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Mandala#15-1996Summer.Pdf (7.019Mb)
- TheNIU ewsletter of the Center for Southeast Asian Studies, orthem Illinois Number 15, Summer 1996 DIRECTOR'S OTES A "Just So Story" about the Creation and Ret-icreation ofthe Center Ron Protienchet, Anthropology In days of old, at the time when orthern lllinois universities each semester. Over the years these two series University gave birth to the Center for Southeast Asian were combined and developed into our now "traditional" Studies, Ladd Thomas, Daniel Wit, and orman Palmer Friday Brown Bag Lunch Speakers Series, which is well inspired and assisted the birth. The period of gestation, from known, respected and attended even by IU students, fac inspiration in 1961 to birth in 1963, was relatively swift and ulty,staff, and otherresidentsof northern Illinois who are not uncomplicated, especially whencompared tootherinstances specialists in Southeast Asian studies. Also, very few of us of academic reproduction in state universities. Early Peace who regularly attend the Friday lecture bother to bring a Corps programs on campus were the seeds that germinated brown bag lunch, because there is alwaysa very inexpensive in 1963 with the founding of the Center. That was only the and incredibly delicious, freshly cooked Southeast Asian beginning of our creation, which continued and continues. meal available at the lecture. Oneof the three godfathers, Ladd Thomas, served as All this "modern" fun hasbroughtadditional faculty the first director with the title of "coordinator," which may and studentsinto Southeast Asian studiesat orthern lllinois most accurately describe the role of a "director" in our University, some fully and some partially involved. We .l3rticular comm unity of scholars. -
Dioscorides Extended: the Synonyma Plantarum Barbara Autor(Es)
Dioscorides extended: the Synonyma Plantarum Barbara Autor(es): Dalby, Andrew Publicado por: Imprensa da Universidade de Coimbra URL persistente: URI:http://hdl.handle.net/10316.2/45209 DOI: DOI:https://doi.org/10.14195/978-989-26-1721-3_1 Accessed : 11-Oct-2021 12:22:36 A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos. Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença. Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. pombalina.uc.pt digitalis.uc.pt Série Diaita Carmen Soares Scripta & Realia Cilene da Silva Gomes Ribeiro ISSN: 2183-6523 (coords.) Destina-se esta coleção a publicar textos resultantes da investigação de membros do projeto transnacional DIAITA: Património Alimentar da Lusofonia. As obras consistem em estudos aprofundados e, na maioria das vezes, de carácter interdisciplinar sobre uma temática fundamental para o desenhar de um património e identidade culturais comuns à população falante da língua portuguesa: a história e as culturas da alimentação. -
Rome Republic Decline and Jcaesar
The Collapse of the Roman Republic http://home.uchicago.edu/~jedanker/romrep.timeline.gif Gov’t in the Roman Republic 1 What caused the Roman Republic to fall? • Punic Wars • Overexpansion; excessive wealth • Gracchi Brothers • Rise of political violence • Triumph of the Generals – Militarization of politics • The Caesars • Julius, Augustus, and the Julio-Claudians I. The Punic Wars • When? • Where? • Who? • What? • Why? • Punic = Phoenecian = Carthaginian 2 See map in Noble p. 156 www.bible-history.com/rome/ map_punic_wars.gif • First Punic War (264-241) • Begins over Sicily; imitatio and corvus • Second Punic War (218-201) • Hannibal’s march; Fabian strategy; Scipio Africanus attacks at Zama • Third Punic War (149-146) • Carthago delenda est (Cato) First Punic War 3 2nd Punic War: Hannibal’s March Second Punic War Third Punic War (149-146 BC) Rome annihilates Carthage: killing the men, enslaving the children, burning the buildings, and sowing the fields with salt to make it uninhabitable…. 4 II. Tiberius & Gaius Gracchus (died 133, 122 BC) • “But the men who fight • Reformist Tribunes and die for Italy enjoy nothing but the air and • Land reform, debt relief, light; without house or new colonies, etc. home they wander about with their wives and children. [T]hey fight • Murdered by Senators and die to protect the wealth and luxury of others; they are styled masters of the world, and have not a clod of earth they can call their own.” The Gracchi Brothers • " He was for giving the citizenship to all Italians, extending it almost to the Alps, distributing the public domain, limiting the holdings of each citizen to five hundred acres, as had once been provided by the Licinian law, establishing new customs duties, filling the provinces with new colonies, transferring the judicial powers from the senate to the equites, and began the practice of distributing grain to the people. -
Address by Thabo Mbeki at the African Student Leaders Summit Meeting: Uct, September 6, 2010
