Curriculum Vitae
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Banished to the Black Sea: Ovid's Poetic
BANISHED TO THE BLACK SEA: OVID’S POETIC TRANSFORMATIONS IN TRISTIA 1.1 A Thesis submitted to the Faculty of The School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Studies By Christy N. Wise, M.A. Georgetown University Washington, D.C. October 16, 2014 BANISHED TO THE BLACK SEA: OVID’S POETIC TRANSFORMATIONS IN TRISTIA 1.1 Christy N. Wise, M.A. Mentor: Charles A. McNelis, Ph.D. ABSTRACT After achieving an extraordinarily successful career as an elegiac poet in the midst of the power, glory and creativity of ancient Rome during the start of the Augustan era, Ovid was abruptly separated from the stimulating community in which he thrived, and banished to the outer edge of the Roman Empire. While living the last nine or ten years of his life in Tomis, on the eastern shore of the Black Sea, Ovid steadily continued to compose poetry, producing two books of poems and epistles, Tristia and Epistulae ex Ponto, and a 644-line curse poem, Ibis, all written in elegiac couplets. By necessity, Ovid’s writing from relegatio (relegation) served multiple roles beyond that of artistic creation and presentation. Although he continued to write elegiac poems as he had during his life in Rome, Ovid expanded the structure of those poems to portray his life as a relegatus and his estrangement from his beloved homeland, thereby redefining the elegiac genre. Additionally, and still within the elegiac structure, Ovid changed the content of his poetry in order to defend himself to Augustus and request assistance from friends in securing a reduced penalty or relocation closer to Rome. -
Barron's Book Notes Virgil's the Aeneid
BARRON'S BOOK NOTES VIRGIL'S THE AENEID ^^^^^^^^^^VIRGIL: THE AUTHOR AND HIS TIMES Virgil (Publius Virgilius Maro) was born in Mantua, a rural town north of Rome near the Alps. Even though Virgil's birth in 70 B.C. came in the middle of a century of political turmoil and civil war in Rome, life in Mantua was relatively peaceful, and Virgil's father, who was a prosperous Roman citizen, could afford to give his son a good education in the basics, especially Greek and Roman literature. When Virgil was about 17, his father decided that he should be a politician, or possibly a businessman, and sent him to Rome to study rhetoric (the art of public speaking). But Virgil was shy and hated having to make long, flowery speeches about things that didn't interest him at all. Instead he wrote poetry on the sly. His first and last attempt to argue a case in court was an embarrassing failure, and Virgil decided he didn't have a future in politics. He left Rome and went to live by the beautiful Bay of Naples where he studied philosophy. This was probably a good idea because Roman politics could be dangerous, even fatal. The Roman Republic's government was collapsing in civil war and mobs often rioted in the streets. Rival generals brought their troops home from foreign wars and used them against each other, each one trying to rule Rome his own way. Then in 44 B.C. Julius Caesar, the great Roman dictator, was assassinated and Rome was plunged into its worst political crisis--one that lasted more than a decade. -
The Roman Poets of the Augustan Age: Virgil by W
The Project Gutenberg EBook of The Roman Poets of the Augustan Age: Virgil by W. Y. Sellar This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: The Roman Poets of the Augustan Age: Virgil Author: W. Y. Sellar Release Date: October 29, 2010 [Ebook 34163] Language: English ***START OF THE PROJECT GUTENBERG EBOOK THE ROMAN POETS OF THE AUGUSTAN AGE: VIRGIL*** THE ROMAN POETS OF THE AUGUSTAN AGE: VIRGIL. BY W. Y. SELLAR, M.A., LL.D. LATE PROFESSOR OF HUMANITY IN THE UNIVERSITY OF EDINBURGH AND FELLOW OF ORIEL COLLEGE, OXFORD iv The Roman Poets of the Augustan Age: Virgil THIRD EDITION OXFORD AT THE CLARENDON PRESS OXFORD UNIVERSITY PRESS AMEN HOUSE, E.C. 4 London Edinburgh Glasgow New York Toronto Melbourne Capetown Bombay Calcutta Madras HUMPHREY MILFORD PUBLISHER TO THE UNIVERSITY vi The Roman Poets of the Augustan Age: Virgil IMPRESSION OF 1941 FIRST EDITION, 1877 THIRD EDITION, 1897 vii PRINTED IN GREAT BRITAIN TO E. L. LUSHINGTON, ESQ., D.C.L., LL.D., ETC. LATE PROFESSOR OF GREEK IN THE UNIVERSITY OF GLASGOW. MY DEAR LUSHINGTON, Any old pupil of yours, in finishing a work either of classical scholarship or illustrative of ancient literature, must feel that he owes to you, probably more than to any one else, the impulse which directed him to these studies. -
