DOCSLIB.ORG

Classics (Clas)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Classics (Clas) 2021-2022 1 CLASSICS (CLAS) CLAS 1010 The Rise of Rome (3) This course traces the history of Rome from its earliest foundations to the fall of the Roman republic. While learning about major historical events, we will also explore various aspects of Roman cultural and social history. Topics for discussion include politics, social status, gender roles, religion, warfare, murder and conspiracy, and ancient spectacle. No prerequisites. (Note: Not open to senior history majors) CLAS 1030 The Greeks (3) This course offers an introduction to the literature, history, culture, art and architecture of the ancient Greeks. Focusing on Greeks living throughout the Mediterranean from the Bronze Age down to the Hellenistic Period, the course is organized around targeted investigations that explore important aspects of ancient Greek civilization such as colonial expansion, the invention of alphabetic writing, the birth of drama, etc. The aim of the course is not to be exhaustive, but rather to introduce students to the study of antiquity. We will regularly delve into scholarly debate, consider what kinds of evidence underlie our knowledge, and examine the limits of interpretation all while developing our familiarity with the ancient Greeks. CLAS 1040 Mythology (3) This course will introduce you to the gods, heroes, and monsters of Greek and Roman mythology. The focus of the course involves reading and discussing selected works of ancient Greek and Roman literature in English translation, but we will also move beyond these narratives to examine how the Greeks and Romans portrayed their myths in other media, including art and architecture. CLAS 1290 Semester Abroad (1-20) Study abroad in Classical Studies. Department approval required. Course may be repeated up to unlimited credit hours. Maximum Hours: 99 CLAS 1940 Transfer Coursework (0-20) Transfer Coursework at the 1000 level. Departmental approval may be required. Maximum Hours: 99 CLAS 2020 The High Roman Empire (3) This course introduces the institutional, social, and cultural changes of the empire from Augustus to Diocletian. Emphasis is placed upon the birth of imperial administration, cultural change and continuity, and the rise of Christianity. CLAS 2120 The Archaeology of Israel (3) This course explores the archaeology of the southern Levant from the Bronze Age to the creation of the state of Israel (ca. 3330 B.C.E. - 1948 C.E.). It provides an introduction to the methodology and theory of archaeology and an overview of the material cultures of the complex societies that inhabited the region. Special attention will be paid to cultures of the Israelites, Phoenicians, Philistines, and Arabs and the impact of external imperial rule (from the Egyptians, Assyrians, and Babylonians to the Greeks and Romans) on the life and culture of these socieites. We will also investigate the transformation of the region from the rise of Christianity and the Muslim conquest through emergence of Israel as a modern nation-state. Throughout we will focus on extant texts, inscriptions, material culture such as pottery, figurines, and sculpture, and public, religious, and domestic architecture to reconstruct a detailed picture of this region as a dynamic crossroads of civilizations. CLAS 2220 New Testament Historical Intro (3) This course is a literary and historical introduction to the canonical New Testament. It will engage issues of authorship, dating, theology, genre, and special problems related to the scientific" (or scholarly) study of the New Testament. There will be some engagement with literature outside of the canonical New Testament but only as it relates to special issues and topics in New Testament interpretation." CLAS 2310 Tyrants & Democrats Anc Greece (3) This course examines the origins and characteristics of basic Greek forms of government in their historical context, concentrating on tyranny and democracy in the archaic and classical periods. The course stresses the development of Greek political institutions and political thought. CLAS 2320 Ancient Greek Religion (3) What was the ancient Greek religion about? And how can we know about the religious experience of a population that is long gone? Both these questions are interconnected and represent the core of this course. Week after week, we will reconstruct the principles and articulation of religious beliefs and practice in ancient Greece, reflecting on the evidence we can use. We will discover the ways that religious system mirrors a specific understanding of human society and its place in the universe. And, with it, we will find that, surprisingly or not, that religious system provided a solid base to several modern religious practices. 