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1 Gallo-Roman Relations Under the Early Empire by Ryan Walsh A
Gallo-Roman Relations under the Early Empire By Ryan Walsh A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Arts in Ancient Mediterranean Cultures Waterloo, Ontario, Canada, 2013 © Ryan Walsh 2013 1 Author's Declaration I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This paper examines the changing attitudes of Gallo-Romans from the time of Caesar's conquest in the 50s BCE to the start of Vespasian's reign in 70-71 CE and how Roman prejudice shaped those attitudes. I first examine the conflicted opinions of the Gauls in Caesar's time and how they eventually banded together against him but were defeated. Next, the activities of each Julio-Claudian emperor are examined to see how they impacted Gaul and what the Gallo-Roman response was. Throughout this period there is clear evidence of increased Romanisation amongst the Gauls and the prominence of the region is obvious in imperial policy. This changes with Nero's reign where Vindex's rebellion against the emperor highlights the prejudices still effecting Roman attitudes. This only becomes worse in the rebellion of Civilis the next year. After these revolts, the Gallo-Romans appear to retreat from imperial offices and stick to local affairs, likely as a direct response to Rome's rejection of them. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
Quintilian and the Jesuit Ratio Studiorum
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1939 Quintilian and the Jesuit Ratio Studiorum Joseph Robert Koch Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Koch, Joseph Robert, "Quintilian and the Jesuit Ratio Studiorum" (1939). Master's Theses. 471. https://ecommons.luc.edu/luc_theses/471 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1939 Joseph Robert Koch ~' ------------------------------------------------. QUINTILIAN AND THE JESUIT RATIO STUDIORUM J by ., Joseph Robert Koch, S.J. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Loyola University. 1939 21- TABLE OF CONTENTS Chapter I Introduction 1 Chapter II Quintilian's Influence on 11 the Renaissance Educators Chapter III Quintilian's Ideal Orator 19 and the Jesuit Eloquentia Perfecta J " Chapter IV The Prelection 28 Chapter V Composition and Imitation 40 Chapter VI Enru.lation 57 Chapter VII Conclusion 69 A' ~J VITA AUCTORIS Joseph Robert Koch, S.J. was born in Cincinnati, Ohio, April 13, 1913. After receiving his elementary education at the Ursuline Academy he entered St. Xavier' High School, CinCinnati, in September, 1926. He grad uated from St. Xavier in June, 1930 and entered the Society of Jesus at Milford, Ohio, in August of th' " same year. -
The Herodotos Project (OSU-Ugent): Studies in Ancient Ethnography
Faculty of Literature and Philosophy Julie Boeten The Herodotos Project (OSU-UGent): Studies in Ancient Ethnography Barbarians in Strabo’s ‘Geography’ (Abii-Ionians) With a case-study: the Cappadocians Master thesis submitted in fulfilment of the requirements for the degree of Master in Linguistics and Literature, Greek and Latin. 2015 Promotor: Prof. Dr. Mark Janse UGent Department of Greek Linguistics Co-Promotores: Prof. Brian Joseph Ohio State University Dr. Christopher Brown Ohio State University ACKNOWLEDGMENT In this acknowledgment I would like to thank everybody who has in some way been a part of this master thesis. First and foremost I want to thank my promotor Prof. Janse for giving me the opportunity to write my thesis in the context of the Herodotos Project, and for giving me suggestions and answering my questions. I am also grateful to Prof. Joseph and Dr. Brown, who have given Anke and me the chance to be a part of the Herodotos Project and who have consented into being our co- promotores. On a whole other level I wish to express my thanks to my parents, without whom I would not have been able to study at all. They have also supported me throughout the writing process and have read parts of the draft. Finally, I would also like to thank Kenneth, for being there for me and for correcting some passages of the thesis. Julie Boeten NEDERLANDSE SAMENVATTING Deze scriptie is geschreven in het kader van het Herodotos Project, een onderneming van de Ohio State University in samenwerking met UGent. De doelstelling van het project is het aanleggen van een databank met alle volkeren die gekend waren in de oudheid. -
The Mysterious World of Celtic Coins
The Mysterious World of Celtic Coins Coins were developed about 650 BC on the western coast of modern Turkey. From there, they quickly spread to the east and the west, and toward the end of the 5th century BC coins reached the Celtic tribes living in central Europe. Initially these tribes did not have much use for the new medium of exchange. They lived self-sufficient and produced everything needed for living themselves. The few things not producible on their homesteads were bartered with itinerant traders. The employ of money, especially of small change, is related to urban culture, where most of the inhabitants earn their living through trade or services. Only people not cultivating their own crop, grapes or flax, but buying bread at the bakery, wine at the tavern and garments at the dressmaker do need money. Because by means of money, work can directly be converted into goods or services. The Celts in central Europe presumably began using money in the course of the 4th century BC, and sometime during the 3rd century BC they started to mint their own coins. In the beginning the Celtic coins were mere imitations of Greek, later also of Roman coins. Soon, however, the Celts started to redesign the original motifs. The initial images were stylized and ornamentalized to such an extent, that the original coins are often hardly recognizable. 1 von 16 www.sunflower.ch Kingdom of Macedon, Alexander III the Great (336-323 BC) in the Name of Philip II, Stater, c. 324 BC, Colophon Denomination: Stater Mint Authority: King Alexander III of Macedon Mint: Colophon Year of Issue: -324 Weight (g): 8.6 Diameter (mm): 19.0 Material: Gold Owner: Sunflower Foundation Through decades of warfare, King Philip II had turned Macedon into the leading power of the Greek world. -
Should I Sign up for AP Latin IV?
