Caesar's Crossing of the Adriatic Countered by a Winter Blockade
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On the Impact of the Bimodal Oscillating System (Bios) on the Biogeochemistry and Biology of the Adriatic and Ionian Seas (Eastern Mediterranean)
Biogeosciences, 7, 3987–3997, 2010 www.biogeosciences.net/7/3987/2010/ Biogeosciences doi:10.5194/bg-7-3987-2010 © Author(s) 2010. CC Attribution 3.0 License. On the impact of the Bimodal Oscillating System (BiOS) on the biogeochemistry and biology of the Adriatic and Ionian Seas (Eastern Mediterranean) G. Civitarese1, M. Gaciˇ c´1, M. Lipizer1, and G. L. Eusebi Borzelli2 1Istituto Nazionale di Oceanografia e di Geofisica Sperimentale – OGS, Dip. di Oceanografia, B.go Grotta Gigante 42/c, 34010 Sgonico (Trieste), Italy 2Telespazio S.p.A., via Tiburtina 965, 00156 Rome, Italy Received: 2 August 2010 – Published in Biogeosciences Discuss.: 14 September 2010 Revised: 30 November 2010 – Accepted: 9 December 2010 – Published: 15 December 2010 Abstract. Analysis of 20-year time-series of the vertically 1 Introduction averaged salinity and nutrient data in the Southern Adriatic shows that the two parameters are subject to strong decadal The Southern Adriatic (SA) is a circular basin, the deepest variability. In addition, it is documented that nutrient and part of the Adriatic Sea (∼1250 m deep) (Fig. 1). Its circu- salinity variations are out of phase. Nutrients in the Ionian lation is characterized by a topographically trapped cyclonic and in the Adriatic vary in parallel except that generally the gyre. In its center, the Adriatic Dense Water (AdDW) forma- nutrient content in the Adriatic is lower than in the Ionian, tion takes place via open-ocean winter convection. Salty in- a fact that has been attributed to primary producer consump- termediate water from the Ionian Sea (IS) entering in the SA tion following the winter convective mixing. -
Puglia, Alberobello & Lecce
VBT Itinerary by VBT www.vbt.com Italy: Puglia, Alberobello & Lecce Bike Vacation + Air Package Cycle Puglia the Italian way during our Self-Guided Bicycle Vacation. As you pedal your way past the breathtaking seaside views of Italy’s heel, you’ll have time to linger at waterfront cafés, pause to admire the vistas at sweeping overlooks, and savor every timeless olive grove, swim-worthy seaside cove, ancient watchtower, and dramatic, chalk-white cliff. Your scenic route along the Ionian and Adriatic Seas links stunning historic towns—the island of Gallipoli, seaside Santa Maria di Leuca, and Baroque Lecce. You’ll relax as you spend your restful nights at former palaces, modern hotels, and a historic, restored dry- stone trullo house. Savor Puglia on your own timetable with VBT! 1 / 10 VBT Itinerary by VBT www.vbt.com Cultural Highlights Stay overnight in the dry-stone trulli dwellings of Alberobello, a UNESCO World Heritage site Cycle the Ionian and Adriatic coastlines at your own pace, stopping to explore whatever and whenever you wish Stay in seaside Gallipoli, Santa Maria di Leuca, and Otranto, rich in ancient history and legend Enjoy ample opportunities to swim at sandy beaches and Mediterranean coves tucked under limestone cliffs 2 / 10 VBT Itinerary by VBT www.vbt.com Pedal through timeless villages into the ancient fortified city of Acaya Ride into Lecce, known as the “Florence of the South” for its exuberant Baroque architecture What to Expect This tour offers a combination of easy terrain and moderate hills and is ideal for beginner and experienced cyclists. -
CIESM Congress 2013, Marseille, Article 0191
PHYSICOCHEMICAL INTERACTIONS BETWEEN THE ADRIATIC AND THE IONIAN SEAS Ekaterini Souvermezoglou 1* and Evangelia Krasakopoulou 1 1 Hellenic Centre for Marine Research Institute of Oceanography - [email protected] Abstract The ability of the Adriatic in renewing the deep waters of the Eastern Mediterranean is investigated in relation to the properties of the LIW entering from the Ionian Sea. This study is based on oxygen and nutrient data collected in the Otranto strait and the surrounding area between 1987 and 2000. Keywords: Oxygen, Nutrients, Intermediate waters, Otranto Strait The Adriatic Sea is a semi-enclosed basin shallow in the north and deep in the south. It communicates with the Ionian Sea thought the Strait of Otranto, a 70 km wide and 800 m deep channel. The general circulation in the Adriatic basin is cyclonic [1] consisting from a rather weak current along the eastern coast (the Eastern Adriatic Current - EAC) and a fast mainly coastal current along the western coast (the West Adriatic current - WAC). The Ionian Sea is a deep (up to 4000m) and wide basin which receives salty and warm waters from the easternmost part of the Mediterranean and fresher and relatively colder water from the western Mediterranean. The EAC bring Levantine Intermediate Water (LIW) and Ionian Surface Water (ISW) into the Adriatic [2]. Adriatic is prone to strong winter outbreaks of cold dry northerly winds which induce extended heat losses and evaporation, that drive to deep water formation events. During cold winters and restricted fresh water input, the densest water in the whole of the Mediterranean, the North Adriatic Dense Water (NAdDW) is formed over the shallow northern shelf of the Adriatic [3]. -
