A Doñana myth: the twin maps of the eighteenth century

During the last 2 decades there has been a dramatic resurgence in literary and cultural productions by Americans who identify themselves as lesbian, gay, bisexual, transgendered, or queer (LGBTQ). Comprehensive in scope and accessible to students and general readers, this encyclopedia explores contemporary American LGBTQ literature and its social, political, cultural, and historical contexts. Included are several hundred alphabetically arranged entries written by expert contributors. Each entry cites works for further reading, and the encyclopedia closes with a selected, general bibliography. Students of literature and popular culture will appreciate the encyclopedia's insightful survey and discussion of LGBTQ authors and their works, while students of history and social issues will value the encyclopedia's use of literature to explore LGBTQ American society. During the last 2 decades, there has been a dramatic resurgence in the literary and cultural productions of Americans who identify themselves as lesbian, gay, bisexual, transgendered, or queer (LGBTQ). The works of these authors have gained popular attention and are increasingly important to the curriculum. They also reflect many of the issues central to contemporary American society. Comprehensive in scope and accessible to students and general readers, this encyclopedia surveys contemporary LGBTQ American literature and its social, political, historical, and cultural contexts. Included are hundreds of alphabetically arranged entries on such topics as: ; African American Gay Literature; Dorothy Allison; Bisexuality; Christopher Bram; Augusten Burroughs; Peter Cameron; Patricia Cornwell; Michael Cunningham; Christopher Durang; Leslie Feinberg; Harvey Fierstein; Gay Graphic Novel; Gay Jewish American Literature; Gay Rights Movement; Jewelle Gomez; Homosociality; Gary Indiana; Larry Kramer; David Leavitt; Leslie Larson; Ursula LeGuin; Lesbian Graphic Novel; Audre Lorde; Armistead Maupin; Terrence McNally; Lenelle Moise; Dale Peck; Puerto Rican Gay Literature; Queer Pedagogy; Sapphire; Sarah Schulman; Reginald Shepherd; Michelangelo Signorile; Transgender Young Adult Literature; Carla Trujillo; Edmund White; Emanuel Xavier; And many more. Each entry is written by an expert contributor and lists additional sources of information, and the encyclopedia closes with a selected general bibliography of print and electronic resources for student research. Students of American history and society will welcome the encyclopedia's use of literature to explore LGBTQ social issues, while students of literature and popular culture will appreciate the extensive exploration of authors and their works. FEATURES AND BENEFITS: ; Hundreds of alphabetically arranged entries discuss authors, literary works, movements, genres, and social issues.; An alphabetical list of entries offers a quick survey of the encyclopedia's contents.; A guide to related topics quickly and conveniently directs readers to entries likely to interest them.; Entry bibliographies help students find sources of additional information on specialized topics.; A selected, general bibliography directs students to the most helpful print and electronic resources on contemporary LGBTQ American literature.

This study aims at examining why Shakespeare’s Hamlet has been adapted and appropriated in different historical and cultural contexts. The study begins by introducing the reasons behind adapting this play and how the play’s thematic variety and its deep tackling of controversial philosophical, social, political and human issues, that interest everyone from different cultures and times, are the reasons that made it transcultural. The study then tries to trace the journey of adapting Hamlet through history starting from the seventeenth century up to postmodern era. After that, it dwells on examples from different cultural contexts such as Europe, Asia and Africa, Canada and many other places to prove the play’s universality. The study also includes many examples of cinematic, poetic and cartoony adaptations of the play to indicate the ability of the play to adjust itself to different artistic and cultural mediums. Keywords: adaptations, appropriations, transculturalism DOI : 10.7176/JLLL/56-04 Publication date :May 31 st 2019

