DOCSLIB.ORG

Julian, Paideia and Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Julian, Paideia and Education The Culture and Political World of the Fourth Century AD: Julian, paideia and Education Victoria Elizabeth Hughes Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy School of History, Classics and Archaeology April 2018 Abstract This thesis examines the role of education and paideia in the political and cultural landscape of the mid-fourth century, focusing on the Greek East and the reign of Julian, particularly his educational measures. Julian’s edict and rescript on education are often understood (not least in light of the invectives of Gregory of Nazianzus) as marking an attempt on his part to ban Christians from teaching and, by extension, from engaging in elite public life. They have been used by some scholars as evidence to support the hypothesis that Julian, a committed pagan, implemented an anti-Christian persecution. This thesis reconsiders that hypothesis: it re-evaluates the reign of Julian and his educational measures, and considers the political role of paideia as the culmination and public expression of rhetorical education. Chapter one introduces the topic and provides a brief ‘literature review’ of the key items for a study of Julian and education in the fourth century. Chapter two addresses rhetorical education in the fourth century: it offers a survey of its methods and content, and explores the idea of a ‘typical’ student in contrast with ‘culture heroes’. Chapter three investigates the long-standing Christian debate on the compatibility of a traditional Greek education with Christian belief, and considers the role of Julian in this connection. Chapter four discusses the enhanced status of Latin and of law studies in light of the enlarged imperial administration in the fourth century, and considers the extent to which this development worked to the detriment of rhetorical studies. On the basis of the preceding chapters’ discussions, chapters five and six closely discuss two key topics. Chapter five closely examines Julian’s edict and rescript: their details and specific contexts; the relationship between them and the broader debate on morality in education; how they relate to Julian’s religious ideology and Hellenism. Chapter six offers a discussion of paideia, considering its potential range of lexical and cultural meanings, and assessing its influence on Julian’s thought and action. The chapter argues for the importance of paideia in political relationships in the fourth century and re-evaluates the invectives of Gregory in this context. A brief concluding chapter closes the thesis. i ii Acknowledgements Of all the people who have helped me throughout the course of this PhD, I’d firstly like to thank Dr Rowland Smith for his stimulating discussion, thoughtful comments and guidance throughout. Thank you also to Dr Federico Santangelo, whose thorough feedback, advice and assistance I benefited enormously from. Thank you to the late Prof John Moles for his help with this project in its early stages. Grateful thanks are owed to Drs Susanna Phillippo, Janet Watson and David Creese for their patient Greek tuition. Thank you to the AHRC for their belief in the project and financial support. It’s much appreciated. I’d also like to the take the opportunity to thank Mr Lombard, of St Stephen’s Primary School, who fed an interest in ancient history at age eight. Thank you to my family and friends for their much-needed support, humour and distraction: these past four years would’ve been much more lonely and boring without them. I owe you all drinks. Finally, I’d like to thank my Dad, for his unfailing and untiring encouragement, patience and help. Without him, none of this would’ve been possible, truly. iii iv Table of Contents Chapter one: Introduction ............................................................................................................. 1 1.1 The life of Julian and the fourth century context .................................................................... 1 1.2 An overview of this thesis ...................................................................................................... 7 1.3 Literature review .................................................................................................................... 8 Chapter two: Education in the fourth century AD ................................................................... 20 2.1 Introduction .......................................................................................................................... 20 2.2 The classroom ....................................................................................................................... 21 2.2.1 Corporal punishment ..................................................................................................... 23 2.2.2 Pedagogues .................................................................................................................... 26 2.3 Memorisation in the classroom ............................................................................................ 28 2.3.1 Progymnasmata ............................................................................................................. 29 2.3.2 Florilegia ....................................................................................................................... 31 2.4 The curriculum before the fourth century............................................................................. 33 2.4.1 The curriculum in the fourth century ............................................................................. 