The Labyrinth As Time Art
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English Turf Labyrinths Jeff Saward
English Turf Labyrinths Jeff Saward Turf labyrinths, or ‘turf mazes’ as they are popularly known in Britain, were once found throughout the British Isles (including a few examples in Wales, Scotland and Ireland), the old Germanic Empire (including modern Poland and the Czech Republic), Denmark (if the frequently encountered Trojaborg place-names are a reliable indicator) and southern Sweden. They are formed by cutting away the ground surface to leave turf ridges and shallow trenches, the convoluted pattern of which produces a single pathway, which leads to the centre of the design. Most were between 30 and 60 feet (9-18 metres) in diameter and usually circular, although square and other polygonal examples are known. The designs employed are a curious mixture of ancient classical types, found throughout the region, and the medieval types, found principally in England. Folklore and the scant contemporary records that survive suggest that they were once a popular feature of village fairs and other festivities. Many are found on village greens or commons, often near churches, but sometimes they are sited on hilltops and at other remote locations. By nature of their living medium, they soon become overgrown and lost if regular repair and re-cutting is not carried out, and in many towns and villages this was performed at regular intervals, often in connection with fairs or religious festivals. 50 or so examples are documented, and several hundred sites have been postulated from place-name evidence, but only eleven historic examples survive – eight in England and three in Germany – although recent replicas of former examples, at nearby locations, have been created at Kaufbeuren in Germany (2002) and Comberton in England (2007) for example. -
Literature (LIT) 1
Literature (LIT) 1 LITERATURE (LIT) LIT 113 British Literature i (3 credits) LIT 114 British Literature II (3 credits) LIT 115 American Literature I (3 credits) LIT 116 Amercian Literature II (3 credits) LIT 132 Introduction to Literary Studies (3 credits) This course prepares students to understand literature and to articulate their understanding in essays supported by carefully analyzed evidence from assigned works. Major genres and the literary terms and conventions associated with each genre will be explored. Students will be introduced to literary criticism drawn from a variety of perspectives. Course Rotation: Fall. LIT 196 Topics in Literature (3 credits) LIT 196A Topic: Images of Nature in American Literature (3 credits) LIT 196B Topic: Gothic Fiction (3 credits) LIT 196C Topic: American Detective Fiction (3 credits) LIT 196D Topic: The Fairy Tale (3 credits) LIT 196H Topic: Literature of the Supernatural (4 credits) LIT 196N Topic: American Detective Fiction for Nactel Program (4 credits) LIT 200C Global Crossings: Challenge & Change in Modern World Literature - Nactel (4 credits) Students in the course will read literature from a range of international traditions and will reach an understanding and appreciation of the texts for the ways that they connect and diverge. The social and historical context of the works will be explored and students will take from the course some understanding of the environments that produced the texts. LIT 200G Topic: Pulitzer Prize Winning Novels-American Life (3 credits) LIT 200H Topic: Poe and Hawthorne (3 credits) LIT 201 English Drama 900-1642 (3 credits) LIT 202 History of Film (3 credits) The development of the film from the silent era to the present. -
The Minotaur in Phaedo's Labyrinth: Philosophy's Necessary Myth
Trinity College Trinity College Digital Repository Trinity Publications (Newspapers, Yearbooks, The Trinity Papers (2011 - present) Catalogs, etc.) 2016 The Minotaur in Phaedo’s Labyrinth: Philosophy’s Necessary Myth Gregory Convertito Trinity College, Hartford Connecticut Follow this and additional works at: https://digitalrepository.trincoll.edu/trinitypapers Part of the Classical Literature and Philology Commons Recommended Citation Convertito, Gregory, "The Minotaur in Phaedo’s Labyrinth: Philosophy’s Necessary Myth". The Trinity Papers (2011 - present) (2016). Trinity College Digital Repository, Hartford, CT. https://digitalrepository.trincoll.edu/trinitypapers/43 The Minotaur in Phaedo’s Labyrinth: Philosophy’s Necessary Myth Gregory Convertito Plato’s Phaedo is a confusing dialogue. It takes place after the Apology and the Crito, on Socrates’s last night before his execution; Socrates has been waiting in prison for a long time due to an Athenian law barring executions during the annual ritual to celebrate Theseus’s mythical victory over the Minotaur. This story of the death of Socrates is embedded in a narration by Phaedo himself, who is relating the story to Echecrates. Socrates, after discussing the soul, the self, immortality, and death with Simmias and Cebes, Pythagorean acquaintances who have come to visit him, drinks the φαρμακον and dies. The myth of the Minotaur—a monster which has the body of a man and the head of a bull—is explicitly invoked in the text, which structurally mirrors this myth. Each has a monster, fourteen characters, and a thread which leads out of a labyrinth. In the myth, Theseus and the others are taken into the labyrinth wherein the Minotaur resides as tribute, as dictated by the Delphic Oracle, and the princess Ariadne gives Theseus a ball of thread to attach to the entrance, so he may find his way out again. -
