Anglo-Saxons
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THE 3Rd CENTURY MILITARY EQUIPMENT in SOUTH-WESTERN SLOVENIA
The Roman army between the Alps and the Adriatic, Opera Instituti Archaeologici Sloveniae 31 / Studia Alpium et Adriae I, 2016, 99–120 THE 3rd CENTURY MILITARY EQUIPMENT IN SOUTH-WESTERN SLOVENIA Jana HORVAT, Beatriče ŽBONA TRKMAN † Abstract The significant unrest that characterized the final decades of therd 3 century lead to intensive control over communication routes and to the fortification of the most important settlements in the south-eastern Alpine area. Two assemblages originat- ing from south-western Slovenia are presented to achieve a better understanding of the period. The hoard from Prelovce near Malovše dated to the second half of the 3rd century and consisted of horse harness decoration, a military belt, and a combat knife. The hoard may suggest army movement or military control of the main road. A group of sixteen graves was found in Javor near Dolnji Zemon, and the majority of them originate from the second half of the 3rd century. The grave goods in two graves indicate a military affiliation of the deceased; a female grave containing silver jewellery corroborates the special social position of the whole group. It is possible that a military detachment was stationed at Javor near Dolnji Zemon, and controlled the road from Tarsatica to the Postojna basin. Keywords: South-western Slovenia, second half of the 3rd century, Prelovce near Malovše, Javor near Dolnji Zemon, hoards, graves, horse harness decoration, combat knives, jewellery INTRODUCTION dated in the 320s.3 The fortress at Nauportus (Vrhnika) might date at the end of the 3rd century.4 On the basis of The final decades of the 3rd century are character- coin finds it is presumed that the principia in Tarsatica ized by increasing control over communication routes were constructed at the end of the 270s or during the and by the fortification of the most important settle- 280s.5 The short-lived Pasjak fortress on the Aquileia– ments in the south-eastern Alpine area. -
The Last Empire of Iran by Michael R.J
The Last Empire of Iran By Michael R.J. Bonner In 330 BCE, Alexander the Great destroyed the Persian imperial capital at Persepolis. This was the end of the world’s first great international empire. The ancient imperial traditions of the Near East had culminated in the rule of the Persian king Cyrus the Great. He and his successors united nearly all the civilised people of western Eurasia into a single state stretching, at its height, from Egypt to India. This state perished in the flames of Persepolis, but the dream of world empire never died. The Macedonian conquerors were gradually overthrown and replaced by a loose assemblage of Iranian kingdoms. The so-called Parthian Empire was a decentralised and disorderly state, but it bound together much of the sedentary Near East for about 500 years. When this empire fell in its turn, Iran got a new leader and new empire with a vengeance. The third and last pre-Islamic Iranian empire was ruled by the Sasanian dynasty from the 220s to 651 CE. Map of the Sasanian Empire. Silver coin of Ardashir I, struck at the Hamadan mint. (https://commons.wikimedia.org/wiki/File:Silver_coin_of_Ardashir_I,_struck_at_the_Hamadan _mint.jpg) The Last Empire of Iran. This period was arguably the heyday of ancient Iran – a time when Iranian military power nearly conquered the eastern Roman Empire, and when Persian culture reached its apogee before the coming of Islam. The founder of the Sasamian dynasty was Ardashir I who claimed descent from a mysterious ancestor called Sasan. Ardashir was the governor of Fars, a province in southern Iran, in the twilight days of the Parthian Empire. -
Wayneflete Tower, Esher, Surrey
Wessex Archaeology Wayneflete Tower, Esher, Surrey. Archaeological Evaluation and Assessment of Results Ref: 59472.01 March 2006 Wayneflete Tower, Esher, Surrey Archaeological Evaluation and Assessment of Results Prepared on behalf of Videotext Communications Ltd 49 Goldhawk Road LONDON SW1 8QP By Wessex Archaeology Portway House Old Sarum Park SALISBURY Wiltshire SP4 6EB Report reference: 59472.01 March 2006 © Wessex Archaeology Limited 2006, all rights reserved Wessex Archaeology Limited is a Registered Charity No. 287786 Contents Summary Acknowledgements 1 BACKGROUND..................................................................................................5 1.1 Introduction................................................................................................5 1.2 Description of the Site................................................................................5 