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In the United Kingdom, especially since its re-introduction into GCSE exams by the coalition government of 2010, Latin composition attracts strong opinions. Indeed, Latin teaching methodologies altogether are highly debated. Traditional methods of grammar-translation are avoided by reading courses because of their supposed elitist nature, yet they are still used by many practitioners, and this is typically where prose composition is seen. This study investigates the use of composition in the teaching of Latin to a group of Year 7 students who usually follow a reading course, to see if writing Latin can be of any benefit to students who otherwise would not write any Latin. There is a great deal of literature on the topic, both in favour and against the pedagogical uses of composition. The aim of this study was to implement techniques from the literature into the students’ lessons, and to see what the outcomes were of this new skill.

This project investigated the effectiveness of a creative Latin composition exercise. Within this exercise, students built upon existing Latin textbook material, inserting their own character into an existing Cambridge Latin Course (CLC) story (CSCP, 1998). This form of exercise has links to more conventional prose composition exercises, but it also takes inspiration from exercises which use fanfiction to improve language skills (Bahoric and Swaggerty, 2015).

This study presents a single-class and multi-class instance segmentation approach applied to ancient Palmyrene inscriptions, employing two state-of-the-art deep learning algorithms, namely YOLOv8 and Roboflow 3.0. The goal is to contribute to the preservation and understanding of historical texts, showcasing the potential of modern deep learning methods in archaeological research. Our research culminates in several key findings and scientific contributions. We comprehensively compare the performance of YOLOv8 and Roboflow 3.0 in the context of Palmyrene character segmentation—this comparative analysis mainly focuses on the strengths and weaknesses of each algorithm in this context. We also created and annotated an extensive dataset of Palmyrene inscriptions, a crucial resource for further research in the field. The dataset serves for training and evaluating the segmentation models. We employ comparative evaluation metrics to quantitatively assess the segmentation results, ensuring the reliability and reproducibility of our findings and we present custom visualization tools for predicted segmentation masks. Our study advances the state of the art in semi-automatic reading of Palmyrene inscriptions and establishes a benchmark for future research. The availability of the Palmyrene dataset and the insights into algorithm performance contribute to the broader understanding of historical text analysis. [ABSTRACT FROM AUTHOR]

In the UK, Latin is often seen as an elitist subject taught largely at fee-paying schools. Over the past generation, however, great strides have been made in opening up the subject to students from all backgrounds. A major hindrance to widening access to Latin at university level is that the language can often prove challenging for students. Data collected for this article reveal that only 77% of Latin students on beginners' modules in UK universities achieved a pass. Or in other words, nearly a quarter of students embarking on the study of Latin either fail or withdraw from their module. This article seeks to investigate the problems of retention and progression in support of the battle to make the study of Latin sustainable and accessible in higher education. By analysing survey responses from 29 UK universities offering beginners' Latin modules, it explores the impact of factors such as module weighting and duration, contact hours, class sizes, textbooks and assessment methods. In so doing, it breaks new ground in its rigorous statistical analysis of a significant set of quantitative data in an effort to improve our understanding of successful ancient language teaching, tackle real-world issues of retention, and promote student success. [ABSTRACT FROM AUTHOR]

The last years have seen the application of Natural Language Processing, in particular, language models, to the study of the Semantics of ancient Greek, but only a little work has been done to create gold data for the evaluation of such models. In this contribution we introduce AGREE, the first benchmark for intrinsic evaluation of semantic models of ancient Greek created from expert judgements. In the absence of native speakers, eliciting expert judgements to create a gold standard is a way to leverage a competence that is the closest to that of natives. Moreover, this method allows for collecting data in a uniform way and giving precise instructions to participants. Human judgements about word relatedness were collected via two questionnaires: in the first, experts provided related lemmas to some proposed seeds, while in the second, they assigned relatedness judgements to pairs of lemmas. AGREE was built from a selection of the collected data. [ABSTRACT FROM AUTHOR]