ADDRESS BY THABO MBEKI AT THE AFRICAN STUDENT LEADERS SUMMIT MEETING: UCT, SEPTEMBER 6, 2010. “THE ROLE OF AFRICA’S STUDENT LEADERS IN DEVELOPING THE AFRICAN CONTINENT.” CARTHAGE MUST BE REBUILT! Programme director, Delegates to the Summit Meeting of Africa’s Student Leaders, Vice Chancellor, leaders, staff, students and workers of the UCT; Fellow students: First of all I would like to join in welcoming all the African Student Leaders to this important Summit Meeting. I am also pleased to welcome to South Africa those of our leaders who come from the rest of Africa. We must also congratulate the All-Africa Students Union (AASU) for taking the initiative to convene this Inaugural Summit Meeting, and thank the SRCs of the Universities of Cape Town, Fort Hare, the Western Cape and Witwatersrand for taking on the responsibility to host the meeting. The agenda of the Summit Meeting conveys the unequivocal message that our Continent’s student leaders are, as they should be, determined to position themselves among the forces that should play their role as the change agents which Africa needs. I do hope that you will find the ways and means to disseminate the results of your deliberations as widely as possible to make your important contribution to the continuing struggle to answer the important question – whither Africa? The students of history among us will be familiar with the protracted struggle that took place between Africa and Europe in ancient times, covering a period of more than a century. This period includes the so-called Punic Wars which broke out during the years 264 – 146 BC, involving a titanic struggle between the African Carthage and European Rome. -
LB-Sonderheft 14: Endangered Languages
Peter Austin / Andrew Simpson (Hg.) Buske Endangered Languages Endangered Languages Linguistische Berichte Sonderheft 14 Edited by Peter K. Austin and Andrew Simpson HELMUT BUSKE VERLAG HAMBURG Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über <http://dnb.d-nb.de> abrufbar. ISBN 978-3-87548-465-6 LB Sonderheft · ISSN 0935-9249 www.buske.de © Helmut Buske Verlag 2007. Alle Rechte, auch die des auszugsweisen Nach- drucks, der fotomechanischen Wiedergabe und der Übersetzung, vorbehalten. Dies betrifft auch die Vervielfältigung und Übertragung einzelner Textabschnitte durch alle Verfahren wie Speicherung und Übertragung auf Papier, Filme, Bän- der, Platten und andere Medien, soweit es nicht §§ 53 und 54 URG ausdrücklich gestatten. Druck und Bindung: Druckhaus „Thomas Müntzer“, Bad Langensalza. Werkdruckpapier: alterungsbeständig nach ANSI-Norm resp. DIN-ISO 9706, hergestellt aus 100% chlorfrei gebleichtem Zellstoff. Printed in Germany. Contents Peter K. Austin and Andrew Simpson Introduction .................................................................................. 5 Nicholas Evans Warramurrungunji undone: Australian languages in the 51st Millennium 19 Knut J. Olawsky ObViouS OVS in Urarina syntax ....................................................... 45 Larry M. Hyman and Imelda Udoh Length harmony in Leggbó: a counter-universal? ............................... -
The Death of Nature: the Scientific Revolution
Chapter 5-A Roman Republic Wayne E. Sirmon HI 103 – World History History 103 World History to 1500 September 20 Online Quiz Chapter 6 September 22 Article 2 selection deadline (Chapters 5 – 7) Roman Republic/Empire, The Americas, Islam September 27 Online Quiz Chapter 7 September 29 Article 2 Review due Study Guide for Exam 2 available October 6 Exam 2 (CH. 5-7) October 16 Project Serve (Tentative – USS Alabama ?) October 20 Article 3 selection deadline (Chapters 8-11) Africa, South and SE Asia, China, East Asia History 103 World History to 1500 The Great Courses – (free on Kanopy streaming - MPL) Mesoamerica Ancient World Archaeology 1: The Maya, Aztecs, and Mesoamerica 26: People of the Toga: Etruscans, Early Rome 2: Olmec Civilization Emerges 2: Excavating Pompeii and Herculaneum 27: The Crucible: Punic Wars, Roman Imperialism 5: Mesoamerican Plants, Cuisine, and Medicine 21: Discovering the Maya 28: The Death of the Roman Republic 9: The Great City of Teotihucan 22: the Nazca Lines, Sipan, and Machu Picchi 29: Augusts: Creator of the Roman Empire 13: Maya Hieroglyphics: Breaking the Code 30: Roman Emperors: Good, Bad and Crazy 14: Maya Astronomy and Building Orientations Big History 34: Early Americas: Resources and Olmecs 21: The Mesoamerican ball Game 21: Building the Roman Republic 35: Pots and Pyramids: Moche and Teotihuacan 22: Triumphs and Flaws of Imperial Rome 36: Blood and Corn: Mayan Civilization 25: Islamic Expansion and Rule 40: Later Roman Empire: Crisis and Christianity 28: Agrarian Civilizations of Mesoamerica 41: The -
E. the Second Punic War (218-201 BC) 1. Soon After the First Punic War