2021-2022 2 CLAS 2330 Alexander the Great (3) This course explores the archaeology of the southern Levant from the Bronze Age to the creation of the state of Israel (ca. 3330 B.C.E. – 1948 C.E.). It provides an introduction to the methodology and theory of archaeology and an overview of the material cultures of the complex societies that inhabited the region. Special attention will be paid to cultures of the Israelites, Phoenicians, Philistines, and Arabs and the impact of external imperial rule (from the Egyptians, Assyrians, and Babylonians to the Greeks and Romans) on the life and culture of these societies. We will also investigate the transformation of the region from the rise of Christianity and the Muslim conquest through the emergence of Israel as a modern nation-state. Throughout we will focus on extant texts, inscriptions, material culture such as pottery, figurines, and sculpture, and public, religious, and domestic architecture to reconstruct a detailed picture of this region as a dynamic crossroads of civilizations. CLAS 2340 Troy: Beyond the Myth (3) The Trogan War: famous heroes against each other, astute decoys, tragic deaths, plotting, intrigue, and the gods in the midst of it. Was it all fiction? In this class, we will use literary and archaeological evidence to answer this question. CLAS 2390 Semester Abroad (1-20) For transfer of credit. Department approval required. Course may be repeated up to unlimited credit hours. Maximum Hours: 99 CLAS 2400 Ancient Medicine (3) This course traces the evolution of the practice of medicine in Ancient Greece and Rome via a multitude of ancient literary, documentary, and material sources. Topics include medicine in mythology, theories of medicine, pharmacology, military medicine, medical tools, women's health, and physicians in society. Students will not only gain a knowledge of the foundation of medicine, but also better understand the practice of medicine as it exists today through guest lectures and a field trip to the Pharmacy Museum in the French Quarter. CLAS 2600 The Classical World in Film (3) This interdisciplinary course investigates the use of themes from classical history, literature, and mythology in modern cinematography. Its focal point is the artistic appropriation of these themes in service of a fresh literary and cinematic vision. Films with classical themes are viewed as a part of the process of creative imitation and reinvention of a “classic”. Each segment of the course discusses a specific theme, starting with the thorough analysis of the relative ancient texts and material culture/archaeology. Reading assignments will include selections from Greek and Roman, such as epic, tragedy, history, lyric poetry, philosophy, and novel. The readings will be flanked by a selection of movies and clips that show modern adaptations of the same theme discussed in the readings. CLAS 2610 Sex and Gender in Antiquity (3) This course explores a wide range of topics related to sexuality and gender in the ancient Mediterranean. Using ancient literary sources, inscriptions, artwork, and modern scholarship, we will try to reconstruct Greek and Roman attitudes about sexuality and gender at different places and different times. In particular, we will focus on the depiction of female leadership in ancient literature, and will consider the following questions: How do the male writers of antiquity describe female leaders? Do they display the same attributes of leadership as their male counterparts, or is there something distinctly feminine about their mode of leadership? Are women depicted in leaders in various spheres of activity (battle, home, politics, etc.)? Is there always a sense of transgression or inferiority associated with female leadership? Do literary depictions match the primary evidence that documents the roles of women in their communities? How can these ancient texts inform the current debates about women in leadership roles? CLAS 2810 Special Topics (3) Special topics in Classical Studies focused on particular areas and issues in the fields of ancient culture, religion, history, and/or archaeology. Course may be repeated up to unlimited credit hours. Maximum Hours: 99 CLAS 2811 Special Topics (3) Special topics in Classical Studies focused on particular areas and issues in the fields of ancient culture, religion, history, and/or archaeology. Corequisite(s): CLAS 2890. CLAS 2890 Service Learning (0-1) Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours. Corequisite(s): CLAS 2811. Course Limit: 99 CLAS 2940 Transfer Coursework (0-20) Transfer Coursework at the 2000 level. Department approval may be required. Maximum Hours: 99 2021-2022 3 CLAS 3050 Archaeology Lab: Ashkelon (3) The field archaeology lab in Ashkelon Israel
