The Dancing Floor of Ares Local Conflict and Regional Violence in Central Greece
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Demosthenes, Chaeronea, and the Rhetoric of Defeat
CHAPTER 6 Demosthenes, Chaeronea, and the Rhetoric of Defeat Max L. Goldman Introduction For years Demosthenes urged the Athenians to oppose the rising power of Macedon, which had come to prominence in the second half of the fourth century through the diplomatic and military efforts of its king, Philip II.1 Demosthenes finally convinced the Athenians and the Thebans to form an al- liance, which faced Philip at Chaeronea in the late summer of 338 BCE. Philip’s decisive victory in that battle had immediate consequences for the political landscape of the Greek world and modern historical narratives tend to treat Chaeronea as a turning point, as the moment when mainland Greece ceased to engage in independent foreign policy actions.2 Although this turned out to be the case, it was not immediately clear at Athens that the new order established by Philip after the battle was irrevocable. When Demosthenes was selected to deliver the funeral oration (logos epitaphios) for the Athenians who died at the battle of Chaeronea, he faced a particularly challenging task because the soldiers, whose deaths he needed to praise, had died fighting a losing battle, a battle he had vigorously advocated for. In his funeral oration, Demosthenes needed to discuss the defeat and his role in it in a way that created a sense of continuity with the past, that minimized the potential disruption such a defeat can inflict on a community, and that gave the Athenians a way to understand their defeat and his role in it. There can be no doubt that Demosthenes delivered the oration for the dead of Chaeronea. -
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. -
See-Your-Skills-Products.Pdf
Grundtvig - See your skills Project Partners France (Coordinator) Austria Greece Italy Poland Spain 2 Grundtvig - See your skills ABOUT THE PROJECT SUMARY This project proposes a cooperation to exchange the good practices in terms of evaluation and development of the key competences. This partnership is constituted from 6 countries, and targets in each of those 6 regions 2 groups: G1/the actors in the employment and training sectors (trainers, social workers, teachers, entrepreneurs, HR managers ...etc) and G2/the vulnerable populations that are excluded from the employment and training markets (isolated women and single mothers, migrants, adults living in rural areas and/or territories in economic decline, disabled people, as well as people close to illiteracy. After proceeding with a comparative diagnosis of the modes and practices that are used to evaluate the basic competences, with the actors of the employment and training sectors in every country, the partnership will experiment and produce tools and methods for an initial evaluation of the basic competences, that are related to the 8 key competences defined in the European reference framework. These experiments will allow the partners to produce together individualised plans for the development of competences, in favour of the final beneficiaries (G2) and the implementation of training modules to evaluate the key competences in direction of the professionals (G1) which would allow them to adapt their practices to the diversity of problems faced by the vulnerable groups. 3 Grundtvig - See your skills PROJECT OBJECTIVES AND STRATEGY This partnership aims at 3 objectives: 1. Identify, analyse and exchange the good practices in terms of evaluation and development of key competences in favour of the groups who are in a situation of social and professional exclusion. -
Oracle of Apollo Near Oroviai (Northern Evia Island, Greece) Viewed in Its Geοlogical and Geomorphological Context, Βull
Mariolakos, E., Nicolopoulos, E., Bantekas, I., Palyvos, N., 2010, Oracles on faults: a probable location of a “lost” oracle of Apollo near Oroviai (Northern Evia Island, Greece) viewed in its geοlogical and geomorphological context, Βull. Geol. Soc. of Greece, XLIII (2), 829-844. Δελτίο της Ελληνικής Γεωλογικής Εταιρίας, 2010 Bulletin of the Geological Society of Greece, 2010 Πρακτικά 12ου Διεθνούς Συνεδρίου, Πάτρα, Μάιος 2010 Proceedings of the 12th International Congress, Patras, May, 2010 ORACLES ON FAULTS: A PROBABLE LOCATION OF A “LOST” ORACLE OF APOLLO NEAR OROVIAI (NORTHERN EUBOEA ISLAND, GREECE) VIEWED IN ITS GEOLOGICAL AND GEOMORPHOLOGICAL CONTEXT I. Mariolakos1, V. Nikolopoulos2, I. Bantekas1, N. Palyvos3 1 University of Athens, Faculty of Geology, Dynamic, Tectonic and Applied Geology Department, Panepistimioupolis Zografou, 157 84, Athens, Greece, [email protected], [email protected] 2 Ministry of Culture, 2nd Ephorate of Prehistoric and Classical Antiquities, L. Syggrou 98-100, 117 41 Athens, Greece, [email protected] 3 Harokopio university, Department of Geography, El. Venizelou 70 (part-time) / Freelance Geologist, Navarinou 21, 152 32 Halandri, Athens, Greece, [email protected] Abstract At a newly discovered archaeological site at Aghios Taxiarches in Northern Euboea, two vo- tive inscribed stelae were found in 2001 together with hellenistic pottery next to ancient wall ruins on a steep and high rocky slope. Based on the inscriptions and the geographical location of the site we propose the hypothesis that this is quite probably the spot where the oracle of “Apollo Seli- nountios” (mentioned by Strabo) would stand in antiquity. The wall ruins of the site are found on a very steep bedrock escarpment of an active fault zone, next to a hanging valley, a high waterfall and a cave. -
The Foundation and Occupation of Kastro Kallithea, Thessaly, Greece Laura Surtees Bryn Mawr College, [email protected]
