Archive for februar, 2016

29.02.16

Alexander the Great Holiday History Camp at Easter (Cambridge University)

Holiday History Camp, April 2015

Applications Open for Our Next Camp, 5-7 April 2016

We will run another Holiday History Camp from the 5th to the 7th of April 2016. Please see Our New Announcement, and contact Dr Sally K Church (skc1000 at cam.ac.uk, or skchurch at gmail.com) if you are interested in participating. Places are limited!

Comments from parents, teachers and participants on our past camps:

“I just wanted to say thank you for making the course so enjoyable for [my son], and for all your help organizing the transport to and from the college. He really had a great time and made new friends…. Please let us know if there any other courses like this coming up. I’m sure he would love to come back!”  – A parent

“I would like send you a very warm thank you on behalf of [my student] who was positively enchanted by the two days he spent on the course. I also would like to share with you the delightful account of his stay that he took time to write for our school bulletin. Thank you again for helping [him] attend this event.”  – Classics Enrichment & Latin Tutor

From our questionnaires, in response to the question «Which roles did you like best?»:

“Cartographer as it allowed me to see the route develop as we progressed through the course”

“Historian, using sources to find the places and coordinates”

“The Data manager because you got to research all the cities he went to and record it on a map”

“The cartographer, as you got to see maps and plot the routes”

“Researcher because it was interesting to see the modern names for ancient settlements and the challenge of trying to find the relevant information”

“Cartographer, as I had to work out the best way to convert the positions”

“I liked being the researcher the best because you were able to learn more about the individual locations whilst you found their coordinates. You could also learn their names today, and how they changed over the years”

“Cartographer , because I enjoyed seeing where Alexander went and figuring out his route (e.g. he can’t go through mountains but he can cross rivers)”

“I liked finding the coordinates of places and watching them appear on the map.”

“I enjoyed the role of the Historian the most because it required gaining a good understanding of the context and situations surrounding the journey of Alexander, looking at why, not only where, Alexander went to certain places”

“Cartographer was fun because you got to draw the routes, but I also liked blogging”

“Blogging because it was creative and fun. Cartographer because I liked connecting the places in order and looking in the text to find his route”

“Researcher – I discovered and learnt about new parts of Persia and its history”

“Blogger! I’m a writer.”

Thanks so much  to all the others who helped, including Peter Cornwell, Marianna Fletcher-Williams, Dr Robert Harding, Jeanette Langford, Iyad Nasrallah, Dr Shadia Taha and Simin Zeng.

— Eleni

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26.02.16

Klassisk filologi i Sverige

Ny bok från söta bror!

klassisk

Den klassiska filologin är en gammal vetenskap. Den står i ett motsägelsefullt förhållande till det antika arvets betydelse. Nyorienteringarna i filologin har vanligen inträffat i samband med att filologin emanciperats från sina olika användningar i politik, kultur och skola; förenklat uttryckt: när antikens inflytande minskat har filologin ryckt framåt.

Den här boken är resultatet av ett symposium i Kungl. Vitterhets Historie och Antikvitets Akademiens regi våren 2013. Den är ett uttryck för ett reflektivt medvetande bland svenska klassiska filologer om den egna disciplinens historiska förvandlingar. Den avspeglar nyfikenhet på den svenska traditionen, på överspelade inriktningar som tas upp igen och på bortglömda filologiska insatser men pekar också på nya forskningsfält. Bidragen är ordnade i fyra grupper:

–  reflexioner över de klassiska studiernas ställning,

–  kommentarer till moderna inriktningar inom filologin,

–  översättningar som en fundamental men bortglömd dimension av det filologiska arbetet, samt

–  några signifikanta öden och episoder i disciplinens historia.

Redaktörer: Eric Cullhed, Uppsala & Bo Lindberg, Göteborg

Författare: Johanna Akujärvi, Anna Blennow, Erik Bohlin, Eric Cullhed, Sigrid Schottenius Cullhed, Hans Helander, Paula Henrikson, Dimitrios Iordanoglou, Tore Janson, Erika Kihlman, Bo Lindberg, Lars Nordgren, Johannes Siapkas, Lars-Göran Sundell & David Westberg.

