Literatura científica selecionada sobre o tema "Classics by subject"

Abstract Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sought to diminish their role in, or even remove them from, the college curriculum. This essay will subject materials such as entrance requirements, curricula, and reformist literature to a critical re-reading. Rather than examining the extent to which the position of the classics diminished relative to other subjects during this period, it will show how the content of the classical curriculum was reformed and refined to better realize its pedagogical potential and ensure its relevance to the changing needs of students.

The article deals with the issue of understanding in the classical, non-classical and post-non-classical traditions and their realization in understanding of mathematics. The understanding of mathematics is considered on the example of the works of L. Wittgenstein and J. Deleuze. For the nonclassical author Wittgenstein, mathematics is a rule-based activity akin to the language game. Deleuze did not write directly about mathematics, but we can take his idea of the autonomy of discourse, its independence from the subject. Senses appear by themselves in the play of other senses. It happens not through intuition and not through the game of the subject, but through the interaction of the senses themselves. Mathematics has its own plane of immanence: mathematical discourse. A comparison is made between the ideas of Deleuze and those of the fictionalist H. Field: it is shown that Field could as well speak about the discourse. However, the question of the ontological status of logic (as opposed to mathematics) remains open. It is impossible to solve it in the non-classical theories of understanding. The Wigner’s question about the effectiveness of mathematics in the natural sciences also remains open.

AbstractThis article describes the ways in which four non-specialist Latin teachers are introducing Latin to their schools1. The interviews reported here took place in four secondary schools in London and the South-East in 2019. The interviews were informal and were held with the teachers while I was consultant on behalf of the charity Classics for All while training non-specialists to introduce Latin into their schools, where no classical subjects had been offered previously. Teachers use Latin to meet Ofsted targets for the uptake of the English Baccalaureate (henceforth EBacc2) and to provide a broad and ambitious curriculum for all students. Resources and subject knowledge provide intellectual challenge and also stimulation. In conclusion I recommend greater support from the Department for Education (DfE) working with subject organisations to develop a coherent strategy for introducing classical subjects in state-maintained schools in order to support DfE and Ofsted objectives.

‘Why would you choose Latin?’ I have been asked an overwhelming amount of times, to which, over time, my simplified answer became ‘because I didn't want to do drama’. I realised that my initial wearisome and somewhat preprepared speech wasn't able to effectively communicate my admiration for the intricate and sophisticated subject. Not only for how it enriches the mind in school but also how studying the history that comes with it leads to the understanding of the impact the classical times has had on our society, from the way it works to the way it doesn't. For these reasons, I firmly believe that all school pupils should have the opportunity to study Classics.

The article attempts to reconstruct Gorgias’ theory of logos. It is shown that the logos, hiding reality, produces infinite existential possibilities in the consciousness of the subject, connected not with truth, but with doxa. The article also suggests that Gorgias, unlike Parmenides, limited the use of the logos only to this world. In our world, the phenomena of consciousness, qualia, all perceptual acts are somehow linguistically encoded. When we approach the realm of the transcendent, the language falls silent, and any attempt to describe such an experience turn out to be profanation. Of the diverse discourses that exist in our world, according to Gorgias, only poetic creativity is authentic, which, being in no way connected with objective reality, creates an entirely fictional world of art, where only true empathy through catharsis, i.e. morality, is possible.

We are now in our second year of Latin teaching at Lionheart Trust and it's fair to say that it has grown substantially as an initiative. The idea to teach Latin as an extra-curricular subject grew from our very positive experience of running Classics Clubs after school for Year 7s. These clubs were based on Greek and Roman mythology, local archaeology (plentiful given we are based in Leicester, a Roman city) and a little bit of Latin. The children loved all of these experiences and we realised quite quickly that there was an appetite for greater Latin teaching.