Reality Is Broken a Why Games Make Us Better and How They Can Change the World E JANE Mcgonigal
Reality Is Broken a Why Games Make Us Better and How They Can Change the World E JANE McGONIGAL THE PENGUIN PRESS New York 2011 ADVANCE PRAISE FOR Reality Is Broken “Forget everything you know, or think you know, about online gaming. Like a blast of fresh air, Reality Is Broken blows away the tired stereotypes and reminds us that the human instinct to play can be harnessed for the greater good. With a stirring blend of energy, wisdom, and idealism, Jane McGonigal shows us how to start saving the world one game at a time.” —Carl Honoré, author of In Praise of Slowness and Under Pressure “Reality Is Broken is the most eye-opening book I read this year. With awe-inspiring ex pertise, clarity of thought, and engrossing writing style, Jane McGonigal cleanly exploded every misconception I’ve ever had about games and gaming. If you thought that games are for kids, that games are squandered time, or that games are dangerously isolating, addictive, unproductive, and escapist, you are in for a giant surprise!” —Sonja Lyubomirsky, Ph.D., professor of psychology at the University of California, Riverside, and author of The How of Happiness: A Scientific Approach to Getting the Life You Want “Reality Is Broken will both stimulate your brain and stir your soul. Once you read this remarkable book, you’ll never look at games—or yourself—quite the same way.” —Daniel H. Pink, author of Drive and A Whole New Mind “The path to becoming happier, improving your business, and saving the world might be one and the same: understanding how the world’s best games work. -
Dungeon Solitaire LABYRINTH of SOULS
Dungeon Solitaire LABYRINTH OF SOULS Designer’s Notebook by Matthew Lowes Illustrated with Original Notes Including a History and Commentary on the Design and Aesthetics of the Game. ML matthewlowes.com 2016 Copyright © 2016 Matthew Lowes All rights reserved, including the right to reproduce this book, or portions thereof, in any form. Interior design and illustrations by Matthew Lowes. Typeset in Minion Pro by Robert Slimbach and IM FELL English Pro by Igino Marini. The Fell Types are digitally reproduced by Igino Marini, www.iginomarini.com. Visit matthewlowes.com/games to download print-ready game materials, follow future developments, and explore more fiction & games. TABLE OF CONTENTS Introduction . 5 Origins . 5 Tomb of Four Kings . 7 Into the Labyrinth . 10 At the Limit . 13 Playing a Role . 15 The Ticking Clock . 16 Encountering the World . 17 Monsters of the Id . 18 Traps of the Mind . 18 Doors of Perception . 19 Mazes of the Intellect . 19 Illusions of the Psyche . 21 Alternate Rules . 22 Tag-Team Delving . 22 On Dragon Slaying . 23 Scourge of the Undead . 24 The Tenth Level . 25 A Life of Adventuring . 26 It’s in the Cards . 28 Extra Stuff . 30 The House Rules . 31 B/X & A . 31 Game Balance . 32 Chance vs Choice . 33 Play-Testing . 34 Writing Rules . 35 Final Remarks . 37 4 INTRODUCTION In the following pages I’ll be discussing candidly my thoughts on the creation of the Dungeon Solitaire game, including its origins, my rationale for the aesthetics and structure of the game, and for its various mechanics. Along the way I’ll be talking about some of my ideas about game design, and what I find fun and engaging about different types of games. -
Into the Labyrinth of Knowledge and Power
Into the Labyrinth of Knowledge and Power The library as a gendered space in the western imaginary Sanne Koevoets PhD Dissertation Utrecht University Sanne Koevoets, 2013. This work is licensed under a Creative Commons Attribution-Non Commercial-Share Alike 3.0 Unported License ISBN: 978-90-393-5988-4 Into the Labyrinth of Knowledge and Power The library as a gendered space in the western imaginary In het Labyrint van Kennis en Macht De bibliotheek als gegenderde ruimte in het westerse imaginaire (met een samenvatting in het Nederlands) Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof.dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op vrijdag 14 juni 2013 des middags te 14.30 uur door Susanna Koevoets geboren op 12 september 1980 te Apeldoorn Promotoren: Prof. Dr. R.L. Buikema Prof. Dr. S. Slapšak Financial support for this research was partially provided by the European Union, Marie