scholarly resource

Scholarly Resource Alert! A freely available resource, Italian Renaissance Learning Resources features eight units, each of which explores a different theme in Italian Renaissance art.

Artists and Patrons: The Renaissance produced many types of patrons: men and women, individuals and families, religious and lay groups, civic bodies and princely rulers. Differing motivations and concerns influenced their relationships with artists and the art that was created. The overwhelming majority of Renaissance commissions were of a religious nature, but they served various ends. Commissions gave greater glory to a person or family, enhanced and embellished a city or a religious institution, honored a saint or accrued as a credit to the Christian “account” of believers—or all of these at once. In this unit we consider artists and patrons in Italy’s aristocratic courts, where patronage was also an important tool of rulership. Our discussion is focused on five cities (Milan, Urbino, Naples, Mantua, and Ferrara) and on a brief period, from around 1450 to the early sixteenth century, a time of relative political calm that allowed states to devote funds and energy to ambitious artistic projects.

This project is a collaboration between the National Gallery of Art and OUP’s Grove Art Online. It was made possible through the support of the Samuel H. Kress Foundation.

Image credit: North Italian 15th Century, Francesco Sforza, Widener Collection. Image courtesy of the Board of Trustees, National Gallery of Art.

The Corning Museum of Glass has released its first-ever scholarly electronic resource, The Techniques of Renaissance Venetian Glassworking by artist and scholar, William Gudenrath. Through 360-degree photography and high-definition video, complete reconstructions of Venetian glassmaking techniques unknown for centuries are now revealed.
Watch more than 40 narrated demonstration videos in the electronic resource, illustrating the recreation of 25 “key objects” in The Corning Museum of Glass collection, as well as 10 additional techniques.
http://ift.tt/20BHkVE http://ift.tt/1Pu64LO

Very Short Introductions Online will be launched with over 350 titles, with the rest to follow. It will be available as a whole, or split into subject modules (for example the Arts and Humanities, Science and Mathematics, Social Sciences, and Law, or smaller modules such as History, Philosophy, Literature, Religion, Physics, and so forth).” (via Very Short Introductions go online | OUPblog)

LGBT and Religion Resources Part I

Okay, team, here’s the first installment in scholarly resources for religion and homosexuality (though some are for sexuality and gender in general). It has the citation and then the summary below. Hopefully you have access to them. If not, these are all resources I have on my computer, so let me know and maybe we can work something out. Feel free to ask questions or clarification via messaging or my ask box. I know some of them are hard to get through, especially with the rogue Hebrew words. Additionally, if there’s interest, I can do a part II. Just let me know.

Gender
Phyllis Trible “Eve and Adam: Genesis 2-3 Reread” and “Not a Jot, Not a Tittle: Genesis 2-3 after 20 years” in Susanne Scholz ed., Biblical Studies Alternatively (Upper Saddle River: 2003) 94-106.
–Trible looks at the story of Adam and Eve, traditionally interpreted to enforce male superiority. She interprets the first human, ha-adam (the earthling, more or less), as gender neutral being. Only when the female is created does the male become differentiated as well.

McCaffrey, Kathleen “Reconsidering Gender Ambiguity in Mesopotamia: Is a Beard Just a Beard” in Sex and Gender 379-391.
–Unsurprisingly, male biblical scholars and archeologists read modern, Western ideas of dual-gender based on biology into what we know about the Ancient Near East. McCaffrey dismantles this and points to the gender ambiguity that existed. Writings claim the goddess Inanna had the ability to turn males into females and vice versa. Similarly, male skeletons were found with female dress pins, suggesting they wore female clothing–this could have been a third gender. Basically, it’s not clear that the Ancient Near East had the strict male/female gender dichotomy we assume they do.


Bible
Athalya Brenner, The Intercourse of Knowledge: on gendering desire and
sexuality in the Hebrew Bible
(Leiden: 1997).
–Brenner is legit the most badass scholar ever. Read her. Read everything you can find by her. She takes a similar approach to Nissinen in that the issue is of a male penetrator forcing a male into the role of the penetrated (woman). Another problem is that it’s a waste of seed.  She also mentions female homosexuality–nothing is mentioned in the Bible, but the Jerusalem Talmud is ambivalent to female/female sexual relations, though it does condemn such marriages.

Marrti Nissinen, Homoeroticism in the Biblical World: A historical Perspective (Minneapolis, 1998).
–Nissinin looks at homoeroticism in the ancient world. The chapters on the Bible say that the issue Leviticus 18 deals with is the idea of a man penetrating a male and making him a female.

Ken Stone “Homosexuality and the Bible or Queer reading? A Response to Martti Nissinen” Theology and Sexuality 14 (2001) 107-108.
–Biblical scholars like to fight, so Ken Stone argues that Nissinen should not discuss homosexuality, but rather a queer reading because importing our understandings of male, female, and homosexuality into an ancient world is a product of heteronormativity. “Queer” negates the idea that a dichotomy between hetero and homosexuality exists in the Bible.