The Shield As Pedagogical Tool in Aeschylus' Seven Against Thebes
АНТИЧНОЕ ВОСПИТАНИЕ ВОИНА ЧЕРЕЗ ПРИЗМУ АРХЕОЛОГИИ, ФИЛОЛОГИИ И ИСТОРИИ ПЕДАГОГИКИ THE SHIELD AS PEDAGOGICAL TOOL IN AESCHYLUS’ SEVEN AGAINST THEBES* Victoria K. PICHUGINA The article analyzes the descriptions of warriors in Aeschylus’s tragedy Seven against Thebes that are given in the “shield scene” and determines the pedagogical dimension of this tragedy. Aeschylus pays special attention to the decoration of the shields of the com- manders who attacked Thebes, relying on two different ways of dec- orating the shields that Homer describes in The Iliad. According to George Henry Chase’s terminology, in Homer, Achilles’ shield can be called “a decorative” shield, and Agamemnon’s shield is referred to as “a terrible” shield. Aeschylus turns the description of the shield decoration of the commanders attacking Thebes into a core element of the plot in Seven against Thebes, maximizing the connection be- tween the image on the shield and the shield-bearer. He created an elaborate system of “terrible” and “decorative” shields (Aesch. Sept. 375-676), as well as of the shields that cannot be categorized as “ter- rible” and “decorative” (Aesch. Sept. 19; 43; 91; 100; 160). The analysis of this system made it possible to put forward and prove three hypothetical assumptions: 1) In Aeschylus, Eteocles demands from the Thebans to win or die, focusing on the fact that the city cre- ated a special educational space for them and raised them as shield- bearers. His patriotic speeches and, later, his judgments expressed in the “shield scene” demonstrate a desire to justify and then test the educational concept “ἢ τὰν ἢ ἐπὶ τᾶς” (“either with it, or upon it”) (Plut. -
SUMMER 2016 HONORS LATIN III GRADE 11: Title: Roman Blood
SUMMER 2016 HONORS LATIN III GRADE 11: Title: Roman Blood: A Novel of Ancient Rome Author: Steven Saylor Publisher: St. Martin’s Minotaur Year: 2000 ISBN: 9780312972967 You will be creating a magazine based on this novel. Be creative. Everything about your magazine should be centered around the theme of the novel. Your magazine must contain the following: Cover Table of Contents One: Crossword puzzle OR Word search OR Cryptogram At least 6 (six) news articles which may consist of character interviews, background on the time period, slave/master relationship, Roman law, etc. It is not necessary to interview Saylor. One of the following: horoscopes (relevant to the novel), cartoons (relevant to the novel), recipes (relevant to the novel), want ads (relevant to the novel), general advertisements for products/services (relevant to the novel). There must be no “white/blank” space in the magazine. It must be laid out and must look like a magazine and not just pages stapled together. This must be typed and neatly done. Due date is first day of school in August. PLEASE NOTE: You will need $25 for membership in the Classical organizations and for participation in three national exams. Due date: September 1, 2016. Thank you. SUMMER 2016 LATIN II GRADE 10: Amsco Workbook: Work on the review sections after verbs, nouns and adjectives. Complete all mastery exercises on pp. 36-39, 59-61, 64-66, 92-95, 102-104. Please be sure to study all relevant vocab in these mastery exercises. Due date is first day of school in August. PLEASE NOTE: You will need $25 for membership in the Classical organizations and for participation in three national exams. -
Stoic Pietas in the Aeneid: a Study of the Poem's Ideological Appeal and Reception
Moore, Gardner Mary (2021) Stoic Pietas in the Aeneid: a study of the poem's ideological appeal and reception. PhD thesis. http://theses.gla.ac.uk/82148/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] Stoic Pietas in the Aeneid: A Study of the Poem’s Ideological Appeal and Reception Gardner Mary Moore M.A., M.Litt., M.Res Submitted for the fulfilment of the requirements for the degree of Doctorate of Philosophy School of Classics College of Arts University of Glasgow March 2021 © Gardner Moore, 22/03/2021 1 Abstract Employing a research method informed by Begriffsgeschichte, this thesis proposes a re- examining of pietas in Virgil’s Aeneid through a Stoic lens. It aims to show how Stoic philosophy underlines the Aeneid and Virgilian pietas. It illustrates how the Aeneid represents a unique intervention in the virtue’s history as a distinctly masculine quality characterised by Stoic submission to fate and suppression of emotion. In the character Aeneas, Virgil shows how philosophical ideas can be transmitted through individuals. -
