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Political Crisis in Rhetorical Exercises of the Early Roman Empire Shunichiro Yoshida the University of Tokyo
ISSN: 2519-1268 Issue 2 (Spring 2017), pp. 39-50 DOI: 10.6667/interface.2.2017.34 Political Crisis in Rhetorical Exercises of the Early Roman Empire SHUNICHIRO YOSHIDA The University of Tokyo Abstract The ancient Romans experienced a great political crisis in the first century B. C. They fought many civil wars, which ended the republic and led to the establishment of the empire. The nature of these civil wars and the new regime was a politically very sensitive question for the next generation and could not be treated in a direct manner. In this paper I shall examine how literature in this age dealt with this sensitive problem. Special attention will be paid on declamations (rhetorical exercises on fictitious themes), which discussed repeatedly themes concerned with political crises such as domestic discord or rule of a tyrant. Keywords: Latin Oratory, Rhetorical Training, Early Roman Empire, Roman Politics © 2017 Shunichiro Yoshida This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. http://interface.ntu.edu.tw/ 39 Political Crisis in Rhetorical Exercises of the Early Roman Empire 1. Politics in Rome in the 1st Century B.C. Rome experienced its greatest political change in the 1st century B.C. Since the latter half of the previous century, its Republican system, which was established in the late 6th century B.C. according to the tradition, proved to contain serious problems. This led to repeated fierce civil wars in Rome. In the middle of the 1st century B.C., Caesar fought against Pompey and other members of the senatorial nobility who tried to defend the traditional system and defeated them completely. -
Thought and Practice in Mahayana Buddhism in India (1St Century B.C. to 6Th Century A.D.)
International Journal of Humanities and Social Sciences. ISSN 2250-3226 Volume 7, Number 2 (2017), pp. 149-152 © Research India Publications http://www.ripublication.com Thought and Practice in Mahayana Buddhism in India (1st Century B.C. to 6th Century A.D.) Vaishali Bhagwatkar Barkatullah Vishwavidyalaya, Bhopal (M.P.) India Abstract Buddhism is a world religion, which arose in and around the ancient Kingdom of Magadha (now in Bihar, India), and is based on the teachings of Siddhartha Gautama who was deemed a "Buddha" ("Awakened One"). Buddhism spread outside of Magadha starting in the Buddha's lifetime. With the reign of the Buddhist Mauryan Emperor Ashoka, the Buddhist community split into two branches: the Mahasaṃghika and the Sthaviravada, each of which spread throughout India and split into numerous sub-sects. In modern times, two major branches of Buddhism exist: the Theravada in Sri Lanka and Southeast Asia, and the Mahayana throughout the Himalayas and East Asia. INTRODUCTION Buddhism remains the primary or a major religion in the Himalayan areas such as Sikkim, Ladakh, Arunachal Pradesh, the Darjeeling hills in West Bengal, and the Lahaul and Spiti areas of upper Himachal Pradesh. Remains have also been found in Andhra Pradesh, the origin of Mahayana Buddhism. Buddhism has been reemerging in India since the past century, due to its adoption by many Indian intellectuals, the migration of Buddhist Tibetan exiles, and the mass conversion of hundreds of thousands of Hindu Dalits. According to the 2001 census, Buddhists make up 0.8% of India's population, or 7.95 million individuals. Buddha was born in Lumbini, in Nepal, to a Kapilvastu King of the Shakya Kingdom named Suddhodana. -
GOSPEL of JOHN Introduction
1 GOSPEL OF JOHN Introduction John’s Gospel has been called the ‘spiritual’ gospel. One reason for this is that Jesus not only ends up in heaven after his resurrection, but he comes down from heaven into the world rather than simply being born like any other child. Jesus is more self- conscious in this gospel of his heavenly origin and destiny, and he speaks more directly of his identity as divine. He also uses spiritual language that requires special understanding. The author of the gospel is said to be the ‘beloved disciple’ mentioned throughout as one of the 12. Traditionally, the beloved disciple has been associated with John. The date the gospel was written is also believed to be later than the other three, perhaps in the early 90s of the 1st century. Even though John’s gospel contains many central themes of the story of Jesus, it also has distinctive features about it that distinguish it from the other gospels. STRUCTURE OF JOHN’S GOSPEL 1) The gospel begins by tracing back Jesus’ origins all the way to God before the world was created. Jesus is not only identified with God’s creating Word, but he is also presented as being the incarnation of God’s love come to heal and bring the light of God into a world enveloped in darkness. Despite the hope inherent in Jesus having come into the world to save it, there is a clear indication that he will be tragically rejected by the majority. By rejecting Jesus, people are rejecting God. 2) The first 11 chapters of John have been called the book of ‘signs.’ Jesus performs miracles which are called ‘signs’ indicating that they point beyond themselves to a more deeply spiritual significance. -