Should I Sign Up for AP Latin IV? 1 AP LATIN COURSE DESCRIPTION The AP Latin course is designed to give you the experiences needed to be successful on the College Board AP Latin exam scheduled in early May each year. This course will [1] help you develop your ability to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, [2] help you understand the context of the written passages through analysis and be able to communicate that context and analysis, [3] help you understand style of writing and the rhetorical devices employed. By the end of AP Latin IV you will have translated all the Latin of Vergil and Caesar assigned by the College Board. You will learn to analyze the text and draw your own logical conclusions in written essays. You will both give and receive written criticism of your analytical essays throughout the course. You will read Latin prose and poetry aloud with accurate comprehension and appreciation. For the Vergil text, you will scan dactylic hexameter verse. You will practice AP style exam questions and sight passages during both semesters and complete a full “mock up” exam as the final exam in the second semester of the course. 1.1 SPECIFICS The class meets on Thursdays at 1 Pm ET You must make your own arrangements to take the exam at your local testing facility. Yes, this is a College Board approved syllabus and course. You can list it on your transcript as an AP Latin course, come what may. -
The Late Republic in 5 Timelines (Teacher Guide and Notes)
1 180 BC: lex Villia Annalis – a law regulating the minimum ages at which a individual could how political office at each stage of the cursus honorum (career path). This was a step to regularising a political career and enforcing limits. 146 BC: The fall of Carthage in North Africa and Corinth in Greece effectively brought an end to Rome’s large overseas campaigns for control of the Mediterranean. This is the point that the historian Sallust sees as the beginning of the decline of the Republic, as Rome had no rivals to compete with and so turn inwards, corrupted by greed. 139 BC: lex Gabinia tabelleria– the first of several laws introduced by tribunes to ensure secret ballots for for voting within the assembliess (this one applied to elections of magistrates). 133 BC – the tribunate of Tiberius Gracchus, who along with his younger brother, is seen as either a social reformer or a demagogue. He introduced an agrarian land that aimed to distribute Roman public land to the poorer elements within Roman society (although this act quite likely increased tensions between the Italian allies and Rome, because it was land on which the Italians lived that was be redistributed). He was killed in 132 BC by a band of senators led by the pontifex maximus (chief priest), because they saw have as a political threat, who was allegedly aiming at kingship. 2 123-121 BC – the younger brother of Tiberius Gracchus, Gaius Gracchus was tribune in 123 and 122 BC, passing a number of laws, which apparent to have aimed to address a number of socio-economic issues and inequalities. -
Histoire Des Collections Numismatiques Et Des Institutions Vouées À La Numismatique
25 Histoire des collections numismatiques et des institutions vouÉes À la numismatique Igor Van den Vonder and Guido Creemers tHe COINs AND MEDALs COLLECTION oF tHe GALLO-ROMAN MUSEUM IN TONGEREN (BELGIUM) the coin and medal collection of the Gallo-roman museum in tongeren is the former coin and medal cabinet (Munt- en Penningkabinet) of the Province of limburg. it is an important collection, comprising over 30,000 coins and exonumia. the collection reflects the coins produced and in circulation in the region from antiquity to the 19th century and is unique because many were excavated locally. When the coin and medal cabinet was established in 1985, the province’s own collection consisted of the collections belonging to the royal limburg Historical and antiquarian society (Koninklijk Limburgs Geschied- en Oud- heidkundig Genootschap) and the barons Philippe de schaetzen and armand de schaetzen de schaetzenhoff. these form the core of the collection, to- gether with the collection of the former small seminary of sint-truiden, on loan from the diocese of Hasselt. With the acquisition of several private collections, the coin and medal cabinet achieved its target of 10,000 items. an active collecting policy was implemented and the collection soon doubled in size, largely thanks to gifts. Furthermore, Belgium’s royal court made over Prince charles’ personal collection to the coin and medal cabinet as a long-term loan. systematic efforts were also made to acquire the coin hoards found in the region. at the end of the last century the Province of limburg decided to fully integrate the coin and medal cabinet into the archaeological collection of the Gallo-roman museum. -
Elementary LATIN CONTENTS
