...2014 The Elgin Marbles: Fact or Feeling? “In a confrontation between Greece and Britain over the marbles, Greece is clearly the sentimental favorite.” – John Henry Merryman “The Elgin Marbles.” “The Parthenon Marbles.” “The Marbles.” Regardless of their description, these works of art are inarguably controversial. The debate surrounding the marbles is heated and far from reaching conclusion. Today, the controversy takes the shape of public protests, press releases from public figures, web-campaigns, and popular media coverage. Why is it that so many in the past have cared, and so many in the future likely will care, about the marbles? Perhaps they offer insight into the human condition, providing us with a global and cultural identity. Or maybe we simply enjoy the aesthetic appeal. Yet the reasoning behind a global interest in the marbles is not what lies at the heart of the controversy. The real issue is ownership. And allowing arguments based on national sentiment rather than legality and preservation to dictate the fate of the Elgin Marbles is irresponsible and, to some degree, disrespectful. Before a meaningful exploration of ownership can be pursued further, critical details regarding the actual acquisition of artifacts must be examined. First of all, Thomas Bruce (more commonly known as the Seventh Earl of Elgin, or Lord Elgin), and his crew brought back to Britain 247 feet of the 524 foot long Parthenon frieze. In addition to the frieze, Lord Elgin acquired 15...
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...of the Elgin Marbles has caused controversy for hundreds of years. People cannot decide whether the Marbles should remain in Britain or be returned back to Greece where they originated from. What I believe is that the Marbles should be returned to Greece for many reasons. The first reason is that it is very possible that Lord Elgin may not have acquired the permission required to obtain the Marbles. This means that they could have been illegally taken from Greece, and really don’t belong in Britain to begin with. It very well may have been legal, but what scientists and researchers are unable to find is the original Italian firman that was presented to the committee in order to get permission to get the Marbles. If this document was never in existence, than it would be illegal and therefore not right for the British to have them. The second reason is that if the Marbles were to be returned to Athens, than they would be taken care of much better, and damaged much less. The fact and the matter is that the Marbles have suffered considerable damage in the British Museum. If they were to be returned to Athens, then they would be looken after more suitably, and therefore kept in much better condition. The third reason is quite self-explanatory. The reason they belong in Athens is because they are Greecer’s elgin marbles. They were made in Greece for Greece and are more suitable there, than in Britain. Because of all of these reasons, I believe that the Elgin Marbles, should not stay...
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...architecture, Acropolis of Athens has reached the highest level of sacred buildings, temples, orders and sculptures in ancient Greece. These ancient buildings can be rated as the heritage of mankind and architectural masterpiece, and hold an important position in architecture history. Acropolis, including four greatest ancient Greek art masterpieces—Parthenon Temple, the Propylaea, the Erechtheum and Temple of Athena Nike, is considered to be a symbol of the world’s traditional concepts. Due to the history, there are many Parthenon marbles which they removed from the temple and transported to England in the British museum. Many people require England to return sculptures while others do not want to. It is a controversy topic and different people have very different opinions. In my point of view, returning is necessary because cultural treasures from ancient civilizations belong in the places they come from. Also, the cultural importance of the marbles are very strong, not only do they possess the power to almost unlock the past of ancient Greece but as well they have the power to unite the local Citizens of Greece to their true heritage. The Acropolis is used to prevent foreign invasion of the fortress, surrounded by the walled hilltop, site of the ancient Acropolis hill in the south. In 5th century BC, during the period of democratic politics ruled by Athens slave owners, the Acropolis became the religious center of the State. Since Greece defeated Persian’s invasion by...
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...Present and Forward The Parthenon marbles are works of art taken from the Acropolis of Athens by Lord Elgin and brought to England while Greece was under the control of the Ottoman Empire.. Lord Elgin received permission from the Sultan to remove the statues at a price less than what it takes to transport them. Money was not the main motive for Elgin in acquiring them, there were wealthy bidders who attempted to buy them from him but he refused. Once in England many found a great interest in them as well as controversy. Elgin was tried for theft even though Greece's contemporary law had allowed him to remove them. The charges could not hold up in court and he was eventually and rightfully exonerated. After falling into dept Elgin had little choice in but to the British government. I firmly believe the statues should remain in Britain, the opposition might claim that the Greeks have a cultural right to them. But as Appiah argued in chapter 7, the Greeks of the 21st century are no culturally similar to the ancient Greeks than someone in the U.S. They are the descendents of the ancient Greeks after all, but that does not take history into account. The people of Greece only exist today as a result of the past good or bad. Ancient Greece is known for its militant and philosophical way of life; they gained large amounts of wealth from war; should the current Greeks return whatever they can identify as having been gained from war? I don't think they should, instead of living with the consequences...