Chronology of the Falling Away 1St Century to The
Chronology of the Falling Away 1st Century to the Council of Nicaea – Louis Garbi "For I know this, that after my departure savage wolves will come in among you, not sparing the flock. "Also from among yourselves men will rise up, speaking perverse things, to draw away the disciples after themselves.” (Acts20:29-30) A.D. 49-100 The falling away from Christ can be identified with these characteristics: Religious systems associated with Jesus Christ mingling with Judaism, Gnosticism, philosophies of men, and false apostles. A love of power over others prevailed. 100-117 Ignatius, a bishop of Antioch, made a distinction between bishops and presbytery (elders). He upheld the idea that the bishop was the only one who had the right to baptize. He reminds one of Diotrophese (III John) when he wrote; “Do follow your bishop, as Jesus followed the Father.”1 Historically he would be described as a monarchical bishop (one who solely rules as an overseer). This marks a rejection of the scriptural example and command of multiple overseers being appointed in a given congregation. Also, its high handed tone does not exemplify the Spirit of Christ. 135-160 Gnosticism was at its height of influence among the churches, though it lingered long afterward. By the latter half of the first century, a concept of Christ was being taught which denied His fleshly existence, saying He came in an “appearance” of flesh. It is thought one reason for its acceptance was the difficulty some had in reconciling a member of the godhead possessing our earthly form. -
Roman Architecture Mini Guide
ROMAN ARCHITECTURE GUIDE AMPHITHEATRE THEATRE CIRCUS The Ancient Rome civilization grew from a small village in Rome to an Empire domi- Theatres were nating vast territories around the Mediter- similar to Amphitheatres ranean Sea in Europe, North Africa and Asia. Amphitheatres but had a semicircular form, which enhances the The Roman circus was a large open-air venue were open air venues with raised seating which natural acoustics. They were used for theatrical used for chariot & horse races as well as com- Roman Architecture covers the period from were used for event such as gladiator combats. representation, concerts and orations. memoration performances. 509 BCE to the 4th Century CE. However, most of the structures, that can be admired What you may see: remains that look like What you may see: similar to Amphitheatres What you may see: an extremely large and today dates from around 100 CE or later. concentric stairs ; a downward hill which forms a circular or an oval basin ; Remains of arches or remains; raised flat area used as a stage with a high elongated field ; encircling walls or remains of back wall what look like stairs (seating area) ; a central When looking at Roman ruins, it’s not always passages ; strong walls pointing toward the center (scaenae frons) thin and elongated structure (the spina). easy to recognize what you are looking at & of the basin ; a flat central area. supported by to know how grandiose such structure was. In that case, think of the columns. What it looked like : Colosseum in Rome! With this mini guide, it is a little bit easier! What it The top drawing shows you what a structure looked like : might look today. -
A Contemporary View of Ancient Factions: a Reappraisal
A Contemporary View of Ancient Factions: A Reappraisal by Anthony Lawrence Villa Bryk A thesis presented for the B.A. degree with Honors in The Department of Classical Studies University of Michigan Spring 2012 i “Ab educatore, ne in circo spectator Prasianus aut Venetianus neve parmularius aut scutarius fierem, ut labores sustinerem, paucis indigerem, ipse operi manus admoverem, rerum alienarum non essem curiosus nec facile delationem admitterem.” “From my governor, to be neither of the green nor of the blue party at the games in the Circus, nor a partizan either of the Parmularius or the Scutarius at the gladiators' fights; from him too I learned endurance of labour, and to want little, and to work with my own hands, and not to meddle with other people's affairs, and not to be ready to listen to slander.” -Marcus Aurelius, Meditations, 1.5 © Anthony Lawrence Villa Bryk 2012 ii ACKNOWLEDGMENTS First and foremost, I would like to thank my thesis advisor, Professor David S. Potter for his wisdom, guidance, and patience. Professor Potter spent a great deal of time with me on this thesis and was truly committed to helping me succeed. I could not have written this analysis without his generous mentoring, and I am deeply grateful to him. I would also like to thank Professor Netta Berlin for her cheerful guidance throughout this entire thesis process. Particularly, I found her careful editing of my first chapter immensely helpful. Also, Professor Sara Ahbel-Rappe’s Pagans and Christians seminar was essential to my foundational understanding of this subject. I also thank her for being a second reader on this paper and for suggesting valuable revisions. -