Synopsis: Crossing Bowen Street Crossing Bowen Street is an extended novel set in Melbourne, Australia. The protagonist, Meg Flanagan, is accepted to teachers' college. Meg is 24 years old and has worked, and lived out of home, since 17. Having completed her year 12 studies part time while working, she has applied to the Melbourne State College for a Bachelor of Education. Melbourne State College is subsequently 'amalgamated'A into Philip University, the original 19th century sandstone institution which borders MSC. Meg has worked as a medical secretary prior to commencing her studies. An only child, she is the first member of her family to go to university, indeed to finish high school. Tertiary study is exciting for Meg and the novel explores the psychic journey as well as the intellectual one, as Meg experiences challenges to the possibilities for her life and the trajectory along which she once assumed it would flow. The narrative is told through episodic and epistolary forms, with particular periods in Meg's cultural and academic life forming the focus, picking up the integral elements of her journey and examining the psychic context and action. Characters in the undergraduate chapters of the novel are somewhat transient, although very important to Meg's rapidly developing, changing sense of herself. The constant 'trying out' of ways of being and even lifestyles sees Meg losing old 'friendships' and making new, even temporary, ones all the time. This allows the opportunity for Meg to explore her feelings about connecting to others and the nature of her relationships. The Meg reflected back to her by others is of constant interest to her, particularly as she is frequently reminded that others see a very different Meg than she does. The novel commences at the outset of Meg's tertiary career, as she initially articulates the extent of her aspiration, of her sense of the possibility of her own life. Each vignette deals, chronologically, with an aspect of Meg's expanding sense of possibility, socially, emotionally, intellectually. Certain vignettes explore her relations with friends and acquaintances in the course, which in turn provide A In 1988, Federal Labor Minister for Education John Dawkins, devised a plan to end the streaming of Australian tertiary institutions and created what is called the Unified National System. This meant that colleges of advanced education and institutes of technology were either created universities in their own right, or more commonly, merged with an appropriate existing university. This process allows a fascinating insight into the class dimensions of hierarchies and stratifications. The need of universities and their members for status has been profoundly underscored. the background and context for her sexual relationships. That aspect of her developing subjectivity provides a marked contrast, which Meg uses as leverage, when set against her sense of herself as a scholar and her growing notion of entitlement, which allows her to 'choose', where previously she believed she had no choice; the choice is a scholarly career. Within all this, Meg discovers and is deeply empowered by certain political left, and feminist, discourses within the university community. She is equally dismayed and alienated by other feminist practices; her growing engagement with her own agency sees her quickly abandoning feminist subject positions previously dear to her, which served a particular purpose and are now superseded. This notion of feeling betrayed by the promise of a value system (or rather, its practitioners) will recur throughout the action of the novel, as Meg moves into an academic role, first as doctoral student and then as academic, seeking to live her values as practice and to remain true to what her trajectory has taught her. This is crystallised in the novel as the role played by the place she came from, and how that informs, and complicates, who she becomes. The novel seeks to explore the fundamental contradictions in doing so, through Meg's increasing awareness that the academy is not the harmonious, class aware institution she has idealised, but a world driven by status and hierarchies. This realisation must be reconciled in the light of Meg's anxieties about her working-class background. Meg's doctoral training at an elite university underscores her developing sense of what constitutes excellence and the role played by highly influential conservative institutions in maintaining social arrangements. As her academic career unfolds, the holding of a Cambridge PhD allows Meg opportunities to make change as certain privileges are afforded her by virtue of her Cambridge status. Yet it is this very notion that she seeks to challenge. Her growing passion for the State University of Victoria, an institution developed for the education of working-class people, informs her activism within the academy. Why are excellence and equity polarised? Why does the institution matter more than the scholarship? Why is so much practice within universities contrary to the values scholars often claim? These questions are explored through the dynamics of academic working life as student and later as a teacher at a university with an explicit equity agenda. The Start of the End (2003): The action commences on a late Friday after at SUV, when the Department of Communication & Cultural Studies has just been advised of Meg's promotion to Associate Professor. This vignette sees the initial soiree and celebrations and allows Meg to reflect on her experience. As her colleagues and friends are congratulating her, a particular student comes looking for Meg. It is clear that Angela Watson needs course advice particularly from Meg. Their discussion seems a straightforward one on the face of it, but it underscores many things; that Meg has come the full circle in her academic life, and what it is that her journey has really been about. The route to professorial appointment is considered, as is the source of Meg's greatest professional joy and fulfillment; is it scholarship, followed by leadership, in her discipline? It is knowing she has continued to speak and act to change the life chances of all students, wherever possible? Or is it the subtle distilling of both of these, along with the knowledge which emerges from the nexus of teaching and research. That scholarship, new knowledge, surely must be taking us somewhere specific in relation to others? The more we know, the more we can do...to what end? From this reflection, we see the action of the novel unfold. We return to this scene at the end of the novel, as Meg considers the trajectory of her life and its themes in her work. The novel ends as she is faced with the next challenge. Arrival (1989): Acceptance sees Meg as she is attempting to transform her life and create a new one. She has just been advised of her admission to an undergraduate Bachelor of Education program, at the major Melbourne teachers' college. Meg shares her rented home with her high school best friend, Anna, and her fiance, Jason, who appears to be superfluous in her life. Meg is aware he is a partner for who she used to be. We see Meg in her job as a medical secretary and this allows the mapping of Meg's sense of her own world, as she travels between home and work. This first stage of seeking her aspiration- to be an English teacher-evolves. As Meg considers the meaning of what she is about to do and how she knows it is right. This involves a consideration of what work means in our lives and how this is different for jobs according to how they are classed. Her relationship with the life she has known, the person she has been, is changing and this change is represented through her relationship with Jason. Meg's first day at teachers' college demonstrates that she is in a constant, often painful, dialogue with herself. The difficulties she encounters in making sense of the relation between her two 'lives' are thrown into sharp relief. The preparation for college sees Meg interrogating herself about how she can be different. Her initial experiences at the College resonate with her highest expectations of the life that awaits her, of the multiple possibilities currently being authored for her. Her first attendance at classes offers the opportunity to try out some of those possibilities, to test them against those she meets and to map the ways she could discover to 'be'. There is much tension and fear, but also endless excitement and these conflicting emotional states parallel and marble each other. It is on this day that she meets Jennifer Wren, her first real friend at university, who offers so many challenges to Meg. Their friendship involves a constant exhausting shift of subject positions, which Meg is able to look back on with affection in years to come. Going Bowling (1989): within a few weeks of commencing at university, Meg is socializing with some of her new friends, having neatly segmented her home and college lives. Meg has already realised that her friendships fall into separate groups; her friendship with Jennifer and the people Jennifer knows does not find its way into this group. They meet in the city to go bowling and have a meal. While Meg really enjoys these new people, already tensions are developing in relations between the group. Their unofficial leader, Rosemary Marshall, has a tendency to seek control and already resistance is showing. Rosemary particularly does not like Jennifer. Meg is enjoying her flirtation with Pete Danville, whom she has assumed to be gay. His very flattering attention has already developed Meg's confidence and stoked her ego, which has eroded in her stagnating relationship with Jason. Rosie has developed a crush on Pete and seems to take the flirtation with Meg personally. Dynamics in the group become slightly uncomfortable but Meg has grown quickly fond of her new friends, especially flamboyant Marina, another whom Rosemary seems to dislike. The discussions which occur during their evening deepen both the relationships and the tensions between them and draw lines which will determine the outcome of their various friendships. The Ball (1990): In the third year of her degree, much has happened to Meg. She is married to Jason, although she omits him from much of her psychic (and practical) life. Meg and her friends attend the Faculty's annual formal dinner dance. Meg has so far managed to balance the competitiveness which occurs between all of them, both academically and personally. The negotiation of her respective friendships with Jennifer and Marina requires a great deal of diplomacy; the subtext in this is very disturbing to Meg. What exactly is the conflict about? She can't be sure why they don't like each other; it could be Marina's smoking, or Jennifer's confidence to spare, but these things also annoy her, yet she does not fight with either girl as they do with each other. Rose has always insisted that the problem is Jennifer's private school background, but Marina went to a catholic girls' school, so what