Curie Fellowship for Early Stage Training (EU Sixth Framework Programme) Librarians wield unfathomable power. With a flip of the wrist they can hide your dissertation behind piles of old Field and Stream magazines. […] Librarians rule. - The Librarian Avengers Table of contents ACKNOWLEDGEMENTS 3 INTRODUCTION 5 SETTING THE SCENE FOR LIBRARY RESEARCH: RESONANCES OF LIBRARY LOSS 5 SETTING THE SCENE FOR LIBRARY RESEARCH: THE “IMAGE PROBLEM” OF THE FEMALE LIBRARIAN 11 SETTING THE SCENE FOR LIBRARY RESEARCH: INTO THE LABYRINTH 18 1. THEORETICAL FOUNDATIONS OF CULTURAL LIBRARY RESEARCH 22 ARCHIVE THEORY 22 ARCHIVAL EXCLUSION AND BIBLIOGRAPHIC ERASURE 30 EPISTEMOLOGIES OF THE LIBRARY 34 A FEMINIST HETEROTOPOLOGY OF THE LIBRARY 38 METHODOLOGY: TOWARDS A POETICS OF THE LIBRARY 43 2. -
A Collection of Exceptional Ancient Greek Coins
A Collection of Exceptional Ancient Greek Coins To be sold by auction at: Sotheby’s, in the Book Room 34-35 New Bond Street London W1A 2AA Day of Sale: Monday 24 October 2011 at 11.00 am Public viewing: Morton & Eden, 45 Maddox Street, London W1S 2PE Thursday 20 October 10.00 am to 4.30 pm Friday 21 October 10.00 am to 4.30 pm Sunday 23 October 10.00 am to 4.30 pm Or by previous appointment. Catalogue no. 51 Price £15 Enquiries: Tom Eden or Stephen Lloyd Cover illustrations: Lot 160 (front); Lot 166 (back); Lot 126 (inside front and back covers) in association with 45 Maddox Street, London W1S 2PE Tel.: +44 (0)20 7493 5344 Fax: +44 (0)20 7495 6325 Email: [email protected] Website: www.mortonandeden.com This auction is conducted by Morton & Eden Ltd. in accordance with our Conditions of Business printed at the back of this catalogue. All questions and comments relating to the operation of this sale or to its content should be addressed to Morton & Eden Ltd. and not to Sotheby’s. Online Bidding Morton & Eden Ltd offer an online bidding service via www.the-saleroom.com. This is provided on the understanding that Morton & Eden Ltd shall not be responsible for errors or failures to execute internet bids for reasons including but not limited to: i) a loss of internet connection by either party; ii) a breakdown or other problems with the online bidding software; iii) a breakdown or other problems with your computer, system or internet connection. -
Internations.Org Seattle - Riga
InterNations.org Seattle - Riga SHORT STORIES & POESY E-BOOK EDITION 2020 FOREWORD Standing at the start of 2021, we look back at the past year and realize a year ago we were unknowingly perched atop a precipice. None of us knew that in the following weeks and months, life as we knew it—the world as we knew it—would change irrevocably. In many ways the destruction of our previous life is complete; and yet, a phoenix has risen from those ashes of our former existence. At the same time that global lockdowns built up walls to separate and “distance” us, InterNations broke down the walls of geography and brought us together in a new, online community. Our calendars, suddenly empty deserts devoid of commutes, office hours, and in-person socializing, instead offered us a new-found wealth of time, time we used to develop untapped talents and unexpected potentials. The microfiction works contained in this collection are the fruit of these creative explorations. Over the course of 2020 dozens of InterNations members set pen to paper, many for the first time ever, and crafted mini-works around given themes and key words. With limits on length ranging from 250-350 words, together we discovered that writing was something of which we are all capable. We particularly applaud those who bravely shared pieces composed in languages other than their mother tongue. We hope that you will all enjoy reading the stories and poems in this e-book, published exclusively for the authors themselves. And we encourage all the authors to continue nurturing their nascent literary talents as we very much look forward to seeing more of your work in 2021! Margie Banin & Claude G. -
"A Mighty Maze! Without a Plan" Cosmological
"A MIGHTY MAZE! BUT NOT WITHOUT A PLAN" COSMOLOGICAL INTERPRETATIONS OF THE LABYRINTH Vahtang Hark Shervashidze, Master of Arts <Hons. l, Science and Technology Studies, 1989 A.H.D.G. Expa.tia.te free o'er all this scene of Man; A mighty maze! but not without a plan; A viId, where weeds and flowers promiscuous shoot j Or garden, tempting with forbidden fruit. Alexander Pope, An Essay on Man, 1,5-8. I hereby declare that this submission is my own work and that, to the best of my know ledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of a university or other institute of higher learning, except where due acknowledgement is made in the text. Vahtang Mark Shervashidze 1 ABSTRACT The history of the labyrinth in Western thought is intimately connected with the development of Christianity and the philosophical movements associated with it. Roughly speaking, the labyrinth has passed through three periods of development. First, there were the Minoan and Greek sources of the Theseus cycle, which are the foundation of 1abyrinth-1 ore. The Greeks also provided the analogical structure which allowed the labyrinth to expand its repertoire of metaphor beyond mythology into literature. Secondly, perhaps due to the renascence of classical literature in the eleventh and twelfth centuries, the labyrinth enjoyed some popularity in France and Italy. Here we must distinguish between purely conceptual, literary labyrinths and the artifactual examples which dot cathedral and church floors across the lie de France and Italy. -
