Alfred Seiland IMPERIUM ROMANUM
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Karim Dahimi Place of Birth
Page 1 of 15 Witness Statement of Karim Dahimi Witness Statement of Karim Dahimi Name: Karim Dahimi Place of Birth: Ahvaz, Iran Date of Birth: September 23, 1971 Occupation: Teacher Interviewing Organization: Iran Human Rights Documentation Center (IHRDC) Date of Interview: September 25, 2012 Interviewer: IHRDC Staff This statement was prepared pursuant to an interview with Karim Dahimi. It was approved by Karim Dahimi on September 25, 2013. There are 66 paragraphs in the statement. The views and opinions of the witness expressed herein do not necessarily reflect those of the Iran Human Rights Documentation Center. Page 2 of 15 Witness Statement of Karim Dahimi Statement Introduction 1. My name is Karim Dahimi. I was born in October, 1971. I was a schoolteacher and a resident of the Kuh Alavi neighborhood of Ahvaz. I am married and have three children. Initial Activities 2. My [cultural] activities began in 1989. I received my high school diploma in 1989-90 and from 1991-93, I was a university student majoring in education. Our activities at the time were limited to the distribution of statements and having connections with other groups in Mohammareh, Fallahiyeh1, Shush and other cities to hold cultural gatherings such as poetry readings. We did not engage in any other activities. Nevertheless, my file [with the security services] listed these activities as "intelligence-gathering" and "actions against national security." There was only one thing [that I did] that could have been considered very dangerous from the point of view of the Islamic Republic; my actions in relation to the sugarcane project. -
The Quandary of Assessing Faculty Performance K
Kennesaw State University DigitalCommons@Kennesaw State University Faculty Publications 1-1-2013 The Quandary of Assessing Faculty Performance K. Fatehi Kennesaw State University, [email protected] M. Sharifi California State University J. Herbert Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/facpubs Part of the Management Sciences and Quantitative Methods Commons Recommended Citation Fatehi, K., Sharifi, M., Herbert, J. (2013). The Quandary of Assessing Faculty Performance. Journal of Higher Education Theory and Practice, 13(3/4) 2013, 72-84. This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. The Quandary of Assessing Faculty Performance Kamal Fatehi Kennesaw State University Mohsen Sharifi California State University, Fullerton Jim Herbert Kennesaw State University Many educators assert that the continued use of student ratings of teaching effectiveness does not improve learning in the long run. However, administrators continue to use student opinions regarding teaching effectiveness because of its convenience and the quantitative nature of the measurement. Reducing a very complex phenomenon to a very simple numeral has its appeal. In this paper we discuss a related aspect of teaching assessment, namely the variations of skills among instructors and the students’ response to the same. In doing so, we suggest pragmatic guidelines to university administrators for evaluating various levels of skills and performance. INTRODUCTION At many universities, student evaluation of teaching is a significant part of faculty member’s performance evaluation. -
Gundeshapur, Centro De La Cultura Científica Medieval Por Josep Lluís Barona
[Historias de ciencia] Gundeshapur, centro de la cultura científica medieval por Josep Lluís Barona i la Biblioteca y el Museo de Alejandría fueron instituciones importantes para el cultivo de las ciencias en la Antigüedad, Gundeshapur fue el «Bajo el dominio del monarca Smayor centro intelectual medieval. Se encontraba en la sasánida Cosroes I, Gundeshapur actual provincia de Juzestán, en el suroeste de Irán. Dice la tradición que Sapor I, hijo de Artajerjes, fundó adquirió el máximo prestigio la ciudad, después de derrotar al ejército romano, como centro cultural, científico como una guarnición para los prisioneros de guerra y artístico» romanos. Con el paso del tiempo Gundeshapur se con- virtió en un cruce de culturas. Sapor I se casó con la hija del emperador romano Aureliano, e hizo de Gun- y medicina, y obras chinas de botánica y filosofía deshapur la capital de Persia, donde fundó un hospital natural. Se cree que Borzuya hizo la traducción al persa y llevó a médicos griegos para practicar y enseñar del texto indio Panchatantra, colección antigua de fábu- la medicina hipocrática. La ciudad contaba también las hindúes sobre la naturaleza escritas en sánscrito. con una gran biblioteca y un centro de enseñanza La dinastía sasánida fue derrotada por los ejércitos de las artes y las ciencias. musulmanes en 638. La Academia de Gundesha- Cuando, en 489, el centro teológico y científico pur pervivió dos siglos, transformada en un centro nestoriano de Edesa fue clausurado por el emperador islámico para el cultivo y aprendizaje de las ciencias, bizantino, los científicos, filósofos y médicos se tras- las artes y la medicina. -
The Manipulation of Fear in Julius Caesar's" Bellum Gallicum."