38 2.5 The education of ‘culture heroes’ ......................................................................................... 50 2.5.1 Julian’s education .......................................................................................................... 54 2.5.2 A ‘typical’ education ..................................................................................................... 59 2.6 The costs of education .......................................................................................................... 63 2.7 Educational centres and their specialisations ....................................................................... 65 2.8 Conclusion ............................................................................................................................ 70 Chapter three: The Christian debate on pagan literature ........................................................ 72 3.1 Introduction .......................................................................................................................... 72 3.2 The debate in the second and third centuries: Tertullian ...................................................... 74 3.2.1 After Tertullian .............................................................................................................. 77 3.3 The fourth century: Basil’s advice ....................................................................................... 80 3.3.1 Gregory of Nazianzus .................................................................................................... 83 3.3.2 Jerome’s dream .............................................................................................................. 86 3.4 After the fourth century: Augustine ..................................................................................... 89 3.5 East and West ....................................................................................................................... 92 3.6 Julian and the debate ............................................................................................................ 93 3.7 Conclusion ............................................................................................................................ 97 Chapter four: The challenge to rhetoric..................................................................................... 98 4.1 Introduction .......................................................................................................................... 98 4.2 The ‘decline’ of rhetorical studies ........................................................................................ 99 v 4.2.1 Latin in the Greek East ................................................................................................ 104 4.2.2 Law studies in the Greek East ..................................................................................... 107 4.3 Bureaucratic developments ................................................................................................ 113 4.3.1 Opportunities for advancement ................................................................................... 115 4.4 Decurions and the city councils ......................................................................................... 118 4.4.1 Attempts to revive the councils ................................................................................... 120 4.4.2 The undesirability of the councils ............................................................................... 124 4.5 Conclusion ......................................................................................................................... 127 Chapter five: Julian and education .......................................................................................... 128 5.1 Introduction ........................................................................................................................ 128 5.1.1 Imperial
Load more

Recommended publications
  • The Library of Libanius':-)
    THE LIBRARY OF LIBANIUS':-) In arecent work Festugiere glanced briefly at the problem of the texts available to Libanius 1). Despite rus careful emphasis upon the provisional nature of this survey, such a statistical presentation of literary borrowings and sources may tempt the unwary into unwarranted conclusions. Care must be taken, as he rightly indicates, not to regard his list as complete in itself, nor yet as consistently representative of Libanius' treatment of his material, still less as representative of other sophists. The incidence of classical citations in such authors depends upon criteria both subjective and objective. A Himerius, with his exaggeratedly florid style, will differ, both in aim and in inspiration, from the more argumentative exposition and more subtle appeal to psychology presented by Libanius. Thus, besides using the corpus of literature which was basic to the Greek educational system - epic, drama, history and oratory, 'f) Textual references are to Libanius ed. Förster, Menander ed. Körte, [0 fragments of tragedy, Nauck, T. G. F. 2, and Iyric, Bergk e. 1) Antioche Paienne et Chrhienne, 216 and 509. A. F. No r man: The Library of Libanius 159 Himerius characteristically displays a degree of proficiency with material from lyric which is most unusual in 4th century writers. In the Libanian corpus itself, different genres require differences of matter and treatment which are to be observed not merely in a comparison of orations, declamations and letters, but in any assessment of the orations themselves 2). The broad outline of Libanius' course is essentially that re­ c'ommended long before by Dio Chrysostom and Quintilian, and even then of tried utility and venerable antiquity 3).
