Papers by Undergraduate Classics Students: Abstracts; Response by Kathleen M
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Language Contact and Identity in Roman Britain
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 5-16-2016 12:00 AM Language Contact and Identity in Roman Britain Robert Jackson Woodcock The University of Western Ontario Supervisor Professor Alexander Meyer The University of Western Ontario Graduate Program in Classics A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Robert Jackson Woodcock 2016 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Ancient History, Greek and Roman through Late Antiquity Commons, and the Indo- European Linguistics and Philology Commons Recommended Citation Woodcock, Robert Jackson, "Language Contact and Identity in Roman Britain" (2016). Electronic Thesis and Dissertation Repository. 3775. https://ir.lib.uwo.ca/etd/3775 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Language is one of the most significant aspects of cultural identity. This thesis examines the evidence of languages in contact in Roman Britain in order to determine the role that language played in defining the identities of the inhabitants of this Roman province. All forms of documentary evidence from monumental stone epigraphy to ownership marks scratched onto pottery are analyzed for indications of bilingualism and language contact in Roman Britain. The language and subject matter of the Vindolanda writing tablets from a Roman army fort on the northern frontier are analyzed for indications of bilingual interactions between Roman soldiers and their native surroundings, as well as Celtic interference on the Latin that was written and spoken by the Roman army. -
1 Gallo-Roman Relations Under the Early Empire by Ryan Walsh A
Gallo-Roman Relations under the Early Empire By Ryan Walsh A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Arts in Ancient Mediterranean Cultures Waterloo, Ontario, Canada, 2013 © Ryan Walsh 2013 1 Author's Declaration I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This paper examines the changing attitudes of Gallo-Romans from the time of Caesar's conquest in the 50s BCE to the start of Vespasian's reign in 70-71 CE and how Roman prejudice shaped those attitudes. I first examine the conflicted opinions of the Gauls in Caesar's time and how they eventually banded together against him but were defeated. Next, the activities of each Julio-Claudian emperor are examined to see how they impacted Gaul and what the Gallo-Roman response was. Throughout this period there is clear evidence of increased Romanisation amongst the Gauls and the prominence of the region is obvious in imperial policy. This changes with Nero's reign where Vindex's rebellion against the emperor highlights the prejudices still effecting Roman attitudes. This only becomes worse in the rebellion of Civilis the next year. After these revolts, the Gallo-Romans appear to retreat from imperial offices and stick to local affairs, likely as a direct response to Rome's rejection of them. -
DBG Book 1 Outline
Caesar’s De Bello Gallico BOOK I OUTLINE Chapter I 1-4 Gaul has three parts, inhabited by three tribes (Belgae, Aquitaini, and Celtae/Galli) who are different in language, institutions, and laws. 4-5. The rivers that separate the three areas. 6-11. Three reasons why the Belgae are the bravest. 11-15. The final reason explains why the Helvetians surpass the other Gauls in courage, because they fight regularly with the Germans, either in Germania or in their own land. 15-18. The boundaries of the land the Gauls occupy. 18-21. The boundaries of the land the Belgae occupy. 21-24. The boundaries of the land the Aquitani occupy. Chapter II 1-6. The richest and noblest Helvetian made a conspiracy among the nobility because of a desire for power and persuaded his people to leave their land with the argument that because of their surpassing courage they would easily get control of all Gaul. 6-12. He easily swayed them because the Helvetians were hemmed in on all sides by natural barriers. 12-15. As a result they had less freedom of movement and were less able to wage war against their neighbors, and thus their warriors were afflicted with great sorrow. 15-18. They considered their land, 240 miles by 180 miles, too small in comparison with their numbers and their glory in war. Chapter III 1-6 Persuaded by their situation and the authority of Orgetorix, the Helvetians decide to get ready for departure: they buy all the wagons and pack animals they can; plant as many crops as possible for supplies on the trip, and make alliances with the nearest states. -
