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historically from clay and metal alloys also, figures can be representations of human beings or spirits. As human figures, these can be individuals such as a king or queen, soldier or horseman, or multiple  figures, including male and female couples, or a woman with a child or children. It all depends on the purpose for which the figure was made, and this can be assumed to be central to the cultural ideals and values of the people who utilize it. As with masks, figures can be owned by individuals, groups

these guidelines: the essay should be at least 7-10 pages in length, the pages should be numbered, double-spaced with margins 1” – 1.25”, with a font size of 12 pt. the essay should have either footnotes or endnotes and those citations must be in either the Chicago Manual of Style or the MLA format. All entrants will be invited to attend an awards ceremony on April 25, 2019, at 7:00 p.m. in the Scandinavian Cultural Center, Anderson University Center. 2023 Lemkin Lecture Essay WinnerTranslating

Cultural Center, Anderson University Center.

a tutorialGender, Sexuality, & Race Studies ProgramSuperCAPP – Degree audit data for course schedule planning and student advising. Watch a tutorialGlobal and Cultural StudiesSuperCAPP – Degree audit data for course schedule planning and student advising. Watch a tutorialHistory DepartmentSuperCAPP – Degree audit data for course schedule planning and student advising. Watch a tutorialHolocaust & Genocide Studies ProgramSuperCAPP – Degree audit data for course schedule planning and student

can attend every significant reform or cultural change. Luther’s oft-repeated question – “What does this mean?” – remains an appropriate and troubling question for any member of a university to entertain. Indeed, the capacity to question remains part of the genetic encoding of Lutheran higher education. Thus, the Lutheran reformers recognized centers of education – places in which important questions could be entertained without censure – as crucial in the formation of persons who could link

to strengthen their writing skills and/or practice; they can explore broader aspects of the writing life, such as publishing internships or teaching opportunities; they can immerse themselves in research for a specific writing project; they can contribute to the cultural and literary life of their own communities. Each participant designs their experience with the support and oversight of the Outside Experience coordinator. Here’s a sample of what some RWW students have done for their Outside