Cultural History Sample Clauses

Cultural History. To understand the representation of elite female servants in early modern drama, an awareness of their historiographical presentation and service experience is paramount. While elite female service has not been a popular topic for literary scholars examining service, studies such as XxXxxxx’x Women and Culture at the Courts of the Stuart Queens, and Xxxxxxxx and Xxxxxx’s The Politics of Female Households: Ladies-in-Waiting across Early Modern Europe, have attended to elite female service as an important feature for the cultural and historical understanding of early modern society. 30 In addition to these studies on elite female service, 30 For key scholarship specifically on the study of elite female servants in early modern England see Women and Culture at the Courts of the Stuart Queens, ed. Xxxxx XxXxxxx (Basingstoke, New York: Palgrave Macmillan, 2003), and The Politics of Female Households: Ladies-in-Waiting across Early Modern Europe, eds. Xxxxxx Xxxxxxxx and Xxxxxx Xxxxxx (Leiden, Boston: Koninklijke Xxxxx NV, 2013). another group of scholars has examined how the experience of certain life stages can shape an individual’s identity.31 These critics have looked at early modern conceptions of the temporal, social, and biological progression of youth and adolescence, of adulthood, and of marriage for
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Cultural History. Berkeley: University of California Press, 1996. Xxxxx, Xxxxxxxx. Acustica Für Experimentelle Klangerzeuger und Lautsprecher. Vienna: Universal Edition ue 18429. 1970.
Cultural History. Chicago: University of Chicago Press. Sicilia, M.-A. (2006). Metadata, semantics, and ontology: providing meaning to information resources. International Journal of Metadata, Semantics and Ontologies, 1(1), 83. Sidney, P. (1890). The Defense of Poesy: otherwise known as an Apology for Poetry / Sir Philip Sidney; edited with introduction and notes by Albert S. Cook. Boston: Ginn & Company. (Work originally published 1595) Simon, C. (2013). En toen wisten we alles: een pleidooi voor oppervlakkigheid. Amsterdam: Ambo. Simon, H., A. (1971). Designing organizations for an information-rich world. In M. Greenberger (Ed.), Slingerland, E. G. (2008). What science offers the humanities: integrating body and culture. Cambridge; New York: Cambridge University Press.
Cultural History. Berkeley and Los Angeles: University of California Press. Xxxxx, Xxxxxxxx (interview by Xxxxxx Xxxx). 1982. ‘Abläufe, Schnittpunkte – montierte Zeit’. Grenzgänge, Grenzspiele. Programme book of the Frankfurter Feste, edited by Xxxxxx Xxxxxxx. 115-122.
Cultural History. Asian Connections. Cambridge: Cambridge University Press, 2020. Xxxxx, Xxxx Xxxxxx. Bijdragen tot de flora van Nederlandsch Indië. Batavia: Lands Drukkerij, 1825. Xxxxxx, Xxxxxxx, and Xxxxxx Xxxx, eds. Kennis en Compagnie: De Verenigde Oost-Indische Compagnie en de moderne wetenschap. Amsterdam: Balans, 2002. Xxxx, Xxxxxxxx. “Manuel d’ornithologie, ou tableau systèmatique des oiseaux qui se trouvent en Europe par C. J. Temminck.” Heidelbergische Jahrbücher der Literatur 25-26 (1816): 387-416. Xxxxxxxxx, Xxxxx. “Hunting and Trapping in the Indonesian Archipelago, 1500-1950.” In Paper Landscapes: Explorations in the Environmental History of Indonesia, edited by Xxxxx Xxxxxxxxx, Xxxxx Xxxxxxxxx and Xxxxx Xxxxxx. Verhandelingen van het Koninklijk Instituut voor Taal-, Land- en Volkenkunde, 178, 185-213. Leiden: KITLV Press, 1997. Xxxxxxxxx, Xxxxx. “The Making and Unmaking of Tropical Science: Dutch Research on Indonesia, 1600-2000.” Bijdragen tot de taal-, land- en volkenkunde (BKI) 162, no. 2/3 (2008): 191-217. Xxxxxxxxx, Xxxxx, ed. Empire and Science in the Making: Dutch Colonial Scholarship in Comparative Global Perspective, 1760-1830, Palgrave Studies in the History of Science and Technology. New York, NY: Xxxxxxxx Xxxxxxxxx, 0000. Xxxxx, Xxxx. The Sugar Plantation in India and Indonesia: Industrial Production, 1770-2010. Studies in Comparative World History. Cambridge: Cambridge University Press, 2013. Xxxxx, Xxxx, Xxxx Xxxxxx-Xxxxxxx, and X. Xxxxx Xxxxxx, eds. Sugarlandia Revisited: Sugar and Colonialism in Asia and the Americas, 1800-1940, International Studies in Social History, 9. New York: Berghahn Books, 2007.
Cultural History. (Oxford: Oxford University Press, 2006), pp. 8- 9. processes” of biological bodies.36 Nearly unfathomable, but not entirely. Occasionally geological and human time converges. Occasionally a split second and the twitch of a muscle is all it takes to move mountains. Fast-forward millions of years to mid- afternoon on the 30th July 1864, to a medium-sized Alp in Switzerland’s Bernina Range. An avalanche is surging down the mountain’s eastern face. And five men are plummeting with it. It had taken Xxxxxxx, a pair of Englishmen and two local guides, a little over eight hours to reach the summit of the Piz Morteratsch. Dazzling midday sunlight warmed the group as they rested on the peak; Xxxxxxx observed the shifting aerosolic complexity of the clouds below; a bottle of champagne was uncorked and drunk too. But on their way down the mountainside the group encountered a vertiginous slope of ice, which in spite of Xxxxxxx’x reluctance, lead guide Xxxxx decided to tackle. Bound together by a hemp rope, the men inched along the ice; a precipitous chasm loomed below. A false step, then a rush of snow. Suddenly, in “the twinkling of an eye”, the five men were hurled downwards “with uncontrollable speed on the back of an avalanche”.37 They tumbled for over a thousand feet. Miraculously the men emerged from this near-death experience with no more than cuts, bruises and welts. The most severe injury sustained was the parting of Xxxxxxx’x pocket watch from its chain, itself astonishingly recovered from the scene of the accident eighteen days later. But in this moment, each man was changed; they had experienced the awesome unpredictability of nature. It had taken the group eight hours to reach the mountain’s summit. Only a few seconds were needed to bring them tumbling back down. Implied by this difference between comparative scales—from the group’s steady upward trek to their rapid decent—is a similar gulf, yet one that is almost impossible to grasp. By contracting and relaxing muscles, by becoming alternatively firm and elastic, 36 Xxxxxxx Xxxxxxx, Architectures of Time: Toward a Theory of the Event in Modernist Culture (Cambridge, MA: Massachusetts Institute of Technology, 2001), p. 31. 37 Xxxx Xxxxxxx, Hours of Exercise in the Alps (London: Longmans, Green, and Co., 1871), p. 212. the climber alters the vertical trajectory of her or his body. By compression and intrusion, metamorphism through states of hardness and softness, rock is thrust skyward. Each of these proces...
Cultural History. Berkeley: University of California Press, 1996. La Berge, Ann. French Medical Culture in the Nineteenth Century. Amsterdam: Rodopi, 1994. Landes, Joan. Women and the Public Sphere in the Age of the French Revolution. Ithaca: Cornell University Press, 1988. Laqueur, Thomas. Making Sex: Body and Gender from the Greeks to Freud. Cambridge, MA: Harvard University Press, 1990.
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Cultural History. London: Thames and Hudson, 1966. Herman, Bernard L. "Introduction. The Discourse of Objects." The Stolen House.

