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Course Criteria
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4.00 Credits
With extensive readings from Horace's, Juvenal's, and Persius's satires, this course traces the development of the satiric mode from its earliest beginnings in Rome to its flowering under the Empire. The relationship of satire to the social world of Rome, including its treatment of money, women, political figures, and social climbers, is also examined.
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4.00 Credits
Readings from the three masters of Roman historiography, Sallust, Livy, and Tacitus. The course also considers the rise and development of history in Rome, its relationship to myth, and its narrative structure and manner.
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2.00 - 4.00 Credits
No course description available.
Prerequisite:
Prerequisite: permission of the department. Offered every year.
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4.00 Credits
Reading of Plato's Apology and Crito and selections from the Republic. The purpose of the course is to develop facility in reading Attic prose. Supplements readings in Greek with lectures on Socrates and the Platonic dialogues.
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4.00 Credits
This seminar explores the history and culture of Egypt's western oases, especially of Dakhleh Oasis. In the course of this month, as we travel physically around Dakhleh and Kharga and chronologically from deep prehistory to the advent of Christianity, we address issues of insularity and connectivity with respect to the Nile Valley, as well as the relationship between humans, technology, and the natural environment. Inhabitants of the oases always enjoyed a rather precarious existence, because of the difficulty of travel, the ever-present risk of salinization, hostile desert raiders, and general remoteness; thus, we are alerted to the ways in which the realities of living on an oasis provoked identifiable and to some degree recurrent cultural dynamics.
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4.00 Credits
In this traveling seminar, students leave Dakhleh Oasis for the Nile Valley to place what they have studied into a wider cultural context. During the course of the month, students visit temples, tombs, settlements, and other sites throughout Egypt, from Aswan to Alexandria. Seminar sessions and class presentations focus on themes related especially to Egypt's ever-evolving religious and funerary beliefs, as well as the complex, often multicultural, nature of Egyptian civic life at various periods.
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4.00 Credits
This intensive course is largely field-based, with additional time spent processing, recording, and analyzing materials at the excavation house. Students are involved in almost every aspect of the archaeological field process. Specialists offer instruction in survey techniques, in the drafting of archaeological plans, and in the interpretation of ceramics and other highly indicative artifacts. As the bulk of excavation in Egypt is undertaken by local workmen, students receive training as a site supervisor (with all of the necessary background in archaeological methodology that this entails).
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4.00 Credits
For this independent project, students produce original research on some aspect of the material culture so far unearthed at Amheida. Students may choose to specialize in a type of artifact (such as pottery, flints, or coins), choose to analyze specific contexts in depth, or develop a specific project based on their own interests and backgrounds. In all cases, they are encouraged to formulate and test hypotheses. Once completed, independent projects are archived in the library for the use of all other archaeologists who work at Amheida. Research undertaken while at Dakhleh is facilitated by our online database, by collections stored on site, and by the dig house library.
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4.00 Credits
Extensive readings from the lyric, elegiac, and iambic poets of Greece. The course studies the use of the various lyric forms, the different meters employed by the archaic poets, and the social functions of archaic poetry.
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4.00 Credits
Readings from the two fifth-century masters of Greek historiography, Herodotus and Thucydides. The course examines the themes, narrative structure, and methodology of both writers, as well as giving some consideration to the rise of history writing in Greece and its relationship to myth and epic.
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