Revisiting the Etymology of Zanni
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III. Discussion Questions A. Individual Stories Nathaniel Hawthorne
III. Discussion Questions a. Individual Stories Nathaniel Hawthorne, “Rappaccini’s Daughter” (1844) 1. As an early sf tale, this story makes important contributions to the sf megatext. What images, situations, plots, characters, settings, and themes do you recognize in Hawthorne’s story that recur in contemporary sf works in various media? 2. In Hawthorne’s The Scarlet Letter, the worst sin is to violate, “in cold blood, the sanctity of the human heart.” In what ways do the male characters of “Rappaccini’s Daughter” commit this sin? 3. In what ways can Beatrice be seen as a pawn of the men, as a strong and intelligent woman, as an alien being? How do these different views interact with one another? 4. Many descriptions in the story lead us to question what is “Actual” and what is “Imaginary”? How do these descriptions function to work both symbolically and literally in the story? 5. What is the attitude toward science in the story? How can it be compared to the attitude toward science in other stories from the anthology? Jules Verne, excerpt from Journey to the Center of the Earth (1864) 1. Who is narrator of this tale? In your opinion, why would Verne choose this particular character to be the narrator? Describe his relationship with the other members of this subterranean expedition. Many of Verne’s early novels feature a trio of protagonists who symbolize the “head,” the “heart,” and the “hand.” Why? How does this notion apply to the protagonists in Verne’s Journey to the Center of the Earth? 2. -
Race, Rebellion, and Arab Muslim Slavery : the Zanj Rebellion in Iraq, 869 - 883 C.E
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2016 Race, rebellion, and Arab Muslim slavery : the Zanj Rebellion in Iraq, 869 - 883 C.E. Nicholas C. McLeod University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the African American Studies Commons, African History Commons, Ethnic Studies Commons, History of Religion Commons, Islamic Studies Commons, Islamic World and Near East History Commons, Medieval Studies Commons, Race and Ethnicity Commons, and the Social History Commons Recommended Citation McLeod, Nicholas C., "Race, rebellion, and Arab Muslim slavery : the Zanj Rebellion in Iraq, 869 - 883 C.E." (2016). Electronic Theses and Dissertations. Paper 2381. https://doi.org/10.18297/etd/2381 This Master's Thesis is brought to you for free and open access by ThinkIR: The nivU ersity of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The nivU ersity of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. RACE, REBELLION, AND ARAB MUSLIM SLAVERY: THE ZANJ REBELLION IN IRAQ, 869 - 883 C.E. By Nicholas C. McLeod B.A., Bucknell University, 2011 A Thesis Submitted to The Faculty of College of Arts and Sciences of the University of Louisville In Partial Fulfillment of the Requirements For the Degree of Master of Arts In Pan-African Studies Department of Pan-African Studies University of Louisville Louisville, Kentucky May 2016 Copyright 2016 by Nicholas C. -
Africans: the HISTORY of a CONTINENT, Second Edition
P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 This page intentionally left blank ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 africans, second edition Inavast and all-embracing study of Africa, from the origins of mankind to the AIDS epidemic, John Iliffe refocuses its history on the peopling of an environmentally hostilecontinent.Africanshavebeenpioneersstrugglingagainstdiseaseandnature, and their social, economic, and political institutions have been designed to ensure their survival. In the context of medical progress and other twentieth-century innovations, however, the same institutions have bred the most rapid population growth the world has ever seen. The history of the continent is thus a single story binding living Africans to their earliest human ancestors. John Iliffe was Professor of African History at the University of Cambridge and is a Fellow of St. John’s College. He is the author of several books on Africa, including Amodern history of Tanganyika and The African poor: A history,which was awarded the Herskovits Prize of the African Studies Association of the United States. Both books were published by Cambridge University Press. i P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 african studies The African Studies Series,founded in 1968 in collaboration with the African Studies Centre of the University of Cambridge, is a prestigious series of monographs and general studies on Africa covering history, anthropology, economics, sociology, and political science. -
