A Collection of Exceptional Ancient Greek Coins
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How 'Great' Was Alexander?
Historical Site of Mirhadi Hoseini http://m-hosseini.ir ……………………………………………………………………………………… IRANIAN HISTORY: POST-ACHAEMENIDS How ‘Great’ Was Alexander? By: Professor Ian Worthington1[1] (University of Missouri-Columbia) Why was Alexander II of Macedon called 'Great'? The answer seems relatively straightforward: from an early age he was an achiever, he conquered territories on a superhuman scale, he established an empire until his times unrivalled, and he died young, at the height of his power. Thus, at the youthful age of 20, in 336, he inherited the powerful empire of Macedon, which by then controlled Greece and had already started to make inroads into Asia. In 334 he invaded Persia, and within a decade he had defeated the Persians, subdued Egypt, and pushed on to Iran, Afghanistan and even India. As well as his vast conquests Alexander is credited with the spread of Greek culture and education in his empire, not to mention being responsible for the physical and cultural formation of the Hellenistic kingdoms — some would argue that the Hellenistic world was Alexander's legacy.[2[2]] He has also been viewed as a philosophical idealist, striving to create a unity of mankind by his so-called fusion of the races policy, in which he attempted to integrate Persians and Orientals into his administration and army. Thus, within a dozen years Alexander’s empire stretched from Greece in the west to India in the far east, and he was even worshipped as a god by many of his subjects while still alive. On the basis of his military conquests contemporary -
English Turf Labyrinths Jeff Saward
English Turf Labyrinths Jeff Saward Turf labyrinths, or ‘turf mazes’ as they are popularly known in Britain, were once found throughout the British Isles (including a few examples in Wales, Scotland and Ireland), the old Germanic Empire (including modern Poland and the Czech Republic), Denmark (if the frequently encountered Trojaborg place-names are a reliable indicator) and southern Sweden. They are formed by cutting away the ground surface to leave turf ridges and shallow trenches, the convoluted pattern of which produces a single pathway, which leads to the centre of the design. Most were between 30 and 60 feet (9-18 metres) in diameter and usually circular, although square and other polygonal examples are known. The designs employed are a curious mixture of ancient classical types, found throughout the region, and the medieval types, found principally in England. Folklore and the scant contemporary records that survive suggest that they were once a popular feature of village fairs and other festivities. Many are found on village greens or commons, often near churches, but sometimes they are sited on hilltops and at other remote locations. By nature of their living medium, they soon become overgrown and lost if regular repair and re-cutting is not carried out, and in many towns and villages this was performed at regular intervals, often in connection with fairs or religious festivals. 50 or so examples are documented, and several hundred sites have been postulated from place-name evidence, but only eleven historic examples survive – eight in England and three in Germany – although recent replicas of former examples, at nearby locations, have been created at Kaufbeuren in Germany (2002) and Comberton in England (2007) for example. -
Subject Index
Cambridge University Press 978-1-107-66185-1 — Early Hellenistic Portraiture Edited by Peter Schultz , Ralf von den Hoff Index More Information subject index Note: Page numbers shown in bold italics indicate illustrations. Achaian dedication at Olympia, 212, 222 by Lysippos, 123–4, 219 Aphrodite, 14–15, 77, 79, 114, 167, 222 Acanthus Column at Delphi, 85 “Schwarzenberg” Alexander, 55, 126, 132, Apelles, Birth of Venus, 79 Achilles, 134, 220 219, 219 Apollo, 168 Ackland Art Museum, Univ. North Carolina tetradrachms of, 114, 114 on coinage, 114 at Chapel Hill victory medallions of, 114–15, 115 Parnopios (“Locust Apollo”), 141 fragmentary bronze head of the woman, 69 Testament of, 167 Sitalkas, 172 Ada of Caria, 18, 19, 23, 211 Alexandria, 141 Apollonios, 192 adequation (Poseidippos), 134 Temple of Sarapis at, 260 Apollonis, 168 aeisitoi, 190, 192, 194 Alkaios, 131 Apoxyomenos from Ephesos, 89, 151 Aelian, 132 Alscher, L., 89 Apulia, bell krater from, 108 agalma, 118, 162 Ammianus Marcellinus, 249 Archelaos, 114 maker of, 153 Amunomenes, 26 Archias, 16 Agasikratis, 165, 166 Amyntas, 169, 205, 213–16 Archidamos III, 14 Agathe Tyche, 197 Anakreon, 256 Archilochos, 131 Agelaos, 95, 96 anastasis, 166 Archimedes, 255 Agias, 69, 84, 88, 89, 93, 93 anathemata, 167 Archinos Phaniou Eleusinios, 149–50 agonothete, 16 anathyrosis, 225, 240 Archippe from Aixone, 19–20 Aiantis, 191 anchisteia, 144 arete¯/aretai, 134, 212 Aion, 26 andriantopoiika, 124 Argead portraits, see Leochares Aischines, 49, 89, 134, 202n70 anthippasia, 184, 191 Argos, 212 Aischylos, -