www.HistoryAtOurHouse.Com Lower Elementary Class Notes E. The Second Punic War (218-201 BC) 1. Soon after the first Punic war, Rome conquered Sardinia, Corsica, Spain and northern Italy, turning them into provinces. Meanwhile, the Carthaginians took over Iberia (Spain & Portugal), eventually putting a general named Hannibal in charge of it. 2. Hannibal then led an army of 40,000 (plus battle elephants) over the Alps. 3. By the time he reached Italy, he only had 20,000, but it was enough. After Hannibal defeated three Roman armies, the Gauls decided to join him against Rome. His force was still not large enough to attack Rome directly, so he chose to attack other parts of Italy instead. 4. The Romans decided to replace the two consuls with a single “dictator” for six months. However, the dictator they chose, Fabius Maximums, believed that they could not defeat Hannibal, so he did no attack him. The people grew impatient. They nicknamed Fabius “cunctator” -- the delayer. 5. Hannibal's campaign in Italy lasted 16 years! 6. Finally, the Romans leaders sent a general named Scipio to attack Carthage. The Carthaginians panicked and recalled Hannibal from Italy. 7. The two greatest generals from the two sides squared off in the Battle of Zama near Carthage in 202. It was Hannibal’s first and only defeat. After this battle, Scipio became known as Scipio “Africanus.” F. The Third Punic War: Final Conquest of Carthage (and Greece!) 1. After having suffered sixteen years of occupation by Hannibal’s army, the Romans imposed a harsh peace on Carthage. -
Auxiliary Schedule 3 : Language
AUXILIARY SCHEDULE 3 : LANGUAGE (1) This separate schedule is an auxiliary to the enumerated classes 2/9, A/Z. The concepts in it are available only to qualify those classes, and their classmarks are not to be used on their own. (2) These classmarks may be added to any class where the instruction appears to add letters from Schedule 3; e.g. in Class J Education, JV is special categories of educands, and at JVG Language groups, Non-English (or favoured language) speaking appears the instruction: Add to JVG letters C/Z from Schedule 3; so Education of Bantus would be JVG HN. Or, in Schedule 2, BQ is Linguistic group areas, and BQH N would be Bantu-speaking areas. (3) A prominent use of the Schedule will be to specify translations, version, etc., of particular works in classes like Literature, Religion and Philosophy; e.g. PM6 Versions of the New Testament, has the instruction Add to PM6 letters C/Z from Schedule 3; so PM6 RF is Greek versions. (4) Where no such special provision is made, the language of a document can be specified by adding Schedule 3 notation to 2X from Schedule 1, e.g. Encyclopaedia of economics, in French T3A 2XV. (5) If a library wishes to give a preferred position with a short classmark to a particular language (e.g. that of the place where the library is situated) the letter F or Z may be used. (6) Any language may be qualified by the preceding arrays C/E by direct retroactive synthesis; e.g. -
UNIVERSITY of CINCINNATI Lauren A. Matus Master of Arts
UNIVERSITY OF CINCINNATI Date:___________________ I, _________________________________________________________, hereby submit this work as part of the requirements for the degree of: in: It is entitled: This work and its defense approved by: Chair: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ SCOTS GAELIC AND WELSH: A COMPARATIVE CASE STUDY IN LANGUAGE SURVIVAL A Thesis submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of MASTER OF ARTS in the Department of Anthropology of the College of Arts and Sciences 2005 by Lauren A. Matus B.A., Miami University, 2002 Committee: Dr. Joseph F. Foster, Chair Dr. Alan P. Sullivan ABSTRACT Gaelic and Welsh are closely related both linguistically and culturally, yet historical events have placed these languages on diverging paths: one toward death, the other toward revival. According to conventional models of sociolinguistic theory, Gaelic should be a thriving language and Welsh should be imperiled, but, based on recent census figures, the opposite is true. I compare Gaelic and Welsh to present a case that challenges current theoretical frameworks of language change. Through my study, I reveal the nature of social and political pressures on language systems as well as the influence of nationalist ideologies on language survival. The result of this study proves that a national identity that includes language can reverse language shift in endangered or minority languages. One implication for future research includes modification of the current models of language death to account for linguistic nationalism. Lauren A. Matus ©2005 Acknowledgements I would like to thank my parents who have given me the opportunity to pursue my education, Dr. -
Chapter Seven