Related to Cultural History

  • Cultural ceremonial leave may be taken as whole or part days off. Each day, or part thereof, shall be deducted from: a) the Employee's annual leave entitlements (where applicable); b) the Employee’s accrued long service leave entitlements, but in full days only; or c) accrued days off or time in lieu.

  • CULTURAL DIVERSITY The Cultural Diversity Requirement generally does not add units to a student's program. Rather, it is intended to be fulfilled by choosing courses from the approved list that also satisfy requirements in other areas of the student’s program; the exception is that Cultural Diversity courses may not satisfy Culture and Language Requirements for B.S. students. For example, COMM 6 – Intercultural Communication, can fulfill (3) units of the Behavioral Science requirement and (3) units of the Cultural Diversity requirement. This double counting of a class may only be done with the Cultural Diversity requirement. Courses in Cultural Diversity may be taken at the lower- division or upper-division level.

  • Cultural Resources If a cultural resource is discovered, the Purchaser shall immediately suspend all operations in the vicinity of the cultural resource and notify the Forest Officer. Operations may only resume if authorized by the Forest Officer. Cultural resources identified and protected elsewhere in this contract are exempted from this clause. Cultural resources, once discovered or identified, are not to be disturbed by the Purchaser, or his, her or its employees and/or sub- contractors.