The Muslim Caliphates Ringmar, Erik
The Muslim Caliphates Ringmar, Erik Published in: History of International Relations 2016 Link to publication Citation for published version (APA): Ringmar, E. (Accepted/In press). The Muslim Caliphates. In History of International Relations Open Book Publishers. Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Dear reader, This is a first draft of the chapter on the Muslim caliphates for the textbook on the history of international relations that I'm working on. Chapters on the Mongol empire, India, Africa and the Americas will follow. Since this is a draft I'm very keen to hear your comments. Get in touch: [email protected] The book will be published by Open Book Publishers, out of Cambridge, hopefully next year. -
Nationalism, Primitivism, & Neoclassicism
Nationalism, Primitivism, & Neoclassicism" Igor Stravinsky (1882-1971)! Biographical sketch:! §" Born in St. Petersburg, Russia.! §" Studied composition with “Mighty Russian Five” composer Nicolai Rimsky-Korsakov.! §" Emigrated to Switzerland (1910) and France (1920) before settling in the United States during WW II (1939). ! §" Along with Arnold Schönberg, generally considered the most important composer of the first half or the 20th century.! §" Works generally divided into three style periods:! •" “Russian” Period (c.1907-1918), including “primitivist” works! •" Neoclassical Period (c.1922-1952)! •" Serialist Period (c.1952-1971)! §" Died in New York City in 1971.! Pablo Picasso: Portrait of Igor Stravinsky (1920)! Ballets Russes" History:! §" Founded in 1909 by impresario Serge Diaghilev.! §" The original company was active until Diaghilev’s death in 1929.! §" In addition to choreographing works by established composers (Tschaikowsky, Rimsky- Korsakov, Borodin, Schumann), commissioned important new works by Debussy, Satie, Ravel, Prokofiev, Poulenc, and Stravinsky.! §" Stravinsky composed three of his most famous and important works for the Ballets Russes: L’Oiseau de Feu (Firebird, 1910), Petrouchka (1911), and Le Sacre du Printemps (The Rite of Spring, 1913).! §" Flamboyant dancer/choreographer Vaclav Nijinsky was an important collaborator during the early years of the troupe.! ! Serge Diaghilev (1872-1929) ! Ballets Russes" Serge Diaghilev and Igor Stravinsky.! Stravinsky with Vaclav Nijinsky as Petrouchka (Paris, 1911).! Ballets -
Transfer of Islamic Science to the West
Transfer of Islamic Science to the West IMPORTANT NOTICE: Author: Prof. Dr. Ahmed Y. Al-Hassan Chief Editor: Prof. Dr. Mohamed El-Gomati All rights, including copyright, in the content of this document are owned or controlled for these purposes by FSTC Limited. In Production: Savas Konur accessing these web pages, you agree that you may only download the content for your own personal non-commercial use. You are not permitted to copy, broadcast, download, store (in any medium), transmit, show or play in public, adapt or Release Date: December 2006 change in any way the content of this document for any other purpose whatsoever without the prior written permission of FSTC Publication ID: 625 Limited. Material may not be copied, reproduced, republished, Copyright: © FSTC Limited, 2006 downloaded, posted, broadcast or transmitted in any way except for your own personal non-commercial home use. Any other use requires the prior written permission of FSTC Limited. You agree not to adapt, alter or create a derivative work from any of the material contained in this document or use it for any other purpose other than for your personal non-commercial use. FSTC Limited has taken all reasonable care to ensure that pages published in this document and on the MuslimHeritage.com Web Site were accurate at the time of publication or last modification. Web sites are by nature experimental or constantly changing. Hence information published may be for test purposes only, may be out of date, or may be the personal opinion of the author. Readers should always verify information with the appropriate references before relying on it. -
I) If\L /-,7\ .L Ii Lo N\ C, ' II Ii Abstract Approved: 1'