chapter seven FROM SALLUST TO SILIUS ITALICUS: METVS HOSTILIS AND THE FALL OF ROME IN THE PUNICA* John Jacobs Introduction: From Sallust to Silius Italicus The notion that Rome benefitted from the ‘fear’ of a strong external ‘enemy’ (metus hostilis) may have originated in the debate in the Roman Senate between M. Porcius Cato and P. Cornelius Scipio Nasica over the fate of Carthage just before the outbreak of the Third Punic War in bc.1 Cato is said to have argued that the city “must be destroyed” (Carthago delenda est),whileScipioissaidtohavecounteredthatthe city “must be preserved” (Carthago servanda est). In reality, this debate concerned not the fate of Carthage, but that of Rome: the point at issue was whether Rome needed to destroy or to preserve Carthage in order to preserve her own existence. In essence, this metus hostilis functioned according to the law of reciprocity, which, in this case, predicated that the two cities must either stand or fall together. (Scipio was right, not Cato.) This law of reciprocity is itself reflected in the inherent grammatical ambivalence of the phrase metus hostilis, since the adjective bears both an active and a passive sense, as evidenced by A. Gellius’ explanation of the subjective and objective uses of the genitive in the grammatically equivalent phrase metus hostium (..): nam ‘metus hostium’ recte dicitur, et cum timent hostes et cum timentur (“For, the phrase metus hostium [‘fear of the enemies’] is correctly said, both when the enemies fear and when they are feared,” cf. ..– in general). * I would like to thank the conference participants for their insightful remarks and comments during the session. -
Strategies of the Second Punic War
STRATEGIES OF THE SECOND PUNIC WAR Lieutenant-Colonel Daniel R. Stepaniuk JCSP 40 PCEMI 40 Master of Defence Studies Maîtrise en études de la défense Disclaimer Avertissement Opinions expressed remain those of the author and do Les opinons exprimées n’engagent que leurs auteurs et not represent Department of National Defence or ne reflètent aucunement des politiques du Ministère de Canadian Forces policy. This paper may not be used la Défense nationale ou des Forces canadiennes. Ce without written permission. papier ne peut être reproduit sans autorisation écrite. © Her Majesty the Queen in Right of Canada, as represented by the © Sa Majesté la Reine du Chef du Canada, représentée par le Minister of National Defence, 2014 ministre de la Défense nationale, 2014 Strategies of the Second Punic War Daniel R. Stepaniuk, CD Lieutenant-Colonel Master of Defence Studies Angelo N. Caravaggio OMM, CD, Ph.D July 1, 2014 1 Table of Contents Introduction…………………………………………………………………………..….. 2 Political and Economic Strategy………………………………………………..……….. 22 Military Strategy………………………………………………………………..……….. 43 Conclusion…………………………….…………………………………………..….…. 84 Selected Bibliography……………………………………………………………..…….. 89 2 Part 1 Introduction 3 Introduction The Second Punic War between Carthage and Rome has captured the interest of historians and military leaders alike for centuries. The boldness and suddenness of the Carthaginian invasion shocked the Roman world in the third century B.C.1 and was quickly followed up by an unprecedented series of Carthaginian victories, -
The Punic Wars Under the Republic, Rome Began to Grow by Conquering Neighboring Territo- Ries
CK_3_TH_HG_P091_145.QXD 4/11/05 10:56 AM Page 128 II. Ancient Rome The early phases of the struggle between the plebeians and the patricians and the political life of the early Roman Republic are memorably depicted in one of Shakespeare’s lesser-known plays, Coriolanus. Another classic work on the early Roman Republic that is more suitable for use in Grade 3 is T. B. Macaulay’s famous poem, “Horatius at the Bridge.” This poem tells the story of Horatius’s battle against the Etruscan army, which was on its way to attack Rome. The army’s attempt was defeated by the bravery of the legendary Horatius. For more on this legend, see the Language Arts section of this book on p. 77. Students may also enjoy the legendary story of Cincinnatus, a citizen who left his farm to protect Rome during a time of emergency and then returned to the plow when the crisis was over. Stories of Cincinnatus and Horatius are useful because they capture some of the values that were most important to the ancient Romans: bravery, patriotism, and willingness to risk one’s life for the Republic. 37 The Punic Wars Under the Republic, Rome began to grow by conquering neighboring territo- ries. By 340 BCE, Rome dominated central Italy. By 295 BCE, it dominated the entire peninsula. Gradually, Rome began to acquire territory elsewhere in the Mediterranean. Rome’s major rival for power in the Mediterranean was the North African city of Carthage, founded by Phoenician traders. Phoenicia was an area in the eastern Mediterranean in what is today Lebanon.