Free Essay

Stele Compare & Contrast

In: Other Topics

Submitted By khoifish
Words 1507
Pages 7
The Stele of Naram-Sin is a massive piece of limestone that has been carved in relief style to commemorate a victory between two warring civilizations. This stone slab is taller than most people standing at 6’6”. The battle scene engraved on this stone slab is between Naram-Sin, ruler of the Akkadian people, and the Lullubi. At the top of the stele there are three suns that shine brightly onto mountain in which Naram-Sin is marching his army up in a diagonal path. In the sky just below the suns and on the mountain there are cuneiform script printed that describes the victory. The cuneiform that is on inscribed on the mountain is just on the right side; the left side of the mountain is bare. The cuneiform inscribed confirms that this stele depicts a battle that was won at Zagaros Mountain. At the base of the main peak of the mountain there is an injured Lullubi with a spear in his neck. The Lullubi people are scattered throughout the stele in a very disorganized fashion predominantly on the right side of the stele. Their weapons are depicted as inferior to that of the Akkadian people’s, some are broken and some are smaller.

Naram-Sin is depicted much larger than anyone else in the stele. The use of hieratic scale here amplifies artist’s decision to place Naram-Sin in the center of the composition. Naram-Sin is holding a sword, a bow and a spear as he tramples over his fallen foes. He is shown to possess well defined muscular features in addition to a horned helmet. The army that he commands is dressed in similar garments and is marching in unison together up the mountain. The Akkadian force makes up the majority of the left side of this composition. There is a tree depicted towards the lower right side of the stele. Great care has been given to engrave many details into this tree making it easily identifiable.

There are several key features of this stele that sets it apart from other works of art during this time period and those that came before it. The horned helmet has never been given to an individual before. It was previously only used to depict gods. The attention to the male form also represents power; during this era political power was associated with physical strength and form. It is likely that Naram-Sin purposely had this stele constructed in such a manner that he be shown to have great power. This is not so farfetched of an idea given that he has just triumph over an enemy. Adding to the list of unusual traits, this slab does not have the common horizontal registers but instead there are clear diagonal lines. This was most probably done to accentuate his god-like status and features. Yet another feature that makes this piece stand out is the fact that it has a naturalistic landscape which was not very common prior to this slab being sculpted. The composition of how each army is arranged also supports creating a greater ruler. The Akkadian army is marching in unison which represents order and strength while the Lullubi army is scattered all around which represents chaos. This piece is not only meant to tell the tale of the victory, but it is also meant to inflate Naram-Sin’s ego so to speak.

The Stele of Hammurabi is a massive slab of diorite which is a very hard substance. It stands at a towering 7’ high. At the top of the slab there is a relief with two figures, one standing and one seated. The seated figure on the right represents Shamash, the god of justice and the sun, while the standing figure on the left represents the Babylonian ruler Hammurabi. Hierarchy of scale is used in this relief as Hammurabi standing is only as tall as Shamash seated. Both men are dressed in robes covering most of their body but their shoulders and arms are visible with well-defined muscles visible. Both men have what appears to be either a beard or a veil covering the bottom portion of their face and extending down to the top portion of their chest. Hammurabi has a rounded helmet on while Shamash has conical hat that appears to have a concentric circular pattern. Shamash is holding a scepter in his right hand while his left hand is bare but clenched in a fist. There are three rays emanating from each of Shamash’s shoulders. The chair that Shamash is seated on has a pedestal area that ensures his feet do not touch the ground while seated. The raised area by his feet appears to be alternating stones of similar size and shape in three different levels. The chair itself has a shrinking rectangular pattern on the side with the longest end being vertical. Hammurabi’s left forearm is placed over his stomach and waist while his right forearm is held over his stomach and chest with an open palm. Hammurabi’s feet are not visible but one of Shamash’s feet is.