From the Jesus People to the Children of God – We Failed You 1
From the Jesus People to the Children of God – We Failed You 1 From the Jesus People to the Children of God – We Failed You By Mark McGee So much potential – 20 somethings in the middle of the so-called “Jesus Movement” of the early 1970s. We had the Word, we had the passion, we had the dreams, we had the music, most of all we had Jesus and He had us. We were going to change the world! So, what happened? What happened to our passion, our dreams, our hope for a new tomorrow? Where did it all go wrong? More than 40 years later and all I can do right now is apologize. From the Jesus People of the ’70s to the Children of God of the 21st century – we failed you, miserably. 40 years is a long time, plenty of time to get things right; plenty of time to see a generation of God’s people turn the world upside down. The 1st century believers turned their world upside down in a lot less time than that. Why couldn’t we? I will admit a great deal of sadness as I write this. I remember how exciting it was to be part of a movement of God to bring our nation back to Him and to see millions of lost people rescued in the Name of the Lord. As I think back through all the years of so many young Christians praying, worshiping, teaching, preaching, sharing, weeping – I wonder why. Why didn’t we see our nation turn to God? Why didn’t we see millions of lost people rescued in the Name of the Lord? Is Satan too powerful? Is God too weak? From the Jesus People to the Children of God – We Failed You 3 Would you be surprised if I told you the reason we haven’t seen a powerful movement of God in our nation for more than 40 years is because of the young Christians of the ’70s? Well, don’t be. -
Fik Meijer, Chariot Racing in the Roman Empire (Translated by Liz Waters)
Fik Meijer, Chariot Racing in the Roman Empire (translated by Liz Waters). Baltimore, MD: The Johns Hopkins University Press, 2010. Pp. xiv, 185. ISBN- 13:978-0-8018-9697-2 (HB). $29.95 (pb). This book is an accessible and interesting introduction to the topic, which for the most part is grounded in good scholarship. Meijer’s introduction brings to life the Roman love of chariot racing exhibited by both elites and the common people. Just as successful in this regard are Chapters 5 (“A Day at the Circus Maximus”) and 7 (“The Spectators”). In the former, translated passages from Ovid and Sidonius Apollinaris put the reader in a seat in a Roman circus, while the latter deals with other aspects of the spectators’ experience: for example, their communications with the emperor, their fanatical identification with the colors of the four racing factions, curse tablets inscribed by fans asking demonic gods to harm opposing charioteers and horses, gambling, and crowd violence. Chapters 3 (“The Circus Maximus”), 4 (“Preparation and Organization”), and 6 (“The Heroes of the Arena”) complete his discussion of the Circus Maximus. Chapter 2 (“Chariot Races of the First Century BC and Earlier”) begins with the military use of chariots by the Egyptians, Hittites and Mycenaeans. M. points out that it is not clear whether these peoples ever used chariots for racing. He then proceeds to the first unambiguous appearance of the sport, in archaic Greece (Homer and the Olympic Games), and finishes with the earliest evidence for it at Rome from the regal period down to the late Republic. -
The Decline and Fall of the Roman Empire
http://www.servantofmessiah.org THE DECLINE AND FALL OF THE ROMAN EMPIRE http://www.servantofmessiah.org THE DECLINE AND FALL OF THE ROMAN EMPIRE James W. Ermatinger Greenwood Guides to Historic Events of the Ancient World Bella Vivante, Series Editor GREENWOOD PRESS Westport, Connecticut • London http://www.servantofmessiah.org Library of Congress Cataloging-in-Publication Data Ermatinger, James William, 1959– The decline and fall of the Roman Empire / by James W. Ermatinger. p. cm.—(Greenwood guides to historic events of the ancient world) Includes bibliographical references and index. ISBN 0–313–32692–4 (alk. paper) 1. Rome—History—Empire, 284–476. 2. Rome—History—Germanic Invasions, 3rd–6th centuries. I. Title. II. Series. DG311.E75 2004 937'.09–dc22 2004014674 British Library Cataloguing in Publication Data is available. Copyright © 2004 by James W. Ermatinger All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2004014674 ISBN: 0–313–32692–4 First published in 2004 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 Copyright Acknowledgment The author and publisher gratefully acknowledge permission for use of the following material: From Roman to Merovingian Gaul: A Reader, edited and translated by Alexander Callander Murray (Peterborough, ON: Broadview Press, 2000). Copyright © 2000 by Alexander Callander Murray. -
