The Dancing Floor of Ares Local Conflict and Regional Violence in Central Greece
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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. -
Female Property Ownership and Status in Classical and Hellenistic Sparta
Female Property Ownership and Status in Classical and Hellenistic Sparta Stephen Hodkinson University of Manchester 1. Introduction The image of the liberated Spartiate woman, exempt from (at least some of) the social and behavioral controls which circumscribed the lives of her counterparts in other Greek poleis, has excited or horrified the imagination of commentators both ancient and modern.1 This image of liberation has sometimes carried with it the idea that women in Sparta exercised an unaccustomed influence over both domestic and political affairs.2 The source of that influence is ascribed by certain ancient writers, such as Euripides (Andromache 147-53, 211) and Aristotle (Politics 1269b12-1270a34), to female control over significant amounts of property. The male-centered perspectives of ancient writers, along with the well-known phenomenon of the “Spartan mirage” (the compound of distorted reality and sheer imaginative fiction regarding the character of Spartan society which is reflected in our overwhelmingly non-Spartan sources) mean that we must treat ancient images of women with caution. Nevertheless, ancient perceptions of their position as significant holders of property have been affirmed in recent modern studies.3 The issue at the heart of my paper is to what extent female property-holding really did translate into enhanced status and influence. In Sections 2-4 of this paper I shall approach this question from three main angles. What was the status of female possession of property, and what power did women have directly to manage and make use of their property? What impact did actual or potential ownership of property by Spartiate women have upon their status and influence? And what role did female property-ownership and status, as a collective phenomenon, play within the crisis of Spartiate society? First, however, in view of the inter-disciplinary audience of this volume, it is necessary to a give a brief outline of the historical context of my discussion. -
The Satrap of Western Anatolia and the Greeks
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2017 The aS trap Of Western Anatolia And The Greeks Eyal Meyer University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Ancient History, Greek and Roman through Late Antiquity Commons Recommended Citation Meyer, Eyal, "The aS trap Of Western Anatolia And The Greeks" (2017). Publicly Accessible Penn Dissertations. 2473. https://repository.upenn.edu/edissertations/2473 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2473 For more information, please contact [email protected]. The aS trap Of Western Anatolia And The Greeks Abstract This dissertation explores the extent to which Persian policies in the western satrapies originated from the provincial capitals in the Anatolian periphery rather than from the royal centers in the Persian heartland in the fifth ec ntury BC. I begin by establishing that the Persian administrative apparatus was a product of a grand reform initiated by Darius I, which was aimed at producing a more uniform and centralized administrative infrastructure. In the following chapter I show that the provincial administration was embedded with chancellors, scribes, secretaries and military personnel of royal status and that the satrapies were periodically inspected by the Persian King or his loyal agents, which allowed to central authorities to monitory the provinces. In chapter three I delineate the extent of satrapal authority, responsibility and resources, and conclude that the satraps were supplied with considerable resources which enabled to fulfill the duties of their office. After the power dynamic between the Great Persian King and his provincial governors and the nature of the office of satrap has been analyzed, I begin a diachronic scrutiny of Greco-Persian interactions in the fifth century BC. -