15.02.16

4,000 year-old shipwreck belonging to Minoans found in Turkey

http://www.dailysabah.com/nation/2016/01/30/4000-year-old-shipwreck-belonging-to-minoans-found-in-turkey

AA

Turkish researchers have discovered a 4,000 year-old shipwreck in Marmaris Hisarönü Gulf in the Mediterranean, as part of an ongoing project carried out by Dokuz Eylül University’s Marine Sciences Institute since 2007.

Professor Abdurrahman Harun Özdaş, from Dokuz Eylül University said that the 4,000 year-old shipwreck is the oldest of its kind to be found in Turkey.

He said that the shipwreck was found as part of the ‘Research on Turkey’s Underwater Heritage’ project, which has been launched in 2007.
Last year the project has received 70,000 Turkish liras in funds and aims to make an  inventory for shipwrecks in Turkey’s territorial waters.

4,000 year-old shipwreck belonging to Minoans found in Turkey

«We come up with maps based on such shipwrecks, where they dropped their anchors, as well as objects which fell off from ships» Özdaş said, and noted that they refer to this as the ‘underwater geographic information system of Turkey.’

The shipwreck is thought to be used for trading purposes and is from the Minoan Civilization, which existed around 3650 to 1400 BCE.
It is reported that the ship is thought to have capsized during a trip to Hisarönü Gulf from Cyrete through the Rhodes Island and Bozburun.

It was also reported that the project found over 20 submerged harbors and architectural remains, 25 berthages and over 400 anchors dating from the Bronze Age to the Ottoman period. There is a separate project for the Ottoman period, which was launched in 2012.

4,000 year-old shipwreck belonging to Minoans found in Turkey
— Eleni

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12.02.16

Ancient Greek manuscripts reveal life lessons from the Roman empire

http://www.theguardian.com/books/2016/feb/10/ancient-greek-manuscripts-reveal-life-lessons-from-the-roman-empire

Newly translated textbooks from the second and sixth centuries aimed at language learners also provide pointers on shopping, bathing, dining and how to deal with drunk relatives

The twelfth-century manuscript Zwettl 1, folio 11r.
How to live, the Latin way. A 12th-century manuscript with material copied from the earlier texts – an important source for Professor Dickey in her research. Photograph: Zisterzienserstift Zwettl

Ever been unsure about how to deal with a drunken family member returning from an orgy? A collection of newly translated textbooks aimed at Greek speakers learning Latin in the ancient world might hold the solution.

Professor Eleanor Dickey travelled around Europe to view the scraps of material that remain from ancient Latin school textbooks, or colloquia, which would have been used by young Greek speakers in the Roman empire learning Latin between the second and sixth centuries AD. The manuscripts, which Dickey has brought together and translated into English for the first time in her forthcoming book Learning Latin the Ancient Way: Latin Textbooks in the Ancient World, lay out everyday scenarios to help their readers get to grips with life in Latin. Subjects range from visiting the public baths to arriving at school late – and dealing with asozzled close relative.

“Quis sic facit, domine, quomodo tu, ut tantum bibis? Quid dicent, qui te viderunt talem?” runs the scene from the latter, which Dickey translates as: “Who acts like this, sir, as you do, that you drink so much? What would they say, the people who saw you in such a condition?

“Is this a fitting way for a master of a household who gives advice to others to conduct himself? It is not possible (for things) more shamefully nor more ignominiously to happen than you acted yesterday,” the scolder continues, adding: “infamiam maximam tibi cumulasti”, or “Great infamy have you accumulated for yourself … But now you don’t want to vomit, do you?”

The recipient of the attack is suitably chastened in the scenario: “I certainly am very much ashamed,” he replies. “I don’t know what to say, for so upset have I been that no explanation to anyone can I give.”

