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Rubens and the Eloquence of Drawing' re-examines the early graphic practice of the preeminent northern Baroque painter Peter Paul Rubens (Flemish, 1577-1640) in light of early modern traditions of eloquence, particularly as promoted in the late sixteenth- and early seventeenth-century Flemish, Neostoic circles of philologist, Justus Lipsius (1547-1606). Focusing on the roles that rhetorical and pedagogical considerations played in the artist's approach to disegno during and following his formative Roman period (1600-08), this volume highlights Rubens's high ambitions for the intimate medium of drawing as a primary site for generating meaningful and original ideas for his larger artistic enterprise. As in the Lipsian realm of writing personal letters - the humanist activity then described as a cognate activity to the practice of drawing - a Senecan approach to eclecticism, a commitment to emulation, and an Aristotelian concern for joining form to content all played important roles. Two chapter-long studies of individual drawings serve to demonstrate the relevance of these interdisciplinary rhetorical concerns to Rubens's early practice of drawing.

Drawing --- Rubens, Peter Paul --- Rubens, Peter Paul, --- Rubens, --- Rubens, P. P. --- Rubens, Pierre-Paul, --- Rubens, Pieter Paul, --- Rubens, Pieter-Pauwel, --- Rubens, Pietro Paolo, --- רובנס, פטר פאול, --- Criticism and interpretation. --- Rubens, Pieter Paul --- Rubens --- Rubens, Pierre-Paul --- Rubens, Pieter-Pauwel --- Rubens, Pietro Paolo --- Drawing, Flemish. --- Ästhetik --- Zeichnung --- Lipsius, Justus --- 1500-1699

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Recent work suggests that women are more responsive to negative feedback than men in certain environments. We examine whether negative feedback in the form of relatively low grades in major-related classes explains gender differences in the final majors undergraduates choose. We use unique administrative data from a large private university on the East Coast from 2009-2016 to test whether women are more sensitive to grades than men, and whether the gender composition of major-related classes affects major changes. We also control for other factors that may affect a student's final major including: high school student performance, gender of faculty, and economic returns of majors. Finally, we examine how students' decisions are affected by external cues that signal STEM fields as masculine. The results show that high school academic preparation, faculty gender composition, and major returns have little effect on major switching behaviors, and that women and men are equally likely to change their major in response to poor grades in major-related courses. Moreover, women in male-dominated majors do not exhibit different patterns of switching behaviors relative to their male colleagues. Women are, however, more likely to switch out of male-dominated STEM majors in response to poor performance compared to men. Therefore, we find that it takes multiple signals of lack of fit into a major (low grades, gender composition of class, and external stereotyping signals) to impel female students to switch majors.

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Linguistics