    [Show full text]
  • The Atticist-Asianist Controversy
    Atticist-Asianist controversy. The termsAtticist andAsiamsl were employedover a period of severalcenturies (starting probably in the third century bce) in a debatethat was concernedas much with Next result ideologr and literary identity as it was with style and language. Developedin the Greek world, the terminolory was taken up by the < Searchresults Romansat a critical point in their literary history. It would be a mistaketo look for unity in a debatethat spannedso many centuries and two different literary cultures. In the secondhalf of the first century bce, we find at Rome a bad-temperedargUment among writers and orators over how the In this entry appellationAttic was to be employed.This purely Roman debate, like much of the literary and intellectualrevolution at Rome, was Atticist-Asia nist controversy conductedin terminolory taken over from Greek. Insofar asAttic had any meaning it denoteda plain and unadornedstyle of Bibliography composition;but its more irnportantfunction was evaluative. It was usedby the self-proclaimedAtticists as a term of approbationfor the Roman heirs of the greatfigures of the classicalGreek tradition and Isocrates):Attica Seealso (particularly Lysias, Demosthenes,Xenophon, is the reglon of Greecein which Athens is located.The antonym of Attic, on this view, wasAsianist, aterm best defined negatively; it o Classicalrhetoric . denotedall the bad qualitiesthat a dedicatedAtticist should avoid. (10643 bce),the o Stvle The principalobject of this needlingwas Cicero most famousorator of his day. RomanAtticism was thus in part a normal literary reactionto a familiar and prestigiousstyle, described Adjacent entries "full" by Quintilian as (Cicero'ssentences are often long and complexocharacterizndby attention to balance,rhythm, and o Arangement rhetorical effect).
    [Show full text]
  • Augustine and the Art of Ruling in the Carolingian Imperial Period
    Augustine and the Art of Ruling in the Carolingian Imperial Period This volume is an investigation of how Augustine was received in the Carolingian period, and the elements of his thought which had an impact on Carolingian ideas of ‘state’, rulership and ethics. It focuses on Alcuin of York and Hincmar of Rheims, authors and political advisers to Charlemagne and to Charles the Bald, respectively. It examines how they used Augustinian political thought and ethics, as manifested in the De civitate Dei, to give more weight to their advice. A comparative approach sheds light on the differences between Charlemagne’s reign and that of his grandson. It scrutinizes Alcuin’s and Hincmar’s discussions of empire, rulership and the moral conduct of political agents during which both drew on the De civitate Dei, although each came away with a different understanding. By means of a philological–historical approach, the book offers a deeper reading and treats the Latin texts as political discourses defined by content and language. Sophia Moesch is currently an SNSF-funded postdoctoral fellow at the University of Oxford, working on a project entitled ‘Developing Principles of Good Govern- ance: Latin and Greek Political Advice during the Carolingian and Macedonian Reforms’. She completed her PhD in History at King’s College London. Augustine and the Art of Ruling in the Carolingian Imperial Period Political Discourse in Alcuin of York and Hincmar of Rheims Sophia Moesch First published 2020 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business Published with the support of the Swiss National Science Foundation.
    [Show full text]
  • Readings in Late Antiquity
    READINGS IN LATE ANTIQUITY “This is a wonderful anthology. Clear, accessible, and vividly engaging, it presents the panoply of Late Antique life from east to west, from city to village, from the powerful to the humble, from transcendent hopes to ordinary burdens – a world to explore, relish, and ponder.” Susan Ashbrook Harvey, Brown University “Unusually comprehensive and enterprising in its selections, this sourcebook will give an entire new generation a choice and a challenge.” Peter Brown, Princeton University Late Antiquity (c. 250–650) witnessed the transition from Classical Antiquity to the Middle Ages in the Mediterranean and Near Eastern worlds. Christianity displaced polytheism over a wide area, offering new definitions of identity and community. The Roman Empire collapsed in western Europe to be replaced by new Germanic kingdoms. In the East, Byzantium emerged, while the Persian Empire reached its apogee and collapsed. Arab armies carrying the banner of Islam reshaped the political map and brought the Late Antique era to a close. This sourcebook illustrates the dramatic political, social and religious trans- formations of Late Antiquity through the words of the men and women who experi- enced them. Drawing from Greek, Latin, Syriac, Hebrew, Coptic, Persian, Arabic, and Armenian sources, the carefully chosen passages illuminate the lives of emperors, abbesses, aristocrats, slaves, children, barbarian chieftains, and saints. The Roman Empire is kept at the centre of the discussion, with chapters devoted to its government, cities, army, law, medicine, domestic life, philosophy, and its Jewish population. Further chapters deal with the peoples who surrounded the Roman state: Persians, Huns, northern barbarians, and the followers of Islam.