OVID Metamorphoses
Metamorphoses Ovid, Joseph D. Reed, Rolfe Humphries Published by Indiana University Press Ovid, et al. Metamorphoses: The New, Annotated Edition. Indiana University Press, 2018. Project MUSE. muse.jhu.edu/book/58757. https://muse.jhu.edu/. For additional information about this book https://muse.jhu.edu/book/58757 [ Access provided at 20 May 2021 05:17 GMT from University of Washington @ Seattle ] book FIve The Fighting of Perseus* So Perseus told his story, and the halls Buzzed loud, not with the cheery noise that rings From floor to rafter at a wedding-party. No; this meant trouble. It was like the riot When sudden squalls lash peaceful waves to surges. Phineus was the reckless one to start it, That warfare, brandishing his spear of ash With sharp bronze point. “Look at me! Here I am,” He cried, “Avenger of my stolen bride! No wings will save you from me, and no god Turned into lying gold.”* He poised the spear, As Cepheus shouted: “Are you crazy, brother? What are you doing? Is this our gratitude, This our repayment for a maiden saved? If truth is what you want, it was not Perseus Who took her from you, but the Nereids Whose power is terrible, it was hornèd Ammon, It was that horrible monster from the ocean Who had to feed on my own flesh and blood, And that was when you really lost her, brother; 107 lines 20–47 She would have died—can your heart be so cruel To wish it so, to heal its grief by causing Grief in my heart? It was not enough, I take it, For you to see her bound and never help her, Never so much as lift a little finger, And you her uncle and her promised husband! So now you grieve that someone else did save her, You covet his reward, a prize so precious, It seems, you could not force yourself to take it From the rocks where it was bound. -
Die Intraurbanen Grabmäler Der Klassischen Periode in Limyra Martin Seyer
Die intraurbanen Grabmäler der klassischen Periode in Limyra Martin Seyer To cite this version: Martin Seyer. Die intraurbanen Grabmäler der klassischen Periode in Limyra. 2èmes Rencontres d’archéologie de l’IFEA : Le Mort dans la ville Pratiques, contextes et impacts des inhumations intra- muros en Anatolie, du début de l’Age du Bronze à l’époque romaine., Nov 2011, Istanbul, Turkey. pp.207-222. halshs-00808316 HAL Id: halshs-00808316 https://halshs.archives-ouvertes.fr/halshs-00808316 Submitted on 5 Apr 2013 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. DIE INTRAURBANEN GRABMÄLER DER KLASSISCHEN PERIODE IN LIMYRA* Martin Seyer Österreichisches Archäologisches Institut [email protected] Abstract Four tomb buildings of the Classical period are located within the city walls of Limyra: The Heroon of king Perikle and the remains of a tumulus, both at the acropolis; the hyposorion-sarcophagus of Xñtabura to the east of the Roman theatre, and an unfinished hyposorion sarcophagus directly above the excavated houses in the northwestern part of the living quarter. In general they are all regarded as intramural burials but as neither the city wall nor the tombs can be dated precisely the question arises, whether the term really is correct. -
Literature (LIT) 1
Literature (LIT) 1 LITERATURE (LIT) LIT 113 British Literature i (3 credits) LIT 114 British Literature II (3 credits) LIT 115 American Literature I (3 credits) LIT 116 Amercian Literature II (3 credits) LIT 132 Introduction to Literary Studies (3 credits) This course prepares students to understand literature and to articulate their understanding in essays supported by carefully analyzed evidence from assigned works. Major genres and the literary terms and conventions associated with each genre will be explored. Students will be introduced to literary criticism drawn from a variety of perspectives. Course Rotation: Fall. LIT 196 Topics in Literature (3 credits) LIT 196A Topic: Images of Nature in American Literature (3 credits) LIT 196B Topic: Gothic Fiction (3 credits) LIT 196C Topic: American Detective Fiction (3 credits) LIT 196D Topic: The Fairy Tale (3 credits) LIT 196H Topic: Literature of the Supernatural (4 credits) LIT 196N Topic: American Detective Fiction for Nactel Program (4 credits) LIT 200C Global Crossings: Challenge & Change in Modern World Literature - Nactel (4 credits) Students in the course will read literature from a range of international traditions and will reach an understanding and appreciation of the texts for the ways that they connect and diverge. The social and historical context of the works will be explored and students will take from the course some understanding of the environments that produced the texts. LIT 200G Topic: Pulitzer Prize Winning Novels-American Life (3 credits) LIT 200H Topic: Poe and Hawthorne (3 credits) LIT 201 English Drama 900-1642 (3 credits) LIT 202 History of Film (3 credits) The development of the film from the silent era to the present. -