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. -
Oratio Recta and Oratio Obliqua in Caesar's De Bello
VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS (Under the Direction of James C. Anderson, jr.) ABSTRACT According to his contemporaries and critics, Julius Caesar was an eminent orator. Despite the lack of any extant orations written by Caesar, however, one may gain insight into Caesar’s rhetorical ability in his highly literary commentaries, especially the De Bello Gallico. Throughout this work, Caesar employs oratio obliqua (and less frequently oratio recta) to animate his characters and give them “voices.” Moreover, the individuals to whom he most frequently assigns such vivid speeches are his opponents. By endowing his adversaries in his Commentarii with the power of speech (with exquisite rhetorical form, no less), Caesar develops consistent characterizations throughout the work. Consequently, the portrait of self-assured, unification-minded Gauls emerges. Serving as foils to Caesar’s own character, these Gauls sharpen the contrast between themselves and Caesar and therefore serve to elevate Caesar’s status in the minds of his reader. INDEX WORDS: Caesar, rhetoric, oratory, De Bello Gallico, historiography, propaganda, opponent, oratio obliqua, oratio recta VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS B.S., Vanderbilt University, 1992 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2005 © 2005 Randy Fields All Rights Reserved VOICES OF THE ENEMY: ORATIO RECTA AND ORATIO OBLIQUA IN CAESAR’S DE BELLO GALLICO by RANDY FIELDS Major Professor: James C. -
Diocese of Arlington Tuition Assistance Program
2016-2017 Parent/Student Handbook ST. MARK Catholic School A 2015 Blue Ribbon School of Excellence 9972 Vale Road, Vienna, VA 22181-4005 703-281-9103, FAX 703-766-3430 Fr. Pat Holroyd, Pastor Mrs. Darcie Girmus, Principal Growing in Faith, Knowledge, and Service www.stmark.org/school This school is accredited by the Virginia Catholic Education Association whose accreditation process has been approved by the Virginia Council for Private Education as authorized by the Virginia State Board of Education. Table of Contents I. PHILOSOPHY OF EDUCATION/MISSION STATEMENT ............................................1 Diocesan Philosophy of Catholic Education ........................................................................1 Diocesan Mission Statement ................................................................................................1 School Mission Statement/Philosophy ................................................................................1 Student/Parent Handbook ....................................................................................................1 Parental Role ........................................................................................................................2 Non-Discrimination Clause .................................................................................................3 Non-Catholic Students .........................................................................................................3 II. ACADEMICS ......................................................................................................................6 -
From the Editor
From the Editor Dear E-mentor readers, We are thrilled to observe that our efforts to publish E-mentor journal in English has met such a great interest. That is the fourth edition of the jour- nal prepared and published within the scope of a grant funded by the Polish Ministry of Science and Higher Education. We do hope to be able to continue the project of issuing the international version of E-mentor in the following years as it has proved to be a success. In the current edition, one may distinguish two main directions of consid- eration. The first one refers to the role of information and communication technologies both in education and in business. The latter reflects the chal- lenges that the logistics industry faces nowadays due to the ‘disruptive’ role of IT. Sensors, robots, automation, cloud computing, data analysis, 3D print- ing, autonomous vehicles, artificial intelligence, digital twins or blockchain