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship, Research, and Creative Work at Bryn Mawr College | Bryn Mawr College... Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Classical and Near Eastern Archaeology Faculty Classical and Near Eastern Archaeology Research and Scholarship 2014 Exploring Kastro Kallithea on the Surface: The Foundation and Occupation of Kastro Kallithea, Thessaly, Greece Laura Surtees Bryn Mawr College, [email protected] Sophia Karapanou Margriet J. Haagsma Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/arch_pubs Part of the Archaeological Anthropology Commons Custom Citation L. Surtees, S, Karapanou, and M.J. Haagsma. "Exploring Kastro Kallithea on the Surface:The oundF ation and Occupation of Kastro Kallithea, Thessaly, Greece." In D. Rupp and J. Tomlinson (eds.), Meditations on the Diversity of the Built Environment in the Aegean Basin and Beyond: Proceedings of a Colloquium in Memory of Frederick E. Winter, Athens, 22-23 June 2012 (Publications of the Canadian Institute in Greece 8) (2014). Athens: 431-452. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/arch_pubs/163 For more information, please contact [email protected]. Meditations on the Diversity of the Built Environment in the Aegean Basin and Beyond Proceedings of a Colloquium in Memory of Frederick E. Winter Athens, 22-23 June 2012 2014 Publications of the Canadian Institute in Greece Publications de l’Institut canadien en Grèce No. 8 © The Canadian Institute in Greece / L’Institut canadien en Grèce 2014 Library and Archives Canada Cataloguing in Publication Meditations on the Diversity of the Built Environment in the Aegean Basin and Beyond : a Colloquium in Memory of Frederick E. -
The Case of Chalkis
Transactions of the American Philological Association 144 (2014) 263–306 Tax Exemption and Athenian Imperial Politics: The Case of Chalkis joshua d. sosin Duke University summary: This paper argues that the clause at IG I3 40.52–57, which refers to taxation of aliens at Chalkis and has long puzzled scholars, stipulated that any non-Chalkidian who had been granted immunity from Athenian tele, condi- tional on residence at Athens or not, should enjoy the same immunity from Chalkidian tele at Chalkis; that the inscription belongs to 424/3 b.c.e, when Athenian law and honorific practice were much concerned with taxation and immunities. Though long seen as fiscal punishment by a newly imperial Athens, the action was connected to later debates about local honors and domestic taxa- tion, and was rather mild. ig i3 40 preserves terms imposed by athens on chalkis, and on itself. the occasion is thought to be the aftermath of Euboian revolt in 446/5 or else Athenian action against the island in 424/3.1 This document is among our richest epigraphic witnesses to what it meant to be on the receiving end of Athenian imperialism. To understand the terms of this settlement is to il- luminate not only the “popularity” of the Athenian empire or the “language of Athenian imperialism”2 but also some measure of the legal, political, and 1 446/5: Thuc. 1.114; Diod. Sic.12.7, 12.22.2; Strabo 10.1.3; Plut. Per. 23.3. 424/3: Philochoros FGrHist 328 F130 [Σ Ar. Vesp. 718], also F119. -
Archaic Eretria
ARCHAIC ERETRIA This book presents for the first time a history of Eretria during the Archaic Era, the city’s most notable period of political importance. Keith Walker examines all the major elements of the city’s success. One of the key factors explored is Eretria’s role as a pioneer coloniser in both the Levant and the West— its early Aegean ‘island empire’ anticipates that of Athens by more than a century, and Eretrian shipping and trade was similarly widespread. We are shown how the strength of the navy conferred thalassocratic status on the city between 506 and 490 BC, and that the importance of its rowers (Eretria means ‘the rowing city’) probably explains the appearance of its democratic constitution. Walker dates this to the last decade of the sixth century; given the presence of Athenian political exiles there, this may well have provided a model for the later reforms of Kleisthenes in Athens. Eretria’s major, indeed dominant, role in the events of central Greece in the last half of the sixth century, and in the events of the Ionian Revolt to 490, is clearly demonstrated, and the tyranny of Diagoras (c. 538–509), perhaps the golden age of the city, is fully examined. Full documentation of literary, epigraphic and archaeological sources (most of which have previously been inaccessible to an English-speaking audience) is provided, creating a fascinating history and a valuable resource for the Greek historian. Keith Walker is a Research Associate in the Department of Classics, History and Religion at the University of New England, Armidale, Australia. -
Lecture Roman Power and Herodian Rule I. Roman Power A
Session 11 - Lecture Roman Power and Herodian Rule I. Roman Power A. Introduction The accounts of the rise of Rome have come down overlaid with such a mass of myth and legend that few can be verified. Roman historians of later times, lacking authentic records, relied on fabrications of a patriotic nature. Following this period, when a republic was established, Rome became a world power and emerged as an empire with extensive boundaries. B. The Rise of Rome (753-509 BC) 1. Rome was said to have been founded by Latin colonists from Alba Longa, a nearby city in ancient Latium. The legendary date of the founding was 753 BC and it was ascribed to Romulus and Remus, the twin sons of Rhea Silvia, a vestal virgin and the daughter of Numitor, king of Alba Longa. Romulus and Remus 2. Later legend carried the ancestry of the Romans back to the Trojans and their leader Aeneas, whose son Ascanius, or Iulus, was the founder and the first king of Alba Longa. Three tribes, the Ramnes, Tities, and Luceres, that appear in the legend of Romulus as the parts of the new commonwealth suggest that Rome arose from the amalgamation of three stocks, thought to be Latin, Sabine, and Etruscan. Click map to see a larger image Rome originally developed as a strongly patriarchal society based upon families and clans, with the head of each of the families forming an advisory council to the kings known as the Senate. 3. The seven kings of the regal period and the dates traditionally assigned to their reigns are as follows: a. -