In the center of the stele below the upper relief area are carvings that represent the laws, rights, duties and punishments that the Babylonian people were expected to follow. The main purpose of this stele is to announce what the laws were and what type of punishments would follow upon the breaking of the laws. The majority of the entries deal commercial trade issues which makes sense since most of the early writings have been about commerce. The writings on this stele serve as proof the many of the equalities that we have today have only been around for a short time. During this period there are laws that favor one class of people over others and are also reflected in the punishments listed on this stele. To a lesser extend this stele also serves to commemorate the ruler Hammurabi.

The time in which these two steli were constructed indicates many shifts in beliefs, but there are significant similarities and differences between the two pieces. These two steli are fairly comparable in size as there are only off by about 6”. They both have identifiable people engraved into the stone slabs. There is a remarkably similar detail given to the muscular male form in each stele which probably means that both cultures associated power with physical strength. Naram-Sin was portrayed as god-like and Hammurabi was portrayed with a god. The fact that both of these artists chose to bring the presence of god into the piece suggest that religious beliefs played a large part in these two civilization’s everyday lives. They could have chosen to emulate a powerful animal but instead those chose a god. This definitely marks a shift towards a more modern society as previously in the Paleolithic and Neolithic periods we saw a movement towards appreciating animals and less human/religious figures.

Despite the similarities in these two steli, there are many differences as well. For example, the main difference is probably the purpose that these works served. Naram-Sin most likely wanted a piece that will immortalize him as a great leader and a powerful warrior. In contrast Hammurabi was not necessarily intending to portray himself as a powerful warrior since he is standing in what could be a prayer stance paying homage to the god of justice. This tells a lot since written below the god of justice are rules for the society. In the first stele the purpose was to mark a victory, but in the second stele the purpose was to ensure peace and justice along with consistency. This consistency in societal laws is similar to how Naram-Sin’s army moves in a consistent uniform manner. Additionally diorite is a much harder substance than limestone and as such is intended for the work to last much longer in comparison.

Naram-Sin’s battle depiction is set in a naturalistic landscape which reinforces the idea in an observer’s head, that what is being viewed is from an actual battle and not a generic war. In comparison, the scene in Hammurabi’s stele is much more simplistic as there are no identifying markers that would indicate a specific moment on time. The lack of detail in the background suggests that the artist wish’s for an observer to focus on writing while the relief area merely serves as a prelude to the writing.

The headgear used is also very different in the two pieces. In the Akkadian artifact, the horned helmet is used to represent god-like properties. The horns are clearly an animal characteristic which indicates that there hasn’t been a complete shift from appreciating animals to more humanistic properties yet since this piece is older than the Babylonian artifact. The Babylonian artifact which was constructed about 450 years later than the Akkadian artifact uses a conical hat to represent a god figure. Conical hats in many societies have been associated with power, maybe not political power but power none the less.

Similar Documents

Premium Essay

Culture of Storytelling

...response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements. Part A Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story. Next, compare and contrast the three artworks and the iconography used in each story and distinguish the connections that can be made, pointing out patterns you find. Part B To conclude, summarize the use of storytelling in the cultures represented in the three artworks below. Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook. Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook. Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook. After learning about the complexity and variety of Islamic decoration, as seen in Tile Mosaic Mihrab, from the Madrasa Imami, assess if you...