    [Show full text]
  • The Rhetoric of Corruption in Late Antiquity
    UNIVERSITY OF CALIFORNIA RIVERSIDE The Rhetoric of Corruption in Late Antiquity A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Classics by Tim W. Watson June 2010 Dissertation Committee: Dr. Michele R. Salzman, Chairperson Dr. Harold A. Drake Dr. Thomas N. Sizgorich Copyright by Tim W. Watson 2010 The Dissertation of Tim W. Watson is approved: ________________________________________________________ ________________________________________________________ ________________________________________________________ Committee Chairperson University of California, Riverside ACKNOWLEDGEMENTS In accordance with that filial piety so central to the epistolary persona of Q. Aurelius Symmachus, I would like to thank first and foremost my parents, Lee and Virginia Watson, without whom there would be quite literally nothing, followed closely by my grandmother, Virginia Galbraith, whose support both emotionally and financially has been invaluable. Within the academy, my greatest debt is naturally to my advisor, Michele Salzman, a doctissima patrona of infinite patience and firm guidance, to whom I came with the mind of a child and departed with the intellect of an adult. Hal Drake I owe for his kind words, his critical eye, and his welcome humor. In Tom Sizgorich I found a friend and colleague whose friendship did not diminish even after he assumed his additional role as mentor. Outside the field, I owe a special debt to Dale Kent, who ushered me through my beginning quarter of graduate school with great encouragement and first stirred my fascination with patronage. Lastly, I would like to express my gratitude to the two organizations who have funded the years of my study, the Department of History at the University of California, Riverside and the Department of Classics at the University of California, Irvine.
    [Show full text]
  • Life with Augustine
    Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture.
    [Show full text]
  • Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
    MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V.
    [Show full text]
  • Guast, W. (2017). Accepting the Omen: External Reference in Greek Declamation
    Guast, W. (2017). Accepting the omen: external reference in Greek declamation. Cambridge Classical Journal, 63, 82-102. https://doi.org/10.1017/S1750270517000069 Peer reviewed version Link to published version (if available): 10.1017/S1750270517000069 Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Cambridge University Press at https://www.cambridge.org/core/journals/cambridge-classical- journal/article/accepting-the-omen-external-referece-in-greek- declamation/8BA4316403B966605EE9736C2311EAB0 . Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ 1 ACCEPTING THE OMEN: EXTERNAL REFERENCE IN GREEK DECLAMATION William Guast University of Bristol, UK* Abstract: Traditional accounts of Greek declamation paint this important imperial genre as a flight from the alleged impotence of Greek cities under Roman rule into a nostalgic fantasy of the autonomy of the Classical past. But there is clear evidence of declaimers using their works to refer to the world outside the fiction, often to the immediate performance context, and above all to themselves. This paper examines examples from Aelius Aristides, Philostratus’ Lives of the Sophists, and Polemo, and shows that such a practice facilitated vigorous and eloquent communication, while also allowing for any external message to be plausibly denied. Introduction Λολλιανὸς δὲ ὁ Ἐφέσιος προὔστη μὲν τοῦ Ἀθήνησι θρόνου πρῶτος, προὔστη δὲ καὶ τοῦ Ἀθηναίων δήμου στρατηγήσας αὐτοῖς τὴν ἐπὶ τῶν ὅπλων, ἡ δὲ ἀρχὴ αὕτη πάλαι μὲν κατέλεγέ τε καὶ ἐξῆγεν ἐς τὰ πολέμια, νυνὶ δὲ τροφῶν ἐπιμελεῖται καὶ σίτου ἀγορᾶς.