Celtic Clothing: Bronze Age to the Sixth Century the Celts Were
Celtic Clothing: Bronze Age to the Sixth Century Lady Brighid Bansealgaire ni Muirenn Celtic/Costumers Guild Meeting, 14 March 2017 The Celts were groups of people with linguistic and cultural similarities living in central Europe. First known to have existed near the upper Danube around 1200 BCE, Celtic populations spread across western Europe and possibly as far east as central Asia. They influenced, and were influenced by, many cultures, including the Romans, Greeks, Italians, Etruscans, Spanish, Thracians, Scythians, and Germanic and Scandinavian peoples. Chronology: Bronze Age: 18th-8th centuries BCE Hallstatt culture: 8th-6th centuries BCE La Tène culture: 6th century BCE – 1st century CE Iron Age: 500 BCE – 400 CE Roman period: 43-410 CE Post (or Sub) Roman: 410 CE - 6th century CE The Celts were primarily an oral culture, passing knowledge verbally rather than by written records. We know about their history from archaeological finds such as jewelry, textile fragments and human remains found in peat bogs or salt mines; written records from the Greeks and Romans, who generally considered the Celts as barbarians; Celtic artwork in stone and metal; and Irish mythology, although the legends were not written down until about the 12th century. Bronze Age: Egtved Girl: In 1921, the remains of a 16-18 year old girl were found in a barrow outside Egtved, Denmark. Her clothing included a short tunic, a wrap-around string skirt, a woolen belt with fringe, bronze jewelry and pins, and a hair net. Her coffin has been dated by dendrochronology (tree-trunk dating) to 1370 BCE. Strontium isotope analysis places her origin as south west Germany. -
World History--Part 1. Teacher's Guide [And Student Guide]
DOCUMENT RESUME ED 462 784 EC 308 847 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptibnal Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 841p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisca.mail.doe.state.fl.us; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides - Classroom - Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); *Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; European History; Greek Civilization; Inclusive Schools; Instructional Materials; Latin American History; Non Western Civilization; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History IDENTIFIERS *Florida ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, -
Download PDF Datastream
A Dividing Sea The Adriatic World from the Fourth to the First Centuries BC By Keith Robert Fairbank, Jr. B.A. Brigham Young University, 2010 M.A. Brigham Young University, 2012 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Program in Ancient History at Brown University PROVIDENCE, RHODE ISLAND MAY 2018 © Copyright 2018 by Keith R. Fairbank, Jr. This dissertation by Keith R. Fairbank, Jr. is accepted in its present form by the Program in Ancient History as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date _______________ ____________________________________ Graham Oliver, Advisor Recommended to the Graduate Council Date _______________ ____________________________________ Peter van Dommelen, Reader Date _______________ ____________________________________ Lisa Mignone, Reader Approved by the Graduate Council Date _______________ ____________________________________ Andrew G. Campbell, Dean of the Graduate School iii CURRICULUM VITAE Keith Robert Fairbank, Jr. hails from the great states of New York and Montana. He grew up feeding cattle under the Big Sky, serving as senior class president and continuing on to Brigham Young University in Utah for his BA in Humanities and Classics (2010). Keith worked as a volunteer missionary for two years in Brazil, where he learned Portuguese (2004–2006). Keith furthered his education at Brigham Young University, earning an MA in Classics (2012). While there he developed a curriculum for accelerated first year Latin focused on competency- based learning. He matriculated at Brown University in fall 2012 in the Program in Ancient History. While at Brown, Keith published an appendix in The Landmark Caesar. He also co- directed a Mellon Graduate Student Workshop on colonial entanglements.