The politics of weddings at Athens: an iconographic assessment

Despite recent scholarship that has suggested that most if not all Athenian vases were created primarily for the symposium, vases associated with weddings constitute a distinct range of Athenian products that were used at Athens in the period of the Peloponnesian War and its immediate aftermath (430-390 BCE). Just as the subject matter of sympotic vases suggested stories or other messages to the hetaireia among whom they were used, so the wedding vases may have conveyed messages to audiences at weddings. This paper is an assessment of these wedding vases with particular attention to function: how the images reflect the use of vases in wedding rituals (as containers and/or gifts); how the images themselves were understood and interpreted in the context of weddings; and the post-nuptial uses to which the vases were put. The first part is an iconographic overview of how the Athenian painters depicted weddings, with an emphasis on the display of pottery to onlookers and guests during the public parts of weddings, important events in the life of the polis. The second part focuses on a large group of late fifth century vases that depict personifications of civic virtues, normally in the retinue of Aphrodite (Pandemos). The images would reinforce social expectations, as they advertised the virtues that would create a happy marriage—Peitho, Harmonia (Harmony), and Eukleia (Good Repute)—and promise the benefits that might result from adherence to these values—Eudaimonia and Eutychia (Prosperity), Hygieia (Health), and Paidia (Play or Childrearing). Civic personifications could be interpreted on the private level—as personal virtues—and on the public level—as civic virtues— especially when they appeared on vases that functioned both in public and private, at weddings, which were public acknowledgments of private changes in the lives of individuals within the demos

A Flight to Domesticity? Making a Home in the Gentlemen’s Clubs of London, 1880–1914

In 1888 The Society Herald described the typical day of a young bachelor: “He breakfasts, lunches, dines, and sups at the club. He is always at billiards, which he doesn’t understand, he writes innumerable letters, shakes hands a dozen times a day, drinks coffee by the gallon, and has a nod for everybody. He lives, moves, and has his being within his club. As the clock strikes 1 a.m. his little body descends the stairs and goes out through the big front door like a ray of moonlight, and until the same morning at ten of the o’clock no human being has the slightest knowledge of his existence or his whereabouts.”1 For this man, as for hundreds of other upper-class men in London, clubland constituted an entire world.2 For thousands more, clubs formed the backdrop of their lives; in the middle of the city, clubs afforded private spaces dedicated to relaxation and camaraderie. Both married and single men regarded their club as the central part of their lvies, functioning as a surrogate home. According to contemporary ideals, the family was supposed to act as the space of refuge from the chaos of the hectic modern world, and yet in the late nineteenth century clubs were taking over this essential role. John Ruskin’s classic definition of the home centered on its role as a shelter from the physical and emotional toils of the world.3 John Tosh notes that in everyday life, the domestic ideal was so populat it addressed the needs of men who were suffering from the rapidly industrializing urban landscape.4 Family life and the home were perceived as integral to men’s identifies in the nineteenth century to a degree never before realized, as the home was both a man’s possession and where his emotional needs were satisfied.5 Yet this largely middle-class ideal was not without challenges. The homes of even the most respectable middle classes could never live up to the walled gardens of the poetic imagination. As Leonore Davidoff and Catherine Hall demonstrate, the separation of public and private spheres was an ideal that did not change the fact that the family and the home took on many public functions.6 The gentlemen’s clubs, seemingly in the heart of the public sphere, actually provided their members the friendly intimacy and privacy ideally located in the home

Improving and Assessing Information Literacy Skills through Faculty-Librarian Collaboration

This article addresses ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between Dr. Amy Dailey and the reference librarians at Gettysburg College

An Online Tutor for Astronomy: The GEAS Self-Review Library

We introduce an interactive online resource for use by students and college instructors in introductory astronomy courses. The General Education Astronomy Source (GEAS) online tutor guides students developing mastery of core astronomical concepts and mathematical applications of general astronomy material. It contains over 12,000 questions, with linked hints and solutions. Students who master the material quickly can advance through the topics, while under-prepared or hesitant students can focus on questions on a certain topic for as long as needed, with minimal repetition. Students receive individual accounts for study and course instructors are provided with overview tracking information, by time and by topic, for entire cohorts of students. Diagnostic tools support self-evaluation and close collaboration between instructor and student, even for distance learners. An initial usage study shows clear trends in performance which increase with study time, and indicates that distance learners using these materials perform as well as or better than a comparison cohort of on-campus astronomy students. We are actively seeking new collaborators to use this resource in astronomy courses and other educational venues.Comment: 15 pages, 9 figures; Vogt, N. P., and A. S. Muise. 2015. An online tutor for general astronomy: The GEAS self-review library. Cogent Education, 2 (1