    [Show full text]
  • GREEK HOMOSEXUALITY Blank PAGE GREEK HOMOSEXUALITY Updated and with a New Postscript
    GREEK HOMOSEXUALITY BlANK PAGE GREEK HOMOSEXUALITY Updated and with a new Postscript K.J. Dover Harvard University Press Cambridge, Massachusetts Copyright © 1978, 1989 by K.J. Dover All rights reserved Printed in the United States of America 10 9 8 7 6 5 4 Library of Congress Cataloging-in-Publication Data Dover, Kenneth James. Greek homosexuality I K.J. Dover.-Updated and with a new postcript. p. em. Bibliography: p. Includes indexes. 1. Homosexuality-Greece-History. 2. Homosexuality­ Law and legislation-Greece-History. 3. Homosexuality in art-History. 4. Homosexuality in literature-History. 5. Greece-Civilization-To 146 B.C. I. Title. HQ76.3.G8D68 1989 306.76'6'09495-dc20 89-34289 CIP ISBN 0-674-36261-6 ISBN 0-674-36270-5 (pbk.) Illustrations Thanks are due to the many museums holding vases reproduced in this book (see List of Vases, pp. 205-226), who have been most helpful in providing prints. Special permission is acknowledged from the following: National Museum, Copenhagen for B 16, R 1027; the Director of Antiquities and the Cyprus Museum for B65; Musee du Louvre, Paris, and Chuzeville, Paris., for B 166, B462, B4 70, B494, C19,, R59, R348, R422, R454, R659; Museum of Fine Arts, Boston for B342, B598a and b. R223, R456, R577, R603, R651, R783; Antikenmuseum, Staatliche Museum Preussischer Kulturbesitz, Berlin (West) for BB24, R196a, R259, R303, R970, R1127; Musee du Petit l>alais, Paris, and Etablissements Bulloz, Paris, for R414; Mr Walter Bareiss and the Metropolitan Museum of Art, New York for R462; Tony Raubitschek for R547; the Fitzwilliam Museum, Cambridge for R684; the Fogg Art Museum, Harvard University (David M.
    [Show full text]
  • Reevaluating the Nika Riot & Placing It in Conversation with the Antioch
    Xavier University Exhibit Honors Bachelor of Arts Undergraduate 2019-4 Reevaluating the Nika Riot & Placing it in Conversation with the Antioch Riot of 387 Ty Richer Xavier University, Cincinnati, OH Follow this and additional works at: https://www.exhibit.xavier.edu/hab Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, Classical Archaeology and Art History Commons, Classical Literature and Philology Commons, and the Other Classics Commons Recommended Citation Richer, Ty, "Reevaluating the Nika Riot & Placing it in Conversation with the Antioch Riot of 387" (2019). Honors Bachelor of Arts. 39. https://www.exhibit.xavier.edu/hab/39 This Capstone/Thesis is brought to you for free and open access by the Undergraduate at Exhibit. It has been accepted for inclusion in Honors Bachelor of Arts by an authorized administrator of Exhibit. For more information, please contact [email protected]. Reevaluating the Nika Riot & Placing it in Conversation with the Antioch Riot of 387 By: Ty Richer CPHAB Senior Thesis Xavier University 2019 1 Introduction: A Fine Mess on a Sunny Day You enter into the stadium and find a place to sit down, doing chores around the house made you late, but multiple races run each day, so much of the fun is still ahead. Behind you sits a man, having brought his son to see the games. In front of you is a young man and woman talking about their interests, on their first date no doubt. You strike up a conversation with the man sitting to your left and begin to talk about the new taxes you both have to pay.