“Roman dinner parties were not always decorous affairs; participants might drink more than was sensible and while under the influence might do things that they would later regret,” writes Dickey in her book, which is published tomorrow by Cambridge University Press. “The colloquia do not describe any of these scenes, but they do include a scene in which a character is rebuked for his (unspecified) behaviour while drunk. It is unclear what the relationship between the scolder and the miscreant is, though some type of family connection seems likely.”

The colloquia show the language learners how to deal with getting to school late – a boy told that “yesterday you slacked off and at midday you were not at home”. He successfully escapes from censure by putting the blame on his very important father, whom he had accompanied “to the praetorium” where he was “greeted by the magistrates, and he received letters from my masters the emperors”.

The Latin learners are provided with examples of how to deal with visits to sick friends and preparations for dinner parties. They are also briefed on trips to the market to wrangle over prices (“How much is the cape?” “Two hundred denarii.” “You’re asking a lot; accept a hundred denarii”) and an excursion to the bank.

“We don’t know if they would have roleplayed the scenes with other students,” said Dickey, a professor of classics at the University of Reading. “But my hunch is that they did.”

Dickey said the texts were very commonly used. “We know this because they survive in lots of different medieval manuscript versions. At least six different versions were floating around Europe by 600 AD,” she said. “This is actually more common than many better-known ancient texts: there was only one copy of Catullus, and fewer than six of Caesar. Also, we have several papyrus fragments – since only a tiny fraction survive, when you have more than one papyrus fragment, for sure a text was popular in antiquity.”

‘Maledicis me, malum caput? crucifigaris!’ translates to: ‘Do you revile me, villain? May you be crucified!’

The oldest versions of the texts exist as fragments on papyri in Egypt, where the climate meant they survived. Due to the size of these fragments, Dickey had to refer to medieval manuscripts from across Europe. “They have been copied and copied over many centuries, with everyone introducing more mistakes, so they’re not that readable. As an editor, I had to find all the different manuscripts and try to work out what the mistakes were, so I could get to the original text.”

Dickey shows how the students had glossaries to help them get to grips with the new language, collecting together lists of words on useful subjects such as sacrifices (“exta” means entrails, “victimator” is a calf-slaughterer and “hariolus” is a soothsayer) and entertainment. “They’re definitely not the same sorts of words as we’d need,” said Dickey.

There’s a phrasebook section on excuses (“You did what I told you?” “Not yet “Why?” “I (shall) do it soon, for I’m in a hurry to go out”), and a varied one on insults. “Maledicis me, malum caput? crucifigaris!” or “Do you revile me, villain? May you be crucified!” is one particularly vicious one, along with: “And does he revile (me), that animal-fighter? Let me go, and I shall shake out his teeth.”

“When we think of the Romans, it’s mainly of the rich and famous generals, emperors and statesmen,” Dickey told the Guardian. “But those people are clearly atypical: they’re famous precisely because they were remarkable. Historians try to correct this bias by telling us about the masses of ordinary Romans, but rarely do we have works written by or about these people. These colloquia give us real, contemporary stories about their lives and I hope my work gives a fairer and truer vision of ancient society.”

Insights into the intended readers’ times are provided by a scene played out during a visit to the public baths. Here, wrestling is followed by anointing with oil, before time in the sweatrooms and the hot pools. “Let’s use the dry heat room and go down that way to the hot pool,” one character suggests. “Go down, pour hot water over me. Now get out. Throw yourself into the pool in the open air. Swim!” “I have swum.”

“We learn all kinds of things we didn’t know here. When they come from the baths, they take a shower and scrape themselves off with a ‘strigil’,” said Dickey. A strigil was a metal scraper used to remove dirt after an activity such as wrestling, and the characters have washed and swum since they wrestled. Dickey believes the only plausible reason for then showering and scraping is that their bath has made the characters dirtier than they were previously. “We knew the baths were dirty, but not that they were this dirty.”