technology are the examples of disruption mentioned by the author of the paper. Concerning the university, IT appears in the context of adaptive learning and its advantages analyzed by the team of the authors from the University of Central Florida and the Colorado Technical University, with Professor Charles Dziuban as a leader. IT is also present in the papers concerning foreign language learning by the use of videoconferences, instant messaging apps, and international collaboration tools. The concept of professional development through the online course is another example of using IT for academic purposes. Last but not least, is the proposal of an app aimed at eliminating the accessibility barriers, in this case – in Art education. -
That's the Question
Romanization or not Romanization – that’s the Question Indisier på romanisering i den første boken av Caesars De Bello Gallico Master i Historie – HI320S Vår 2011 Universitetet i Nordland Fakultet for Samfunnsvitenskap Michèle Gabathuler Takk… …til veilederen min Per-Bjarne Ravnå, som har vært uendelig tålmodig og som har ledet meg tilbake på veien igjen når jeg har gått meg vill så mange ganger. Takk for gode råd, tipps og ideer, og ikke minst for at du tok imot utfordringen med å veilede en sveitser som skriver som Yoda snakker og som er glad i å finne opp egne norske ord som ingen andre enn meg forstår. …til dere alle som måtte tåle mitt åndsfravær når vi var sammen, som måtte høre på meg legge ut om hvor artig og spennende det er å skrive om dette temaet, som måtte svare på alle slags rare spørsmål i forbindelse med oppgava mi, og som måtte oppleve entusiasmen min om dere ville eller ikke. …til dere alle som også måtte høre på sytingen min når berg- og dalbanen hadde nådd et lavpunkt igjen, der jeg syntes at det her aldri kommer til å gå bra. Takk for at dere sa “jo, det her kommer til å gå bra. Stå på.” Merci villmol allna eu! Michèle Gabathuler Bodø, 15.05.2011 1 ::ruuus::fUU'U6:n.n..tLtS C ...."SA~".~SA~ \4oI\R~ Pf!R1E5PeRIESPeReS f.G1lSKeRf.4IER6K1iR'1-4ER6~~. R\AI\Al. 1b9'PEN~1tWÆN AV SfNstNSI'N KA~I'GRGKAR'1IZ~KA~~" PRØMT"5~M'T'5ORØM1li irj ARET 50 F. -
Interdisciplinary Team Prom- Ises to Bring Into One's Life, Along with Stimulation Or Even Inspiration, a Sizable Set of Not Fully Predictable Vexations
DOCUMENT RESUME ED 316 506 SP 031 905 AUTHOR Jacobs, Heidi Hayes, Ed. TITLE Interdisciplinary Curriculum: Design and Implementation. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. REPORT NO ISBN-0-87120-165-8 PUB DATE 89 NOTE 99p. AVAILABLE FROM Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314 ($13.95). PUB TYPE Reports - Descriptive (141) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Curriculum Development; Elementary Secondary Education; *Fused Curriculum; *Integrated Curriculum; *Interdisciplinary Approach; Program Effectiveness; Unified Studies Curriculum ABSTRACT This document describes a variety of curriculum integration options ranging from concurrent teaching of related subjects to fusion of curriculum focus to residential study focusing on daily living; from 2-week units to year-long courses. Suggestions are offered for choosing proper criteria for successful curriculum integration, dealing with the attitudes of key individuals and groups; and establishing validity. A step-by-step approach to integration is presented, proceeding from selection of an organizing center to a scope and sequence of guiding questions to a matrix of activities for developing integrated units of study. A distinction is made between curriculum-content and metacurriculum--those learning skills helpful in acquiring the curriculum content being taught and in developing the capacity to think and learn independently. The book illuminates the value of higher-order thinking and learning skills and provides a vehicle for their integration into curriculum. (JD) ************************************::********************************** Reproductions supplied by EDRS are the best that can be made frum the original document. *********************************************************************** Intenlisciplin Curriculum: DESIGN AND IMPLEMENTATION U.B. DEPARTMENT OF EDUCATION Office# of Educational Research ,nd Improvement "PERMISSION TOREPRODUCE THIS EDUCATIONAL. -
Coins and Power in Late Iron Age Britain