THE MANIPULATION OF FEAR IN JULIUS CAESAR'S BELLUM GALLICUM by Kristin Slonsky Submitted in partial fulfillment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia August 2008 © Copyright by Kristin Slonsky, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-43525-0 Our file Notre reference ISBN: 978-0-494-43525-0 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. -
Novel Hydraulic Structures and Water Management in Iran: a Historical Perspective
Novel hydraulic structures and water management in Iran: A historical perspective Shahram Khora Sanizadeh Department of Water Resources Research, Water Research Institute������, Iran Summary. Iran is located in an arid, semi-arid region. Due to the unfavorable distribution of surface water, to fulfill water demands and fluctuation of yearly seasonal streams, Iranian people have tried to provide a better condition for utilization of water as a vital matter. This paper intends to acquaint the readers with some of the famous Iranian historical water monuments. Keywords. Historic – Water – Monuments – Iran – Qanat – Ab anbar – Dam. Structures hydrauliques et gestion de l’eau en Iran : une perspective historique Résumé. L’Iran est situé dans une région aride, semi-aride. La répartition défavorable des eaux de surface a conduit la population iranienne à créer de meilleures conditions d’utilisation d’une ressource aussi vitale que l’eau pour faire face à la demande et aux fluctuations des débits saisonniers annuels. Ce travail vise à faire connaître certains des monuments hydrauliques historiques parmi les plus fameux de l’Iran. Mots-clés. Historique – Eau – Monuments – Iran – Qanat – Ab anbar – Barrage. I - Introduction Iran is located in an arid, semi-arid region. Due to the unfavorable distribution of surface water, to fulfill water demands and fluctuation of yearly seasonal streams, Iranian people have tried to provide a better condition for utilization of water as a vital matter. Iran is located in the south of Asia between 44º 02´ and 63º 20´ eastern longitude and 25º 03´ to 39º 46´ northern latitude. The country covers an area of about 1.648 million km2. -
A Vivid Research on Gundīshāpūr Academy, the Birthplace of the Scholars and Physicians Endowed with Scientific and Laudable Q
SSRG International Journal of Humanities and Soial Science (SSRG-IJHSS) – Volume 7 Issue 5 – Sep - Oct 2020 A Vivid Research on Gundīshāpūr Academy, the Birthplace of the Scholars and Physicians Endowed with Scientific and laudable qualities Mahmoud Abbasi1, Nāsir pūyān (Nasser Pouyan)2 Shahid Beheshti University of Medical Sciences, Medical Ethics and Law Research Center, Tehran, Iran. Abstract: Iran also known as Persia, like its neighbor Iraq, can be studied as ancient civilization or a modern nation. Ac- cording to Iranian mythology King Jamshīd introduced to his people the science of medicine and the arts and crafts. Before the establishment of Gundīshāpūr Academy, medical and semi-medical practices were exclusively the profession of a spe- cial group of physicians who belonged to the highest rank of the social classes. The Zoroastrian clergymen studied both theology and medicine and were called Atrāvān. Three types physicians were graduated from the existing medical schools of Hamedan, Ray and Perspolis. Under the Sasanid dynasty Gundīshāpūr Academy was founded in Gundīshāpūr city which became the most important medical center during the 6th and 7th century. Under Muslim rule, at Bayt al-Ḥikma the systematic methods of Gundīshāpūr Academy and its ethical rules and regulations were emulated and it was stuffed with the graduates of the Academy. Finally, al-Muqaddasī (c.391/1000) described it as failing into ruins. Under the Pahlavī dynasty and Islamic Republic of Iran, the heritage of Gundīshāpūr Academy has been memorized by founding Ahwaz Jundīshāpūr University of Medical Sciences. Keywords: Gundīshāpūr Academy, medical school, teaching hospital, Bayt al-Ḥikma, Ahwaz Jundīshāpūr University of Medical Science, and Medical ethics. -