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...Walter C. Gwin Sr. HUMN-B21 Elgin Marbles I will take the position that the Elgin Marbles should remain in the British museum. Ancient artifacts are a means of understanding a culture’s value system, their beliefs and their worldview. It is important that these artifacts be preserved as much as possible. The Parthenon is “the greatest of all Greek temples. It was built in the old Doric order, even though it was built in the middle of the classical age when the Ionic style was coming into vogue” (Babcock, p82). The Parthenon had stood for over 2500 years and was well preserved. It was built as a gift to Athena the goddess of Athens. It was their way of showing their appreciation to Athena for her help in defeating the Persians. Lord Elgin removed the relics from the temple as a way of preserving them. After all they have been described as being among the greatest of all Greek art. After the battle between the Turks and the Venetians the inside of the Parthenon had been blown out and “the residents helped themselves to the ancient marble and used it for private building material” (Babcock, p82). It is clear that if the sculptures had not been removed to Brittan they probably would have perished by now through natural elements or vandalism. The artifacts helps to culturally link Greece with other great civilizations as wells display the contributions that ancient Greece has made in helping in the development of other cultural achievements in Rome, Europe and Asia, and other...
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...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
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...1 Autobiography of Andrew Carnegie CHAPTER I CHAPTER I CHAPTER II CHAPTER II CHAPTER III CHAPTER III CHAPTER IV CHAPTER IV CHAPTER V CHAPTER V CHAPTER VI CHAPTER VI CHAPTER VII CHAPTER VII CHAPTER VIII CHAPTER VIII CHAPTER IX CHAPTER IX CHAPTER X CHAPTER X CHAPTER XI CHAPTER XI CHAPTER XII CHAPTER XII CHAPTER XIII CHAPTER XIII CHAPTER XIV CHAPTER XIV CHAPTER XV Autobiography of Andrew Carnegie 2 CHAPTER XV CHAPTER XVI CHAPTER XVI CHAPTER XVII CHAPTER XVII CHAPTER XVIII CHAPTER XVIII CHAPTER XIX CHAPTER XIX CHAPTER XX CHAPTER XX CHAPTER XXI CHAPTER XXI CHAPTER XXII CHAPTER XXII CHAPTER XXIII CHAPTER XXIII CHAPTER XXIV CHAPTER XXIV CHAPTER XXV CHAPTER XXV CHAPTER XXVI CHAPTER XXVI CHAPTER XXVII CHAPTER XXVII CHAPTER XXVIII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXIX Autobiography of Andrew Carnegie Project Gutenberg's Autobiography of Andrew Carnegie, by Andrew Carnegie This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Autobiography of Andrew Carnegie Author: Andrew Carnegie Editor: John C. Van Dyke Release Date: March 13, 2006 [EBook #17976] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF ANDREW CARNEGIE Autobiography of Andrew Carnegie ...
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...GMAT GRADUATE MANAGEMENT ADMISSION TEST McGraw-Hill’s 2008 Edition James Hasik Stacey Rudnick Ryan Hackney New York | Chicago | San Francisco | Lisbon London | Madrid | Mexico City | Milan | New Delhi San Juan | Seoul | Singapore | Sydney | Toronto Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-151120-2 The material in this eBook also appears in the print version of this title: 0-07-149340-9. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights...
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...The Philosopher’s Stone by Colin Wilson PANTHER, GRANADA PUBLISHING London Toronto Sydney New York Published by Granada Publishing Limited in Panther Books 1974 Reprinted 1978 ISBN 0 586 03943 0 First published in Great Britain by Arthur Barker Limited 1969 Copyright © Colin Wilson 1969 Granada Publishing Limited Frogmore, St Albans, Herts, AL2 2NF and 3 Upper James Street, London, WIR 4BP 1221 Avenue of the Americas, New York, NY 10020, USA 117 York Street, Sydney, NSW 2000, Australia 100 Skyway Avenue, Toronto, Ontario, Canada Mgw 3A6 Trio City, Coventry Street, Johannesburg 2001, South Africa CML Centre, Queen & Wyndham, Auckland, New Zealand Made and printed in Great Britain by Hazell Watson & Viney Ltd Aylesbury, Bucks Set in Linotype Pilgrim This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Scanned : Mr Blue Sky Proofed : It’s Not Raining Date : 09 February 2002 PREFATORY NOTE Bernard Shaw concluded his preface to Back to Methuselah with the hope that ‘a hundred apter and more elegant parables by younger hands will soon leave mine... far behind’. Perhaps the thought of trying to leave Shaw far behind has scared off would-be competitors. Or perhaps - what is altogether...
