Pub Date : 2023-10-15DOI: 10.52284/necj.50.2.article.putnam
Michael Putnam
This essay examines the imaginative connection between c. 3.27 of Horace, one of the poet’s longest and most intense odes, and a salient episode in book 9 of Virgil’s Aeneid. In particular it searches out the multivalent appearances of the concept of pietas in the descriptions of Europe’s behavior toward her father and of Nisus and Euryalus. In their case we attend both to the association between the two innamorati themselves and to that between Euryalus and his mother. I take it for granted that the two Latin masters knew and valued the work of each other.
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Pub Date : 2023-10-15DOI: 10.52284/necj.50.2.article.worsham
Rebecca Worsham, Sarah Kam, Annika Lof, Nora Sullivan, Aurora Bagley
Digital applications have increased the possibilities for the visualization of archaeological material. This paper presents two reconstructions of the Bronze Age settlement Malthi, created using Minecraft and Twine, both readily accessible programs. These recreations draw on data from archaeological work at the site and are intended to depict alternative interpretations of the settlement, allowing for the uncertainty inherent in archaeology. They are likewise intended to invite interaction with the site beyond physically visiting, with the goal of increasing participation in the formation of knowledge about Malthi. The approach advocated here is applicable to other projects struggling with ambiguous data.
{"title":"Malthi in Media: Peopling an Ancient Village in Virtual Space","authors":"Rebecca Worsham, Sarah Kam, Annika Lof, Nora Sullivan, Aurora Bagley","doi":"10.52284/necj.50.2.article.worsham","DOIUrl":"https://doi.org/10.52284/necj.50.2.article.worsham","url":null,"abstract":"Digital applications have increased the possibilities for the visualization of archaeological material. This paper presents two reconstructions of the Bronze Age settlement Malthi, created using Minecraft and Twine, both readily accessible programs. These recreations draw on data from archaeological work at the site and are intended to depict alternative interpretations of the settlement, allowing for the uncertainty inherent in archaeology. They are likewise intended to invite interaction with the site beyond physically visiting, with the goal of increasing participation in the formation of knowledge about Malthi. The approach advocated here is applicable to other projects struggling with ambiguous data.","PeriodicalId":477085,"journal":{"name":"New England classical journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.52284/necj.50.2.article.richardi
Jessica Richardi
In 1947, accomplished author and intellectual Dorothy Leigh Sayers shared her unorthodox views on education with an audience at Oxford University. The concerns she expressed about the failings of modern schooling and her proposed remedy would catalyze the “classical education” movement in the United States decades later, a movement characterized by adherence to the medieval trivium as both a tool of learning and a model for child development. The transmission of Sayers’s ideas to America, variations in the classical learning movement, and Sayers’ continued influence are discussed.
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