Tracing the origin of Chinese early white porcelain in the late sixth century—evidence from Xing kiln

As the criterion used by archaeologists for determining early white porcelain is quite ambiguous, the origin of Chinese white porcelain remains a point of disagreement. In this study, we systematically investigate 61 typical Xing porcelains of the late Northern dynasties to the early Sui dynasty (550–600 CE) using spectrophotometer, X-ray fluorescence (XRF), scanning electron microscopy (SEM), and X-ray powder diffraction (XRD), and analyze the differences between early white porcelain and celadon of Xing kiln in terms of their whiteness and raw materials characteristic. The results show that early white porcelain is a new type of ware that differs from celadon, which can be distinguished by whiteness, with a whiteness greater than 8% being early white porcelain and a whiteness less than 8% being celadon. It is assumed that the ancient potters created the whiter wares based on celadon by improving the glaze and selecting new raw materials for the body, but the production of this type of ware was short lived and subsequently refined in the Sui dynasty (581–618 CE) owing to the limited improvement in whiteness.     

New Architectural Models and Building Tradition: A Dialogue in Early Modern Sardinia – The Jesuit Church in Sassari

Architecture in early modern Sardinia is characterized by a strong continuity with previous practices. In the second half of the 16th century, new models join the Gothic building tradition, linked in particular to trends in military engineering and Classicism of the Catholic Counter-Reformation. The Jesuit church in Sassari offers an interesting example of the intertwining of these architectural modes, which originated with a sudden change of leadership at the site. Giovan Maria Bernardoni, an Italian Jesuit architect, initially modeled the church after the Gesù in Rome, and it was partially built under his direction. After his departure from Sardinia, local master builders finished the construction, following the Gothic tradition and possibly some external influences. This article analyzes the church, particularly focusing on the challenges presented by its articulated vaulting system completed between 1587 and 1609.     

明初大运河南旺分水枢纽水工技术考

明朝初年,国脉皆仰东南,为解决南方粮财物的北运问题,宋礼和白英受命组织修建了大运河山东段南旺分水枢纽。该枢纽主要包括引汶济运、导泉补源、设立水柜和置闸节流四个组成部分。其中,引汶济运是工程之重点,包括戴村坝、小汶河、南旺分水以及配套工程等四个子系统。这些水利设施组成一个和谐的系统工程,保证了该段运河的水量稳定充足,从而实现了大运河500余年的正常通行。南旺分水枢纽代表了我国古代运河水工的最高科学技术成就,堪称世界水利史上的一大经典范例。     

The Architectural Reuse of Roman Marble and Stone Spolia in the Early Medieval Monte Sorbo Church (Sarsina,Central Italy)

We present the results of a multi‐method archaeometric study concerning the architectural elements reused in Monte Sorbo church (Sarsina, central Italy) between the eighth and ninth centuries AD . The provenance study has focused on classical marbles and stones, which clearly do not originate from the local Apennine geological formations and are thought to come from extra‐regional sources. A large fraction of the tested marbles is from Asia Minor, coming from both the Proconnesian district on Marmara Island and, probably, the Hasançavuslar site near Ephesus (Greco scritto). Of the four remaining marbles investigated, one is from the Carrara district and three are from different Greek quarrying areas, such as Mount Pentelikon (Athens) and the Thasos and Paros islands. The data also highlight the reuse of decorated gravestones made of Pietra di Aurisina as architectonic elements. This limestone is a fossiliferous carbonate stone outcropping in the Trieste Karst region (north‐eastern Italy), which was exploited by both the Romans and the Byzantines. The assignment of all of the columns of the central nave to the same source area provides an argument in favour of their provenance from a single monument, which was probably located in Sarsina or Ravenna, with the ‘colourful taste’ that is typical of the late Antonine and Severian periods.     

Chronotopes of study abroad: the cultural Other,immersion, and compartmentalized space–time

Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect tenets of the discourse of immersion: of homogeneous space where every minute students spend in the host society is “local” time full of learning, which risks portraying the host society as frozen in the time of the students’ stay; and of heterogeneous space where local space–time and outsider (e.g. American students and tourists) space–time co-exist hierarchically, where students strive to show their engagement with the former. This article calls for encouraging students to examine the effects of these chronotopes on their experiences and for viewing study abroad not as an encounter of two cultures but as diverse students joining in the ongoing production of heterogeneous host society space with a compartmentalized yet expanding notion of time.     

Negotiating time and space on a study abroad program in South India

This paper investigates the context of student learning in study abroad programs, drawing on ethnographic research on a semester long study abroad program in South India. We show how students use multiple constructions of time and space as a framework for understanding cultural differences and for understanding what it means for them to “experience” India. We argue that students' conceptualization of space and time in the study abroad location also impacts what kinds of activities they consider to count as valuable forms of learning. Students' ideas about India shape their expectations of what the pace, workload, and activities of the study abroad program in India should entail. Their concepts of Indian time and space lead them to privilege “experience”-based learning over classroom-based or scholarship-based learning. In conclusion, we show how these insights have implications for study abroad pedagogy. Here, we suggest that student learning that is entirely based on “experience” outside the classroom is inherently limited and that students need to contextualize their field-based learning experiences with insights from critical, historical and social science research.     

Sugar Consumption,Dental Health and Foodways in Late Medieval Iin Hamina and Early Modern Oulu,Northern Finland

This article examines the modernization of northern Finnish food culture, especially in 17th- and 18th-century urban Oulu, by applying the methods of archaeology and history research. During the 17th century, the food culture was still quite conservative. Coffee, sugar, wheat flour, and fruit began entering the diet of affluent northern Finnish people from the 18th century onwards. The food culture of Oulu inhabitants is studied by comparing dental material retrieved from Oulu Cathedral graveyard to data obtained from historical document sources. A comparison point to the early modern bone material of Oulu is provided by late Middle Ages material from Ii, which lies north of Oulu on the coast of the Gulf of Bothnia. Carbohydrate consumption is related to many dental conditions, such as caries and calculus, which can be traced in archaeological human skeletal remains. The diets of males and females, as well as the diets of adults and children, are compared, in order to retrieve information on the emerging consumption of sugar in different groups, such as gender and age groups. The relationship between carbohydrate consumption and class identity in northern Finland is discussed.     

Teresa de Ávila: Portrait of the saint as a young woman

ABSTRACT

Teresa de Jesús (known as Teresa de Ávila in the English-speaking world) began life in a comfortable, merchant-class family. The daughter and granddaughter of conversos, she was one of twelve children (two from the first marriage of Don Alonso de Cepeda, Teresa's father, and ten from the second). She received a good education for a girl of her period and class, probably learning to read and write from parents and tutors, and then studying at a convent boarding school. She undoubtedly learned the importance of letter writing from her father, as business in early modern Europe was conducted largely through correspondence. Although traditional biographers paint a romanticized view of Teresa's girlhood, a careful reading of her Vida, letters, and other documents reveals that there were many strains on the Cedepa-Ahumada household. Among the causes were the Cepedas' deteriorating financial situation, societal pressures on conversos, the death of Teresa's mother, tensions among the siblings, the departure of Teresa's brothers for the New World, and Teresa's illness.