Background Required Materials Pictures of flowers from seed catalogues, calendars, fresh flowers, silk flowers, and artists floral paintings 8" x 10.5" art paper provided by Art to Remember Washable paint, (tempera or poster paint but not fluorescent), crayons (large), texture boards or any material that has a texture on it, paint brushes, Styrofoam trays or cookie sheets Instructions 1. Prepare background. Place paper over textured surface and rub surface lightly with broad side of color crayons that have had paper removed. You may overlap several colors for a different effect. Sponge painting the background is another option. 2. Painting process. Pour small amounts of paint in trays in a variety of colors. Press child’s hand in desired color and carefully print on an area of paper where flower is to be placed. Add one or more flowers to complete stamping. Using paint brushes, have the children add leaves and details to complete their paintings. 3. Print name legibly at least an inch from the edge of the paper so the name will not be lost in printing. -
Historical Painting Techniques, Materials, and Studio Practice
Historical Painting Techniques, Materials, and Studio Practice PUBLICATIONS COORDINATION: Dinah Berland EDITING & PRODUCTION COORDINATION: Corinne Lightweaver EDITORIAL CONSULTATION: Jo Hill COVER DESIGN: Jackie Gallagher-Lange PRODUCTION & PRINTING: Allen Press, Inc., Lawrence, Kansas SYMPOSIUM ORGANIZERS: Erma Hermens, Art History Institute of the University of Leiden Marja Peek, Central Research Laboratory for Objects of Art and Science, Amsterdam © 1995 by The J. Paul Getty Trust All rights reserved Printed in the United States of America ISBN 0-89236-322-3 The Getty Conservation Institute is committed to the preservation of cultural heritage worldwide. The Institute seeks to advance scientiRc knowledge and professional practice and to raise public awareness of conservation. Through research, training, documentation, exchange of information, and ReId projects, the Institute addresses issues related to the conservation of museum objects and archival collections, archaeological monuments and sites, and historic bUildings and cities. The Institute is an operating program of the J. Paul Getty Trust. COVER ILLUSTRATION Gherardo Cibo, "Colchico," folio 17r of Herbarium, ca. 1570. Courtesy of the British Library. FRONTISPIECE Detail from Jan Baptiste Collaert, Color Olivi, 1566-1628. After Johannes Stradanus. Courtesy of the Rijksmuseum-Stichting, Amsterdam. Library of Congress Cataloguing-in-Publication Data Historical painting techniques, materials, and studio practice : preprints of a symposium [held at] University of Leiden, the Netherlands, 26-29 June 1995/ edited by Arie Wallert, Erma Hermens, and Marja Peek. p. cm. Includes bibliographical references. ISBN 0-89236-322-3 (pbk.) 1. Painting-Techniques-Congresses. 2. Artists' materials- -Congresses. 3. Polychromy-Congresses. I. Wallert, Arie, 1950- II. Hermens, Erma, 1958- . III. Peek, Marja, 1961- ND1500.H57 1995 751' .09-dc20 95-9805 CIP Second printing 1996 iv Contents vii Foreword viii Preface 1 Leslie A.