This article investigates two unique narratives contained in Genesis 32:22-33 and Exodus 4: 24-36. Both stories share elements of what on the surface appear to be violent and fearful encounters with the divine. Ottonian analysis is used to understand how the placement of these narratives in their context allows the larger text and the reader to understand these episodes as not simply fearful, but as moving from fear to awe as the encounter reveals a piece of the fabric of the intimacy between man and God. Ultimately it is the entire narrative taken within its place in the Hebrew Bible, along with later discussion and commentary, that allow these episodes to develop into the story of a rich and complex relationship between man and a God who cannot be reduced to either an unspeakable experience or an articulable set of concepts, but is at once fully mysterious, numinous, and self-revelatory. [ABSTRACT FROM AUTHOR]

Who is the husband of Zion in Isaiah 62:5? English modern translations are divided into three different primary readings: 'your builder' or 'God', 'your builders' or 'foreigners', and 'your sons'. This article will weigh on each translation with textual criticism as its tool to seek out this answer. [ABSTRACT FROM AUTHOR]

Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

One of the main characteristics of the philosophy of Descartes which marked the starting point of modern philosophy and was continued by English empiricism and German Idealism is a special attention to the subject instead of cosmos, being or God. But what caused such a turn to subject? With a historical linguistic approach it can be shown that the replacement of old languages of philosophy namely Greek, Arabic and Latin language by modern European languages namely French, English and German can be one of the causes of that turn in the history of philosophy. It seems interesting that the change in modern European language occurred exactly at the same time the modern philosophy appeared. In this research we will concentrate on the word order and the possibility of the omission of the subject in the sentence. In modern European languages there is a insistence on the subject to appear at the beginning of the sentence. This can lead to a special attention to the subject in philosophical aspect. It may seem interesting that old languages of philosophy are null-subject languages in the sense that in these languages the subject can be omitted. In these languages the subject sometimes comes after the verb or even will not appear in the phrase. That may seem why in those languages a philosophy similar to modern philosophy did not appear. Finally it will be shown that the change in language did not confine to mere language and has important philosophical implications.

In this paper, A shorter version of the paper appeared in German in the final report of the Digital Plato project which was funded by the Volkswagen Foundation from 2016 to 2019. [35], [28]. we present a method for paraphrase extraction in Ancient Greek that can be applied to huge text corpora in interactive humanities applications. Since lexical databases and POS tagging are either unavailable or do not achieve sufficient accuracy for ancient languages, our approach is based on pure word embeddings and the word mover's distance (WMD) [20]. We show how to adapt the WMD approach to paraphrase searching such that the expensive WMD computation has to be computed for a small fraction of the text segments contained in the corpus, only. Formally, the time complexity will be reduced from O (N · K 3 · log K) \mathcal{O}(N\cdot {K^{3}}\cdot \log K) to O (N + K 3 · log K) \mathcal{O}(N+{K^{3}}\cdot \log K) , compared to the brute-force approach which computes the WMD between each text segment of the corpus and the search query. N is the length of the corpus and K the size of its vocabulary. The method, which searches not only for paraphrases of the same length as the search query but also for paraphrases of varying lengths, was evaluated on the Thesaurus Linguae Graecae® (TLG®) [25]. The TLG consists of about 75 · 10 6 75\cdot {10^{6}} Greek words. We searched the whole TLG for paraphrases for given passages of Plato. The experimental results show that our method and the brute-force approach, with only very few exceptions, propose the same text passages in the TLG as possible paraphrases. The computation times of our method are in a range that allows its application in interactive systems and let the humanities scholars work productively and smoothly. [ABSTRACT FROM AUTHOR]

Cognitive and generative approaches to linguistics have taken a different perspective on grammatical polysemy and grammaticalization. While the former see polysemy as a core characteristic of language and a necessary result of grammaticalization within idiolects, the latter see it as a less interesting phenomenon peripheral to linguistics proper. Grammaticalization is seen as a phenomenon of language acquisition which does not disturb the homogeneity of idiolects. These differing perspectives have generated much debate between the two approaches and are even in large part responsible for the different programmatic focuses of each. While the disagreement over grammatical polysemy between these two approaches to language is rooted in entrenched commitments on each side that are perhaps irreconcilable, at least some common ground does seem to be possible. Specifically, when it comes to inter-generational corpora, it seems that both cognitive and generative approaches to linguistics can agree that the universal phenomenon of grammaticalization would result in polysemy at least at the language community level. This can serve as a common ground on which both generative and cognitive linguists can join efforts in describing and explaining usage profiles of grammatically polysemous forms at the corpus level according to prototypicality, even if disagreement persists on the nature of the idiolect.