could the difference be? The ball is initially a happy occasion; the girls dress up and they dance and drink champagne together with the boys. But dynamics operating beneath the surface force their way up. Rosie is ready to force Pete to confront her continuing crush on him; Pete confronts Meg about their ongoing flirtation. Meg gives in and admits to herself for the first time that she does want to be with Pete. He is grown up and exciting and strong. He offers her something she has never had with Jason. Married less than a year, she pushes her husband out of her thoughts. The events of the ball force Meg to confront the differences between all her friends and the discomfort this affords everyone. Rosie's continued need for control over the group is acknowledged. Future Present (1991): Meg lives in Carlton with Pete. This is the busiest year thus far in her academic career and the financial, academic and emotional pressure is showing. This vignette gives us the range of Meg's academic activities and the way her life has fallen since the events at the ball eight months earlier. We see Meg grappling with her own evaluation of the changes in her 'way of being'; trying on different ways of living that she has idealised and finding them just as wanting as the last. Meg faces some key existential questions in this vignette and seeks answers which she finally discovers only she can give. Her relationship with Pete, the values and goals they share (and don't share) are thrown into sharp relief and provide a touchstone for the clearer determination of Meg's aspiration and future. Her relationship with various female friends is also revisited and this offers insight into Meg's constant checking of herself against idealised female templates. There is a crisis of identity and strength which constitutes an important fork in Meg's road. Beyond (1992): Beyond sees Meg determinedly seeking ways she can progress towards her goal, while still constantly checking against herself that postgraduate study (let alone a scholarly life) is available to her. We accompany Meg as she seeks and locates the academic path she wants; this is the backdrop for her further psychic exploration of the women who intimidate yet fascinate her, particularly Heloise Waul, who is a significant influence through Meg's postgraduate career. The sites in which Meg's personal struggles manifest are highlighted in this vignette, particularly in terms of dress and cultural pursuit. The conversations between Meg and Heloise also allow an exploration of the feminist politics of that milieu and the class tensions which operate tacitly within those politics. Bound to the Caucus (1992); Meg has now nearly completed her undergraduate degree and has been active for some time in university life and student politics. Her feminist and socialist education is well advanced. Bound to the Caucus shows us Meg in her student politics world for the first time, where the segue of her activism and academic life have taken her. Meg has found female friends who understand that part of her which struggles with inadequacy, although at this point in the novel this common struggle is not well understood or articulated. It is in this vignette that Meg admits her growing attraction for a Liberal student activist, Stuart Noble; this proscribed liaison raises many questions about values and aspiration, as well as the dominant sexual politics of the time and place. Bound to the Caucus also offers insight into the student activism occurring at universities like Philip in the early 1990s. Divergence (1993): Set in 1993, Meg is now in the early weeks of her honours program, although she has been at work on her thesis on the poet William Blake for some months. Living unhappily in a share household near the University, her relationship with Stuart Noble continues to develop, reaching a crisis point in this period. These events occur in the context of Meg's activist career in the Student Left, particularly as she encounters issues of identity around her class, feminism and difference amongst Left women. While Meg fights these battles passionately in an intense milieu, she considers them emotionally in terms of her changing sense of herself. Meg is increasingly aware that the personal impact of her class is changing for her. Additionally, she explores her relation with a 'boyfriend' of right wing political affiliation; Meg comes to recognise that this relationship is undermining her sense of herself in a way that her relationships with women in the left previously did. Honour Roll (1993): Meg is now undertaking honours and this vignette opens with Meg seeing the honours coordinator, Professor Michaela Moore, who approximates all those apparently middle-class traits to which Meg has such a push-pull relation. We see the return of a chapter of the honours thesis, discussion of the content and the constantly shifting subject positions these experiences offer Meg. This vignette also directly introduces Agnes. Mia and Agnes meet Meg after her supervision and this conversation allows very distinct if tacit class themes to develop. Meg has warmed quickly to Agnes, who is unlike anyone she has known; they have much in common in relation to their work and this binds them. Mia continually presents a viewpoint which irritates Meg, in relation to entitlement: to academic life, to funding, even to questioning how these things are enabled. Honour Roll allows us to see Meg's flourishing theoretical and intellectual life and its role in assisting her emotionally as she re-frames the same conundrums that previously constituted obstacles. The Cusp (1993): Meg's developing friendship with Agnes offers her enormous insights into difference and her developing sense of self and aspiration. While the girls come from diametrical backgrounds, they are united by their passion for their research and scholarly work. Meg is increasingly self-conscious through their discussions in terms of how she has seen herself and allowed herself to dream and seek. Cusp is set at the end of the honours year, prior to the release of results. Meg and Agnes explore their feelings about academia and this leads to discussions of purpose and the role of class within that. This vignette also documents Meg's growing social confidence and those aspects of herself which have become so sure to her, that she no longer considers them at all. Whom (1996): [Not included in this abridged edition]. Set at Cambridge, two thirds into Meg's doctorate, Whom shows Meg in the mental space which will take her back to Melbourne and the State University of Victoria. Having risen to the challenge of doctoral study, she is confronted now by deeper demons, and the need to explore and challenge them in the ambivalent context of Cambridge, which so excites her still, but which has proved empty of the profoundly held higher ideals she expected to see reflected. Set in the midst of Meg's doctoral study, this vignette is dramatically abridged in the submission novel. The importance of Whom lies in its concern with Meg's rapidly shifting sense of herself and her own scholarly subjectivity and the changes to these that the culture of Cambridge has wrought. By the second year of her PhD Meg is crystal clear about her goals and decides to spend the long break at home, rather than travelling, because she wishes to 'touch base' with her future. The action described segues into that in Courting the Enemy. Whom describes Meg's ambivalent and contradictory but passionate feelings about Cambridge. Whom demonstrates Meg's increasing anger at the status and privilege to which her education now automatically admits her, and her need to find some sort of stasis and safety in her emotional life. In this vignette, Meg meets her life partner, Jeremy McCallum (I have intentionally reduced the attention in the novel to Meg's romantic life as she matures into her career). Courting the Enemy (late 1990s): By this time, Meg is a senior lecturer in English at the State University of Victoria, which was established in the nineteenth century as the Worker's College. This vignette starts with Meg's attendance at a University Committee which is considering a transformation in relation to equity in admissions policy. Meg was drawn to SUV because of its transparent and determined commitment to educate the children of working-class people. An attack on the equity admission policy of her university galvanizes Meg and some of her colleagues. The action of the vignette considers the role of the scholar, and of such an institution as SUV, in the light of daily academic life. This vignette is primary in its demonstration of the themes of the novel. In the unabridged version, I took the opportunity to illustrate some of the vast range of administrative, intellectual and even physical demands on a senior scholar in the routine of academic life. In placing Meg in this context, I sought to highlight how a scholar of her values and commitment makes sense of the constantly shifting terrain of her working world and how this continually informs her practice. This vignette is also significant for its retrospective description of Meg's employment at SUV some years earlier. Locus: (1995). This piece of writing stands apart from the rest of the novel. I wished to write in a reflective voice, which might be from Meg's journal, were it not in the (omniscient) third person, in order to consider the headspace and meaning-making which occurs as Meg settles into Cambridge, and the lifestyle her situation allows her. Locus is a deeper engagement with Meg's sense of her identity. It considers the impact on her of the physical journeys she must make to match those of her psyche. These are thoughts too personal for a letter, even to Anna. Meg is exploring her ever shifting self and the growth in her self-belief allows her to explore what is rage; that she was bounded by illusions about her worth. Locus seeks to allow some context for Meg's anger at the role Cambridge plays. I seek to create the space in which Meg's dawning self understanding will lead her to her next, driven, purpose. Letters: throughout the novel letters are used to reveal and inform Meg's relationship with her family. This is an intentional device to distance the birth family in an attempt to blur and muddy an assessment of Meg's class through traditional measures. The letters between Meg and Aunty Jean particularly reveal much of the classed emotional antecedents of Meg's life. There are also letters exchanged with Meg's high school best friend, Anna, who has moved to the country and a very different lifestyle. Meg writes to Anna often, using the acceptance she feels in the friendship and her sense that Anna understands her, to touchstone her own emotional growth. Formal letters from institutions ring changes in settings and mark significant points in the geographical and academic trajectory of the character. All the letters serve to introduce time and event changes consistent with the episodic style of the narrative.