The Manipulation of Words of Sounds and Rumours in Julius Caesar's
AYELET PEER, Hear No Evil? The Manipulation of Words of Sounds and Rumours in Julius Caesar’s Commentaries, in: Annemarie Ambühl (ed.), Krieg der Sinne – Die Sinne im Krieg. Kriegsdarstellungen im Spannungsfeld zwischen antiker und moderner Kultur / War of the Senses – The Senses in War. Interactions and Tensions Between Representations of War in Classical and Modern Culture = thersites 4 (2016), 43-76. KEYWORDS Julius Caesar, Commentarii, Bellum Gallicum, Bellum Civile, Sound, Battle Descriptions ABSTRACT (English) In recent years, we have witnessed how scholars have re-read and re- examined Caesar’s commentaries on the Gallic and Civil wars, focusing more on the works’ literary merits. In this contribution to the discussion I aim to show how Caesar deploys the motif of hearing to develop his narrative of battle description. Therefore I single out specific words denoting sound such as shouting (clamor), voices (vox), and also the use of rumours (rumor, fama). Caesar probably wished to give his audience a fuller, engaging portrayal of the battlefield, along with its dangers and terrors, so that we, his readers, are able not only to see through the general’s eyes, but also to hear the sounds of war. Sounds are thus significant in conveying the tense atmosphere of war, especially since soldiers are naturally frightened by what they cannot see, but only hear. Yet in this chaos of shouts and voices Caesar would have us remember that only one voice can ease the fears of the soldiers and restore order: the voice of the commander, imperator Caesar. ABSTRACT (German) In den letzten Jahren hat die Forschung Caesars Commentarii zum Gallischen Krieg und zum Bürgerkrieg neu untersucht und den Schwerpunkt vermehrt auf die literarischen Verdienste der Werke gelegt. -
SUMMER ASSIGNMENT Welcome to AP Latin!
BISHOP MOORE CATHOLIC HIGH SCHOOL AP LATIN: SUMMER ASSIGNMENT Welcome to AP Latin! Your summer assignment involves two undertakings… “SUMMER READING ASSIGNMENT” The point of this assignment is to become familiar with the two works. IT is CRITICAL that you know the CHARACTERS/PEOPLE and EVENTS of both the Bellum Gallicum and the Aeneid. o Read IN ENGLISH the designated parts of Caesar’s Gallic Wars (books 1,4,5,6,7) and Vergil’s Aeneid (Books 1-6, 8. 12). You may read the entire book if you wish. o Complete worksheet of questions below. Write answers on the pdf (using Notability). o Submit to Schoology: “SUMMER READING ASSIGNMENT” on Aug09 - 1st day of school. VOCABULARY: Learn the most used basic vocabulary of Caesar’s Gallic Wars and Vergil’s Aeneid (you might want to make vocab cards in Quizlet). o We will have periodic vocabulary tests, including one the 2nd day of classes (August 10th). ===================================================================================== Reading Caesar’s Gallic Wars and Vergil’s Aeneid in English (College Board requirement) -Caesar’s Gallic Wars: Books 1, 4, 5, 6 and 7 (you may read any English translation, online or a book) -online: http://classics.mit.edu/Caesar/gallic.html -books: in order of my preference, based on readability -Hammond, Carolyn, tr. Caesar: The Gallic War. Oxford World’s Classics, 2008. (ISBN: 978-0199540266) -Ford, James H., trans. Caesar’s Commentaries: On the Gallic War and on the Civil War. El Paso Norte Press, 2005. (ISBN: 978-0976072614) -Macdevitt, W. A. trans. The Gallic Wars. Wilder Publications, 2009. (ISBN: 978-1604597622) -Edwards, H. -