Words: 304 - Pages: 2

Free Essay

Arch. Possible Final Essay Questions

...Arch. Possible Final Essay Questions Compare and contrast the archaeological remains of Israel and Judah during the Divided Monarchy. Israel 1) List at Karnak-Sheshonq writes names of all the cities he conquered on wall of temple-emulates T3. -Samaria-capital of Israel during 8th and 9th centuries. Has buildings that look like Megiddo’s Proto-Aeolic capital- denote Divided Monarchy. Columns that look Greek. -Ivories-inlaid furniture. A lot of it burnt. Mesha Stele- Mesha King of Moab, mentions King of Israel and Omri & Moab, and possibly House of David. Shalmaneser III-Monolith Inscription-853 BCE Black Obelisk of Shal. III- contains Jehu on it (calls him son of Omri, even though not true) -Megiddo Water Tunnel -Cuneiform Inscriptions of Tiglath-Pileser III (744-727BCE) -Megiddo III-looks like exact Mesopotamian Palace (Assyrian City) Judah -wine and olive presses in 9th and 8th centuries -Ekron Inscription (604BCE) names Philistine kings and talks of Sennacherib’s campaigns. -Assyrian Stele from Ashdod-captured by Sargon II in 711 BCE -Prism of Sennachrenib -Hezekiah’s Water Tunnel (701BCE) and the Siloam Inscription, how we know it is Hezekiah’s Tunnel. Compare and contrast the Neo-Assyrian destruction of Israel and its aftermath with the Neo-Babylonian destruction of Judah and its aftermath. Is either of them similar to the Roman destruction of Jerusalem? 2) Assyrians were in control of the ANE with TP3 annexing Israel to his lands....

Words: 1328 - Pages: 6

Premium Essay

Assignment 04

...of this learning guide for specific format requirements. Part A 1. Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story. * Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook. * Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook. * Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook. 2. Next, compare and contrast the three artworks and the iconography used in each story and distinguish the connections that can be made, pointing out patterns you find. Part B 1. To conclude, summarize the use of storytelling in the cultures represented in the three artworks you discussed above. 2. After learning about the complexity and variety of Islamic decoration, as seen in Tile Mosaic Mihrab, from the Madrasa Imami, assess if you think that figural representations are essential to...

Words: 330 - Pages: 2

Premium Essay

Assignment 04

...learning guide for specific format requirements. Part A 1. Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story. * Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook. * Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook. * Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook. 2. Next, compare and contrast the three artworks and the iconography used in each story and distinguish the connections that can be made, pointing out patterns you find. Part B 1. To conclude, summarize the use of storytelling in the cultures represented in the three artworks you discussed above. 2. After learning about the complexity and variety of Islamic decoration, as seen in Tile Mosaic Mihrab, from the Madrasa Imami, assess if you think that figural representations are...

Words: 330 - Pages: 2

Free Essay

Biology Lab Manual

...BIOLOGY 10 Introduction to Biology Laboratory Manual Prepared by: KLLabrador Table of Contents |Exercise |Title |Page No. | |1 |Observation and Description |2 | |2 |Formulation, Testing of Hypothesis, |6 | | |and Experimental Design | | |3 |The Use of Models and Controls |9 | |4 |Plant and Animal Tissues |14 | |5 |Cellular Respiration |22 | |6 |Photosynthesis |27 | |7 |Phylogeny and Systematics: Survey of Plant and Animal Families |30 | | ...

Words: 6127 - Pages: 25

Free Essay

Aaaa

...http://diterbitkan.blogspot.com Page 1 Listening Comprehension 1. (A) He can have more than four guests at his graduation. (B) His brother isn’t going to graduate this semester. (C) He didn’t know that Jane wanted to be invited. (D) He’s going to invite Jane. 2. (A) Listen to the traffic report on the radio (B) Take a later train. (C) Ron to catch the next train. (D) Check the weekend schedule. 3. (A) Deliver the notebook to Kathy. (B) Find out where Kathy put the notebook. (C) Ask Kathy to explain the chemistry notes. (D) Ask Kathy for the man’s notebook. 4. (A) The walk is shorter than the woman thinks it is. (B) The lecture has already started. (C) They won’t have a problem getting seats. (D) The lecture may be canceled. 5. (A) The woman should have studied French in Paris. (B) He didn’t study French in high school. (C) Living in Paris helped improve the woman’s language skills. (D) The woman must have had a good French teacher. 6. (A) Apologize to his roommate. (B) Give the notes to the woman. (C) Call the woman tonight. (D) Take the woman’s notes to his roommate. 7. (A) She doesn’t have time to talk to Dr. Foster. (B) She needs the additional time to finish her paper. (C) Dr. Foster hasn’t finished grading the papers. (D) She wants the man to help her with her paper. 8. (A) Phone the Cliffside Inn for a reservation. (B) Ask her parents to come a different weekend. (C) Call local hotels again in a few days. (D) Find a hotel again in a few days. 9. (A) Main her some information...