This study examines the transformation of self-image and hetero-image in literature and its intermedia adaptations, analyzing the impact that historical context, ideological objectives, and approach to reading have on the imagining of the “Other.” Drawing on the theoretical contributions of Jean-Marie Carré, Hugo Dyserinck, and Joep Leerssen, as well as methods of comparative and intermedia analysis, the study investigates how these imaginings change over time and space, particularly in the context of Ismail Kadare’s works and their adaptations for stage and screen. The hypothesis of this paper is that the conception of the “Other” in three dimensions – as a construct of the author, the characters, and the reader/adapter – is a non-linear process, shaped by historical realities, ideological discourse, and interpretive approach (be it author-centered, text-centered, or reader-centered). The research question guiding this analysis is: How do conceptions of the “Other” differ at the levels of the author, characters, and reader/adapter, depending on historical and cultural contexts, and how is this dynamic reflected in the construction of identity and alterity in literary discourse and its adapted variants? In conclusion, the study concludes that the image of the “Other” is not an immutable construct, but a transformable category that changes depending on historical contexts, ideological objectives and the reading approach that is given to the original text during the process of interpretation or adaptation. The analysis of stage and film adaptations of literary works supports this hypothesis, showing that the figure of the “Other” is reconfigured not simply because of the medium, but in accordance with the goals and vision of the adaptor. Imagology, in this sense, serves as a valuable theoretical framework to investigate the permanent changes in the perception of the “Other” in different cultural and discursive contexts.

Research dating back to the 1960s shows that as children age, their understandings and conceptions about peace change along with their cognitive and social development. This work highlights the importance of context, interpersonal relationships, and cognitive capabilities on how children develop ideas and behaviors related to peace. The literature to date mainly draws from three theoretical bases to situate peace attitudes within ontological development: socialization theory, Piaget’s cognitive stages of development, and social-cognitive theory. Drawing on these models, empirical research has demonstrated that children generally move from concrete and material notions that focus on negative peace to abstract, norm-related concepts that incorporate interpersonal dynamics. At the same time, these processes vary with a number of factors, including cultural norms, historical context, and gender. This chapter presents an ecologically based and culturally grounded theoretical framework to study how children—as part of developmental processes and changes—come to form ideas and behaviors related to peace. An ecological model—Spencer’s PVEST—provides a more effective conceptualization of how individual children interpret historical and cultural contexts in developing understandings of peace and taking on roles as peacemakers. Empirical evidence gathered in different cities in Colombia demonstrates the utility of the theoretical framework for the field of peace and developmental psychology. The chapter ends by discussing how such work in developmental psychology informs peace and human rights education. An ecologically focused theoretical framework would provide a more effective guide for policies and programs seeking to promote understandings of peace and peace building in educational settings.

<p>This thesis investigates New Zealand women's menstrual knowledge within a cultural, social and historical context. An analysis or dominant menstrual discourses and their impact on women's menstrual knowledge was undertaken from a feminist poststructural perspective. At the outset, my initial objectives were to examine and record the social construction of menstruation and to determine the extent to which it impacted on New Zealand women's menstrual knowledge. Following a reading of feminist poststructuralism, the initial objective of measuring and quantifying women's menstrual knowledge changed to an approach focusing on discourse. Similarly, I moved to a new methodological focus on feminist epistemologies. As a result, the thesis examines the effects of New Zealand cultural practices and social meanings on women's 'knowing' about menstruation. It seeks to establish the boundaries and markers that both construct and constrain women's menstrual knowledge. Thirty-seven New Zealand women ranging in age from fourteen to eighty-six years contributed their narratives during open-ended interviews. The women's stories located various discursive practices that impacted on their menstrual knowledge and on their adherence to a common or popular menstrual etiquette. Discourses that construct and confine what, and how, women know about their menstrual cycle are identified and discussed. These scientific, medical, and consumerist discourses intersect and overlap to constitute a dominant menstrual discourse. Menstrual product advertising is identified as a prevailing context that surrounds young women as they become menstruants. Discursive practices such as euphemisms, notions of cleanliness and hygiene, authority through technology, and the commodification of feminist imagery contribute to representations that devalue and stigmatise menstruation. This dominant menstrual discourse can be maintained or disrupted through the way mothers impart menstrual knowledge to their daughters. Mothers are faced with the contradiction of preparing their daughters for an experience that is presented as normal yet constructed within strategies of concealment that menstruating women are expected to follow. When young women do become menstraunts, they are faced with the menstrual 'script' that includes the emotional themes of embarrassment, anxiety and ambivalence. The formal acquisition of menstrual knowledge takes place in our schools and again is positioned within a contradictory framework. Menstruation is conveyed as 'ordinary' yet the teaching of the menstrual cycle is often 'extraordinary' 'Menstruation' is routinely taught in sex-segregated classes, in the evening, in the company of parents and often located within scientific and medical discourses. This thesis offers new insight into the different ways New Zealand women construct knowledge about our bleeding bodies. Its uniqueness rests with die theoretical framework used to analyse research data. A feminist poststructuralist discourse analysis enabled the positioning of the women's accounts within a social, historical and cultural context, and the identification of a new way of analysing the impact of discursive practices upon meaning and experience of menstruation.</p>