Mark Antony's Oration from Julius Caesar
NAME: ______________________________________ Mark Antony’s Oration from Julius Caesar In William Shakespeare’s play, Julius Caesar, Caesar has been assassinated in front of the Senate by a group of Roman offi cials, including his friend, Brutus. After the murder, Brutus speaks to the gathered crowd. He convinces them that the conspirators killed Caesar to save Rome. Mark Antony is another Roman offi cial and friend to Caesar who did not participate in the murder. Antony promises Brutus that he will not blame the conspirators if he is allowed to make a speech also. Act III Scene II Friends, Romans, countrymen, lend me your ears; When that the poor have cried, Caesar hath wept: I come to bury Caesar, not to praise him. Ambition should be made of sterner stuff: The evil that men do lives after them; Yet Brutus says he was ambitious; The good is oft interred with their bones: And Brutus is an honourable man. So let it be with Caesar. The noble Brutus You all did see that on the Lupercal Hath told you Caesar was ambitious: I thrice presented him a kingly crown, If it were so, it was a grievous fault; Which he did thrice refuse: was this ambition? And grievously hath Caesar answer’d it. Yet Brutus says he was ambitious; Here, under leave of Brutus and the rest,— And, sure, he is an honourable man. For Brutus is an honourable man; I speak not to disprove what Brutus spoke, So are they all, all honorable men,— But here I am to speak what I do know. -
The First Illyrian War: a Study in Roman Imperialism
The First Illyrian War: A Study in Roman Imperialism Catherine A. McPherson Department of History and Classical Studies McGill University, Montreal February, 2012 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts ©Catherine A. McPherson, 2012. Table of Contents Abstract ……………………………………………….……………............2 Abrégé……………………………………...………….……………………3 Acknowledgements………………………………….……………………...4 Introduction…………………………………………………………………5 Chapter One Sources and Approaches………………………………….………………...9 Chapter Two Illyria and the Illyrians ……………………………………………………25 Chapter Three North-Western Greece in the Later Third Century………………………..41 Chapter Four Rome and the Outbreak of War…………………………………..……….51 Chapter Five The Conclusion of the First Illyrian War……………….…………………77 Conclusion …………………………………………………...…….……102 Bibliography……………………………………………………………..104 2 Abstract This paper presents a detailed case study in early Roman imperialism in the Greek East: the First Illyrian War (229/8 B.C.), Rome’s first military engagement across the Adriatic. It places Roman decision-making and action within its proper context by emphasizing the role that Greek polities and Illyrian tribes played in both the outbreak and conclusion of the war. It argues that the primary motivation behind the Roman decision to declare war against the Ardiaei in 229 was to secure the very profitable trade routes linking Brundisium to the eastern shore of the Adriatic. It was in fact the failure of the major Greek powers to limit Ardiaean piracy that led directly to Roman intervention. In the earliest phase of trans-Adriatic engagement Rome was essentially uninterested in expansion or establishing a formal hegemony in the Greek East and maintained only very loose ties to the polities of the eastern Adriatic coast. -
The Sweep of History
STUDENT’S World History & Geography 1 1 1 Essentials of World History to 1500 Ver. 3.1.10 – Rev. 2/1/2011 WHG1 The following pages describe significant people, places, events, and concepts in the story of humankind. This information forms the core of our study; it will be fleshed-out by classroom discussions, audio-visual mat erials, readings, writings, and other act ivit ies. This knowledge will help you understand how the world works and how humans behave. It will help you understand many of the books, news reports, films, articles, and events you will encounter throughout the rest of your life. The Student’s Friend World History & Geography 1 Essentials of world history to 1500 History What is history? History is the story of human experience. Why study history? History shows us how the world works and how humans behave. History helps us make judgments about current and future events. History affects our lives every day. History is a fascinating story of human treachery and achievement. Geography What is geography? Geography is the study of interaction between humans and the environment. Why study geography? Geography is a major factor affecting human development. Humans are a major factor affecting our natural environment. Geography affects our lives every day. Geography helps us better understand the peoples of the world. CONTENTS: Overview of history Page 1 Some basic concepts Page 2 Unit 1 - Origins of the Earth and Humans Page 3 Unit 2 - Civilization Arises in Mesopotamia & Egypt Page 5 Unit 3 - Civilization Spreads East to India & China Page 9 Unit 4 - Civilization Spreads West to Greece & Rome Page 13 Unit 5 - Early Middle Ages: 500 to 1000 AD Page 17 Unit 6 - Late Middle Ages: 1000 to 1500 AD Page 21 Copyright © 1998-2011 Michael G. -