Availability of genome sequences for numerous bacterial species comprising of different bacterial strains allows elucidation of species and strain specific adaptations that facilitate their survival in widely fluctuating micro-environments and enhance their pathogenic potential. Different bacterial species use different strategies in their pathogenesis and the pathogenic potential of a bacterial species is dependent on its genomic complement of virulence factors. A bacterial virulence factor, within the context of this study, is defined as any endogenous protein product encoded by a gene that aids in the adhesion, invasion, colonization, persistence and pathogenesis of a bacterium within a host. Anecdotal evidence suggests that bacterial virulence genes are undergoing diversifying evolution to counteract the rapid adaptability of its host&rsquo
s immune defences. Genome sequences of pathogenic bacterial species and strains provide unique opportunities to study the action of diversifying selection operating on different classes of bacterial genes.

The unavoidable interaction of a quantum system with its environment usually degrades its coherence and quantumness. The environment and the decoherence process may be described as the interaction with a classical or quantized bath. As a matter of fact, the classical description becomes progressively more reliable as far as the environment has many degrees of freedom, i.e. it becomes complex, or when the interaction between a quantum system and a classical fluctuating field is taken into account. In this thesis, I consider a qubit system coupled to a stochastic classical field and address the decoherence and non-Markovianity induced by the external noise as well as the spectral characterization of the classical field by quantum-limited measurement on the qubit. I thus analyze the dynamics of quantum correlations between two non-interacting, initially entangled qubits subject to a classical noise generated by a stochastic process. Two relevant classes of noise are taken into account: Gaussian noise, such as the Ornstein-Uhlenbeck process, and non-Gaussian noise, such as the random telgraph noise and the colored noise with 1/f spectrum. I also discuss the evaluation of non-Markovianity of the induced dynamical map and link the presence of revivals of quantum correlations with the information backflow to the system. The precise characterization of the stochastic process generating the classical noise, possibly using minimal resources, is a crucial ingredient for the design of high-precision measurements and reliable communication protocols. To this purpose, I also address the characterization of the spectral parameters of classical noise by quantum probes, e.g. a qubit coupled to the stochastic process generating the noise. By using the tools of quantum estimation theory, I explore the performances of quantum measurements on the qubit and show that it is possible to effectively extract information about the noise.