Load more

Recommended publications
  • Babylonian Populations, Servility, and Cuneiform Records
    Journal of the Economic and Social History of the Orient 60 (2017) 715-787 brill.com/jesh Babylonian Populations, Servility, and Cuneiform Records Jonathan S. Tenney Cornell University [email protected] Abstract To date, servility and servile systems in Babylonia have been explored with the tradi- tional lexical approach of Assyriology. If one examines servility as an aggregate phe- nomenon, these subjects can be investigated on a much larger scale with quantitative approaches. Using servile populations as a point of departure, this paper applies both quantitative and qualitative methods to explore Babylonian population dynamics in general; especially morbidity, mortality, and ages at which Babylonians experienced important life events. As such, it can be added to the handful of publications that have sought basic demographic data in the cuneiform record, and therefore has value to those scholars who are also interested in migration and settlement. It suggests that the origins of servile systems in Babylonia can be explained with the Nieboer-Domar hy- pothesis, which proposes that large-scale systems of bondage will arise in regions with * This was written in honor, thanks, and recognition of McGuire Gibson’s efforts to impart a sense of the influence of aggregate population behavior on Mesopotamian development, notably in his 1973 article “Population Shift and the Rise of Mesopotamian Civilization”. As an Assyriology student who was searching texts for answers to similar questions, I have occasionally found myself in uncharted waters. Mac’s encouragement helped me get past my discomfort, find the data, and put words on the page. The necessity of assembling Mesopotamian “demographic” measures was something made clear to me by the M.A.S.S.
    [Show full text]
  • 1 Curriculum Vitae Matthew B. Roller 11/2020 Professor, Department Of
    Curriculum Vitae Matthew B. Roller 11/2020 Professor, Department of Classics 113 Gilman Hall Johns Hopkins University 3400 N. Charles Street Baltimore, MD 21218-2685 USA (410) 516-5095 FAX: (410) 516-4848 Classics department office: (410) 516-7556 http://classics.jhu.edu/directory/matthew-roller/ https://orcid.org/0000-0002-8784-4112 e-mail: mroller (at) jhu.edu Research Interests: Roman cultural history, Latin Literature, Roman philosophy, Roman art Degrees: University of California at Berkeley: Ph.D. (Classics), 1994; M.A. (Latin), 1990 Stanford University: B.A., with distinction, Classics (Greek), 1988 Teaching Position: Johns Hopkins University, Department of Classics: Assistant Professor, 1994–2000; Associate Professor, 2000–2004; Professor, 2004– present Major Fellowships: Forschungsstipendium, Alexander von Humboldt Foundation, funding a year of research in the Institut für Altertumskunde–Alte Geschichte, University of Cologne, 2007–08 American Council of Learned Societies Junior Fellowship, 2000–01 Solmsen Fellowship, Institute for Research in the Humanities, University of Wisconsin- Madison, 2000–01 Mellon Dissertation Fellowship, 1992 (Fall) and 1994 (Spring) Mellon Fellowship in the Humanities, 1988–90 and 1993 (for graduate and dissertation work) Other Honors, Awards and Grants: Visiting Scholar, “Helden, Heroen, Heroizierungen” project (SFB 948) at the University of Freiburg (Germany), funded by the Deutsche Forschungsgemeinschaft, April – July 2019. Dean’s Award for excellence in Service, 2014 Dean’s Incentive Grant, Johns Hopkins University: 1999, 2000, 2003 1 H. Rushton Fairclough award, to the outstanding senior Classics major, Stanford University, 1988 Phi Beta Kappa, Stanford University, 1988 PuBlications: Monographs (the following are anonymously refereed): Models from the past in Roman culture: a world of exempla.