  • PROCEDURAL HISTORY On May 16, 2008, pursuant to 83 Illinois Administrative Code Part 763, Illinois Bell Telephone Company (“AT&T Illinois”) and Vertex Broadband, Corp. d/b/a AthenaTel d/b/a Reason to Switch d/b/a TownLink Communications d/b/a INT Connections (“Vertex”), filed a joint petition for approval of the 1st Amendment to the Interconnection Agreement dated May 6, 2008 under Section 252 of the Telecommunications Act of 1996 (47 U.S.C. § 252 et seq.) (“the Act”). The 1st Amendment to the Agreement was submitted with the petition. A statement in support of the petition was filed along with verifications sworn to by Xxxxx X. Xxxx, Xx. on behalf of AT&T Illinois and by Xxxxxx X. Xxxxx on behalf of Vertex, stating that the facts contained in the petition are true and correct to the best of their knowledge, information, and belief. Pursuant to notice as required by law and the rules and regulations of the Commission, this matter came on for hearing by the duly authorized Administrative Law Judge of the Commission at its offices in Chicago, Illinois, on June 9, 2008. Staff previously filed the Verified Statement of A. Xxxxxxxx Xxxxxxx of the Commission’s Telecommunications Division on June 6, 2008. At the hearing on June 9, 2008, AT&T Illinois, Vertex and Staff appeared and agreed that there were no unresolved issues in this proceeding. Subsequently Xx. Xxxxxxx’x Verified Statement was admitted into evidence and the record was marked “Heard and Taken.”

  • Cultural cooperation 1. The aims of cultural cooperation will be: (a) to build on existing agreements or arrangements already in place for cultural cooperation; and (b) to promote information and cultural exchanges between the Parties. 2. The Parties will encourage and facilitate, as appropriate, the following activities, including, but not limited to: (a) dialogue on cultural policies and promotion of local culture; (b) exchange of cultural events and promote awareness of artistic works; (c) exchange of experience in conservation and restoration of national heritage; (d) exchange of experience on management for the arts; (e) protecting archaeological monuments and cultural heritage; (f) having a consultation mechanism between the Parties' culture authorities; and (g) cooperation in the audio-visual field, mainly coproduction and training programs in this sector and means of communication, including training, development and distribution activities.

  • Cultural Competency 1. All program staff shall receive at least one (1) in-service training per year on some aspect of providing culturally and linguistically appropriate services. At least once per year and upon request, Contractor shall provide County with a schedule of in-service training(s) and a list of participants at each such training. 2. Contractor shall use good faith efforts to translate health-related materials in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall provide to County copies of Contractor’s health-related materials in English and as translated. 3. Contractor shall use good faith efforts to hire clinical staff members who can communicate with clients in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall submit to County the cultural composition and linguistic fluencies of Contractor’s staff.

  • Cultural Leave Where such leave is approved by the employer, teachers participating in recognised cultural activities within New Zealand or outside New Zealand are entitled to leave with pay on the same conditions as for sports leave.

  • Criminal History Applicants who have criminal convictions may be denied. Any crimes associated with drugs, violence, sex, property damage, and/or weapons may be grounds for automatic disqualification. Eligibility is dependent upon the level, disposition, and time since the crime occurred. Open cases for similar crimes may be grounds for denial. Credit. A credit check will be performed, and the following may be grounds for denial: past due or dishonored debt, the absence of a credit history, unpaid housing accounts, unpaid utility accounts.

  • Cultural Competence 1. Grantee will make reasonable efforts to provide services that meet each client’s individual needs and takes into consideration the intellectual functioning, literacy, level of education and comprehension ability of each client in order to ensure that all information is presented in a way that meets each client’s individual needs. 2. Grantee will provide services in the client's primary language either directly by Grantee or by a DFPS approved translator. 3. Grantee will have a cultural competence mission statement, core values or other similar guidance that provides how the Grantee will effectively provide these services to clients of various cultures, races, ethnic backgrounds and religions in a manner that recognizes and affirms the client’s worth, protects and preserves the client’s dignity and ensures equity of service delivery.

  • Outreach and Education The agencies agree to coordinate, conduct joint outreach presentations, and prepare and distribute publications, when appropriate, for the regulated community of common concern. • The agencies agree to work with each other to provide a side-by-side comparison of laws with overlapping provisions and jurisdiction. • The agencies agree to provide a hyperlink on each agency’s website linking users directly to the outreach materials in areas of mutual jurisdiction and concern. • The agencies agree to jointly disseminate outreach materials to the regulated community, when appropriate. • All materials bearing the DOL or DOL/WHD name, logo, or seal must be approved in advance by DOL. • All materials bearing the OEAS name, logo, or seal must be approved in advance by OEAS.

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