The Coastal Barrier Island Network (CBIN): Future management strategies for barrier islands

Barrier islands are ecosystems that border coastal shorelines and form a protective barrier between continental shorelines and the wave action originating offshore. In addition to forming and maintaining an array of coastal and estuarine habitats of ecological and economic importance, barrier island coastlines also include some of the greatest concentrations of human populations and accompanying anthropogenic development in the world. These islands have an extremely dynamic nature whereby major changes in geomorphology and hydrology can occur over short time periods (i.e. days, hours) in response to extreme episodic storm events such as hurricanes and northeasters. The native vegetation and geological stability of these ecosystems are tightly coupled with one another and are vulnerable to storm-related erosion events, particularly when also disturbed by anthropogenic development. (PDF contains 4 pages

Global Hotspots of Conflict Risk between Food Security and Biodiversity Conservation

This work contributes to the Belmont Forum/FACCE-JPI DEVIL project (grant number NE/M021327/1), and AM is supported by a BBSRC EastBio Studentship (http://www.eastscotbiodtp.ac.uk/). The Conservation Biology Institute are acknowledged for provision of data as well as BirdLife International, IUCN, NatureServe, and USGS for their contribution of the species range map data used in producing data available from the Biodiversity Mapping website (http://biodiversitymapping.org).Peer reviewedPublisher PD

Student Learning and Literacy Practices When Video Games Are Incorporated into a Secondary Classroom

This qualitative study explored high school students’ engagement with a unit where video games and video game materials were incorporated into an English Language Arts classroom. Over several weeks, students engaged with video game content and composed their own video games using the free online platform, Scratch. The purpose of the study was to examine students’ learning during the unit, focusing on students’ products, individual interviews, and whole class and small group discussions. The research questions were: 1. What can be learned about secondary students\u27 learning and literacy practices when video games as a text are incorporated into the secondary ELA classroom? 2. What discourses do secondary ELA students engage when deconstructing and constructing video games as a text within a literacy unit of study? a. How do secondary ELA students disrupt and/or reinforce power laden discourse? This study drew upon inductive qualitative research design (Creswell, 2015) and followed Fairclough’s (1995) methods of Critical Discourse Analysis. Data analysis yielded key findings. First, students transferred learning from traditional print text to video games to other forms of media that they engage with outside of the classroom. Second, students challenged dominant discourse when centered as thinkers in classroom discourse. The research findings provide insight into how students learn when they engage with video games as a text in the high school setting. The findings have implications for bridging students outside of the classroom practices with learning inside a classroom and provide thought on developing and incorporating critical literacy units that incorporate multiple and varying media and texts within classrooms

Dr. Khalil Totah: Arab-American Quaker Educator and Palestinian Nationalist Crusader, 1914-1948

Born in Ramallah, Palestine, in 1886 Dr. Khalil Totah belonged to a generation of Syrians who grew up with an appreciation for the “modern” spirit that was sweeping the world.They looked forward to a social order that fostered Arab independence, but were also concerned with universal human problems. Totah’s life coincided with a period of tremendous transformation and change in the Middle East. Some historians, most recently Erez Manela, have argued that U.S. President Woodrow Wilson inspired a rising global consciousness and that his rhetoric fostered the spread of anti-colonial movements across the Middle East. Totah and his fellow intellectuals were not so much inspired by Wilson’s words, but rather they viewed them as support of a pre-existing sentiment. Greater Syrians had been developing ideas of freedom and democracy since their cultural and intellectual renaissance in the mid-19th century. Like many peoples across the globe they were not so much taken by Wilson’s “new” vocabulary as they were validated by it. There were many circumstances which influenced the political and nationalist movements of the Middle East. The story of Dr. Khalil Totah provides one small piece of a larger transformation in Syria. His writings show the evolution of Arab nationalism in Palestine during a transformative era. Totah and his contemporaries had an alternate vision of world order shaped by their own social experiences. This study also shows a clear difference between the interests of the United States political and economic elites, who preached about democracy, and intellectuals in emerging nations who sought independence. An examination of Totah’s views on the challenges facing Palestine during his lifetime offers a way to understand the development of Palestinian national consciousness in the first third of the 20th century