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This volume proposes new insights into the uses of classical mythology by Shakespeare and his contemporaries, focusing on interweaving processes in early modern appropriations of myth. Its 11 essays show how early modern writing intertwines diverse myths and plays with variant versions of individual myths that derive from multiple classical sources, as well as medieval, Tudor and early modern retellings and translations. Works discussed include poems and plays by William Shakespeare, Christopher Marlowe and others. Essays concentrate on specific plays including The Merchant of Venice and Dido Queen of Carthage, tracing interactions between myths, chronicles, the Bible and contemporary genres. Mythological figures are considered to demonstrate how the weaving together of sources deconstructs gendered representations. New meanings emerge from these readings, which open up methodological perspectives on multi-textuality, artistic appropriation and cultural hybridity.
The twin towers of the World Trade Center were blown up on behalf of the US government. Vapour trails in the sky contain chemicals that cause disease. The moon landing never took place; it was staged in a studio. Many people believe in conspiracy theories: supporting evidence can seem plausible, until you look closely. To refute conspiracy theories often requires scientific and technical knowledge. Dr. Holm Gero Hümmler has precisely this sort of knowledge, and he is able to communicate it clearly for laypeople. In his book “Conspiracy Myths” he provides guidelines on how to deal with questionable facts. He gives valuable tips for personal research and shows how to deconstruct well-known conspiracy theories – from 9-11 to the “earthquake machine” HAARP, to chemtrails and “Nazi UFOs”. Sometimes, refutation is easy: you only need a sand pit and game pieces ...
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Hamlet is Shakespeare's longest play, and is considered among the most powerful and influential works of world literature, with a story capable of "seemingly endless retelling and adaptation by others". The play likely was one of Shakespeare's most popular works during his lifetime, and still ranks among his most performed, topping the performance list of the Royal Shakespeare Company and its predecessors in Stratford-upon-Avon since 1879. It has inspired many other writers—from Johann Wolfgang von Goethe and Charles Dickens to James Joyce and Iris Murdoch—and has been described as "the world's most filmed story after Cinderella"
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El Caballero de Olmedo is a history play, a retelling of a folk talk, a celebrated piece of Golden Age drama, and also an intense mediation upon the power of desire, the deceits of eroticism and literary convention, the injustice of a world obsessed with appearance, and the tragic potential inherent in the courting of beautiful women. The introduction sets this play within the context of Baroque eroticism and sexual mores as well as dramatic practice. The text is presented with glosses to words unfamiliar to undergraduate students; the notes comprise summaries of acts and scenes from a dramatic point of view, and in-depth notes to problematic passages in the text, written with an undergraduate readership in mind. ;
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The adventures of Odysseus are not just a classic literary epic but also shine a light on intriguing questions for geography, archaeology and biology. Phenomena like the Cyclops and magic potions were only understood in recent decades thanks to phytochemical and pharmacological research that enabled new insights into the effect of plant substances on the mind and body. Monika Niehaus and Michael Wink embark on an enjoyable excursion in their book on a scientific foray for knowledge – from ancient myths to medieval drug excesses and the world of comics.
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Colonial war played a vital part in transforming the reputation of the military and placing it on a standing equal to that of the navy. The book is concerned with the interactive culture of colonial warfare, with the representation of the military in popular media at home, and how these images affected attitudes towards war itself and wider intellectual and institutional forces. It sets out to relate the changing image of the military to these fundamental facts. For the dominant people they were an atavistic form of war, shorn of guilt by Social Darwinian and racial ideas, and rendered less dangerous by the increasing technological gap between Europe and the world. Attempts to justify and understand war were naturally important to dominant people, for the extension of imperial power was seldom a peaceful process. The entertainment value of war in the British imperial experience does seem to have taken new and more intensive forms from roughly the middle of the nineteenth century. Themes such as the delusive seduction of martial music, the sketch of the music hall song, powerful mythic texts of popular imperialism, and heroic myths of empire are discussed extensively. The first important British war correspondent was William Howard Russell (1820-1907) of The Times, in the Crimea. The 1870s saw a dramatic change in the representation of the officer in British battle painting. Up to that point it was the officer's courage, tactical wisdom and social prestige that were put on display.
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The debate about the Empire dealt in idealism and morality, and both sides employed the language of feeling, and frequently argued their case in dramatic terms. This book opposes two sides of the Empire, first, as it was presented to the public in Britain, and second, as it was experienced or imagined by its subjects abroad. British imperialism was nurtured by such upper middle-class institutions as the public schools, the wardrooms and officers' messes, and the conservative press. The attitudes of 1916 can best be recovered through a reconstruction of a poetics of popular imperialism. The case-study of Rhodesia demonstrates the almost instant application of myth and sign to a contemporary imperial crisis. Rudyard Kipling was acknowledged throughout the English-speaking world not only as a wonderful teller of stories but as the 'singer of Greater Britain', or, as 'the Laureate of Empire'. In the last two decades of the nineteenth century, the Empire gained a beachhead in the classroom, particularly in the coupling of geography and history. The Island Story underlined that stories of heroic soldiers and 'fights for the flag' were easier for teachers to present to children than lessons in morality, or abstractions about liberty and responsible government. The Education Act of 1870 had created a need for standard readers in schools; readers designed to teach boys and girls to be useful citizens. The Indian Mutiny was the supreme test of the imperial conscience, a measure of the morality of the 'master-nation'.
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