    [Show full text]
  • Ulug-Depe and the Transition Period from Bronze Age to Iron Age in Central Asia
    Ulug-depe and the transition period from Bronze Age to Iron Age in Central Asia. A tribute to V.I. Sarianidi Johanna Lhuillier To cite this version: Johanna Lhuillier. Ulug-depe and the transition period from Bronze Age to Iron Age in Central Asia. A tribute to V.I. Sarianidi . Dubova, N.A., Antonova, E.V., Kozhin, P.M., Kosarev, M.F., Muradov, R.G., Sataev, R.M. & Tishkin A.A. Transactions of Margiana Archaeological Expedition, To the memory of Professor Viktor Sarianidi, 6, Staryj Sad, pp.509-521, 2016, 978-5-89930-150-6. halshs-01534928 HAL Id: halshs-01534928 https://halshs.archives-ouvertes.fr/halshs-01534928 Submitted on 8 Jun 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. N.N. MIKLUKHO-MAKLAY INSTITUTE OF ETHNOLOGY AND ANTHROPOLOGY OF RUSSIAN ACADEMY OF SCIENCES MARGIANA ARCHAEOLOGICAL EXPEDITION ALTAY STATE UNIVERSITY TRANSACTIONS OF MARGIANA ARCHAEOLOGICAL EXPEDITION Volume 6 To the Memory of Professor Victor Sarianidi Editorial board N.A. Dubova (editor in chief), E.V. Antonova, P.M. Kozhin, M.F. Kosarev, R.G. Muradov, R.M. Sataev, A.A. Tishkin Moscow 2016 Туркменистан, Гонур-депе, 9 октября 2005 г.
    [Show full text]
  • X the Late Bronze Age Ceramic Traditions of the Syrian Jazirah
    Originalveröffentlichung in: al-Maqdissī – Valérie Matoïan – Christophe Nicolle (Hg.), Céramique de l'âge du bronze en Syrie, II, L'Euphrate et la région de Jézireh (Bibliothèque archéologique et historique 180), Beyrouth 2007, S. 231-291 X The Late Bronze Age Ceramic Traditions of the Syrian Jazirah Peter Pfalzner THE PERIODIZATION SYSTEM AND THE QUESTION clearly circumscribed factors in the history and chronology OF CHRONOLOGICAL TERMINOLOGY of the Syrian Jazirah. Furthermore, through their specific political and economical organization they considerably The second half of the 2nd mill, BC in Syria has been influenced the material culture of the Syrian Jazirah. As chronologically labeled either in terms of the system of a consequence, both periods reveal a distinct ceramic "metal epochs" as the Late Bronze Age I and II or else repertoire. These two archaeological phases and ceramic labeled according to a culturally and geographically traditions can thus be labeled "Mittani" and "Middle oriented terminology as the "Middle-Syrian"' period Assyrian". (ca 1600/1530-1200/1100 BC). With regard to the strong In order to avoid misconceptions of these terms, it is geographical differentiation of material culture, especially important to note that the terms "Mittani" and "Middle pottery, within Syria to be observed in many periods, it is Assyrian ceramic period" do not imply an ethnic assignment advisable to introduce a chronological periodization on a of the pottery concerned. They have a purely political- regional scale. For the Syrian Jazirah, a region with very geographical significance. This is to say that any of the distinct ceramic repertoires through all phases from the Late Bronze Age Jazirah population groups - for example Early Bronze to the Iron Age, the "Jazirah chronological 3 Hurrians , Assyrians, Aramaeans, etc.
    [Show full text]
  • Classics, B.A. 1
    Classics, B.A. 1 Classics, B.A. The Department offers a major in Classics with three possible emphases. Students may choose an emphasis in Greek and Latin Language and Literature, Latin Language and Literature, or Classical Civilization. Students are encouraged to consult with the Classics faculty regarding the appropriate choice of major and design of their programs. For the emphasis in Greek and Latin Language and Literature, study of the Classics must be based on competence in both Greek and Latin. This emphasis is designed to provide the student with language competence as rapidly as possible, so that by the end of first-year Greek or Latin the student has already been introduced to some of the major Classical authors in the original language. From then on, courses are devoted to reading and interpreting the literature of ancient Greece and Rome. In addition to their training in the languages, students increase their knowledge of the literature, history, and thought of the ancient world through the close study of some of its finest writers. The Latin Language and Literature emphasis is designed for those students who want to focus on Rome and the Latin language as their area of study. By the end of first-year Latin, students will be reading and analyzing some of the most influential works in Latin literature. In addition to gaining an expertise in Latin, students also devote a portion of their study to an examination of the history and culture of ancient Rome by taking upper-division Classical Civilization courses with Rome as their focus and/or additional Latin courses.