This thesis conceptually explores the becoming of transnational subjects. Critical interventions into disciplinary modes of knowledge production on such subjects have long problematised uni-dimensional, essentialist and identitarian approaches, but have had a limited impact on the mainstream(s) they address. In a postdisciplinary move, this thesis reads the literatures on transnational social spaces in migration studies, poststructuralist and new materialist insights on subject formation, intersectional approaches in gender studies and queer theory through one another to propose a queer intersectional approach to transnational subjects. Shifting the focus to the spaces transnationality takes place in rather than normatively defined ethnic and national communities, and interrogating intersectionality’s tendency to mark out particularly gendered and racialised bodies for intersectional analysis allows for exploring heterogeneity and multiplicity within transnational spaces. The queering of intersectionality disrupts the reliance on binary variables of much transnational migration research, towards a situated analysis of the becoming of subjects in and through the transnational space. In doing so, it not only complicates the here/there binarism transnational studies have relied on, but calls heteronormative assumptions underlying gender and transnational migration research into question, and draws attention to the relationship between transnationality, gender, sexualities and the (non-)normative alignments across those and other axes of difference. In an illustrative case study, this queer intersectional approach to the becoming of transnational subjects is then put into critical dialogue with the British South Asian transnational space through an analysis of scholarly representations of British Asians, the Channel 4 dramas Britz and Second Generation, and a Tumblr blog.

Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.

Rapido riesame degli studi precedenti sul trattato di arte militare scritto da Eliano (I-II secolo) e suoi rapporti con Asclepiodoto ed Arriano, autori di due opere analoghe a quella di Eliano. Evidenziati i limiti dell'unica edizione critica esistente del testo (ad opera di Kà à à à ¶chly, pubblicata nel 1855). Proposto un nuovo testo, privo di molti interventi del precedente editore ) accompagnato da una nuova traduzione in lingua italiana (le due precedenti sono del 1552), e commento su particolarita' linguistiche, storiche e sociali dei primi 27 capitoli del manuale.
Status quaestionis of the researches about Aelianus tacticus and his only work, the Tactica Theoria, a manual concerning ancient greek army. It is examined too the relation existing with Asclepiodotos' and Arrian's works (both known with the title of "Ars Tactica"). A new critic text is given for chapters I-XXVII (the last edition was published in 1855 and has many errors), with a translation in Italian language (last translations: 1552) and a commentary about linguistic, historical and social matters.

Considerable historical attention has been paid to the end of Empire in Britain’s East African colonies and the consequences of this for postcolonial states. The forced migration of minority South Asian populations from the new nation-states of East Africa has received considerably less attention. South Asians remain at the margins of African and British national histories, constructed variously as either fringe opponents of anti-colonial nationalist movements or marginalised minorities. Yet re-assessing the history of these ‘refugee’ communities has the potential to enhance scholarly understanding of both colonial and postcolonial power relations and migrant-refugee identity formulation and re-formulation. Moreover, studies of migrant communities in Britain have tended to treat South Asians as a homogenous group, paying relatively little attention to the specific identity trajectories of those who were expelled from the new nation-states of East Africa. In contrast, this research takes as its starting point the transnational experiences of East African Asians as multiple migrants, exploring the reformulation of political and cultural identities during the course of their expulsion, migration and resettlement in and between postcolonial states.

This essay argues that the Gothic novel enacts the material precariousness of its fictional worlds through the psychological disposition, equally precarious, of its characters. In Gothic fiction, the precariousness of characters manifests in psychological phenomena based on dubious information, seductive fantasies, and overpowering affects and emotions. Following a psychoanalytic theory of sublimation, I show that these mental states indicate a physiological-material excess within the subject, and I examine how the character-subjects of Gothic fiction develop in relation to this bodily and material dimension of their being. At the same time, this approach is concerned with the measure of autonomy and self-conduct that characters of Gothic fiction are enabled to maintain in response to precisely this corpo-reality. I will put this materialist approach to the test by examining three of the classics: The Castle of Otranto (1764) by Horace Walpole, Emily Brontë's Wuthering Heights (1847), and Northanger Abbey (1817) by Jane Austen. I hope to show that the Gothic novel forms a test case for us to rethink the ontology of literary characters in both literary and ethical terms, while enabling ways of exploration that may as well apply to other, non-Gothic styles of fictional world-making.