Dance, Music, Art, and Religion Edited by Tore Ahlback SCRIPTA INSTITUTI DONNERIANI ABOENSIS
Dance, Music, Art, and Religion Edited by Tore Ahlback SCRIPTA INSTITUTI DONNERIANI ABOENSIS XVI DANCE, MUSIC, ART, AND RELIGION Based on Papers Read at the Symposium on Dance, Music, and Art in Religions Held at Åbo, Finland, on the 16th-18th of August 1994 Edited by Tore Ahlbäck, Distributed by ALMQUIST & WIKSELL INTERNATIONAL STOCKHOLM, SWEDEN Dance, Music, Art, and Religion Dance, Music, Art, and Religion Based on Papers Read at the Symposium on Dance, Music, and Art in Religions Held at Åbo, Finland, on the 16th-18th August 1994 Edited by Tore Ahlbäck Published by The Donner Institute for Research in Religious and Cultural History Åbo Finland Distributed by Almqvist & Wiksell International Stockholm, Sweden ISSN 0582-3226 ISBN 951-650-834-0 Printed in Finland by Åbo Akademi University Printing Press Turku 1996 Contents Editorial Note 7 DESMOND AYIM-ABOAGYE Art, Music and Religious Experience in Libation Pouring of Akan Religion 9 UMAR HABILA DADEM DANFULANI Rituals as Dance and Dance as Rituals. The Drama of Kok Nji and Other Festivals in the Religious Experience of the Ngas, Mupun and Mwaghavul in Nigeria 27 VALERIE DEMARINIS With Dance and Drum. A Psychocultural Investigation of the Ritual Meaning-Making System of an Afro-Brazilian, Macumba Community in Salvador, Brazil 59 MONICA ENGELHART The Dancing Picture — The Ritual Dance of Native Australians 75 RAGNHILD BJERRE FINNESTAD Images as Messengers of Coptic Identity. An Example from Con- temporary Egypt 91 MARIANNE GÖRMAN The Necklace as a Divine Symbol and as a Sign of Dignity -
Xenophon and Epaminondas Westlake, H D Greek, Roman and Byzantine Studies; Spring 1975; 16, 1; Proquest Pg
Xenophon and Epaminondas Westlake, H D Greek, Roman and Byzantine Studies; Spring 1975; 16, 1; ProQuest pg. 23 Xenophon and Epaminondas H. D. Westlake HE PRESENTATION ofEpaminondas by Xenophon is very remark Table, even in a work so unmethodically and capriciously written as the Hellenica. Epaminondas is mentioned for the first time as leader of a Theban expedition to Achaea in 366 B.c. (7.1.41)1 when his achievements already included his celebrated defiance of Agesilaus at the Peace Congress of 371, his defeat of the Spartans at Leuctra, and his first two invasions of the Peloponnese, which resulted in the devastation of Laconia, the liberation of Mes senia and the foundation of Messene and Megalopolis. 2 The suppres sion of his name up to that point has rightly been attributed to the notorious antipathy of Xenophon towards the The bans, which causes him to deny to their principal leader the credit due for all these achievements.3 It is, therefore, astonishing to find that when Xenophon deals with the fourth The ban invasion of the Peloponnese culminating in the battle of Mantinea (7.5.4-27), Epaminondas dominates the narrative: the course of events is recorded almost exclusively from his point of view; his plans and motives are carefully analysed; he is credited with having shown foresight and boldness throughout the campaign; some of his actions are explicitly praised. It is tempting to interpret the presentation of Epaminondas in the last pages of the Hellenica as a palinode; to conclude that Xenophon, conscious of having done him less than justice hitherto, now wishes to 1 All references are to the Hellenica unless otherwise stated. -
Περίληψη : Antigonus Monophthalmus (382-301 BC) Was a General of Alexander the Great, the Most Important of the Successors and Founder of the Antigonid Dynasty
