diagramism

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This mummy bandage (37.2039.23E) came to the lab to be prepared for exhibition in the mummy chamber of the Egyptian galleries. As you can see from the image above, the fragment is fairly tattered and wrinkled from age and use. Some of these features are part of the history of the object and should be retained, others, such as the wrinkles, are distracting and make it difficult to see the drawing and read the ancient spells on this textile fragment.

How do you get wrinkles out of ancient fabric? While the fabric is over 2000 years old, and inherently is very fragile, it does retain a surprising amount of flexibility. Since fabric was not brittle, it was a good candidate for a gentle humidification treatment. The overall process is similar to using steam to get wrinkles out of clothes; however, we use a much more delicate approach, without the use of heat, for ancient materials.

To reduce the wrinkles from the mummy bandage, it is placed in a humidification sandwich. The diagram above shows how the bandage is placed beneath a layer of Gore-Tex which acts as a vapor permeable layer. A slightly dampened blotter paper is placed above the Gore-Tex; the Gore-Tex allows only water vapor (in the gas phase), as opposed to water droplets (in the liquid phase) to travel through and humidify the textile which assists in very gently relaxing the wrinkles. The textile does not get wet because no liquid water touches it. A sheet of thin Plexiglas is placed on the top of the pile to provide a gentle weight to encourage the relaxing of the wrinkles. After the textile has relaxed, the damp blotter paper and Gore-Tex are removed and replaced with a dry blotter sheet to absorb any excess water vapor and it is allowed to dry under the Plexiglas. This treatment can be carried out in small sections for a very controlled effect on which wrinkles are reduced.

The images above show the mummy bandage before treatment (top) and after treatment (center) in raking light which highlights the wrinkles. As you can see the distortions are greatly reduced, but the textile still retains its natural texture, with minor undulations, and the images and text are easier to see. The bottom image shows the mummy bandage after treatment; minor fills were carried out in areas of loss using thin Japanese paper toned to match the textile. These fills help to stabilize and protect the fragile threads along areas of loss preventing any further damage, but still allow the viewer to see which areas are original under close inspection.

Visit the Brooklyn Museum to see this object on view next month in the Egyptian galleries.

Posted by Erin Anderson

anonymous asked:

Forgive me for not understanding but are you, nicefrog, and 4lung in a romantic triad? Or idk i don't understand the relationships between you three and I'm jus hoping for clarification

yes! please refer to this diagram @4lung made for any further questions

a little diagram i’m using to explain that

  • i am not cis
  • i am not het
  • i am not ace/aro
  • stop assuming i’m any of those just because i defend cishet aces/aros
  • what i am includes but is not limited to: queer, pan(romantic & sexual), enby, mogai, mga
  • but most importantly, i am not calling you queer if you don’t want to be queer (because then you fall somewhere in Ac;  in other words, not anywhere within the purple oval in this 5 circle venn diagram i stole from wikipedia for the oh-so-insidious purpose of forcing a slur on people showing that queer doesn’t mean what you think it means!
    • queer = purple oval
    • LGBT = somewhere else in the yellow, not represented in here because this diagram represents my identity and i am not your versions of L, G, B, or T
  • this also conveniently shows that those on the ace/aro spectrum can be queer without “invading” the Lesbian Gay Bi Trans Most Oppressed Cool Kid Ex-TERFs Club because guess what!!! y’all are somewhere else in the yellow, far, far away from the queer oval because we don’t want your exclusionary tactics here either
  • queer community = purple oval and nothing else
  • LGBT =/= entire yellow area of non-cisheteronormativity
  • fuck off and stop ignoring the history of “queer”

azurestcne  asked:

"You’re playing with your breasts, excuse me, can I try it ma'am? You’re pushin’ ‘em together like a titty venn diagram."

MEME;

Her hands froze as Azure spoke, his words earning her famous death glare. Said glare would make freshmen pee themselves and seniors to scream like little girls, and she continued to fix the strap of her bra. 

You did not just fuckin’ say that.

She grumbled, letting go of the strap under her shirt- causing a snap sound to be emitted. 

Because you said that, no you can’t play with them.

Yang placed her chin in her palm and looked away from her boyfriend, eyes wandering around the library as their study hall began.

so its 1:10 am and i am taking a boating ed course so i can drive a jet ski when i go down to the lake on sunday. anyways so like i remembered that post about how diagrams in school textbooks look like memes and i saw one and i named it the first thing i thought of and i thought you might like to see it

what can he rip

with six arm

answer?

everything. if you ahve six arm you would rip everything also like also on a side note i love how his back arms transcend race and they get whiter as they go back. like they got them alabaster hand

anonymous asked:

hey, i'm not sure if you've already answered this before (if you have, oh gosh, sorry!) but your note taking system looked really efficient so could you explain it a bit more in depth? thanks so much, love your blog!