Orpheus and Eurydice in the Middle Books of the Faerie Queene The
Orpheus and Eurydice in the Middle Books of The Faerie Queene The commendatory sonnet by ‘W. S.’ appended to the first edition of The Faerie Queene hails Spenser as the ‘Brittayne Orpheus,’ and modern critics have thought the author was onto something. Thomas Cain in 1971 made the case that Spenser ‘use[s]...the Orpheus- figure to assert and assess his own role as poet’ across his works; more recently Patrick Cheney has talked about Spenser’s ‘Orphic career’.1 In Spenser criticism at large, the idea that Spenser wants to present himself as another Orpheus is frequently mentioned, though rarely discussed in much detail. Given all this attention to the importance of Orpheus in Spenser’s self-presentation, it is remarkable that an extremely curious feature of Spenser’s treatment of the Orpheus-myth has received so little comment, and its implications for our understanding of Spenser’s conception of his own role and powers remain unexplored. It concerns his treatment of Orpheus’ greatest exploit, his katabasis in the attempt to recover his wife Eurydice from the Underworld. In the version best known today, the episode ends in tragic failure: though Orpheus with his enchanting song succeeds in charming the gods of the Underworld to consent to Eurydice’s return, he breaks the condition imposed on him that he should not look back at her before they are both safely again in the upper world, and so loses her a second time, and irrevocably. Spenser refers to the myth several times across his works, but consistently presents Orpheus’ attempt as successful, and Eurydice as restored to life. -
The Reader and the Poet
THE READER AND THE POET THE TRANSFORMATION OF LATIN POETRY IN THE FOURTH CENTURY A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Aaron David Pelttari August 2012 i © 2012 Aaron David Pelttari ii The Reader and the Poet: The Transformation of Latin Poetry in the Fourth Century Aaron Pelttari, Ph.D. Cornell University 2012 In Late Antiquity, the figure of the reader came to play a central role in mediating the presence of the text. And, within the tradition of Latin poetry, the fourth century marks a turn towards writing that privileges the reader’s involvement in shaping the meaning of the text. Therefore, this dissertation addresses a set of problems related to the aesthetics of Late Antiquity, the reception of Classical Roman poetry, and the relation between author and reader. I begin with a chapter on contemporary methods of reading, in order to show the ways in which Late Antique authors draw attention to their own interpretations of authoritative texts and to their own creation of supplemental meaning. I show how such disparate authors as Jerome, Augustine, Servius, and Macrobius each privileges the work of secondary authorship. The second chapter considers the use of prefaces in Late Antique poetry. The imposition of paratextual borders dramatized the reader’s involvement in the text. In the third chapter, I apply Umberto Eco’s idea of the open text to the figural poetry of Optatianus Porphyrius, to the Psychomachia of Prudentius, and to the centos from Late Antiquity. -
Natural History
niir=Jlir^Mr^iir^ir^J|EJ|[:^|L:i||L=U|La|L=U|L=U|L=J|U=J|l=J|U=J|t=JH B CLASSICAL LIBRARY ; Compkte list of Locb titlcs can he Jound at thc end ofeach vohime PLINY the Elder, Gaius Plinius Secundus (A.D. 23-79), a Roman oi equestrian rank of Transpadane Gaul (N. ItaK ), was iincle of Pliny the letter writer. He pur- sued a career partlv miiitary in Germany, jiartlv administrative in Gaul and Spain under the emperor Vespasian, became prefect of the fleet at Misenum, and died in the eruption of Vesuvius when he went to get a closer view and to rescue friends. Tireless worker, reader, and writer, he was author of works nov, lost, but his S^reat haturaJis Hiswria in 37 books with its vast collection of facts (and alleged facts) survives-a mine ot intormation despite its uncritical character. Book 1 : table of contents of the cjthers and ol authorities ; 2 : mathematical and metro- logical survev ot the universe; 3-6: geographv and ethnoaraphv of the known world; 7: anthropolojjv and the phvsio- logy of man ; 8-1 i : zooloav; 12-19: botanv, agriculture and horticulture 20-27 : plantproductsasusedinmedicine; 28-32 medical zoologv; 33-37: minerals (and medicine), the hne arts and gem- stones. LIER THE LOEB CLASSICAL LIBRARY FOUNDED BY JAME3 LOEB, LL.D. EDITED BY tT. E. PAGE, C.H., LITT.D. tE. CAPPS. PH.D., LL.D. tW. H. D. ROUSE, litt.d. L. A. POST, L.H.D. E. H. WARMINGTON, m.a., f.r.hist.soc. -