    [Show full text]
  • 2971 Amphora Spr08
    ® A publication of the American Philological Association Vol. 7 • Issue 1 • Spring 2008 From Sicily with Love: Book Review: Breaking The Myth of Galatea and Polyphemos in Ground. Pioneering Ian Fleming’s MOONRAKER Women Archaeologists by Ingrid Edlund-Berry by Patrick Callahan “After all you must have had some Breaking Ground. Pioneering Women education?” Archaeologists. Getzel M. Cohen and Bond laughed. “Mostly in Latin and Martha Sharp Joukowsky, Editors. The Uni- Greek. All about Caesar and Balbus and versity of Michigan Press, Ann Arbor so on.”-You Only Live Twice, 86. 2004. Pp. 582; 24 pp. of b&w photo- ith the release of the film graphs; 9 pp. of maps. Clothbound WCasino Royale in November of $80.00. ISBN 0-472-11372-0. 2006 and the upcoming release of Quantum of Solace in Novem- Fig. 1. Statue group from the Museum at ntecedent, adventuress, or archaeolo - ber of 2008 revitalizing the Bond film Sperlonga. © Marco Prins and Jona Lender- A gist? These were the labels used to industry, there has been an enthusiastic ing. From Livius.org with permission. characterize some of the pioneering return to Ian Fleming’s 007 novels and women in anthropology and archaeology short stories. As old readers return and education, his Greek is a bit rusty when young readers begin to discover the fun in On Her Majesty’s Secret Service (1963) in an exhibit at the library of the University in reading these works, they will find the Corsican Mafioso and Bond’s future of Pennsylvania Museum of Archaeology with unanticipated pleasure a depth of father-in-law, Marc-Ange, must explain and Anthropology in 2000.
    [Show full text]
  • Ancient Rome: Government and Economy
    ® World Book Online: The trusted, student-friendly online reference tool. Name: ________________________________________________ Date: ______________________ Ancient Rome: Government and Economy You are about to go back in time to a place called Ancient Rome! As you move back in time, you’ll get to experience the birth of a government that still has an impact on many nations of the world today! Go to http://www.worldbookonline.com Click on “Student.” If prompted, log on with ID and password Find It! The legend of the founding of Rome is a brutal one. While the beginning was filled with greed and deception, the result was one of the greatest empires the world has ever known. Find the World Book article on the founders of Rome, “Romulus and Remus,” to learn the story of how it all began. 1. Where were Romulus and Remus born? 2. Why did Amulius force Rhea Silvia to become a Vestal Virgin? 3. According to legend, who was the father of the twins? 4. What animal found the twins on the shore of the Tiber River? 5. How did the brothers choose the site of their new city? 6. Why was Remus killed? 7. Since Rome began as a city of men, how did Roman men find wives? © 2016 World Book, Inc. Chicago, Illinois, U.S.A. All rights reserved. World Book and the globe device are trademarks or registered trademarks of World Book, Inc. This webquest may be reproduced without World Book’s permission provided that it is reproduced exactly as published by World Book and is reproduced for entirely non-commercial educational purposes.