There is evidence that a distinct pattern of alcohol consumption is emerging across the world and is a cause for concern because of its relationship with a range of health and social problems. Its visibility, particularly its high involvement of young people, makes this not only an issue for public safety and order in many countries, but also a highly contentious and politicized subject. This book examines the rapid and heavy drinking behavior by young people, described in a number of countries, positioning it within its appropriate social, historical and cultural contexts. The book argues in favor of a new term, "extreme drinking," to fully encapsulate the many facets of this behavior, taking into account the underlying motivations for the heavy, excessive and unrestrained drinking patterns of many young people. It also acknowledges the drinking process itself and accommodates greater focus on outcomes that are likely to follow. In many ways, "extreme drinking" is not so far removed from other "extreme" behaviors, such as extreme sports – all offer a challenge, their pursuit is motivated by an expectation of pleasure, and they are, by design, not without risk to those who engage in them, others around them and society as a whole. Edited by Marjana Martinic and Fiona Measham, Swimming with Crocodiles is the ninth volume in the ICAP Book Series on Alcohol in Society. The authors discuss the factors that motivate extreme drinking, address the developmental, cultural and historical contexts that have surrounded it, and offer a new approach to addressing this behavior through prevention and policy. The centerpiece of the book is a series of focus groups conducted with young people in Brazil, China, Italy, Nigeria, Russia, South Africa, and the United Kingdom, which examine their views on extreme drinking, motivations behind it and the cultural similarities and differences that exist, conferring at once risk and protective factors.

This book “decodes” 1930s Hollywood movies and explains why they looked and behaved in the way they did. Organized through a series of related case studies, the book exposes Classical Hollywood movies to a detailed analysis of their historical, industrial and cultural contexts. In the process it utilizes industry data, aesthetic analysis and the insights of New Cinema History to explain why and how these movies assumed their familiar forms. The book represents the summation of Richard Maltby’s four decades of scholarship in the field of Hollywood cinema. The essays presented here share an assumption that has increasingly informed the author’s critical method over the years: that any historical understanding of the films of this period requires a deep contextualization in the social circumstances surrounding both their production and consumption. In this way, the book introduces an innovative, overarching research methodology that synthesizes branches of research that are typically employed in isolation, including production, distribution, reception, film aesthetics, and cultural and historical context. Of the book’s nine chapters, three are presented here for the first time, and four have been substantially revised and extended from their original publication.