AN ABSTRACT OF THE THESIS OF Asaad AI-Saleh for the Master of Arts Degree In English presented on _------'I'--'I--'J:..=u:o...1VL.c2=0"--'0"-=S'------ _ Title: Mustafa Sadiq al-Rafii: A Non-recognized Voice in the Chorus ofthe Arabic Literary Revival i) If\l /-,7\ .L Ii lo n\ C, ' II Ii Abstract Approved: 1'. C". C ,\,,: 41-------<..<.LI-hY,-""lA""""","""I,--ft-'t _ '" I) Abstract Mustafa Sadiq al-Rafii, a modem Egyptian writer with classical style, is not studied by scholars of Arabic literature as are his contemporary liberals, such as Taha Hussein. This thesis provides a historical background and a brief literary survey that helps contextualize al-Rafii, the period, and the area he came from. AI-Rafii played an important role in the two literary and intellectual schools during the Arabic literary revival, which extended from the French expedition (1798-1801) to around the middle of the twentieth century. These two schools, known as the Old and the New, vied to shape the literature and thought of Egypt and other Arab countries. The former, led by al-Rafii, promoted a return to classical Arabic styles and tried to strengthen the Islamic identity of Egypt. The latter called for cutting off Egypt from its Arabic history and rejected the dominance and continuity of classical Arabic language. AI-Rafii contributed to the Revival by supporting a line ofthought that has not been favored by pro-Westernization governments, which made his legacy almost forgotten. Deriving his literature from the canon of Arabic language, culture, and history, al-Rafii produced a literature based on a revived version of classical Arabic literature, an accomplishment which makes him unique among modem Arab writers. -
Slave Trades, Slavery and Racism”
September 26 -- Oct.5 “Slave Trades, Slavery and Racism” • Video: ‘Wonders of Africa’ • Visiting Speaker: Guy Thompson (History & Classics/Sociology) September 26 “Slave Trades: why so important in defining African-Arab relations?” Why are the Slave Trades so Important? • given the wide range of factors that have historically brought Africa and the Middle East together – cultural, economic, political, religious – why should we isolate one particular factor, the slave trades? • The answer lies in yet another question, one raised by Dunstan Wai in “Afro-Arab relations from slavery to petro-jihad” (see Readings): “.. Perceptions shape attitudes and attitudes in turn influence opinions and decisions. So what perceptions do Africans and Arabs have of each other?” • He might well have added ‘and why’? But in fact he goes on to explain: Why are the slave trades so important? Why are the slave trades so important? • Excerpt contains a number of assumptions that need both further development and further discussion • – degree to which trade established ‘asymmetrical’ relations being one, • -- degree to which it should be associated with ‘Islamization’ another • but points to relationship based in slave trading as underpinning a set of perceptions between Africans and Arabs as being ‘key’ to attitudes and actions that have shaped their interrelationship into the late twentieth and early twenty-first centuries (Much of article deals with more recent sets of political and ‘oil’ relationships that we will return to later) Why are the slave trades so -
Dr. Harlequin, Script
DR. HARLEQUIN, Or, THE IMAGINARY AUTOPSY by Marco Luly characters Dottore, doctor in medicine Pantalone, his friend Laura, wife of Dottore Isabella, daughter of Dottore Colombina, servant in the house of Dottore Lelio, son of Pantalone Arlecchino, servant of Lelio Capitano, foreigner soldier Zanni, villain Hand Servant Prompter 0 Pre-Pre-Prologue Everyone ALL: warm-up improve, crossing SR // SL, never leaving Dottore alone. DOTTORE: 5 min. to places. ALL: Thank you five. (Dottore exits. HS. & P. enter ) HAND SERVANT Unbelievable. PROMPTER Ridiculous. HAND SERVANT Preposterous. PROMPTER Impossible. HAND SERVANT Orazio is an imbecile, how does he expect us to buy 11 costumes with a budget of $23 dollars. PROMPTER ( pulling a quarter from his pocket ) $23 and a quarter. HAND SERVANT You found a quarter? PROMPTER Yeah. HAND SERVANT Gimme that. PROMPTER With that little money, we could only rent them. HAND SERVANT Well at lest were set for tonight. PROMPTER What about tomorrow? HAND SERVANT I don’t know. PROMPTER Maybe they can do the show naked, we’ll sell more seats. HAND SERVANT I don’t know about that: have you seen the girls in the show? PROMPTER 11 costumes… HAND SERVANT …and on top of that… S & PROMPTER …A MONKEY! HAND SERVANT Where are we going to find a monkey? PROMPTER Maybe we can get one from ... HAND SERVANT Yeah, … is full of monkeys. PROMPTER Seriously, they raise our tuition, lower our budgets and don’t even have the decency to get us a healthy monkey. DOTTORE: Curtain in 1 min. HAND SERVANT Hey, we forgot the curtain. -
Commedia Dell'arte, Theatre of the Professional