Durham E-Theses
Durham E-Theses Rethinking mythology in Greek museums through contemporary culture Antonopoulou, Marina How to cite: Antonopoulou, Marina (2010) Rethinking mythology in Greek museums through contemporary culture, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/2511/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk lml'Hlm:ING MYTHOLOGY IN <mEEK »KUSE{]Ml$ THROUGH CONTEMPORARY ClJL1UllB MARINAANTONOPOULOU Appendices The copyright of this thesis rests with the author or the university to which it was submitted. No quotation from it, or information derived from it may be published without the prior written consent of the author or university, and any information derived from it should be acknowledged. 2 6 MAY 2010 Appendix 1 Socratis Malamas Date: 15/01/2005 Venue: Hotel'Olympia', Thessaloniki. Q: Could you tell me what is the first thing that comes to mind when you hear the words 'Greek mythology'? A: The usual, what we learned in school. -
Advanced – Preliminary Round 1 Th 1
Yale Certamen 2019 Written by Samir Al-Ali, Nestoras Apodiakos, Margot Armbruster, Aspen Bombardo, Skylar Cobbett, Andres Cook, Ram Gollapudy, Noah Harris, Connor Harrison, Michael Howard, Minyoung Hwang, David Jackson, David Jaffe, Lina Kapp, Michael Kearney, John Kim, Carina Layfield, Joshua Lomasney, Mindren Lu, Noah McThenia, Gabriel Molina, Ali Murray, Matt Nelson, Ben Ream, Henry Schott, Jason Tan, Matthew Thomas, and Jonathan Yuan. Edited by Michael Kearney. Advanced – Preliminary Round 1 th 1. Welcome to the 9 annual Yale Certamen! Translate the following sentence into Latin: We hope that you will enjoy this competition! SPĒRĀMUS VŌS/TĒ HŌC CERTĀMINE FRUCTŪRŌS/-ĀS/-UM/-AM ESSE! or SPĒRĀMUS FORE UT HŌC CERTĀMINE FRUĀMINĪ! B1: Bene factum! Now translate this sentence into Latin: We encourage you to use both knowledge and speed. HORTĀMUR (VŌS/TĒ) (UT) SCIENTIĀQUE CELERITĀTEQUE ŪTĀMINĪ/ŪTĀRIS or ET SCIENTIĀ ET CELERITĀTE B2: Finally, using potior , say in Latin: If you play well, you will obtain a wonderful reward. SĪ BENE LUDĒS/LUDĒTIS/LŪSERIS/LŪSERITIS, PRAEMIŌ MĪRĀBILĪ/MĪRŌ/MĪRANDŌ POTIĒMINĪ/POTIĒRIS (or PRAEMIĪ MĪRĀBILIS/MĪRĪ/MĪRANDĪ) 2. Zeus Katachthonios was an epithet of what god, who snatched up Persephone as she was picking flowers and carried her down to the Underworld? adHADES B1: What epithet of Hades meant “The Unseen One”? AÏDONEUS B2: At what lake near Naples did Aeneas enter the Underworld? AVERNUS 3. Which of the following verbs, if any, has a reduplicated third principal part: cēdō, pergō, pellō, stertō? PELLŌ B1: Define the verb pellō and provide all principal parts. PELLŌ, PELLERE, PEPULĪ, PULSUS / PULSUM = (TO / I) BEAT / DRIVE B2: Define the verb pergō and provide all principal parts. -
The Government of Troy: Politics in the Iliad William Merritt Sale
The Government of Troy: Politics in the "Iliad" Sale, William Merritt Greek, Roman and Byzantine Studies; Spring 1994; 35, 1; ProQuest pg. 5 The Government of Troy: Politics in the Iliad William Merritt Sale N RECENTLY PUBLISHED STUDIES of Homeric formulae I have I called attention, on the basis of statistical evidence, to two facts about Homer's Trojans in the Iliad: (1) The nominative proper-name formulae used by the poet to refer to them display a remarkable lacuna: there are no frequently occurring, 'regular', formulae. 1 The other characters and peoples who are mentioned anything like as often as the Trojans all have regular formulae, usually more than one. We give the term 'regular formula' a quantitative definition, "exactly repeated six times or more," but the phenomenon is not mere ly quantitative; there are certain qualities that regular formulae have and that infrequently occurring formulae tend to lack. Most notable of these are their noun-epithet form (nominative proper-name noun-verb formulae all occur infrequently) and the occurrence of the formula in a major colon:2 frequently oc curring formulae are noun-epithet and occupy major cola; infre quent formulae fall in minor cola, and the less frequently they occur, the more likely they are to fall in minor cola and to be noun-verbal in syntax. Hence the distinction between regular and infrequent formulae is qualitative, and the Trojans in the nominative lack something they ought to have, noun-epithet formulae used regularly to fill metrical spaces that the other characters have formulae to fill. A lack of regular formulae is significant; and the significance is statistically demonstrable.3 1 w.