<p>This thesis investigates New Zealand women's menstrual knowledge within a cultural, social and historical context. An analysis or dominant menstrual discourses and their impact on women's menstrual knowledge was undertaken from a feminist poststructural perspective. At the outset, my initial objectives were to examine and record the social construction of menstruation and to determine the extent to which it impacted on New Zealand women's menstrual knowledge. Following a reading of feminist poststructuralism, the initial objective of measuring and quantifying women's menstrual knowledge changed to an approach focusing on discourse. Similarly, I moved to a new methodological focus on feminist epistemologies. As a result, the thesis examines the effects of New Zealand cultural practices and social meanings on women's 'knowing' about menstruation. It seeks to establish the boundaries and markers that both construct and constrain women's menstrual knowledge. Thirty-seven New Zealand women ranging in age from fourteen to eighty-six years contributed their narratives during open-ended interviews. The women's stories located various discursive practices that impacted on their menstrual knowledge and on their adherence to a common or popular menstrual etiquette. Discourses that construct and confine what, and how, women know about their menstrual cycle are identified and discussed. These scientific, medical, and consumerist discourses intersect and overlap to constitute a dominant menstrual discourse. Menstrual product advertising is identified as a prevailing context that surrounds young women as they become menstruants. Discursive practices such as euphemisms, notions of cleanliness and hygiene, authority through technology, and the commodification of feminist imagery contribute to representations that devalue and stigmatise menstruation. This dominant menstrual discourse can be maintained or disrupted through the way mothers impart menstrual knowledge to their daughters. Mothers are faced with the contradiction of preparing their daughters for an experience that is presented as normal yet constructed within strategies of concealment that menstruating women are expected to follow. When young women do become menstraunts, they are faced with the menstrual 'script' that includes the emotional themes of embarrassment, anxiety and ambivalence. The formal acquisition of menstrual knowledge takes place in our schools and again is positioned within a contradictory framework. Menstruation is conveyed as 'ordinary' yet the teaching of the menstrual cycle is often 'extraordinary' 'Menstruation' is routinely taught in sex-segregated classes, in the evening, in the company of parents and often located within scientific and medical discourses. This thesis offers new insight into the different ways New Zealand women construct knowledge about our bleeding bodies. Its uniqueness rests with die theoretical framework used to analyse research data. A feminist poststructuralist discourse analysis enabled the positioning of the women's accounts within a social, historical and cultural context, and the identification of a new way of analysing the impact of discursive practices upon meaning and experience of menstruation.</p>

Of all the arguments directed against presenting mathematical topics within a cultural and historical context, the most serious ones are those that we will refer to as the time and the content arguments. In this paper, after briefly describing these stances, we will endeavor to evaluate and refute their rationales using a social constructivist line of reasoning. To this end, we will first discuss the basic tenets of radical and social constructivism and then, through some simple concrete examples, show how social constructivism organically heralds the pedagogical methodology that imparts mathematical concepts in conjunction with their historical and cultural contexts.

The focus of this study is on performance aspects of cycles of Preludes and Fugues by composers from the former Soviet Union. This little-known part of 20th century piano repertoire has been largely neglected by music scholars. In this thesis it is purposely examined from a performer's perspective, with a particular emphasis on study of analytical processes and practical procedures at various stages of performance interpretation. Large-scale polyphonic cycles of preludes and fugues, analogous to the Well-Tempered Clavier by Bach, became phenomenally popular among Soviet composers after the 1950s, with more than 20 substantial cyclic works appearing in the second half of the last century in Russia, Ukraine, Armenia and Uzbekistan. My performance research thesis focuses on the following works: 24 Preludes and Fugues by Dmitri Shostakovich, Rodion Shchedrin, Sergei Slonimsky, Nikolai Kapustin and Dmitri Smirnov; 34 Preludes and Fugues by Valentin Bibik, 12 Preludes and Fugues by Alexander Yakovchuk and 6 Preludes and Fugues by Myroslav Skoryk. These eight cycles by Russian and Ukrainian composers are among the most influential Soviet polyphonic works, most of which are regularly performed in the countries of the ex-Soviet bloc. Although this thesis avoids drawing specific parallels between the historical, political and cultural context and the musical text, one of its main aims is to enhance performers' and listeners' awareness of the contextual complexity of the works under discussion. The main body of my thesis explores the interpretative challenges of the works under discussion, with individual chapters dedicated to such performance and perception aspects as understanding of the overall cyclic structure and programming issues, investigation of the cultural and historical context and its influence on the perception of the Soviet music, approaches to analysing scores, manuscripts and available recordings.