STUDENT DAY EDUCATIONAL CREATIVITY CONTEST Commedia Dell’Arte was an early form of professional theatre, originating from Italy, that was popular in Europe from the 16th through the 18th century. Commedia is a form of theatre characterized by masked character "types" that represent fixed social types and stock characters, which are exaggerated forms of “real characters”, such as a know-it-all doctor, a greedy old man, or a perfect relationship. Traditional commedia Dell’Arte is not about realism or creating well-rounded, three-dimensional characters, so most of the roles only have a couple traits to them around which the whole personality is defined. They rarely ever have any complex or sympathetic reasons for their behavior, and anything they do or feel, they do or feel to extremes. Please find a list of characters on the back of this sheet for assistance in writing the essay/play. Elementary Grades 1 – 6: Identifying and Creating Characters Grades 1-3: 150—200 words & Grades 4-6: 350 words. Judged based upon creativity and originality Option I: Characters You Know: Commedia Dell’Arte characters commonly appear in media, including kids movies and books! Choose a character from your favorite book or movie, tell us about them. Which Commedia role do they fill? (For simplicity, younger students can equate characters to their simple counterpart, such as “Doctor”, “Maid”, “Captain”). Option II: Characters You Create: It’s fun to make up characters for your very own stories! Create your own character based on one of the roles listed, and write a short story involving them. -
Internacional… . De Hispanistas… …
ASOCIACIÓN………. INTERNACIONAL… . DE HISPANISTAS… …. ASOCIACIÓN INTERNACIONAL DE HISPANISTAS 16/09 bibliografía publicado en colaboración con FUNDACIÓN DUQUES DE SORIA © Asociación Internacional de Hispanistas © Fundación Duques de Soria ISBN: 978-88-548-3311-1 Editora: Blanca L. de Mariscal Supervisión técnica: Claudia Lozano Maquetación: Debora Vaccari Índice EL HISPANISMO EN EL MUNDO: BIBLIOGRAFÍA Y CRÓNICA ÁFRICA Argelia, Marruecos y Túnez...................................................................................... 11 Egipto........................................................................................................................ 13 AMÉRICA Argentina.................................................................................................................... 14 Canadá........................................................................................................................ 22 Chile........................................................................................................................... 25 Estados Unidos........................................................................................................... 29 México........................................................................................................................ 41 Perú.............................................................................................................................49 Venezuela.................................................................................................................. -
ORLAN, RECLAIMING the GAZE Cerise Joelle Myers a Thesis
BETWEEN THE FOLLY AND THE IMPOSSIBILITY OF SEEING: ORLAN, RECLAIMING THE GAZE Cerise Joelle Myers A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2006 Committee: Andrew E. Hershberger, Advisor Allie Terry ii ABSTRACT Andrew E. Hershberger, Advisor The female body is ubiquitous throughout Western art history, in various stages of dress and undress, and more often than not displayed in such a way as to bring pleasure to a male viewer. This male gaze objectifies women, projects standards of beauty and femininity and negates an individual identity by replacing it with its own assumptions. Though there have been female subjects throughout art history, by both male and female artists, who through posture, facial expression, or even textual communication have expressed recognition of and resistance to this gaze, it is the French artist Orlan who has provided one of its most striking and effective critiques. In her best-known and most controversial series, The Reincarnation of Saint Orlan, Orlan continued to explore themes present throughout her early performance and photographic work and evident in her subsequent Self Hybridations series, as, through plastic surgery, she appropriated the facial features of various Western art historical beauties. Orlan not only orchestrated the surgeries, designed the costumes and decorated the operating theater, but by undergoing only local, rather than general, anesthesia, was herself an active participant in the events, in the ambitious seventh surgery, entitled Omnipresence, even interacting with audience members around the world via live satellite feed.