LATIN CONTENTS Elementary Elementary .........................................1-2 Textbooks .......................................... ....3 TEN FAIRY TALES Multi-Media Materials ......................4-5 IN LATIN Enchant your students Books ..................................................5-6 with Ten Fairy Tales in AP ...........................................................7 Latin. These popular fairy tales are presented Grammar .............................................. .8 as a script designed to be read aloud and performed Mythology ..............................................8 in class or for a larger Readers ................................................ .8 audience. Each tale concludes with both a Dictionarie s ......................................... .9 traditional ending and a "twisted ending"-an Game s ................................................... .9 unexpected alternative Maps & Poster s .............................10-12 conclusion to the story. A puzzle or activity accompanies each tale. Paperback, Miscellaneou s................................12-13 6"x9", 128 pages. BCP7919...........................................................Book, $18.95 Feature Films on DVD .................13-14 MINIMUS MINIMUS STARTING SECUNDUS OUT IN LATIN (BE) PUPIL'S BOOK, MOVING ON A basic introduction to Latin along IN LATIN (BE) with material on the history and culture of Roman Britain. Highly Minimus Secundus is the illustrated, the Pupil's book sequel to the unique and contains a mixture of stories and successful Primary -
The Manipulation of Fear in Julius Caesar's" Bellum Gallicum."
THE MANIPULATION OF FEAR IN JULIUS CAESAR'S BELLUM GALLICUM by Kristin Slonsky Submitted in partial fulfillment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia August 2008 © Copyright by Kristin Slonsky, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-43525-0 Our file Notre reference ISBN: 978-0-494-43525-0 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. -
Peter Mountford, Alesia: the Climax of Julius Caesar's Campaigns
Alesia: the Climax of Julius Caesar’s Campaigns in Gaul Alesia: the Climax of Julius Caesar’s Campaigns in Gaul PETER MOUNTFORD In 2012 an impressive museum was opened on the plain below the village of Alise-Ste- Reine (Alesia). A combined ticket for the museum and the Gallo-Roman site on the t the beginning of June 2016 I made a hilltop costs €11,50. The museum is obviously pilgrimage to Alesia, something that I a popular place for school groups to visit, as had wanted to do for many years. There there were several there at the time of our A visit. The circular museum is on two levels is nothing like a visit to the site of an ancient event for clarifying one’s understanding of that and has impressive views of the site of the event. The topography is so important. events of Alesia from its rooftop (pl.1). My wife and I were very lucky, as we had In the open space in the centre of the ground arrived in France at a time when record floor displays are put on of both Gallic and rainfall had led to severe flooding of the Roman fighting equipment and methods of Seine and other rivers. Thankfully the rain fighting (pl.2). stopped just before we reached Alesia and did not start again until after we left, although These are designed especially for students. it was overcast. Alesia can be easily accessed There is also a good bookshop, although from the motorway from Paris to Lyon. It is almost all books are in French. -
Oratio Recta and Oratio Obliqua in Caesar's De Bello
VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS (Under the Direction of James C. Anderson, jr.) ABSTRACT According to his contemporaries and critics, Julius Caesar was an eminent orator. Despite the lack of any extant orations written by Caesar, however, one may gain insight into Caesar’s rhetorical ability in his highly literary commentaries, especially the De Bello Gallico. Throughout this work, Caesar employs oratio obliqua (and less frequently oratio recta) to animate his characters and give them “voices.” Moreover, the individuals to whom he most frequently assigns such vivid speeches are his opponents. By endowing his adversaries in his Commentarii with the power of speech (with exquisite rhetorical form, no less), Caesar develops consistent characterizations throughout the work. Consequently, the portrait of self-assured, unification-minded Gauls emerges. Serving as foils to Caesar’s own character, these Gauls sharpen the contrast between themselves and Caesar and therefore serve to elevate Caesar’s status in the minds of his reader. INDEX WORDS: Caesar, rhetoric, oratory, De Bello Gallico, historiography, propaganda, opponent, oratio obliqua, oratio recta VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS B.S., Vanderbilt University, 1992 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2005 © 2005 Randy Fields All Rights Reserved VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS Major Professor: James C.