1.3 Historical Background...............................................................................5 1.4 Previous Archaeological Work ...............................................................12 2 AIMS AND OBJECTIVES...............................................................................13 3 METHODS.........................................................................................................14 3.1 Introduction..............................................................................................14 3.2 Dendrochronological Survey...................................................................14 3.3 Geophysical Survey..................................................................................14 -
'Country', 'Land', 'Nation': Key Anglo English Words for Talking and Thinking About People in Places
8 ‘Country’, ‘land’, ‘nation’: Key Anglo English words for talking and thinking about people in places Cliff Goddard Griffith University, Australia [email protected] Abstract The importance of the words ‘country’, ‘land’ and ‘nation’, and their derivatives, in Anglophone public and political discourses is obvious. Indeed, it would be no exaggeration to say that without the support of words like these, discourses of nationalism, patriotism, immigration, international affairs, land rights, and post/anti- colonialism would be literally impossible. This is a corpus-assisted, lexical-semantic study of the English words ‘country’, ‘land’ and ‘nation’, using the NSM technique of paraphrase in terms of simple, cross- translatable words (Goddard & Wierzbicka 2014). It builds on Anna Wierzbicka’s (1997) seminal study of “homeland” and related concepts in European languages, as well as more recent NSM works (e.g. Bromhead 2011, 2018; Levisen & Waters 2017) that have explored ways in which discursively powerful words encapsulate historically and culturally contingent assumptions about relationships between people and places. The primary focus is on conceptual analysis, lexical polysemy, phraseology and discursive formation in mainstream Anglo English, but the study also touches on one specifically Australian phenomenon, which is the use of ‘country’ in a distinctive sense which originated in Aboriginal English, e.g. in expressions like ‘my grandfather’s country’ and ‘looking after country’. This highlights how Anglo English words can be semantically “re-purposed” in postcolonial and anti-colonial discourses. Keywords: lexical semantics, NSM, ‘nation’ concept, Anglo English, Australian English, Aboriginal English. 1. Orientation and methodology The importance of the words country, land and nation, and their derivatives, in Anglophone public and political discourses is obvious. -
Bibliography
Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P. -
Viking Wirral … and the Battle of Brunanburh Professor Steve Harding
Viking Wirral … and the Battle of Brunanburh Professor Steve Harding Neil Oliver, “History of Scotland” BBC2, 2009 “ The many armies, tens of thousands of warriors clashed at the site known as Brunanburh where the Mersey Estuary enters the sea . For decades afterwards it was simply known called the Great Battle. This was the mother of all dark-age bloodbaths and would define the shape of Britain into the modern era. Althouggg,h Athelstan emerged victorious, the resistance of the northern alliance had put an end to his dream of conquering the whole of Britain. This had been a battle for Britain, one of the most important battles in British historyyy and yet today ypp few people have even heard of it. 937 doesn’t quite have the ring of 1066 and yet Brunanburh was about much more than blood and conquest. This was a showdown between two very different ethnic identities – a Norse-Celtic alliance versus Anglo-Saxon. It aimed to settle once and for all whether Britain would be controlled by a single Imperial power or remain several separate kingdoms. A split in perceptions which, like it or not, is still with us today”. Some of the people who’ve been trying to sort it out Nic k Hig ham Pau l Cav ill Mic hae l Woo d John McNeal Dodgson 1928-1990 Plan •Background of Brunanburh • Evidence for Wirral location for the battle • If it did happen in Wirra l, w here is a like ly site for the battle • Consequences of the Battle for Wirral – and Britain Background of Brunanburh “Cherchez la Femme!” Ann Anderson (1964) The Story of Bromborough •TheThe Viking -
Who Were the Anglo-Saxons? Part of History Anglo-Saxons the Last Roman Soldiers Left Britain in 410
