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Colour has a complex and diversified cu7ltural construct. Serious works on colors in its historical cont6ext is rare. The search for universal or archetypal truths in colour is ahistorical and devoid of transcultural truth, despite what many books based on pseudo-esoteric pop psychology would have us believe.
The silence of historians on the subject of colour is the result of three different sets of problems. The first concerns documentation and preservation. We see the colours transmitted to us as time has altered them from their original past. Moreover, we see them under different conditions from those know by past societies. The second problem concerns methodology. The historian must grapple with a host of factors; e.g., physics, chemistry, materials, iconography, ideology, and the symbolic meanings that colours convey. The proper method resembles that of palaeontologists studying cave paintings without the aid of texts.
The third set of problems is philosophical: it is wrong to project contemporary conceptions and definitions of colour onto past objects as judgments and values are not static and eternal. The danger of anachronism is very real. For example, the natural order of colours was unknown before the 17th century as was the notion of primary and secondary colours. however, research on colours aims is to explore to show how far beyond the artistic sphere this history of colour err in considering the artistic realms only, the lessons to be learned form colour lie elsewhere.
The silence of historians on the subject of colour is the result of three different sets of problems. The first concerns documentation and preservation. We see the colours transmitted to us as time has altered them from their original past. Moreover, we see them under different conditions from those know by past societies. The second problem concerns methodology. The historian must grapple with a host of factors; e.g., physics, chemistry, materials, iconography, ideology, and the symbolic meanings that colours convey. The proper method resembles that of palaeontologists studying cave paintings without the aid of texts.
The third set of problems is philosophical: it is wrong to project contemporary conceptions and definitions of colour onto past objects as judgments and values are not static and eternal. The danger of anachronism is very real. For example, the natural order of colours was unknown before the 17th century as was the notion of primary and secondary colours. however, research on colours aims is to explore to show how far beyond the artistic sphere this history of colour err in considering the artistic realms only, the lessons to be learned form colour lie elsewhere.
Our view of colour is strongly affected by changing fashion
Analysis is complicated by the bewildering number of natural colours
Colours can have different associations in different parts of the world
Certain popular books have dismissed colour as insignificant
ignore the interpretations of other modern day historians
focus one's interst as far back as the prehistoric era
find some way of organising the mass of available data
relate pictures to information other sources
the history of colour in relation to objects in the world around us
the concerns he has raised in an earlier publication
the many ways in which artists have used colour over the years
The relationship between artistic works and the history of colour
failed to keep up with scientific developments
not understood its global significance
found it difficult to be fully objective
`been muddled about their basic aims
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After years of studying the North American black bears, Luke Robertson felt no closer to understanding the creatures. He realised that he had to 32) --- their trust. The 33) --- this has given him into their behaviour has allowed him to dispel certain myths about bears. 34) --- to popular belief, he contends that bears do not desire as much for fruit as previously supposed. He also 35) ----- claims that they are ferocious. He says that people should not be misled by behavior such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act. However, Robertson is no sentimentalist. After devoting year of his life to the bears, he is under no 36) ----- about their feelings for him.
After years of studying the North American black bears, Luke Robertson felt no closer to understanding the creatures. He realised that he had to 32) --- their trust. The 33) --- this has given him into their behaviour has allowed him to dispel certain myths about bears. 34) --- to popular belief, he contends that bears do not desire as much for fruit as previously supposed. He also 35) ----- claims that they are ferocious. He says that people should not be misled by behavior such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act. However, Robertson is no sentimentalist. After devoting year of his life to the bears, he is under no 36) ----- about their feelings for him.
Independence brought cultural autonomy to the delta and a new project of nation-building. Now its inhabitants were invited to imagine themselves as Bangladeshis. For people who were then in their lives this was the third invitation to join a nation. They had been born as British Indian subjects, had grown up with the Indian Nationalist movement and had become Pakistanis in their thirties. now they were Bangladeshis, and they saw a new national culture taking shape. Its main pillars were language, a regional style and a search for modernity.
Cultural autonomy in the Bengal delta was celebrated after the birth of Bangladesh
The nation of Bangladesh gathers its strength form its language, unique regional style and quest for betterment
People of the Bengal delta have experienced many a projects of nation-building
National identity of the Bengali population was shifting from time to time
He had been seen leaving the house
He was seen to be leaving the house
Leaving the house he was seen by me
He was seen leaving the house
My mother told that she was happy in Australia, she had been seen many places,k when she was a child.
My mother said that I was happy in Auystralia. I had seen many places when I was a child.
My mother says that she was happy in Australia. She had been seen many places, when she was a child.
My mother says that she was happy in Australia. She had seen many places, when she was a child
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