Investigation Report ALBANIA
Report No. 49504-AL Investigation Report ALBANIA: Power Sector Generation and Restructuring Project (IDA Credit No. 3872-ALB) August 7, 2009 About the Panel The Inspection Panel was created in September 1993 by the Board of Executive Directors of the World Bank to serve as an independent mechanism to ensure accountability in Bank operations with respect to its policies and procedures. The Inspection Panel is an instrument for groups of two or more private citizens who believe that they or their interests have been or could be harmed by Bank-financed activities to present their concerns through a Request for Inspection. In short, the Panel provides a link between the Bank and the people who are likely to be affected by the projects it finances. Members of the Panel are selected “on the basis of their ability to deal thoroughly and fairly with the request brought to them, their integrity and their independence from the Bank’s Management, and their exposure to developmental issues and to living conditions in developing countries.”1 The three-member Panel is empowered, subject to Board approval, to investigate problems that are alleged to have arisen as a result of the Bank having non complied its own operating policies and procedures. Processing Requests After the Panel receives a Request for Inspection it is processed as follows: The Panel decides whether the Request is prima facie not barred from Panel consideration. The Panel registers the Request—a purely administrative procedure. The Panel sends the Request to Bank Management, which has 21 working days to respond to the allegations of the Requesters. -
Building Materials and Techniqu63 in the Eastern
BUILDING MATERIALS AND TECHNIQU63 IN THE EASTERN MEDITERRANEAN FRUM THE HELLENISTIC PERIOD TO THE FOURTH CENTURY AD by Hazel Dodgeq BA Thesis submitted for the Degree of'PhD at the University of Newcastle upon Tyne Decembert 1984 "When we buildq let us thinjc that we build for ever". John Ruskin (1819 - 1900) To MY FAMILY AND TU THE MEMORY OF J. B. WARD-PERKINS (1912 - 1981) i ABSTRACT This thesis deals primarily with the materials and techniques found in the Eastern Empire up to the 4th century AD, putting them into their proper historical and developmental context. The first chapter examines the development of architecture in general from the very earliest times until the beginnin .g of the Roman Empire, with particular attention to the architecture in Roman Italy. This provides the background for the study of East Roman architecture in detail. Chapter II is a short exposition of the basic engineering principles and terms upon which to base subsequent despriptions. The third chapter is concerned with the main materials in use in the Eastern Mediterranean - mudbrick, timber, stone, mortar and mortar rubble, concrete and fired brick. Each one is discussed with regard to manufacture/quarrying, general physical properties and building uses. Chapter IV deals with marble and granite in a similar way but the main marble types are described individually and distribution maps are provided for each in Appendix I. The marble trade and the use of marble in Late Antiquity are also examined. Chapter V is concerned with the different methods pf wall construction and with the associated materials. -
The Nature of Hellenistic Domestic Sculpture in Its Cultural and Spatial Contexts
THE NATURE OF HELLENISTIC DOMESTIC SCULPTURE IN ITS CULTURAL AND SPATIAL CONTEXTS DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Craig I. Hardiman, B.Comm., B.A., M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Dr. Mark D. Fullerton, Advisor Dr. Timothy J. McNiven _______________________________ Advisor Dr. Stephen V. Tracy Graduate Program in the History of Art Copyright by Craig I. Hardiman 2005 ABSTRACT This dissertation marks the first synthetic and contextual analysis of domestic sculpture for the whole of the Hellenistic period (323 BCE – 31 BCE). Prior to this study, Hellenistic domestic sculpture had been examined from a broadly literary perspective or had been the focus of smaller regional or site-specific studies. Rather than taking any one approach, this dissertation examines both the literary testimonia and the material record in order to develop as full a picture as possible for the location, function and meaning(s) of these pieces. The study begins with a reconsideration of the literary evidence. The testimonia deal chiefly with the residences of the Hellenistic kings and their conspicuous displays of wealth in the most public rooms in the home, namely courtyards and dining rooms. Following this, the material evidence from the Greek mainland and Asia Minor is considered. The general evidence supports the literary testimonia’s location for these sculptures. In addition, several individual examples offer insights into the sophistication of domestic decorative programs among the Greeks, something usually associated with the Romans. -