Oil for the Wheels in Teaching Caesar: Yesterday and Today1
Teaching Classical Languages Volume 7, Issue 1 Sellers 49 Oil for the Wheels in Teaching Caesar: Yesterday and Today1 Ryan G. Sellers Memphis University School ABSTRACT This article examines some ways of enlivening Caesar’s De bello Gallico in the classroom. It begins by considering the pedagogical methods of Mary E. Harwood, a Latin teacher in the early 1900s. Since Ms. Harwood’s students often found Cae- sar to be a boring, irrelevant text, she developed some creative teaching methods to lessen her own sense of frustration and to help her students better understand, visualize, and appreciate the text. The author argues that even though some of Ms. Harwood’s early twentieth-century strategies would not necessarily work in twenty-first-century Advanced Placement classrooms, her general philosophy of teaching Caesar is still quite germane. In addition to considering Ms. Harwood’s suggestions for teaching Caesar, the article also offers some examples of how the author approaches the challenges of teaching Caesar in his own AP class, in par- ticular by drawing upon popular culture and current events. KEYWORDS Advanced Placement, Caesar, De bello Gallico, pedagogy, film If you were to think about the Latin teachers of the early 1900s, you would probably imagine rigid grammarians and stern taskmasters who resisted any sort of progress and innovation. After all, this was some seventy years before the develop- ment of textbooks like Cambridge and Ecce Romani—books that take a kinder, gentler approach to Latin—and by today’s standards, these early twentieth-century teachers covered an astonishing amount of material: all basic Latin grammar in the first year, Caesar in the second year, Cicero in year three, and Vergil in year four. -
Water Resources Management in Karkheh Basin-Iran
PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON ENERGY AND DEVELOPMENT - ENVIRONMENT - BIOMEDICINE Water Resources Management in Karkheh Basin-Iran AMIR HAMZEH HAGHIABI1 , NIKOS E. MASTORAKIS2 1-Department of water engineering Lorestan University Khorramabad, Lorestan Province IRAN [email protected] 2- Technical University of Sofia, BULGARIA– also with the WSEAS Research Department, WSEAS, A.I.Theologou 17-23, Zografou, 15773, Athens, GREECE Abstract: - Karkheh basin is located in the semiarid and arid regions of Western Iran, an area with severe water scarcity. 70% of rainfall is directly evaporated. The potential annual evaporation of the southern and northern regions is 3,600 mm 1,800 mm, respectively. Agriculture plays an important role in the economy of the basin. In the present situation, 3.9 bm3 of water are used for irrigating 378,164 ha of irrigated agriculture (horticulture and field crops), and surface water and groundwater resources provide 63 percent and 37 percent, respectively, of this volume. Of the irrigated area, 76.5% is under cereals (wheat and barely), 23% under pulses, and 0.5% under cultivation of forage, orchards, melons and vegetables, and oil seeds. The area is particularly low in terms of yields, productivity and incomes. Irrigation efficiency in the basin is 28-36 percent and the overall Crop Water Productivity in the basin is about 0.55 kg/m3. In this paper, the specifications of the Karkheh Reservoir Dam & Hydroelectric Power Plant as the biggest dam in history of Iran with total volume of reservoir 7.3 Bm3 and Karkheh irrigation and drainage network project are illustrated. Also the situation of water availability in the basin, surface and groundwater potential and some aspects of water resources management in the basin are considered. -