This article is intended as a case study to introduce students to the life and work of St Jerome, and more specifically to his exegetical method. Letter 21 to Pope Damasus contains Jerome’s interpretation of the parable of the Prodigal Son and offers the ideal text to read with third year or honours Latin students. Since Professor Dircksen has a special interest in the teaching and learning of Latin, this contribution is meant for that section of the Festschrift. My aim is twofold: firstly, to offer an introduction to the text, focusing on several aspects which illustrate Jerome’s exegetical method; and secondly, to illustrate how this material can be presented to students. Students are introduced to a well-known patristic author’s approach to a biblical text, but in this process, they are taught how to approach any text themselves.

The holy Quran has been not had enough studies in Archaeology and ancient languages to get more understanding. The Quran historical event needs in necessary to widely vision for this event,and with other cultural tools like ancient languages we could understand the word and text in Quran in particular the word which belong to old or ancient event as well as a historical study for the period of event. According to this methodology, the research deal with qur'anic text (Ayah) in style of (Tedabur) as attempt to understand the significance of the names of the gods of the people of Noah (Sumerians) and rooting this names to Mesopotamian languages. The name of Gods are contained in Surat Noah.

This article is intended as a case study to introduce students to the life and work of St Jerome, and more specifically to his exegetical method. Letter 21 to Pope Damasus contains Jerome's interpretation of the parable of the Prodigal Son and offers the ideal text to read with third year or honours Latin students. Since Professor Dircksen has a special interest in the teaching and learning of Latin, this contribution is meant for that section of the Festschrift. My aim is twofold: firstly, to offer an introduction to the text, focusing on several aspects which illustrate Jerome's exegetical method; and secondly, to illustrate how this material can be presented to students. Students are introduced to a well-known patristic author's approach to a biblical text, but in this process, they are taught how to approach any text themselves. [ABSTRACT FROM AUTHOR]

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This text presents in detail the content of the curricula and programs related to the study of classical languages and classical antiquity in Serbia and Romania. According to higher education and the study of classical languages in programs, different from the specialized bachelor programs, such is being offered in Serbia in just a few places for some philological majors (such as "Romance Studies"). The most practiced training mainly in Latin Language for non-professionals is being observed in Romania. Such training is included in bachelor programs of Historical, Theological and Legal Department. [ABSTRACT FROM AUTHOR]

This paper shows the outcomes of a study carried out at the Department of Classical Philology at the Faculty of Classical and Modern Philology in Sofi a University, dealing with latest trends in classical education in the Balkan area. It aims to outline some crucial characteristics of teaching and learning ancient languages, history and culture in secondary and higher education in the countries of the Balkan Peninsula. Emphasis is put on the different ways by which different educational systems face the challenges in harmonizing their own national features with both the new development and research tendencies in classics and the new generations' requirements. In all the countries surveyed, a central issue comes to the fore: education in classics turns out to be a strong medium for actualizing both the common European identity of diverse nationhoods and the countries' own national distinctiveness. [ABSTRACT FROM AUTHOR]

Considering the vast scope of material on slavery in antiquity, this article aimed to design a search filter that delimits the scope of socio-historical aspects specifically relevant to the New Testament passages dealing with slavery. The term ‘search filter’ was borrowed from Information Technology, denoting defined search terms aimed at more efficient and effective searches of vast amounts of data. The search filter designed in this article made use of the following search terms: the period under investigation; the geographical region under investigation; various definitions of slavery; ancient terminology for slavery; and aspects arising from the New Testament passages themselves. Each of these criteria were considered in turn, and the results were used to define the search filter. Finally, the search filter was represented schematically.