Ideals and Pragmatism in Greek Military Thought 490-338 Bc
Roel Konijnendijk IDEALS AND PRAGMATISM IN GREEK MILITARY THOUGHT 490-338 BC PhD Thesis – Ancient History – UCL I, Roel Konijnendijk, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Thesis Abstract This thesis examines the principles that defined the military thinking of the Classical Greek city-states. Its focus is on tactical thought: Greek conceptions of the means, methods, and purpose of engaging the enemy in battle. Through an analysis of historical accounts of battles and campaigns, accompanied by a parallel study of surviving military treatises from the period, it draws a new picture of the tactical options that were available, and of the ideals that lay behind them. It has long been argued that Greek tactics were deliberately primitive, restricted by conventions that prescribed the correct way to fight a battle and limited the extent to which victory could be exploited. Recent reinterpretations of the nature of Greek warfare cast doubt on this view, prompting a reassessment of tactical thought – a subject that revisionist scholars have not yet treated in detail. This study shows that practically all the assumptions of the traditional model are wrong. Tactical thought was constrained chiefly by the extreme vulnerability of the hoplite phalanx, its total lack of training, and the general’s limited capacity for command and control on the battlefield. Greek commanders, however, did not let any moral rules get in the way of possible solutions to these problems. Battle was meant to create an opportunity for the wholesale destruction of the enemy, and any available means were deployed towards that goal. -
Philip V and Perseus: the Twilight of Antigonid Macedonia Philip V of Macedonia Was a Shrewd and Effective Leader. He Proved Ev
Philip V and Perseus: The Twilight of Antigonid Macedonia Philip V of Macedonia was a shrewd and effective leader. He proved even more adept than his predecessors at dealing with the Greek city-states, Illyrian invasions, and the other traditional concerns of his kingdom. Unfortunately for him, he was forced to deal with a completely new threat, for which he was unprepared—the rising power of Rome. Philip V and his son and successor Perseus failed in their conflicts with Rome, and ultimately allowed Macedonia to be conquered by the Romans. Since the wars they fought against Rome were recorded by Roman historians, they are known as the Macedonian Wars. Early Life and Reign of Philip V Philip V was the son of Demetrius II, who died in battle when Philip was nine years old. Since the army and nobility were hesitant to trust the kingdom to a child, they made Antigonas Doson regent, and then king. Antigonas honored Philip’s position, and when Antigonas died in 221 BC, Philip ascended smoothly to the throne at the age of seventeen. As the young king of Macedonia, Philip V was eager to prove his abilities. He defeated the Dardians in battle. When hostilities broke out between the two major leagues of Greek cities—the Achaean League and Aetolian League—he sided with Aratus and the Achaean League. Thanks to Philip’s intervention, the Achaeans achieved major victories against the Aetolians, and Aratus became one of Philip’s advisors. First Macedonian War (214–205 BC) In 219 BC, Demetrius of Pharos, the king of Illyria, fled to Philip’s court after being expelled by the Romans. -
The Military Policy of the Hellenistic Boiotian League
The Military Policy of the Hellenistic Boiotian League Ruben Post Department of History and Classical Studies McGill University, Montreal December, 2012 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree Master of Arts ©Ruben Post, 2012. Table of Contents Abstract ............................................................................................................................. 3 Abrégé ............................................................................................................................... 4 Acknowledgements ............................................................................................................ 5 Introduction ...................................................................................................................... 7 Sources .........................................................................................................................11 Chapter One .....................................................................................................................16 Agriculture and Population in Late Classical and Hellenistic Boiotia .........................16 The Fortification Building Program of Epameinondas ................................................31 Conclusion ...................................................................................................................43 Chapter Two ....................................................................................................................48 -
Student's Friend World History & Geography 1
STUDENT’S World History & Geography 1 Essentials of World History to 1500 Ver. 3.1.12 - Rev. 7/1/16 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 materials, readings, writings, and other activities. 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. from: www.studentsfriend.com 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 and places 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 © 2016 www.studentsfriend.com The Student’s Friend: World History & Geography 1 may be freely reproduced and distributed by teachers and students for educational purposes.