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...…………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?…………………………………… Eugene E. Selk Storylines………………………………………………………………………………… Bozenna Wisniewsak SECTION SIX: Art and Identity Two Late Crisis Paintings by Van Gogh………………………………………………….. Robert Wauhkonen Personal Stories and the Intransigent Critic…………………………………………….. Charles S. Mayer The Role or Story in...
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...THE STORY OF MY LIFE By Helen Keller With Her Letters (1887-1901) And Supplementary Account of Her Education, Including Passages from the Reports and Letters of her Teacher, Anne Mansfield Sullivan, By John Albert Macy Special Edition CONTAINING ADDITIONAL CHAPTERS BY HELEN KELLER To ALEXANDER GRAHAM BELL Who has taught the deaf to speak and enabled the listening ear to hear speech from the Atlantic to the Rockies, I dedicate this Story of My Life. CONTENTS Editor's Preface I. THE STORY OF MY LIFE CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII II. LETTERS(1887-1901) INTRODUCTION III: A SUPPLEMENTARY ACCOUNT OF HELEN KELLER'S LIFE AND EDUCATION CHAPTER I. The Writing of the Book CHAPTER II. PERSONALITY CHAPTER III. EDUCATION CHAPTER IV. SPEECH CHAPTER V. LITERARY STYLE Editor's Preface This book is in three parts. The first two, Miss Keller's story and the extracts from her letters, form a complete account of her life as far as she can give it. Much of her education she cannot explain herself, and since a knowledge of that is necessary to an understanding of what she has written, it was thought best to supplement her autobiography with the reports and letters of her teacher, Miss Anne Mansfield Sullivan. The addition...
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...GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication Globalization Globalization A Basic Text George Ritzer This balanced introduction draws on academic and popular sources to examine the major issues and events in the history of globalization. Globalization: A Basic Text is a substantial introductory textbook, designed to work either on its own or alongside Readings in Globalization. The books are cross-referenced and are both structured around the core concepts of globalization. 2009 • 608 pages • 978-1-4051-3271-8 • paperback www.wiley.com/go/globalization Readings in Globalization Key Readings and Major Debates Edited by George Ritzer and Zeynep Atalay This unique and engaging anthology introduces students to the major concepts of globalization within the context of the key debates and disputes. Readings in Globalization illustrates that major debates in the field are not only useful to examine for their own merit but can extend our knowledge of globalization. The volume explores both the political economy of globalization and the relationship of culture to globalization. The volume is designed so it may be used independently, or alongside George Ritzer’s Globalization: A Basic Text for a complete student resource. 2010 • 560 pages • 978-1-4051-3273-2 • paperback Order together and save! Quote ISBN 978-1-4443-2371-9 GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication This edition first...
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...CRIME, PROCEDURE AND EVIDENCE IN A COMPARATIVE AND INTERNATIONAL CONTEXT This book aims to honour the work of Professor Mirjan Damaška, Sterling Professor of Law at Yale Law School and a prominent authority for many years in the fields of comparative law, procedural law, evidence, international criminal law and Continental legal history. Professor Damaška’s work is renowned for providing new frameworks for understanding different legal traditions. To celebrate the depth and richness of his work and discuss its implications for the future, the editors have brought together an impressive range of leading scholars from different jurisdictions in the fields of comparative and international law, evidence and criminal law and procedure. Using Professor Damaška’s work as a backdrop, the essays make a substantial contribution to the development of comparative law, procedure and evidence. After an introduction by the editors and a tribute by Harold Koh, Dean of Yale Law School, the book is divided into four parts. The first part considers contemporary trends in national criminal procedure, examining cross-fertilisation and the extent to which these trends are resulting in converging practices across national jurisdictions. The second part explores the epistemological environment of rules of evidence and procedure. The third part analyses human rights standards and the phenomenon of hybridisation in transnational and international criminal law. The final part of the book assesses Professor...
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...Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thailand, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn common, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscommunication between our management teams and foreign clients, I was asked to try to assist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used...
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