Abstract To an essay about Echo in the Stanford Literary Review, the poet Anne Carson once appended the subtitle ‘A notional refraction through Sophokles, Plato and Defoe’. My chapter here, an attempt to under- stand Carson’s project in Autobiography of Red (1997) as a poetic his- tory of western ideas about human selfhood, offers instead a notional refraction of Geryon, a Greek mythical figure in whom Carson has demonstrated particular interest, through Stesichorus, Dante, and Heidegger. Besides the fragments of the archaic Greek poet Stesichorus’ lyrical narrative poem the Geryoneis (especially those contained in P.Oxy 2617), in my view the Christian picture of the objectified Geryon painted by Dante, and Heidegger’s identification of time as the chief locus by which human subjectivity orients itself, are two of the most important intellectual and aesthetic compass points that can help us reading the poetic map of Carson’s poem.

Abstract Early nineteenth-century England witnessed both the consolidation of the power of the bourgeoisie, and the remarkable recovery of authority of classics, which had earlier been subject to mounting criticism. This was no coincidence. As Armstrong puts it, we find ‘a sudden infatuation with classical authors at a point in history when strong group interests appear to be at stake’. Friedrich Paulsen made the connection explicitly in his study of German education: Introduction of Greek as the obligatory subject in the schools was carried out at the same time as the bourgeoisie entered society ... In the nineteenth century, the dukes and princes also had to learn Greek in order not to fall behind in education. These ... are the essential factors which led to the surprising change in the nature of education and the constitution of the schools.

Abstract In the National Curriculum promulgated in England and Wales in 1988, no reference was made to classics. Nothing shows more clearly just how marginalized a subject has become which once lay at the heart of English high culture. How are the mighty fallen! But why did they take so long to fall? Might we not have expected an elitist subject centred on the learning of dead languages to have been discarded after the industrial revolution, the emergence of parliamentary democracy, and the triumph of the vernacular? On the contrary, the continuing role of classics as a means to the maintenance of social identities and the exclusion of outsiders for long underpinned its existence as a source of cultural authority. My title refers to the change which took place between 1830 and 1960 in the form this authority took: the high-cultural claims of Victorian Hellenism gave way in the twentieth century to a lower-key disciplinary formation whose symbolic centre of gravity was Latin rather than Greek. The decisive moment in this process was symbolically marked by the abolition of the compulsory Greek requirement by Oxford and Cambridge after the First World War.

This chapter explores the visual aspect, a territory shared with archaeology and art history. The Greek and Roman world poured an astonishing amount of its surplus into expensive monuments and elaborate public images, and their study is naturally an important part of classical archaeology. Unlike many other archaeologies, this subject studies a world extremely well documented by abundant and diverse literary and textual evidence, and it is thus part of the wider classics project. The discussion explores some of the great gains made by recent work in this area and some of the remaining deficiencies. Gains have resulted from application of historically based questions, while deficiencies arise from the still largely untheorised nature of this subject's research and discourse.

This paper shows how to explore, in the English class for law students, the film noir based on novels, some classic films which are seen as vehicles in order to go deeply into popular beliefs about law and society. The paper wants to be the support for a course to-be syllabus. It will be a systematic, comprehensive film-as-law approach which asks how film about law can constitute a legal culture beyond the film. The paper is an example of law and film studies, itself a sub-discipline of law and cultural studies. Beyond methodological innovation, cultural studies can promote change in legal studies by widening the moments of subjectivity that are even considered in the analysis of law and legality. This research of classic American film noir and mystery classics, based on American cultural studies, political and social conflicts, is quite new in Romania. Therefore, the investigation will be a complex process in which seven classic American film noirs (1940s-1950s) and the novels which they are based on will interact dinamically with the social background in order to create the agenda of changes on the homefront, postwar years, international tensions, gender and family uncertainties in an American unsettled decade. As movies and literature scholarship is one of the most exciting of recent interdisciplnary ventures, it has an enormous potential in the law school classroom as a positive and popular measure. Some general features of the American film noir will provide the background to the topics and the legal system will be set within the framework with\ particular reference to the social conflicts.The way in which law and the protagonists are portrayed in film noir and literature is a fascinating subject for the professors of law and law students. I think that in Romanian law schools, films and classic literature with a legal theme should/could be used to identify various aspects of legal activity ranging from legal practice (i.e. intrinsic lawyer skills including legal argument, negotiation and advocacy) to various aspects of the legal process (e.g. the function of the judge and jury) as well as important elements of legal and ethical theory. I will conduct research on the Law Through Film and Literature with a viewpoint to writing a textbook and related teacher's manual that can be used by myself and other professors to teach this subject.

Recommendation systems (RS) have been used in many scenarios, from entertainment to health. Inside the RS area, Educational Recommendation Systems (ERS) are becoming popular, been used for different types of recommendations such as recommending materials, exercises, and learning paths. As ERS works in a different scenario of classics RS, ERS requires specific evaluation metrics. However, the task of evaluating ERS is difficult once the educational field has its features to be analyzed. To help other researchers in this field, this work presents a systematic mapping on methods used for evaluating ERS. This study analyzed 91 papers of the last five years and provide an overview of the main methodologies, subject, metrics, and trends in the evaluation of ERS.