Augustus Go to and Log in Using Your School’S Log in Details
Timelines – Augustus Go to www.worldbookonline.com and log in using your school’s log in details: Log-in ID: Password: Click on Advanced Type in Augustus in Search box Click the article titled Augustus Read the article and answer the questions below. 1. What date was Octavian (Augustus) born? ___________________________________________________________________________ 2. In which year did Octavian take the name Gaius Julius Caesar Octavianus? ___________________________________________________________________________ 3. Octavian defeated Mark Antony, who had taken control of Rome following Caesar’s death, in which year? ___________________________________________________________________________ 4. Octavian and Mark Antony formed a political alliance, known as the Second Triumvirate, with Markus Aemilius Lepidus (chief priest of Rome). In which year were Marcus Junius Brutus and Gaius Cassius Longinus, Caesar’s chief assassins, defeated at Philippi in Macedonia? ___________________________________________________________________________ 5. What year was another threat, Sextus Pompey (son of Pompey the Great), defeated by Antony and Octavian? ___________________________________________________________________________ 6. In what year did the Triumvirate disintegrate? ___________________________________________________________________________ 7. In what year did Mark Antony and Cleopatra (Queen of Egypt) become lovers? ___________________________________________________________________________ 8. In what year did Octavian go to war against -
Judges in the Classroom the Republic of Rome V. Marcus Brutus
Judges In The Classroom The Republic of Rome v. Marcus Brutus Mock Trial Source: Written by Margaret Fisher. Staff at the Washington State Administrative Office of the Courts (AOC) edited the lesson. For more information, contact AOC Court Services, 1206 Quince Street SE, PO Box 41170, Olympia, WA 98504-1170. For an electronic copy of this lesson, or to view other lesson plans, visit Educational Resources on the Washington Courts Web site at: www.courts.wa.gov/education/. Objectives: 1. Students will conduct a mock trial, follow the sequence of steps in a trial, and employ good techniques for each role. 2. Students will make complex, prepared oral presentations as attorneys and witnesses. 3. Students will demonstrate skills in listening, rapid critical analysis, and extemporaneous speech. 4. Students will gain an understanding of the rules of evidence and procedure. 5. Students will demonstrate knowledge of the law applicable to the case. Grade Level: Grades 6-8 Time: One class period (approximately 50 minutes) Materials: Mock trial packet for the judge (mock trial agenda, stipulated facts, sworn statements, and evidentiary information as included in this lesson). The teacher will prepare all other materials for students ahead of the trial date. Note: This lesson assumes the class completed a multi-disciplinary unit on mock trial preparation. They studied legal concepts and procedures, analyzed the trial process, reviewed historical issues, and prepared for this specific case. Now, the parties are ready to proceed to trial, with you as the judge. Judges in the Classroom Brutus Mock Trial Mock Trial Agenda Procedures: 1. Begin the class by introducing yourself and setting the students at ease. -
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin Text, Study Aids with Vocabulary, and Commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119 Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary Ingo Gildenhard https://www.openbookpublishers.com © 2018 Ingo Gildenhard The text of this work is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text and to make commercial use of the text providing attribution is made to the author(s), but not in any way that suggests that they endorse you or your use of the work. Attribution should include the following information: Ingo Gildenhard, Cicero, Philippic 2, 44–50, 78–92, 100–119. Latin Text, Study Aids with Vocabulary, and Commentary. Cambridge, UK: Open Book Publishers, 2018. https://doi. org/10.11647/OBP.0156 Every effort has been made to identify and contact copyright holders and any omission or error will be corrected if notification is made to the publisher. In order to access detailed and updated information on the license, please visit https:// www.openbookpublishers.com/product/845#copyright Further details about CC BY licenses are available at http://creativecommons.org/licenses/ by/4.0/ All external links were active at the time of publication unless otherwise stated and have been archived via the Internet Archive Wayback Machine at https://archive.org/web Digital material and resources associated with this volume are available at https://www.