IΔΡΥΜA ΜΕΙΖΟΝΟΣ ΕΛΛΗΝΙΣΜΟΥ Συγγραφή : Παναγοπούλου Κατερίνα Μετάφραση : Καλογεροπούλου Γεωργία , Καριώρης Παναγιώτης Για παραπομπή : Παναγοπούλου Κατερίνα , "Antigonus I Monophthalmus (One- Eyed)", Εγκυκλοπαίδεια Μείζονος Ελληνισμού, Μ. Ασία URL: <http://www.ehw.gr/l.aspx?id=7285> Περίληψη : Antigonus Monophthalmus (382-301 BC) was a general of Alexander the Great, the most important of the successors and founder of the Antigonid dynasty. He was the governor of Phrygia and possibly Lydia in Asia Minor. He was appointed ruler of Asia Minor for a short period of time (311 BC) and he was the first of the Diadochoi to assume the royal title along with his son Demetrius I (306 BC). He was killed in the Battle of Ipsus in 301 BC. Τόπος και Χρόνος Γέννησης 382 BC, Macedonia Τόπος και Χρόνος Θανάτου 301 BC, Ipsus Κύρια Ιδιότητα General of Alexander the Great, King 1. Family-Education-Early Years Contemporary to the Macedonian kings Phillip II (359-336 BC) and Alexander the Great (336-323 BC), like all the Diadochoi, Antigonus Monophtphalmus was born in 382 BC and lost his life in the Battle of Ipsus in 301 BC.1 His father was called Philip2 and he had three brothers, but only the names of the two are known (Demetrius, Ptolemy).3 His family belonged to the Macedonian aristocracy and he was raised in the wider area of Pella, the capital of Macedonia.4 Hence, he was very well educated and had studied Euripides, Homer, tragic and lyric poetry, rhetoric and philosophy.5 His father lost his life during the defeat of the Macedonian army by the Illyrian invaders, which left Macedonia without a king in 359 BC. -
The Achaians in Naupaktos and Kalydon in the Fourth Century
THE ACHAIANS IN NAUPAKTOS AND KALYDON IN THE FOURTH CENTURY T HE PROBLEMOF ACHAIANCONTROL of Kalydonand Naupaktos as outposts on the north shore of the Gulf of Corinth in the 4th century is a very difficultone, and although the sources for the history of these two cities are substantially different, there is some overlap which compels us to consider them together. The sources are relatively few and scattered,and much scholarshipon the problemconsists of attemptsto fill the blanks.1 Originally Kalydonwas an Aitolian city, and it is describedas such in Homer.2 Xeno- phon says it was formerly Aitolian3 and was in the possession of the Achaians who had given its inhabitants Achaian citizenship; in 389 B.C. it was garrisoned by the Achaians because of the threat of an attack by the Akarnanianswith help from the Athenians and Boiotians.4How or when it became Achaian is left unstated, but they must already have held it for a few years, and the fact that its inhabitantshad been given citizenship suggests that it was the result of a somewhat friendly arrangement.5This granting of Achaian citi- zenship foreshadowsthe ease with which the Achaian League grantedAchaian citizenship I Xenophon, Hellenika iv.6.I and Iv.6.14 and Diodoros, IV.75.2 are the evidence for this first period of Achaian control of these sites. On the history of Achaia and the early Achaian League see J. K. Anderson, "A Topographical and Historical Study of Achaea,"BSA 49, 1954, pp. 72-92; J. A. 0. Larsen, "The Early Achaean League," Studies Presented to D. -
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. -
Europe: 400 to 301 B.C. 9/13/11 3:16 PM
Europe: 400 to 301 B.C. 9/13/11 3:16 PM Connexions You are here: Home » Content » Europe: 400 to 301 B.C. Europe: 400 to 301 B.C. Module by: Jack E. Maxfield. Europe Back to Europe: 500 to 401 B.C. (http://cnx.org/content/m17852/latest/) SOUTHERN EUROPE EASTERN MEDITERRANEAN ISLANDS In the last third of this century, all these islands were conquered by the men of Alexander the Great, but his control was short-lived. By 323 B.C. Rhodes was independent again and Cyprus belonged to Egypt until Demetrius Poliocertes, aspirant to the throne of Macedon, took Cyprus again. Then in 307 he besieged Rhodes, using 30,000 men to build siege towers and engines, but all of this failed. (Ref. 38 (http://cnx.org/content/m17805/latest/#threeeight) , 222 (http://cnx.org/content/m17805/latest/#twotwotwo) ) GREECE Throughout the peninsula there was endless conflict between the slaves and the ruined proletarian masses who demanded that the state support them. Up until about 378 