    [Show full text]
  • Ba-350Te/350Ste
    1 ” ” BA-350TE/350STE /2 -2 BRONZE BALL VALVE MSS SP-110 THREE-PIECE, FULL-PORT 600 WOG / 150 SWP EXTENDED TUBE ENDS INLINE REPAIRABLE* MATERIALS LIST AVAILABLE 15 6” FEMALE 6” MALE 14 ITEM PART MODEL MATERIALS ASTM SPEC. END END 1 Body 350 & 350S Bronze B584 2 End Cap 350 & 350S Bronze B584 B’ 350 Brass B16 3Stem 350S 316 Stainless Steel B276 4 Packing Nut 350 & 350S Brass B16 5 Packing 350 & 350S PTFE RPTFE 6 Thrust Washer 350 & 350S (25% Glass Reinforced) 13 12 350 CP Brass B16 9 7Ball OPEN 350S 316 Stainless Steel B276 11 MILWAUKEE VALVE BA-350 L RPTFE 8 Seat 350 & 350S (15% Glass Reinforced) 9 Handle 350 & 350S Steel w/ Zinc Plating B633 R 10 Handle Nut 350 & 350S Steel w/ Zinc Plating B633 11 Handle Grip 350 & 350S Vinyl 12 Body Bolt 350 & 350S Steel (Gr 8) w/ Zinc Plating B633 13 Body Nut 350 & 350S Steel (Gr 8) w/ Zinc Plating B633 14 Stub End, 6"M 350 & 350S Copper Tube, Type "K" 15 Stub End, 6"F 350 & 350S Copper Tube, Type "L" 10 3 Pressure temperature charts contain valve seat 5 4 7 and body ratings for standard valves. Solder 8 6 end valves are de-rated by the limitations of the 2 2 H joint as specified in ASME 16.18. Brazing installations can be likewise derated. Consult ASME 16.18 and the American Welding Society for the actual joint ratings of the material being used for the specific application. Pressure and Temperature ratings may be further derated in accordance with the pressure rating associated with the type of copper tube 1 A used for the stub end.
    [Show full text]
  • Cambridge University Press 978-1-108-48147-2 — Scale, Space and Canon in Ancient Literary Culture Reviel Netz Index More Information
    Cambridge University Press 978-1-108-48147-2 — Scale, Space and Canon in Ancient Literary Culture Reviel Netz Index More Information Index Aaker, Jennifer, 110, 111 competition, 173 Abdera, 242, 310, 314, 315, 317 longevity, 179 Abel, N. H., 185 Oresteia, 197, 200, 201 Academos, 189, 323, 324, 325, 337 papyri, 15 Academy, 322, 325, 326, 329, 337, 343, 385, 391, Persians, 183 399, 404, 427, 434, 448, 476, 477–8, 512 portraits, 64 Achilles Tatius, 53, 116, 137, 551 Ptolemaic era, 39 papyri, 16, 23 Aeschylus (astronomer), 249 Acta Alexandrinorum, 87, 604 Aesop, 52, 68, 100, 116, 165 adespota, 55, 79, 81–5, 86, 88, 91, 99, 125, 192, 194, in education, 42 196, 206, 411, 413, 542, 574 papyri, 16, 23 Adkin, Neil, 782 Aethiopia, 354 Adrastus, 483 Aetia, 277 Adrastus (mathematician), 249 Africa, 266 Adrianople, 798 Agatharchides, 471 Aedesius (martyr), 734, 736 Agathocles (historian), 243 Aegae, 479, 520 Agathocles (peripatetic), 483 Aegean, 338–43 Agathon, 280 Aegina, 265 Agias (historian), 373 Aelianus (Platonist), 484 agrimensores, 675 Aelius Aristides, 133, 657, 709 Ai Khanoum, 411 papyri, 16 Akhmatova, Anna, 186 Aelius Herodian (grammarian), 713 Albertus Magnus, 407 Aelius Promotus, 583 Albinus, 484 Aenesidemus, 478–9, 519, 520 Alcaeus, 49, 59, 61–2, 70, 116, 150, 162, 214, 246, Aeolia, 479 see also Aeolian Aeolian, 246 papyri, 15, 23 Aeschines, 39, 59, 60, 64, 93, 94, 123, 161, 166, 174, portraits, 65, 67 184, 211, 213, 216, 230, 232, 331 Alcidamas, 549 commentaries, 75 papyri, 16 Ctesiphon, 21 Alcinous, 484 False Legation, 22 Alcmaeon, 310
    [Show full text]