Champions of the Gods
Champions of the Gods Champions of the Gods by Warren Merrifield 1 Champions of the Gods Copyright ©2006 Warren Merrifield. This is an entry into the Iron Game Chef ‘06 competition. It uses the ingredients Ancient, Committee and Emotion, and is designed to be played in four two–hour sessions. Typeset in Garamond and Copperplate. Created with Apple Pages software on a G5 iMac. Contact me at [email protected] 2 Champions of the Gods Map of the Ancient Greek World 3 Champions of the Gods Introduction This is my Iron Game Chef ‘06 Entry. It uses the ingredients Ancient, Committee and Emotion, and is designed to be run in four two–hour sessions with between three and five participants. There is no Gamesmaster. I am no authority on Ancient Greece and its myths, so please indulge me any inaccuracies that I may have presented here. Background The Ancient Greek World, during the Age of Gods and Men: Zeus, father of all the Gods has decided that he wants a new religious festival for the Mortals to honour him. He has declared that it will be known as the “Olympics” and shall be held in the most worthy city–state in all of the Greek World — anywhere from Iberia to the Black Sea. But there are more city–states than Zeus can be bothered to remember, so to discover which is most worthy, he has chosen a number of his Godly offspring to do it for him. They will be known as the “Mount Olympus Committee”, and will report back in four mortal years, or Zeus shall rip all of Creation asunder. -
The Influence of Achaemenid Persia on Fourth-Century and Early Hellenistic Greek Tyranny
THE INFLUENCE OF ACHAEMENID PERSIA ON FOURTH-CENTURY AND EARLY HELLENISTIC GREEK TYRANNY Miles Lester-Pearson A Thesis Submitted for the Degree of PhD at the University of St Andrews 2015 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/11826 This item is protected by original copyright The influence of Achaemenid Persia on fourth-century and early Hellenistic Greek tyranny Miles Lester-Pearson This thesis is submitted in partial fulfilment for the degree of Doctor of Philosophy at the University of St Andrews Submitted February 2015 1. Candidate’s declarations: I, Miles Lester-Pearson, hereby certify that this thesis, which is approximately 88,000 words in length, has been written by me, and that it is the record of work carried out by me, or principally by myself in collaboration with others as acknowledged, and that it has not been submitted in any previous application for a higher degree. I was admitted as a research student in September 2010 and as a candidate for the degree of PhD in September 2011; the higher study for which this is a record was carried out in the University of St Andrews between 2010 and 2015. Date: Signature of Candidate: 2. Supervisor’s declaration: I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of PhD in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. -
The Herodotos Project (OSU-Ugent): Studies in Ancient Ethnography
Faculty of Literature and Philosophy Julie Boeten The Herodotos Project (OSU-UGent): Studies in Ancient Ethnography Barbarians in Strabo’s ‘Geography’ (Abii-Ionians) With a case-study: the Cappadocians Master thesis submitted in fulfilment of the requirements for the degree of Master in Linguistics and Literature, Greek and Latin. 2015 Promotor: Prof. Dr. Mark Janse UGent Department of Greek Linguistics Co-Promotores: Prof. Brian Joseph Ohio State University Dr. Christopher Brown Ohio State University ACKNOWLEDGMENT In this acknowledgment I would like to thank everybody who has in some way been a part of this master thesis. First and foremost I want to thank my promotor Prof. Janse for giving me the opportunity to write my thesis in the context of the Herodotos Project, and for giving me suggestions and answering my questions. I am also grateful to Prof. Joseph and Dr. Brown, who have given Anke and me the chance to be a part of the Herodotos Project and who have consented into being our co- promotores. On a whole other level I wish to express my thanks to my parents, without whom I would not have been able to study at all. They have also supported me throughout the writing process and have read parts of the draft. Finally, I would also like to thank Kenneth, for being there for me and for correcting some passages of the thesis. Julie Boeten NEDERLANDSE SAMENVATTING Deze scriptie is geschreven in het kader van het Herodotos Project, een onderneming van de Ohio State University in samenwerking met UGent. De doelstelling van het project is het aanleggen van een databank met alle volkeren die gekend waren in de oudheid. -
Two Late Fifth Century B.C. Hoards from South Italy