    [Show full text]
  • Archaeology and Religion in Late Bronze Age Canaan
    religions Article Archaeology and Religion in Late Bronze Age Canaan Aaron Greener W.F. Albright Institute of Archaeological Research in Jerusalem, Salah e-Din St 26, 91190 Jerusalem, Israel; [email protected] Received: 28 February 2019; Accepted: 2 April 2019; Published: 9 April 2019 Abstract: Dozens of temples were excavated in the Canaanite city-states of the Late Bronze Age. These temples were the focal points for the Canaanites’ cultic activities, mainly sacrifices and ceremonial feasting. Numerous poetic and ritual texts from the contemporary city of Ugarit reveal the rich pantheon of Canaanite gods and goddesses which were worshiped by the Canaanites. Archaeological remains of these rites include burnt animal bones and many other cultic items, such as figurines and votive vessels, which were discovered within the temples and sanctuaries. These demonstrate the diverse and receptive character of the Canaanite religion and ritual practices. It seems that the increased Egyptian presence in Canaan towards the end of the period had an influence on the local belief system and rituals in some areas, a fact which is demonstrated by the syncretic architectural plans of several of the temples, as well as by glyptic and votive items. Late Bronze Age religious and cultic practices have attracted much attention from Biblical scholars and researchers of the religion of Ancient Israel who are searching for the similarities and influences between the Late Bronze Age and the following Iron Age. Keywords: Late Bronze Age; Canaan; religion; cult; temples; Egypt 1. Introduction Numerous excavations and a fairly large number of contemporary written documents give us a good picture of the religious system and cult practices in Canaan1 during the Late Bronze Age (ca.
    [Show full text]
  • Andronovo Problem: Studies of Cultural Genesis in the Eurasian Bronze Age
    Open Archaeology 2021; 7: 3–36 Review Stanislav Grigoriev* Andronovo Problem: Studies of Cultural Genesis in the Eurasian Bronze Age https://doi.org/10.1515/opar-2020-0123 received June 8, 2020; accepted November 28, 2020. Abstract: Andronovo culture is the largest Eurasian formation in the Bronze Age, and it had a significant impact on neighboring regions. It is the important culture for understanding many historical processes, in particular, the origins and migration of Indo-Europeans. However, in most works there is a very simplified understanding of the scientific problems associated with this culture. The history of its study is full of opposing opinions, and all these opinions were based on reliable grounds. For a long time, the existence of the Andronovo problem was caused by the fact that researchers supposed they might explain general processes by local situations. In fact, the term “Andronovo culture” is incorrect. Another term “Andronovo cultural-historical commonality” also has no signs of scientific terminology. Under these terms a large number of cultures are combined, many of which were not related to each other. In the most simplified form, they can be combined into two blocks that existed during the Bronze Age: the steppe (Sintashta, Petrovka, Alakul, Sargari) and the forest-steppe (Fyodorovka, Cherkaskul, Mezhovka). Often these cultures are placed in vertical lines with genetic continuity. However, the problems of their chronology and interaction are very complicated. By Andronovo cultures we may understand only Fyodorovka and Alakul cultures (except for its early stage); however, it is better to avoid the use of this term. Keywords: Andronovo culture, history of study, Eurasia 1 Introduction The Andronovo culture of the Bronze Age is the largest archaeological formation in the world, except for the cultures of the Scytho-Sarmatian world of the Early Iron Age.
    [Show full text]
  • Prehistoric Britain
    Prehistoric Britain Plated disc brooch Kent, England Late 6th or early 7th century AD Bronze boars from the Hounslow Hoard 1st century BC-1st century AD Hounslow, Middlesex, England Visit resource for teachers Key Stage 2 Prehistoric Britain Contents Before your visit Background information Resources Gallery information Preliminary activities During your visit Gallery activities: introduction for teachers Gallery activities: briefings for adult helpers Gallery activity: Neolithic mystery objects Gallery activity: Looking good in the Neolithic Gallery activity: Neolithic farmers Gallery activity: Bronze Age pot Gallery activity: Iron Age design Gallery activity: An Iron Age hoard After your visit Follow-up activities Prehistoric Britain Before your visit Prehistoric Britain Before your visit Background information Prehistoric Britain Archaeologists and historians use the term ‘Prehistory’ to refer to a time in a people’s history before they used a written language. In Britain the term Prehistory refers to the period before Britain became part of the Roman empire in AD 43. The prehistoric period in Britain lasted for hundreds of thousands of years and this long period of time is usually divided into: Palaeolithic, Mesolithic, Neolithic (sometimes these three periods are combined and called the Stone Age), Bronze Age and Iron Age. Each of these periods might also be sub-divided into early, middle and late. The Palaeolithic is often divided into lower, middle and upper. Early Britain British Isles: Humans probably first arrived in Britain around 800,000 BC. These early inhabitants had to cope with extreme environmental changes and they left Britain at least seven times when conditions became too bad.