The Helmholtz, the Doctor, the Minotaur, and the Labyrinth
Volume 34 Number 2 Article 7 4-15-2016 The Helmholtz, the Doctor, the Minotaur, and the Labyrinth Buket Akgün Istanbul University Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Akgün, Buket (2016) "The Helmholtz, the Doctor, the Minotaur, and the Labyrinth," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 34 : No. 2 , Article 7. Available at: https://dc.swosu.edu/mythlore/vol34/iss2/7 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Compares the use and resolution of Minotaur and Labyrinth themes and imagery, and the identification of the Theseus hero-figure with the monster, in Victor Pelevin’s novel The Helmet of Horror and the sixth season Doctor Who episode “The God Complex.” Additional Keywords Doctor Who (television show); Labyrinths in literature; Minotaur (Greek myth); Pelevin, Victor. -
What Is a Labyrinth? a Labyrinth Is a Curving Path
Labyrinth What is a Labyrinth? A labyrinth is a curving path. It is an ancient, The second part, being in the center, can be sacred symbol found in many religious seen as being with God. It is best if you take traditions. Some people call it sacred some time in the center, sitting, kneeling or geometry. Christians in the Middle Ages saw standing still, while you listen for and feel the labyrinth as a symbolic pilgrimage. Floor God’s presence within you. What is it God labyrinths were installed in many cathedrals in wants to say to you? Europe. Instead of taking a dangerous journey to Jerusalem, medieval Christians The third part, walking out, can be seen as went to the cathedrals to pray and walk a being sent by God. You become aware of labyrinth. what it is God wants you to do in the world. The labyrinth is not a maze, because there is not a choice of which way to turn. If you walk How do you walk it? a labyrinth, or trace one with your finger, you There is not a right or wrong way to walk the will find the center. You simply follow the Labyrinth, but some guidelines will help you path curving back and forth, around and relax and will help others who are walking the around. There is one way in and the same labyrinth with you. We ask you not to wear way out. This means that you don’t have to shoes on our labyrinth to protect the cloth. make decisions about which way to turn while Walk slowly; if others are walking too slowly you are walking the labyrinth. -
The Labyrinth: a Guide for Healing and Spiritual Growth (1St Ed.)
__________________________________________________________ Labyrinths: Yesterday, Today and Tomorrow– Implications for Education __________________________________________________________ Barbara Michels, Debra Maxwell, & Ching-Wen Chang, Missouri State University Background and Overview Educators are continuously looking at innovative ways to teaching and working with stu- dents of all ages. The tools we use range from the simplest technologies such as chalk and pen- cils to the high tech tools involving computers and information systems. The best tools and strat- egies often invoke the use of the old and new or the old in a new way. In 2002 an interest in la- byrinths (the old) led most naturally to an Internet search (the new) and resulted in the obvious question of how these mysterious, yet marvelous, patterns could be applied to the instructional arena. An extensive search of the traditional literature databases and the Internet at that time re- vealed only passing comments and anecdotal records and there were few of those. The existing literature did reveal that these mystifying geometric forms have a long history. Curiosity was pi- qued and enthusiasm ignited as questions centering on how these may relate to children in an educational setting came to the surface. Courses such as Classroom Management that, of course, include student behavior, became a consideration. What if a simple geometric tool, such as the labyrinth, could positively affect student behavior and the overall climate in the classroom? Schools create a community in which effective teaching and learning occur. As teachers, we should care about students‘ personal, emotional, and spiritual well being besides delivering knowledge. It is important that students are exposed to learning in a climate that nurtures their development in all ways.