The Archaeology of Elam: Formation and Transformation of an Ancient Iranian State D
Cambridge University Press 0521563585 - The Archaeology of Elam: Formation and Transformation of an Ancient Iranian State D. T. Potts Index More information INDEX A’abba, 179 Aleppo, 169, 170 Apollophanos, 364, 369 Aahitek, 207, 208 Alexander, the Great, 348–50, apples, 137 Abadan, 14 355; I Balas, 373, 383, 387, 388 Arahir, 136 Aba-Enlilgim, 140 al-Hiba, 92, 95 Aramaic, 384, 399, 424 Abalgamash, 105, 106 Ali Kosh, see Tepe Ali Kosh Arashu, 285 Abbashaga, 135, 140 Allabria, 263 Arawa, 89; see also Urua Ab-i-Diz, see Diz Allahad, 168 Arbimazbi, 140 Ab-i-Marik, 22 almond, 155 Archalos, 349 Abiradu, 328 Altyn-depe, 118 archons, at Susa, 363 Abu Fanduweh, 55 Alumiddatum, 136, 138, 141 Ardashir, 410–16, Fig. 11.2 Abu Salabikh, 58, 88, 242 Amar-Sin, 135, 137, Areia, 323 Abulites, 348–50 ambassadors, 138–9 Argishti-henele, 301 Aburanum, 137 amber, 33 Ariaramnes, 287 accountancy, 59–60 Amedirra, 283 Arjan, 124, 303–6, 412 Achaemenes, 287 Amel-Marduk, 293 armour, 203, 277 Açina, 317–18 Ammiditana, 171 aromatics, see incense Acropole, see Susa, Acropole Ammisaduqa, 165, 189 Arrapha/Arraphe, 242 Acts, Book of (2.9), 3 Amorites, 167 arrowheads, copper/bronze, 95 Adab, 121 Ampe, 391 Arsaces, 376–7, 388, 391, 392 Adad, 347 Ampirish, 306 Arsames, 287 Adad-erish, 204 Amurru, 193 arsenic, 218 Adad-nirari III, 263 Amygdalus, 23 Artabanus I, 391; II, 391; III, 369; Adad-rabi, 177 An(?)turza, 347 IV, 401, 412 Adad-sharru-rabu, 191 Anahita, 383 Artaxerxes I, 335, 337, 318; II, 7, Adad-shuma-iddina, 231 Anarak, 33, 34 335, 337, 359; III, 339 Adad-shuma-usur, -
Introduction
Notes INTRODUCTION 1. Kasravi's Tarikh-e Mashruteh-e Iran (History of the Iranian Constitution), 1961, offers the best detailed analysis of the 1906 revolution. Despite other numerous publications on the same subject, there is still dispute over the precise causes of this revolution, especially in view of the 1979 revolution, which has coloured the opinion of some analysts in Iran. 2. The Bolshevik Revolution and the eventual departure of the Russian troops together with the occupation of the north by the British forces paved the way for the imposition of the 1919 Agreement. With Lord Curzon as foreign secre tary, the stage was set for the launching of Curzon's most cherished political ambitions which was 'the regeneration of Persia under British tutelage as one of the friendly countries' (Wright, 1985, p. 205). Therefore, the Anglo-Persian treaty of 1919, which had been the subject of secret negotiations with Vusugh al-Dowleh, Sarem al-Dowleh and Nosrat al-Dowleh, was made public on 19 August 1919. The terms of the agreement, even though disguised, clearly showed that the country was becoming a British protectorate. According to the agreement, the Persian government was giving Britain a special position in return for a loan of £2 million at 7 per cent (Annual Register, 1919, p. 255~ Ahmad Shah, in the meantime, was rewarded by a long-awaited tour of Europe after he had fulfilled his obligation by keeping the pro-British trium virate of ministers in their posts to complete the necessary negotiations. However, the treaty had to be ratified by the Majlis.