— Eleni

09.02.16

Summer courses in Classics

http://www.summer-classics.com/

University College Cork

Intensive Greek and Latin Summer School

8-WEEK INTENSIVE GREEK AND LATIN SUMMER SCHOOL, UNIVERSITY COLLEGE CORK, IRELAND
June 20th – August 11th 2016

For the 17th year running, the Department of Classics at UCC offers an intensive 8-week summer school for beginners with parallel courses in Latin and Ancient Greek. The courses are primarily aimed at postgraduate students in diverse disciplines who need to acquire a knowledge of either of the languages for further study and research, and at teachers whose schools would like to reintroduce Latin and Greek into their curriculum. Undergraduate students are more than welcome to apply as well. The basic grammar will be covered in the first 6 weeks and a further 2 weeks will be spent reading original texts.

The tuition fee (including text books) for the 8-week course is €1900.

CONTACT INFORMATION
For further information and an application form see our website:
http://www.ucc.ie/en/classics/summerschool/
or contact the Director of the Summer School:
Ms.Vicky Janssens
Department of Classics, University College Cork, Ireland
+353 21 4903618/2359
fax: +353 21 4903277
v.janssens@ucc.ie

University of California, Los Angeles

Intensive Elementary Latin
Intensive Elementary Greek
Discovering the Greeks Discovering the Romans
Classical Mythology
Invention of Democracy

CONTACT INFORMATION

(310) 206-1590

UCLA Department of Classics
100 Dodd Hall
405 Hilgard Ave.
Los Angeles, CA 90095

University of California, Berkeley

Summer Intensive Latin Workshop
Summer Intensive Greek Workshop

A ten-week intensive program for students with no previous knowledge of Latin or Greek. In the first six weeks, students learn grammar and vocabulary; in the last four weeks, they read prose and verse works in the original. Six hours of instruction a day.

CONTACT INFORMATION

Tom Recht
trecht@berkeley.edu

http://www.classics.berkeley.edu/courses/workshops

Montclair State University

Beginning Latin I
Beginning Latin II
Greek Civilization
Roman Civilization
English Vocabulary: Greek and Latin Roots
Troy and the Trojan War
Mythology
Intro to Greek and Roman Religion
Women, Gender, and Sex in the Ancient World
Selected Topics in Mediterranean Archaeology: Study Abroad

Most courses are offered online, take place over 3-8 weeks, and are 3 credits. Non-Montclair students are encouraged to register. Selected Topics in Mediterranean Archaeology is part of the archaeological field school at Genzano, Italy.

CONTACT INFORMATION

Prudence Jones
jonespr@mail.montclair.edu

Jean Alvares
alvaresj@mail.montclair.edu

http://www.montclair.edu/chss/classics-humanities/

https://wfs.montclair.edu/ahomepg.htm

http://www.montclair.edu/summer/

Dept. of Classics and Humanities
Montclair State University
Montclair, NJ 07043

University of Arizona

LAT 112 – Intensive Beginning Latin
LAT 212 – Accelerated Latin II

For more information on enrolling in Summer courses at the University of Arizona, see http://summer-winter.arizona.edu.

LAT 112 – Intensive Beginning Latin
MTWRF, 9:00AM – 12:45PM
June 6 – July 7, 2016
Intensive study of basic morphology, syntax, and vocabulary of beginning Latin. Latin 112 is the equivalent of Latin 101 and 102 OR Latin 112A and Latin 112B; the pace is fast and the workload necessarily demanding. Students who successfully complete the course may advance to Latin 212 in Summer Session II, or Latin 201 in the fall term.

LAT 212 – Accelerated Latin II
MTWRF, 9:00AM – 12:45PM
July 11 – August 10, 2016
Equivalent of LAT 201 and 202. Reading and composition, prose and poetry.

 

CONTACT INFORMATION

Philip Waddell
waddell@email.arizona.edu
(520) 621-1689

Dr. Philip Waddell
Department of Religious Studies & Classics
The University of Arizona
PO Box 210105
1512 E. First Street
Tucson, AZ 85721

 

— Eleni

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