The main purpose of the study is to identify the significance of civic identity for young people and its impact on modern socio-cultural processes in Kyrgyzstan. The methodology of the research is represented by systematic, socio- cultural, comparative, semiotic analyses, as well as the synthesis method. A survey of 117 university students was conducted to provide additional data on the civic identity of Kyrgyz youth. In addition, the development of civic identity among young people in China and Turkey was analysed for comparison. Despite differences in historical and cultural contexts, factors like education, media, and government policies impacted youth civic identity in all three countries. The study results showed that the civic identity of young people is one of the key factors in modern socio-cultural transformations of society, determining the lifestyle and value orientations of young people, influencing their perception of public roles and responsibility. It is determined that periods of social transformations, civic identity is able to take on a variety of manifestations, influencing the processes of socialisation among young people, and, ultimately, their ability to perceive and join the values prevailing in a particular society. In addition, the findings indicate that it is important to understand the level of influence of the cultural and historical context on the development of the civil identity of certain countries. The results emphasise the importance of adapting policies and government programmes to current socio-cultural realities. The significance of the findings is expressed in the actualisation of the issue under study. The results obtained enrich the theoretical understanding of civic identity and its role in the modern socio-cultural processes of Kyrgyzstan and the world, contributing to the field of socio-cultural transformations and the study of youth identity

The beginning of the XX century was a time of aggravation of the land problem for the Kazakh people. At this time, the Kazakh intelligentsia, who were engaged in Enlightenment, began to actively act. Alikhan Bukeikhan was the head of the government of Alashorda, who managed to mobilize Kazakh students not only in the educational, but also in the political struggle to work in the interests of the nation. The article discusses the philosophy of independence of Alikhan Bokeikhan in a historical and cultural context. The authors of the article take into account topical issues of political, economic, educational, organizational, cultural activities of A.Bokeikhan using the example of historical data and memorable notes. Thanks to his political insight, hemanaged to preserve our land by uniting Kazakh intellectuals, so that it would not be swallowed up or de-stroyed by the policy of the Empire. Archival data show that Alikhan’s political influence was strong evenduring his imprisonment. Intellectuals of such Turkic countries as fraternal Turkish, Tatar, Bashkir, Uzbek,Kyrgyz took Alikhan’s philosophy of independence as an example. In the article, an attempt is made to un-derstand the high level of political philosophy of A. Bukeikhan and his relationship with external forces isconsidered. Among the intellectuals of Russia, historical figures who have established close relations are in-dicated by the reference table. The article systematically defines a holistic picture of the political philosophy of the head of Alashorda, regardless of the period of his life, such as participation in regional expeditions,membership in the cadet party, joining the organization of Freemasons, becoming a Duma deputy, imprison-ment, persecution in historical context. The content of the article deals with the stages of development of po-litical philosophy of Alikhan Bukeikhan, his contribution to independence, his activity towards the unificationof the Kazakh people in a cultural and philosophical context.

This paper aims to perform a comparative study of the philosophies of Aristotle and the laws enshrined in the Manusmriti. This comparative study examines Aristotle's philosophical perspectives on women as delineated in his works, particularly "Politics" and "Nicomachean Ethics," juxtaposed with the portrayal of women in the Manusmriti, an ancient Hindu legal text. This study aims to illuminate the divergent conceptions of women's roles, capabilities, and societal status in ancient philosophical and legal frameworks by analyzing these two distinct yet influential sources from different cultural and historical contexts. By navigating the complexities of interpreting ancient texts within their historical and cultural contexts, this comparative study aims to contribute to ongoing discourses on gender equity, social change, and the intersections of philosophy and law in shaping perceptions of women's roles and status in antiquity and beyond.

The Hermeneutical Analysis of the Soviet Fantasy Genre of the 1950s-1960s and Its American Screen Transformation in Media Studies in a Student Audience

“God Is Able”: Miracles and Hope in Our African-American Patients: Challenges, Historical Perspective and the Way Forward (FR459)