Two late fifth century B.C. Hoards from south Italy Autor(en): Kraay, Colin M. Objekttyp: Article Zeitschrift: Schweizerische numismatische Rundschau = Revue suisse de numismatique = Rivista svizzera di numismatica Band (Jahr): 49 (1970) PDF erstellt am: 08.10.2021 Persistenter Link: http://doi.org/10.5169/seals-173963 Nutzungsbedingungen Die ETH-Bibliothek ist Anbieterin der digitalisierten Zeitschriften. Sie besitzt keine Urheberrechte an den Inhalten der Zeitschriften. Die Rechte liegen in der Regel bei den Herausgebern. Die auf der Plattform e-periodica veröffentlichten Dokumente stehen für nicht-kommerzielle Zwecke in Lehre und Forschung sowie für die private Nutzung frei zur Verfügung. Einzelne Dateien oder Ausdrucke aus diesem Angebot können zusammen mit diesen Nutzungsbedingungen und den korrekten Herkunftsbezeichnungen weitergegeben werden. Das Veröffentlichen von Bildern in Print- und Online-Publikationen ist nur mit vorheriger Genehmigung der Rechteinhaber erlaubt. Die systematische Speicherung von Teilen des elektronischen Angebots auf anderen Servern bedarf ebenfalls des schriftlichen Einverständnisses der Rechteinhaber. Haftungsausschluss Alle Angaben erfolgen ohne Gewähr für Vollständigkeit oder Richtigkeit. Es wird keine Haftung übernommen für Schäden durch die Verwendung von Informationen aus diesem Online-Angebot oder durch das Fehlen von Informationen. Dies gilt auch für Inhalte Dritter, die über dieses Angebot zugänglich sind. Ein Dienst der ETH-Bibliothek ETH Zürich, Rämistrasse 101, 8092 Zürich, Schweiz, www.library.ethz.ch http://www.e-periodica.ch COLIN M. KRAAY TWO LATE FIFTH CENTURY B.C. HOARDS FROM SOUTH ITALY Although the first of the hoards here described was found long ago and dispersed immediately after discovery, it still seems possible to extract from the surviving account more detailed information about its contents than has yet been done. -
ON TRANSLATING the POETRY of CATULLUS by Susan Mclean
A publication of the American Philological Association Vol. 1 • Issue 2 • fall 2002 From the Editors REMEMBERING RHESUS by Margaret A. Brucia and Anne-Marie Lewis by C. W. Marshall uripides wrote a play called Rhesus, position in the world of myth. Hector, elcome to the second issue of Eand a play called Rhesus is found leader of the Trojan forces, sees the WAmphora. We were most gratified among the extant works of Euripi- opportunity for a night attack on the des. Nevertheless, scholars since antiq- Greek camp but is convinced first to by the response to the first issue, and we uity have doubted whether these two conduct reconnaissance (through the thank all those readers who wrote to share plays are the same, suggesting instead person of Dolon) and then to await rein- with us their enthusiasm for this new out- that the Rhesus we have is not Euripi- forcements (in the person of Rhesus). reach initiative and to tell us how much dean. This question of dubious author- Odysseus and Diomedes, aided by the they enjoyed the articles and reviews. ship has eclipsed many other potential goddess Athena, frustrate both of these Amphora is very much a communal project areas of interest concerning this play enterprises so that by morning, when and, as a result, it is too often sidelined the attack is to begin, the Trojans are and, as we move forward into our second in discussions of classical tragedy, when assured defeat. issue, we would like to thank those who it is discussed at all. George Kovacs For me, the most exciting part of the have been so helpful to us: Adam Blistein, wanted to see how the play would work performance happened out of sight of Executive Director of the American Philo- on stage and so offered to direct it to the audience. -
7Th Grade Lesson Plan: It's Greek to Me: Greek Mythology
7th grade Lesson Plan: It’s Greek to me: Greek Mythology Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the edu- cator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. This particular lesson plan is primarily effective in a classroom setting. Assessment strategies and rubrics are included. The lessons were developed by Lisa Van Gemert, M.Ed.T., the Mensa Foundation’s Gifted Children Specialist. Introduction Greek mythology is not only interesting, but it is also the foundation of allusion and character genesis in literature. In this lesson plan, students will gain an understanding of Greek mythology and the Olympian gods and goddesses. Learning Objectives Materials After completing the lessons in this unit, students l D’Aulaires’ Book of Greek Myths by Ingri and will be able to: Edgar Parin D’Aulaire l Understand the Greek view of creation. l The Gods and Goddesses of Olympus by Aliki l Understand the terms Chaos, Gaia, Uranus, Cro- l The Mighty 12: Superheroes of Greek Myths by nus, Zeus, Rhea, Hyperboreans, Ethiopia, Mediter- Charles Smith ranean, and Elysian Fields. l Greek Myths and Legends by Cheryl Evans l Describe the Greek view of the world’s geogra- l Mythology by Edith Hamilton (which served as a phy. source for this lesson plan) l Identify the names and key features of the l A paper plate for each student Olympian gods/goddesses.