I was planning on making a “how to” post on that soon BUT: basically I split the page into 2 columns (saves paper!! less white space) and use the outline method down each column. I use one color for subtitles (so in my chem book, it’s the title of each topic), one for vocab and other v important things, and black for general information. The post it notes are any charts/diagrams, examples, or equations I need to know!!

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Schematics of Buckminster Fuller’s Laminar Geodesic Dome, 1965.

A geodesic dome is a hemispherical thin-shell structure (lattice-shell) based on a network of geodesics (great circles) on the surface of a sphere or a hemisphere. The geodesics intersect to form triangular elements, which have local, triangular rigidity, and so distribute the structural stress throughout the geodesic sphere.
The design of a geodesic dome begins with an icosahedron (20-side form) inscribed within a hypothetical sphere. Each triangular face of the icosahedron is subdivided into n2 similar triangular tiles, n being the chosen degree of subdivision. The small triangles’ vertices are then projected onto the sphere, carrying the arrangement of edges along with them.
When fitted exactly, the sub-triangle edge-lengths assume different values, which thus requires links of many sizes to form the structure (spherical or hemispherical). To minimize the number of different values for the edge-lengths, the design is simplified, and the resultant geodesic dome is a compromise of triangles with the vertices lying approximately on the sphere, so that the triangle-edges form approximate geodesic paths over the surface of the geodesic dome.

Honestly, though, the best part of teaching Greek mythology is that soft ‘huh’ coming from behind you as you’re finishing up a diagram of the gods and the relationships they have between them.

“Is something wrong?” you ask, turning around while you try, and fail, to clean white chalk off your fingers.

“It’s just,” the boy says, and then he blushes a bit, because people taking Latin are usually good and shy and the last thing they want is to get into a fight with a teacher. “Those two characters here - aren’t they both men?”

And okay, at this point everybody’s paying attention except the resident class child - that one girl who still has to uses four different colours for everything she writes and will get upset if you point out she should only use black or blue when filling in exams. So, yeah, you look at the boy, and then at everybody else, and then you turn back, pretend to check.

“Yes, they are,” you say, frowning, as if you never had to answer that question before.

“So why is there a double line between them?”

“Because they were in a relationship at some point. Double lines are for sex, remember? Single lines are kids and parents, and double lines are lovers.”

Someone giggles. The two kids whose parents bring them along to weird art exhibitions - the ones who’ve grown up hearing frank political discussions and the occasional dirty joke - are now looking collected and a bit smug. The others are losing it, and fast - they look at the board, as if only just noticing the thing, and then at you.

“So, they were like, gay?” someone else asks, and it’s always a girl asking this question, because 'gay’ is just something boys aged 14 and a half never use - a Voldemort word, something that’s on your lips today and on everybody else’s tomorrow.

And this, of course, is the moment you’ve been waiting for - what the lesson was actually about. You wouldn’t plan a lesson around that, but you will mention the subject if it comes up, and so you start talking, about all of it - about sexual orientation being a cultural construct, about the Greek language not even having a term for 'gay’ and 'straight’, about warriors falling in love with each other and neglecting their teenage wives, about the fact our society is still coming to terms with something people have known in their hearts for millennia - that there’s no choosing and no free will, not about this. About how the most important thing is to respect yourself and each other, and the rest doesn’t matter all that much.

Statistically, in every class there’s a kid who’s struggling with this. Maybe two. Here things are not as bad as they could be, but it’s still hard, especially when you’re fourteen and you think you may be the only one and you don’t want to be different and how the hell can you even have a conversation about these things, with anyone?

And sometimes when you talk about these things - and dedicated teachers will find a way to include this speech somehow, because you never know who might need an ally, and who might need to hear it said out loud - teachers who loves their kids will mention the issue when discussing Michelangelo and Leonardo and Shakespeare and the Iliad - sometimes you see exactly who these kids are. Sometimes you see them looking at you, wide-eyed and fearful and yet full to the brim with that Go on look that’s so endearing on any kind of student. And sometimes all you see is their floppy hair, because they will keep scribbling in their notebooks and pretending like this is uninteresting and embarrassing and Oh my God, but the tips of their ears are getting red, and you find yourself hoping they’ll get a hug today, because they really need it.