JOHN CREIGHTON Coins and Power in Late Iron Age Britain published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge cb2 2ru, UK www.cup.cam.ac.uk 40 West 20th Street, New York ny 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarco´n 13, 28014 Madrid, Spain © John Creighton 2000 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2000 Printed in the United Kingdom at the University Press, Cambridge Typeset in Plantin 10/12pt [vn] A catalogue record for this book is available from the British Library isbn 0 521 77207 9 hardback CONTENTS List of Wgures page viii List of tables x Preface xi Acknowledgements xii List of abbreviations xiii Note on translations used xiv Introduction 1 1 The Middle to Late Iron Age transition 4 2 Coin and the representation of individual authority 22 3 The Southern and Eastern kingdoms 55 4 Classical imagery and ideology in Britain 80 5 The location of Britain in the Roman world 126 6 Legends and language 146 7 Dynasties and identities 174 8 Conclusion and epilogue: from Britain to Britannia 216 Appendix: A brief introduction to Iron Age coinage in Britain 222 References 228 Index of coin types 238 General index 241 vii FIGURES Fig. 2.1 The development of coinage in northern Europe from the Phillipus to its regional successors page 27 Fig. -
Julius Caesar's System Understanding
JULIUS CAESAR’S SYSTEM UNDERSTANDING OF THE GALLIC CRISIS: A PEEK IN THE MIND OF A HISTORY MAKER Armenia S.(1), De Angelis A.(2) (1) DIAG, Sapienza University of Rome, V.le Ariosto, 25 - 00185 Rome, Italy, - [email protected] President of the System Dynamics Italian Chapter (SYDIC) – www.systemdynamics.it (2) Col. It.A.F. – Teacher of Operations Planning - Joint Services Staff College of the Italian Armed Forces, Piazza della Rovere, 83, 00165 Rome, Italy - [email protected] ABSTRACT When studying history, it usually through the accounts of the achievements of some outstanding leaders, who were capable of grasping the defining elements of the complexity of situations they faced, like Julius Caesar, whose political career was a collection of successes that were the result of his deep understanding of the Roman society and of his sensitivity in appreciating the complex situations in the lands under his control. In this work we will focus on the early stages of Caesar’s campaign in the Gallic war. By a Systems Thinking approach, we will retrace Caesar’s thought process, thus showing that what Caesars faced in those years is no different from many situations that today’s policy makers are required to manage. It is striking to see how many similarities there are between then and now, and how many lessons could be learned (re-learned?) and applied by our policy makers. Caesar’s decisions and following actions were, in fact, the consequence of his deep and thorough understanding of the environment, and because of such systemic comprehension, he could achieve Rome’s desired end-state: securing the northwestern borders. -
I'm Not a 'Tough- Love' Judge, I Don't Believe In
LATINO LEADERS “I’M NOT A ‘TOUGH- LOVE’ JUDGE, I DON’T BELIEVE IN TEARING DOWN TALENT.” Ricky’s renaissance The superstar finds a new life inLa Banda, along with Alejandro Sanz and Laura Pausini Story by: Judi Jordan | Photos by: Courtesy of Univision RICKY MARTIN IS “LIVING A NEW LIFE” VIA LA BANDA. 60 • July / August 2015 ICKY MARTIN’S massive 32-year musical career has been an auspicious series of ‘waves’; building success upon The judges of La Banda from left to right: Alejandro Sanz, Laura Pausini and Ricky Martin. success, with well-timed breaks to parent, travel, write an autobiography, and do humanitarian work with his Ricky Martin Foundation. After launching the Latin pop crossover ‘wave’ in ’99, and setting sales records with his monster single CD Livin’ La Vida Loca [8 million copies sold], and album Ricky Martin [22 million copies sold], he went on to release Rseven more albums, including 2015’s #1 Latin Billboard and Latin American Music Award-winning album, A quien quiera escuchar. Ricky’s successful Broadway run of “Evita” was followed by a stint on “Glee” as the Spanish teacher, and a quiet time as he settled down to raise his twin boys, Valentino and Matteo. He was livin’ la vida tranquilo, it seemed. Things began to take a new turn as he took on high-profile TV gigs coaching singers for The Voice Australia, and The Voice Mexico. A call from American Idol’s tough judge Simon Cowell brought on the next big wave with an idea for a talent show that would discover the next great boy band a la Latino.