B.C. the police force of Athens consisted of about 300 state-owned Scythian slaves. At the beginning of the century Sparta, having won the Peloponnesian War with the help of subsidies from Persia, dominated southern Greece; then, by forming an "Arcadian League", Thebes took over control from about 370 to 360 B.C.; then Athens, with growing special- ization of professional soldiers and generals, professional orators and financial experts be- came supreme for awhile. But in the last part of the century the unity which the Greeks could not find among themselves was forced on them by Philip of Macedon. -
The Calendars of India
The Calendars of India By Vinod K. Mishra, Ph.D. 1 Preface. 4 1. Introduction 5 2. Basic Astronomy behind the Calendars 8 2.1 Different Kinds of Days 8 2.2 Different Kinds of Months 9 2.2.1 Synodic Month 9 2.2.2 Sidereal Month 11 2.2.3 Anomalistic Month 12 2.2.4 Draconic Month 13 2.2.5 Tropical Month 15 2.2.6 Other Lunar Periodicities 15 2.3 Different Kinds of Years 16 2.3.1 Lunar Year 17 2.3.2 Tropical Year 18 2.3.3 Siderial Year 19 2.3.4 Anomalistic Year 19 2.4 Precession of Equinoxes 19 2.5 Nutation 21 2.6 Planetary Motions 22 3. Types of Calendars 22 3.1 Lunar Calendar: Structure 23 3.2 Lunar Calendar: Example 24 3.3 Solar Calendar: Structure 26 3.4 Solar Calendar: Examples 27 3.4.1 Julian Calendar 27 3.4.2 Gregorian Calendar 28 3.4.3 Pre-Islamic Egyptian Calendar 30 3.4.4 Iranian Calendar 31 3.5 Lunisolar calendars: Structure 32 3.5.1 Method of Cycles 32 3.5.2 Improvements over Metonic Cycle 34 3.5.3 A Mathematical Model for Intercalation 34 3.5.3 Intercalation in India 35 3.6 Lunisolar Calendars: Examples 36 3.6.1 Chinese Lunisolar Year 36 3.6.2 Pre-Christian Greek Lunisolar Year 37 3.6.3 Jewish Lunisolar Year 38 3.7 Non-Astronomical Calendars 38 4. Indian Calendars 42 4.1 Traditional (Siderial Solar) 42 4.2 National Reformed (Tropical Solar) 49 4.3 The Nānakshāhī Calendar (Tropical Solar) 51 4.5 Traditional Lunisolar Year 52 4.5 Traditional Lunisolar Year (vaisnava) 58 5. -
Public Finance and Democratic Ideology in Fourth-Century BC Athens by Christopher Scott Welser BA, Sw
Dēmos and Dioikēsis: Public Finance and Democratic Ideology in Fourth-Century B.C. Athens By Christopher Scott Welser B.A., Swarthmore College, 1994 M.A., University of Maryland, 1999 Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Classics at Brown University, Providence, Rhode Island. May, 2011 © Copyright 2011 by Christopher Scott Welser This dissertation by Christopher Scott Welser is accepted in its present form by the Department of Classics as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date________________ _______________________________________ Adele C. Scafuro, Advisor Recommended to the Graduate Council Date________________ _______________________________________ Alan L. Boegehold, Reader Date________________ _______________________________________ David Konstan, Reader Approved by the Graduate Council Date________________ _______________________________________ Peter M. Weber, Dean of the Graduate School iii CURRICULUM VITAE Christopher Scott Welser was born in Romeo, Michigan in 1971. He attended Roeper City and Country School in Bloomfield Hills, Michigan, and in 1994 he graduated from Swarthmore College, earning an Honors B.A. in Economics (his major) and Biology (his minor). After working for several years at public policy research firms in Pennsylvania and New Jersey, he decided to pursue the study of Classics, an interest of his since childhood. Upon earning an M.A. with Distinction in Latin and Greek from the University of Maryland at College Park in 1999, he enrolled in the Ph.D. program in Classics at Brown University. While working on his Ph.D., he spent two years as Seymour Fellow (2002-2003) and Capps Fellow (2004-2005) at the American School of Classical Studies at Athens and participated in the summer program of the American Academy in Rome (2000). -
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.