Human life and body represent social values that have always been and remain the subject of criminal law protection. Precisely, the authors in the first part of the work point to the incrimination of the crime of murder throughout the historical era of Serbia and the neighboring countries, and also that the life and body of members of certain social classes were not subject to criminal law protection, and in certain eras the criminal law protection of life and body was not provided equally to every person. The continuous development of society and changes in all spheres led to the need for more and more contact between people, and their relationships led to various conflicts and the desire to be resolved at their own discretion. The second part of the work deals with conflict situations that led to mutual attacks in order to resolve the situations that ended with an attack and endangering the physical integrity of people. Thus, when studying the criminal offense of murder, which is one of the classics, perhaps even the oldest criminal offense which has already been discussed so much from a theoretical point of view and, at first glance, it seems that everything has already been said, there are still a lot of disputed questions that need to be discussed, in a theoretical, criminological sense, as well as to clarify the problems that arise in judicial practice. Some research indicates that a high percentage (even over 80 percent) of perpetrators of criminal acts would not have started committing criminal acts if they had known for sure that they would be discovered as perpetrators of the same. Research data indicate that violence in Serbia has increased by 74%. The third part of the work deals with the incrimination of the most serious criminal offense from the aspect of modern and international criminal law, as well as their recommendations for the purpose of prevention and repression.

In his novel “We,” the renowned Russian writer Evgeny Zamyatin establishes a new direction in world literature - the genre of anti-utopia. Among his stylistic predecessors are noted figures such as Gogol, Leskov, and Turgenev, regarded as classics of Russian literature, as well as Swift, Wells, and Anatole France. Conceptually, the theme resonates with Dostoevsky's Grand Inquisitor in “The Brothers Karamazov.” However, the impetus for the author's vision can be traced back to Thomas More's “Utopia,” where inhabitants wear identical uniforms. In an even more distant era, this aligns with the norms of Plato's “The Republic,” featuring censorship for Homer, whose works are reduced to hymns praising the gods. Striking parallels can be drawn with Thomas Campanella's “The City of the Sun” and Jean-Jacques Rousseau's doctrine of maintaining equality through coercion.Zamyatin's anti-utopia rejects idealised depictions, such as Vera Pavlovna's Fourth Dream in Chernyshevsky's “What Is to Be Done.” the fate of D-503 illustrates how the individual transforms into an object subject to manipulation in the name of exalted “reason,” while in essence, it serves to solidify alienated authority.

The aim of this work is to study the dynamics of the impact that the students’ leisure activities have on the value system formation of modern students. The object of the empirical analysis is musical and theatrical art as a form of multi-dimensional socio-cultural influences. Noting their interdependence, the authors on a particular empirical material prove the change in the value of leisure in the modernization of higher education in Russia, and establishment of a new function - the formation of common cultural competences and worldview attitudes of the future professionals. Special attention is paid to the role and importance of leisure activities of students for the society, and necessity of researching them for the formation of cultural policy. We show the results of the monitoring studies by the authors identifying the ideas that modern students have about leisure preferences, and refute the myth about the lack of demand for works of world and national classics. An increase of students’ reflection degree on works which address social problems has been revealed in motivation for choosing a cultural work. Student society is increasingly becoming an acting subject in society, and this is reflected in sudents' leisure preferences.

The ability to overcome life collisions, the ability to find new, non-standard solutions to problems - these qualities are relevant in the modern world. Changes in society entail changes in the upbringing of schoolchildren, and this is due to the individual, personal and professional qualities of a teacher, such as: organization, increased self-esteem and professional competence, focus on results. The level of development of children's creativity, their readiness to study at school and for life, also depends on the professionalism of teachers. It is the teacher, as a universal specialist, who, when planning and organizing classes in different subjects, is able to identify characteristic subject relationships, determine the necessary means of teaching and development of schoolchildren, and also design identical results of educational activities in several educational areas. Meta-subject approach is a means of achieving a meta-subject result. The main goal of the meta-subject approach in teaching is: the development and qualitative renewal of pedagogical activities, and the improvement of the quality of education.

Coronavirus change the world included teaching approaches. With schools closed, technology has become a powerful tool for educational purposes; the potential of elearning affects education significantly as it provides improved informational content and interactive apps to apply theoretical knowledge. Teaching methods should be considered for each subject to ensure students get significant experience. This paper summarizes findings from an empirical study involving a new integrated e-learning method for the architecture structural design course using flipping the classroom and gamification as learning methods. The e-learning solutions used were short videos containing each subject's essential theory and interactive software programmed as smartphone applications containing the course subjects. A web site with the class videos embedded and examples for solving the application's games ensures students get the same information and practice the same exercises. A comparison between classes on-site and online classes is presented to assess this new method's effects. Results were promising; students like to learn about the class subjects at their own pace; they enjoyed practicing mathematical and physics theory feeling inside a video game mood. Students gained motivation, engagement, and good grades during this online learning period; no final exam was needed as they presented a final project using the structural concepts learned. Keywords: educational innovation, flipped classroom, e-learning, gamification

The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.