Who were the Anglo-Saxons? Part of History Anglo-Saxons The last Roman soldiers left Britain in 410. New people came in ships across the North Sea – the Anglo-Saxons. The Anglo-Saxon age in Britain was from around AD410 to 1066. They were a mix of tribes from Germany, Denmark and the Netherlands. The three biggest were the Angles, the Saxons and the Jutes. The land they settled in was 'Angle-land', or England. If we use the modern names for the countries they came from, the Saxons were German-Dutch, the Angles were southern Danish, and the Jutes were northern Danish. Growing up in an Anglo-Saxon village Anglo-Saxon children had to grow up quickly. By the time they were ten, they were seen as an adult. This wasn't always a good thing. They had to work as hard as any adult and would be punished as adults, if they stole or broke the law. Girls worked in the home. They were in charge of housekeeping, weaving cloth, cooking meals, making cheese and brewing ale. Boys learned the skills of their fathers. They learned to chop down trees with an axe, how to plough a field and how to use a spear in battle. They also fished and went hunting with other men from the village. Only a few girls and boys learned to read and write. The sons of kings or wealthy families might be taught at home by a private teacher. The only schools were run by the Christian church, in monasteries. Some children lived there to train as monks and nuns. -
Beowulf and the Sutton Hoo Ship Burial
Beowulf and The Sutton Hoo Ship Burial The value of Beowulf as a window on Iron Age society in the North Atlantic was dramatically confirmed by the discovery of the Sutton Hoo ship-burial in 1939. Ne hÿrde ic cymlīcor cēol gegyrwan This is identified as the tomb of Raedwold, the Christian King of Anglia who died in hilde-wæpnum ond heaðo-wædum, 475 a.d. – about the time when it is thought that Beowulf was composed. The billum ond byrnum; [...] discovery of so much martial equipment and so many personal adornments I never yet heard of a comelier ship proved that Anglo-Saxon society was much more complex and advanced than better supplied with battle-weapons, previously imagined. Clearly its leaders had considerable wealth at their disposal – body-armour, swords and spears … both economic and cultural. And don’t you just love his natty little moustache? xxxxxxxxxxxxxxxxxx(Beowulf, ll.38-40.) Beowulf at the movies - 2007 Part of the treasure discovered in a ship-burial of c.500 at Sutton Hoo in East Anglia – excavated in 1939. th The Sutton Hoo ship and a modern reconstruction Ornate 5 -century head-casque of King Raedwold of Anglia Caedmon’s Creation Hymn (c.658-680 a.d.) Caedmon’s poem was transcribed in Latin by the Venerable Bede in his Ecclesiatical History of the English People, the chief prose work of the age of King Alfred and completed in 731, Bede relates that Caedmon was an illiterate shepherd who composed his hymns after he received a command to do so from a mysterious ‘man’ (or angel) who appeared to him in his sleep. -
Waters of Rome Journal
TIBER RIVER BRIDGES AND THE DEVELOPMENT OF THE ANCIENT CITY OF ROME Rabun Taylor [email protected] Introduction arly Rome is usually interpreted as a little ring of hilltop urban area, but also the everyday and long-term movements of E strongholds surrounding the valley that is today the Forum. populations. Much of the subsequent commentary is founded But Rome has also been, from the very beginnings, a riverside upon published research, both by myself and by others.2 community. No one doubts that the Tiber River introduced a Functionally, the bridges in Rome over the Tiber were commercial and strategic dimension to life in Rome: towns on of four types. A very few — perhaps only one permanent bridge navigable rivers, especially if they are near the river’s mouth, — were private or quasi-private, and served the purposes of enjoy obvious advantages. But access to and control of river their owners as well as the public. ThePons Agrippae, discussed traffic is only one aspect of riparian power and responsibility. below, may fall into this category; we are even told of a case in This was not just a river town; it presided over the junction of the late Republic in which a special bridge was built across the a river and a highway. Adding to its importance is the fact that Tiber in order to provide access to the Transtiberine tomb of the river was a political and military boundary between Etruria the deceased during the funeral.3 The second type (Pons Fabri- and Latium, two cultural domains, which in early times were cius, Pons Cestius, Pons Neronianus, Pons Aelius, Pons Aure- often at war. -
Violence, Christianity, and the Anglo-Saxon Charms Laurajan G