Theology
P.S. Cheng, “Rethinking Sin and Grace for LGBTQ People Today,“ in Sexuality and the Sacred Second Edition: Sources for Theological Reflection, ed. Marvin Ellison and Kelly Brown Douglas (Westminster John Knox Press: Louisville, 1994), 105-118.
–Cheng rethinks the issue of sin, which is traditionally tied to "a legal model.” Instead of viewing sin as actions/omissions, Cheng starts with grace and assumes that sin is that which opposes what “God has done for us in Jesus Christ.”

M. Ellison, “Reimaging Good Sex: The Eroticizing of Mutual Respect and Pleasure” in Sexuality and the Sacred Second Edition: Sources for Theological Reflection, ed. Marvin Ellison and Kelly Brown Douglas (Westminster John Knox Press: Louisville, 1994), 245-261.
–The Patriarchy has screwed up how we think of sex and has made it all dominant and submissive. Basically, the wrong things have been eroticized (gender, race, and other injustices). The goal is to recognize this and eroticize mutual respect and pleasure.

M. Ellison, “Marriage in a New Key” in Sexuality and the Sacred Second Edition: Sources for Theological Reflection, ed. Marvin Ellison and Kelly Brown Douglas (Westminster John Knox Press: Louisville, 1994), 397-411.
–The Church should teach that marriage should not be male dominant. Instead they should be flexible in terms of gender roles and sharing power/responsibilities so that each person is made better. Likewise, sex should not just be about procreation, but about pleasure. Both of these things would give room to open the Church to same-sex couples who are joined in married.

L. Schneider, “What if it’s Not a choice? Some Implications of the Homosexuality Debates for Theology” in Sexuality and the Sacred Second Edition: Sources for Theological Reflection, ed. Marvin Ellison and Kelly Brown Douglas (Westminster John Knox Press: Louisville, 1994), 197-204.
–Lots of people say, “Being gay is not a choice.” We can’t with certainty argue that God creates people as gay or straight. Schneider teases out the idea that it’s difficult to determine where nature ends and choice begins. What matters isn’t if someone “is” a lesbian or “chooses” to be one. What matters is what one “does” as a lesbian.


Ethics
Margaret Farley, Just Love: A Framework for Christian Sexual Ethics (Continuum International Publishing Group: New York, 2006).
–In chapter 5 she summarizes a lot of scholarship that’s been done on sexual ethics, especially on what makes something just sex and just love (just as in justice). Chapter six focuses on creating a framework for a sexual ethic and just love. It’s less focused on homosexuality and more relationships in general.

David Jensen, God, Desire, and a Theology of Human Sexuality (Westminster John Knox Press: Louisville, 2013).
–In chapter 1, Jensen discusses how the Bible is often seen as a guidebook for sexuality. Other people see it as insufficient and outdated as being useful for sexuality because it is patriarchal. Jensen comes up with the idea of the Bible as a narrative of desire. God and humans desire one another just as humans desire one another. Sexual desire shouldn’t be repressed, but celebrated, especially in the church. Again, this source is less focused on homosexuality and more on relationships in general. 

Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Information Literacy custom essay

Information Literacy custom essay

Information Literacy custom essay Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The Ashford University Library allows you to search through different avenues to find the requested types of resources. Information…

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Information Literacy – Ashford University Library Experience

Information Literacy – Ashford University Library Experience

Information Literacy – Ashford University Library Experience Order Description Information Literacy – Ashford University Library Experience Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The Ashford University Library…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
Please only use scholarly resources and use IN-TEXT citations, as well as a reference page. The paper needs to…

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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
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Washington Consensus
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This should be an argumentative essay.  Please answer the following question:  Do you think globalization and the policies of the ?Washington Consensus? (e.g. free trade, privatization, de-regulation) have benefitted or harmed the developing world? ***Take the stance as BENEFITTED***
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Professional Development Programs
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Develop an annotated bibliography of professional development programs that address personal growth and development and that impact instruction in the classroom. You will be required to have at least 10 scholarly resources for this bibliography. It should be written in APA formathttps://mylivechat.com/chatinline.aspx?hccid=91177560
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN…

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Professional Development Programs
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Develop an annotated bibliography of professional development programs that address personal growth and development and that impact instruction in the classroom. You will be required to have at least 10 scholarly resources for this bibliography. It should be written in APA formathttps://mylivechat.com/chatinline.aspx?hccid=91177560
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN…

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Professional Development Programs
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https://mylivechat.com/chatinline.aspx?hccid=91177560Develop an annotated bibliography of professional development programs that address personal growth and development and that impact instruction in the classroom. You will be required to have at least 10 scholarly resources for this bibliography. It should be written in APA format
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN…

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Professional Development Programs
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Develop an annotated bibliography of professional development programs that address personal growth and development and that impact instruction in the classroom. You will be required to have at least 10 scholarly resources for this bibliography. It should be written in APA formathttps://mylivechat.com/chatinline.aspx?hccid=91177560
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN…

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