The ways of providing comprehensive efficiency increase in communication facilities of the academic space are given with regard to stipulated methods of managing distributed network resources. Selected the user interfaces types are distinguished according to user actions in the studied subject area, which made it possible to justify and hierarchically organize the categories of adaptive toolkit of the branch- oriented workshop environment by the classes of components declared in the project, which are closely related to the scheme of learning experiment and are basic means for simulating transients. The analytical models of classes of components of the virtual laboratory stand are compiled, the elements of which represent the properties and methods for visualization and further processing of interacting instances of the basic locations of the subject area, while ensuring system stability and controllability by clear distribution of functionality. Finally, the unification of component set template properties of the subject area is implemented, which greatly extending the targeted destination of virtual platform and increasing number of educational disciplines of academic course covered by the designed media resource. The results of the pedagogical verification showed an increase in the students’ performance in mastering the subject area by means of presented branch-oriented workshop environment.

The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.

This short report presents a preliminary study of harbour structures in Classical and Hellenistic Cyprus, 480–31 BC. Previous research on the island has already compiled a rich corpus of information on the subject (e.g., Raban, 1995; Leonard, 2005; Theodoulou, 2006; Empereur et al., 2017). Despite these considerable efforts, the construction techniques of harbours have been constantly examined through the interpretative framework of the Phoenician and Greek traditions (Raban, 1995; Marangou, 1997; Theodoulou, 2006). While acknowledging its limitations, this study attempts to objectively characterize the construction techniques identified in Cyprus through the case study of Amathus, a submerged Hellenistic harbour on the south coast.

One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

The middle class, or rather middle classes, to do justice to their heterogeneity, have been and continue to be at the centre of the long political and economic crisis that has been ravaging Brazil since 2014. Available interpretations that try to explain the positions taken by different political authors are biased by structural, ideological, or cultural determinism. To escape these determinisms, I draw on Stuart Hall’s political sociology in order to understand the link between the class situation of the middle classes and their constitution as political subjects of various shades as contingent intersectional articulations. The emphasis on contingency obviously does not imply a belief that political developments are fortuitous and detached from social structures. Nor does it ignore the existence of groups with deeply held ideological or cultural convictions who consistently adopt, over long periods of time, political attitudes compatible with these beliefs. However, taken as a whole, the middle classes have shown a very heterogeneous and changing political trajectory over time. They adhere to discourses - both right-wing or more egalitarian ones - and make political choices based on the power of these narratives to capture, in given circumstances, their anxieties, expectations, claims and aspirations.

Topicality of modeling information transparency is determined by the influence it has on the effectiveness of management decisions made by an economic entity in the context of uncertainty and information asymmetry. It has been found that information transparency is a poorly structured category which acts as a qualitative characteristic of information and at certain levels forms an additional spectrum of properties of the information that has been adequately perceived or processed. As a result of structuring knowledge about the factor environment, a fuzzy cognitive model of information transparency was constructed in the form of a weighted digraph. Structural analysis and scenario forecasting of optimal alternatives of the fuzzy cognitive model made it possible to evaluate the classes of factors, identify their limited relations, establish the centrality of the roles of information transparency and information and communication security in the system built and evaluate their importance when modeling the situation self-development. Information visibility, reliability and availability have been found to have the strongest impact on the system. Taking into account different initial weights of the key factors — information transparency and information and communication security — the study substantiates the strategic ways for economic entities to achieve their goals in the context of uncertainty and information asymmetry, which allows us to use this approach as a tool for strategic management in the information environment.

This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.

This work deals with the new, relativistic direction in quantum econophysics, within the bounds of which a change of the classical paradigms in mathematical modelling of socio-economic system is offered. Classical physics proceeds from the hypothesis that immediate values of all the physical quantities, characterizing system’s state, exist and can be accurately measured in principle. Non-relativistic quantum mechanics does not reject the existence of the immediate values of the classical physical quantities, nevertheless not each of them can be simultaneously measured (the uncertainty principle). Relativistic quantum mechanics rejects the existence of the immediate values of any physical quantity in principle, and consequently the notion of the system state, including the notion of the wave function, which becomes rigorously nondefinable. The task of this work consists in econophysical analysis of the conceptual fundamentals and mathematical apparatus of the classical physics, relativity theory, non-relativistic and relativistic quantum mechanics, subject to the historical, psychological and philosophical aspects and modern state of the socio-economic modeling problem. We have shown that actually and, virtually, a long time ago, new paradigms of modeling were accepted in the quantum theory, within the bounds of which the notion of the physical quantity operator becomes the primary fundamental conception(operator is a mathematical image of the procedure, the action), description of the system dynamics becomes discrete and approximate in its essence, prediction of the future, even in the rough, is actually impossible when setting aside the aftereffect i.e. the memory. In consideration of the analysis conducted in the work we suggest new paradigms of the economical-mathematical modeling.

Objectives of the study: the development of a common structure of cloud technology tools for learning of fundamentals of mathematical informatics. Research objectives: to classify the resources of cloud study in the basics of mathematical informatics. Object of study: the tools learning the fundamentals of mathematical informatics for students of technical universities. Subject of study: the tools of cloud technology for learning of fundamentals of mathematical informatics. Methods: analysis, synthesis. Research results: the common structure of cloud technology tools for learning of fundamentals of mathematical informatics was developed. Conclusions and recommendations: designed system of cloud technology tools for learning of fundamentals of mathematical informatics can be used in the construction of appropriate methodological system of learning.