Words: 6370 - Pages: 26

Free Essay

I'M Just Here

...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...

Words: 5954 - Pages: 24

Free Essay

Estadyguade

...Study Guide to Accompany Meggs’ History of Graphic Design Fourth Edition Prepared by Susan Merritt Professor and Head of Graphic Design School of Art, Design, and Art History San Diego State University (SDSU) With assistance from Chris McCampbell and Jenny Yoshida John Wiley & Sons, Inc. i DISCLAIMER The information in this book has been derived and extracted from a multitude of sources including building codes, fire codes, industry codes and standards, manufacturer’s literature, engineering reference works, and personal professional experience. It is presented in good faith. Although the authors and the publisher have made every reasonable effort to make the information presented accurate and authoritative, they do not warrant, and assume no liability for, its accuracy or completeness or fitness for any specific purpose. The information is intended primarily as a learning and teaching aid, and not as a final source of information for the design of building systems by design professionals. It is the responsibility of users to apply their professional knowledge in the application of the information presented in this book, and to consult original sources for current and detailed information as needed, for actual design situations. This book is printed on acid-free paper. Copyright © 2006 by John Wiley and Sons. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced...

Words: 54497 - Pages: 218

Free Essay

The Public Needs to Know

...******Created by ebook converter - www.ebook-converter.com****** ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** KOINONIA HOUSE Coeur d’Alene, Idaho 83816-0347 ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** COSMIC CODES Copyright © 1999 by Koinonia House Revised 2004 P.O. Box D Coeur d’Alene, ID 83816-0347 Web Site: http://www.khouse.org Second Printing 2004 Third Printing 2011 ISBN 978-1-57821-072-5 Design and production by Koechel Peterson & Associates, Minneapolis, Minnesota. Scripture quotations in this book are taken from the King James Version of the Bible. All rights reserved. No portion of this book may reproduced in any form without the written permission of the Publisher. Printed in the United States of America. ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** “Cosmic Codes was the authoritative resource that we relied on in the research of our PAX-TV/Discovery Channel television special Secrets of the Bible Code Revealed. It’s absolutely packed with fascinating factual information on all of the Bible-related codes.” DAVID W. BALSIGER PRODUCER, SECRETS OF THE BIBLE CODE REVEALED “Chuck Missler writes from a technological and Biblical background in this cutting-edge analysis of the hidden codes...

Words: 141008 - Pages: 565

Premium Essay

Silva Method

...New Age Hypnosis 1 Self Hypnosis REVISED EDITION Easy Ways to Hypnotize Your Problems Away DR. BRUCE GOLDBERG New Page Books A division of The Career Press, Inc. Franklin Lakes, NJ 2 Self-Hypnosis Copyright ∞ 2006 by Dr. Bruce Goldberg All rights reserved under the Pan-American and International Copyright Conventions. This book may not be reproduced, in whole or in part, in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system now known or hereafter invented, without written permission from the publisher, The Career Press. SELF HYPNOSIS, REVISED EDITION EDITED BY CHRISTOPHER CAROLEI Cover design by Lu Rossman/Digi Dog Design NYC Printed in the U.S.A. by Book-mart Press To order this title, please call toll-free 1-800-CAREER-1 (NJ and Canada: 201848-0310) to order using VISA or MasterCard, or for further information on books from Career Press. The Career Press, Inc., 3 Tice Road, PO Box 687, Franklin Lakes, NJ 07417 www.careerpress.com www.newpagebooks.com Library of Congress Cataloging-in-Publication Data Goldberg, Bruce, 1948Self hypnosis : easy ways to hypnotize your problems away / by Bruce Goldberg.— Rev. ed. p. cm. Includes bibliographical references and index. ISBN-13: *978-1-56414-885-8 (pbk.) ISBN-10: 1-56414-885-8 (pbk.) 1. Mental suggestion. I. Title. BF1156.S8G65 2006 154.7—dc22 2005056737 New Age Hypnosis 3 DEDICATION This book is dedicated...