    [Show full text]
  • Elamo-Hittitica I: an Elamite Goddess in Hittite Court 07 3
    Samuel Jordan Center for Persian Studies and Culture www.dabirjournal.org Digital Archive of Brief notes & Iran Review ISSN: 2470-4040 Vol.01 No.03.2017 1 xšnaoθrahe ahurahe mazdå Detail from above the entrance of Tehran’s fire temple, 1286š/1917–18. Photo by © Shervin Farridnejad The Digital Archive of Brief notes & Iran Review (DABIR) ISSN: 2470-4040 www.dabirjournal.org Samuel Jordan Center for Persian Studies and Culture University of California, Irvine 1st Floor Humanities Gateway Irvine, CA 92697-3370 Editor-in-Chief Touraj Daryaee (University of California, Irvine) Editors Parsa Daneshmand (Oxford University) Arash Zeini (Freie Universität Berlin) Shervin Farridnejad (Freie Universität Berlin) Book Review Editor Shervin Farridnejad (Freie Universität Berlin) Editorial Assistants Ani Honarchian (UCLA) Sara Mashayekh (UCI) Advisory Board Samra Azarnouche (École pratique des hautes études); Dominic P. Brookshaw (Oxford University); Matthew Canepa (University of Minnesota); Ashk Dahlén (Uppsala University) Peyvand Firouzeh (Cambridge University); Leonardo Gregoratti (Durham University); Frantz Grenet (Collège de France); Wouter F.M. Henkelman (École Pratique des Hautes Études); Rasoul Jafarian (Tehran University); Nasir al-Ka‘abi (University of Kufa); Andromache Karanika (UC Irvine); Agnes Korn (Goethe Universität Frankfurt am Main); Lloyd Llewellyn-Jones (University of Edinburgh); Jason Mokhtarain (University of Indiana); Ali Mousavi (UC Irvine); Mahmoud Omidsalar (CSU Los Angeles); Antonio Panaino (University of Bologna); Alka Patel (UC Irvine); Richard Payne (University of Chicago); Khoda- dad Rezakhani (Princeton University); Vesta Sarkhosh Curtis (British Museum); M. Rahim Shayegan (UCLA); Rolf Strootman (Utrecht University); Giusto Traina (University of Paris-Sorbonne); Mohsen Zakeri (University of Göttingen) Logo design by Charles Li Layout and typesetting by Kourosh Beighpour Contents Notes 1.
    [Show full text]
  • Clodia, Fulvia, Livia, Messalina: What Can We Really Learn About the Elite Women of Rome?
    Clodia, Fulvia, Livia, Messalina: what can we really learn about the elite women of Rome? ‘A dissertation submitted to the University of Wales Trinity Saint David in fulfilment of the requirements for the degree of Master of Arts’ 29001652 Jacqueline Margaret Meredith 2014 Master’s Degrees by Examination and Dissertation Declaration Form. 1. This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Name: J M Meredith Date: 21 March 2014 2. This dissertation is being submitted in partial fulfilment of the requirements for the degree of Master of Arts. Name: J M Meredith Date: 21 March 2014 3. This dissertation is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references. A bibliography is appended. Name: J M Meredith Date: 21 March 2014 4. I hereby give consent for my dissertation, if accepted, to be available for photocopying, inter-library loan, and for deposit in the University’s digital repository. Name: J M Meredith Date: 21 March 2014 Supervisor’s Declaration. I am satisfied that this work is the result of the student’s own efforts. Name: …………………………………………………………………………... Date: ……………………………………………………………………………... Contents Abstract ...................................................................................................... 5 Introduction and literature review ........................................................... 6 Women in the Late Republic .................................................................
    [Show full text]