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1-1-2011 Violence, Christianity, And The Anglo-Saxon Charms Laurajan G. Gallardo Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation Gallardo, Laurajan G., "Violence, Christianity, And The Anglo-Saxon Charms" (2011). Masters Theses. 293. http://thekeep.eiu.edu/theses/293 This Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. *****US Copyright Notice***** No further reproduction or distribution of this copy is permitted by electronic transmission or any other means. The user should review the copyright notice on the following scanned image(s) contained in the original work from which this electronic copy was made. Section 108: United States Copyright Law The copyright law of the United States [Title 17, United States Code] governs the making of photocopies or other reproductions of copyrighted materials. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the reproduction is not to be used for any purpose other than private study, scholarship, or research. If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of "fair use," that use may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. -
Ba-English.Pdf
CLARION UNIVERSITY DEGREE: B.A. English College of Arts & Sciences REVISED CHECKSHEET with NEW INQ PLACEMENT Name Transfer: * Clarion ID ** Entrance Date CUP: _____ _____ _____ _____ _____ _____ _____ _____ Program Entry Date _____ _____ _____ _____ _____ _____ _____ _____ Advisor _____ _____ _____ _____ _____ _____ _____ _____ *************************************************************************************************************************************** GENERAL EDUCATION REQUIREMENTS - 48 CREDITS V. REQUIREMENT for the B.A. DEGREE (see note #1 on back of sheet) Foreign Language competency or coursework1: CR. GR. I. LIBERAL EDUCATION SKILLS - 12 CREDITS CR. GR. : A. English Composition (3 credits) : ENGL 111: College Writing II ____ ____ : : B. Mathematics Requirement (3 credits) : VI. REQUIREMENTS IN MAJOR (42 CREDITS) 1. CORE REQUIREMENTS (15 credits) C. Credits to total 12 in Category I, selected from at least two of the following: Academic Enrichment, MMAJ 140 or 340, ENGL 199: Introduction to English Studies ____ ____ Computer Information Science, CSD 465, Elementary Foreign ENGL 202: Reading & Writing: _______________ ____ ____ Language, English Composition, HON 128, INQ 100, Logic, ENGL 282: Intro to the English Language ____ ____ & Mathematics ENGL 303: Focus Studies: ___________________ ____ ____ ENGL 404: Advanced English Studies ____ ____ 2. BREADTH OF KNOWLEDGE2 (12 credits) : II. LIBERAL KNOWLEDGE - 27 CREDITS Two 200-level writing courses A. Physical & Biological Science (9 credits) selected from at least two of the following: Biology, Chemistry, Earth Sci., ENVR275, ENGL ____: ______________________________ ____ ____ GS411, HON230, Mathematics, Phys. Sci., & Physics. ENGL ____: ______________________________ ____ ____ : : Two 200-level literature courses : ENGL ____: ______________________________ ____ ____ B. Social & Behavioral Science (9 credits) selected from at least two ENGL ____: ______________________________ ____ ____ of the following: Anthropology, CSD125, CSD 257, Economics, Geography, GS 140, History, HON240, NURS320, Pol. -
Anglo-Saxon and Scots Invaders
Anglo-Saxon and Scots Invaders By around 410AD, the last of the Romans had left Britain to go back to Rome and England was left to look after itself for the first time in about 400 years. Emperor Honorius told the people to fight the Picts, Scots and Saxons who were attacking them, but the Brits were not good fighters. The Scots, who came from Ireland, invaded and took land in Scotland. The Scots split Scotland into 4 separate places that were named Dal Riata, Pictland, Strathclyde and Bernicia. The Picts (the people already living in Scotland) and the Scots were always trying to get into England. It was hard for the people in England to fight them off without help from the Romans. The Picts and Scots are said to have jumped over Hadrian’s Wall, killing everyone in their way. The British king found it hard to get his men to stop the Picts and Scots. He was worried they would take over in England because they were excellent fighters. Then he had an idea how he could keep the Picts and Scots out. He asked two brothers called Hengest and Horsa from Jutland to come and fight for him and keep England safe from the Picts and Scots. Hengest and Horsa did help to keep the Picts and Scots out, but they liked England and they wanted to stay. They knew that the people in England were not strong fighters so they would be easy to beat. Hengest and Horsa brought more men to fight for England and over time they won.