Words: 62091 - Pages: 249

Premium Essay

Great Ethiopians

...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...

Words: 74797 - Pages: 300

Premium Essay

Wonderful Ethiopia

...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...

Words: 74797 - Pages: 300

Free Essay

Weapons

...MEDIEVAL WEAPONS Other Titles in ABC-CLIO’s WEAPONS AND WARFARE SERIES Aircraft Carriers, Paul E. Fontenoy Ancient Weapons, James T. Chambers Artillery, Jeff Kinard Ballistic Missiles, Kev Darling Battleships, Stanley Sandler Cruisers and Battle Cruisers, Eric W. Osborne Destroyers, Eric W. Osborne Helicopters, Stanley S. McGowen Machine Guns, James H. Willbanks Military Aircraft in the Jet Age, Justin D. Murphy Military Aircraft, 1919–1945, Justin D. Murphy Military Aircraft, Origins to 1918, Justin D. Murphy Pistols, Jeff Kinard Rifles, David Westwood Submarines, Paul E. Fontenoy Tanks, Spencer C. Tucker MEDIEVAL WEAPONS AN ILLUSTRATED HISTORY OF THEIR IMPACT Kelly DeVries Robert D. Smith Santa Barbara, California • Denver, Colorado • Oxford, England Copyright 2007 by ABC-CLIO, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data DeVries, Kelly, 1956– Medieval weapons : an illustrated history of their impact / Kelly DeVries and Robert D. Smith. p. cm. — (Weapons and warfare series) Includes bibliographical references and index. ISBN-10: 1-85109-526-8 (hard copy : alk. paper) ISBN-10: 1-85109-531-4...

Words: 118320 - Pages: 474

Free Essay

Gre Vocabulary 3000

...Made By Jason & Franklin. This Document Is Strictly Prohibited For Commercial Purposes Without Authorization. List 1 GRE Verbal 750 Quantitative 800, AW 5.5 2008 10 Princeton, MIT, M. Fin Unit 1 ABANDON A B D I C AT E ABASE ABERRANT ABASH ABET A B AT E A B E YA N C E A B B R E V I AT E ABHOR abandon [ 1 n. ] carefree, freedom from constraint added spices to the stew with complete abandon unconstraint, uninhibitedness, unrestraint 2 v. to give (oneself) over unrestrainedly abandon herself to a life of complete idleness abandon oneself to emotion indulge, surrender, give up 3 v. to withdraw from often in the face of danger or encroachment abandon the ship/homes salvage 4 v. to put an end to (something planned or previously agreed to) NASA the bad weather forced NASA to abandon the launch abort, drop, repeal, rescind, revoke, call off keep, continue, maintain, carry on abase [ 1 v. ] to lower in rank, office, prestige, or esteem was unwilling to abase himself by pleading guilty to a crime that he did not commit debauch, degrade, profane, vitiate, discredit, foul, smirch, take down elevate, ennoble, uplift, aggrandize, canonize, deify, exalt abash [ 1 vt. ] to destroy the self-possession or self-confidence of ,disconcert, embarrass Nothing could abash him. discomfit, disconcert, discountenance, faze, fluster, nonplus, mortify embolden abate [ 1 v. ] to reduce in degree or intensity / abate his rage/pain taper off intensify 2 v. ...

Words: 139628 - Pages: 559