Relations militaires, commerciales et culturelles dans les Balkans de l'époque classique à la période byzantine

Symposium International. Le Livre. La Roumanie. L'Europe.
Section 4C: Relations militaires, commerciales et culturelles dans les Balkans de l'époque classique à la période byzantine. Sinaia, 20-23 September 2011.

The International Symposium entitled "Le Livre. La Roumanie. L'Europe." that took place in the picturesque town of Sinaia has just ended.

It may be surprising that this would be mentioned on this site, if it were not for the Section 4C, which focused on "Military, commercial and cultural relations in the Balkans from the classical to the Byzantine period". Here a number of interesting papers by young and established academics were presented and ideas exchanged.

The full program can be found here:

http://simpozion2011.bibliotecametropolitana.ro/page-detail-fr.aspx?cId=86

accompanied by abstracts. Photos and videos are also available, and the acts will be ready in time for next year's congress!

Klio, Beiträge zur alten Geschichte

Klio, Beiträge zur alten Geschichte

1 (1901) (Google*)(Google*) (I.A.)
1 (1902) (Google*)
2 (1902) (Google*)
3 (1903) (Google*) (I.A.)
4 (1904) (Google*) (I.A.)
5 (1905) (Google*) (Google*) (I.A.)
6 (1906) (Google*) (I.A.)
7 (1907) (Google*) (I.A.) (I.A.)
8 (1908) (Google*) (Google*) (I.A.) (I.A.) (I.A.)

Dacia, Revue d'archéologie et d'histoire ancienne.

Dacia, Revue d'archéologie et d'histoire ancienne.

First Series: 1924 - 1948.
Second Series: 1957 - Present.

Index from Dacia here.

1st Series

1 (1924). (Dacia)
2 (1925) (Dacia)
3-4 (1933) (Dacia)
5-6 (1938) (Dacia)
7-8 (1941) (Dacia)
9-10 (1945) (Dacia)
11-12 (1948) (Dacia)

New Series

1 (1957)
2 (1958)
3 (1959)
4 (1960)
5 (1961)
6 (1962)
7 (1963)
8 (1965)
9 (1966)
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28 (1984)
29
30
31
32
33 (1989)
34
35
36
37 (1993)
38-39 (1994-1995)
40-42 (1996-1998)
43-45 (1999-2001)
46-47 (2002-2003)
48-49 (2004-2005)

Revue des Etudes Grecques

Note: Some books are available in some countries but not others. There is a way around this, using proxy sites, but make sure you are not violating your country's copyright laws in doing so.

Index.
1867-1887. (Gallica)
Annuaire de l'Association pour l'encouragement des Etudes Grecques en France

21 (1887) (Gallica)

Revue des Etudes Grecques


1 (1888) (I.A.) (Gallica)
1/2 (Apr. -June 1888) (Gallica)
1/3 (Jul-Sept 1888) (Gallica)
1/4 (Oct-Dec 1888) (Gallica)
2 (1889) (I.A.)
2/5 (Jan-Mar 1889) (Gallica)
2/6 (Apr-Jun 1889) (Gallica)
2/7 (Jul-Sep 1889) (Gallica)
2/8 (Oct-Dec 1889) (Gallica)
3 (1890)
3/9 (Jan-Mar 1890) (Gallica)
3/10 (Apr-Jun 1890) (Gallica)
3/11 (Jul-Sep 1890) (Gallica)
3/12 (Sep-Dec 1890) (Gallica)
4 (1891) (I.A.)
4/13 (1891) (Gallica)
4/14 (1891) (Gallica)
4/15 (Jul-Sep 1891) (Gallica)
4/16 (Sep-Dec 1891) (Gallica)
5/17 (Jan-Mar 1892) (Gallica)
5/18 (Apt-Jun 1892) (Gallica)
5/19 (Jul-Sep 1892) (Gallica)
5/20 (Oct-Dec 1892) (Gallica)
6/21 (Jan-Mar 1893) (Gallica)
6/22 (Apr-Jun 1893) (Gallica)
6/23 (Jul-Sep 1893) (Gallica)
6/24 (Oct-Dec 1893) (Gallica)
6/25 (Jan-Mar 1894) (Gallica)
6/26 (Apr-Jun 1894) (Gallica)
7/27-28 (Jul-Dec 1894) (Gallica)
8/29 (Jan-Apr 1895) (Gallica)
8/30 (May-Jun 1895) (Gallica)
8/31 (Jul-Sep 1895) (Gallica)
8/32 (Oct-Dec 1895) (Gallica)
9/34 (Apr-Jun 1896) (Gallica)
9/35-36 (Jul-Dec 1896) (Gallica)
10/37 (Jan-Mar 1897) (Gallica)
10/38 (Apr-Jun 1897) (Gallica)
10/39 (Jul-Sep 1897) (Gallica)
10/40 (Oct-Dec 1897) (Gallica)
11 (1898) (I.A.) (I.A.)
11/41 (Jan-Mar 1898) (Gallica)
11/42 (Apr-Jun 1898) (Gallica)
11/43 (Jul-Sep 1898) (Gallica)
11/44 (Oct-Dec 1898) (Gallica)
11/45 (Jan-Fev 1899) (Gallica)
11/46 (Mar-Apr 1899) (Gallica)
12/47 (May-Jun 1899) (Gallica)
12/48-50 (Jul-Dec 1899) (Gallica)
13 (1900) (I.A.) (I.A.)
13/51 (Jan-Apr 1900) (Gallica)
13/52 (May-Jun 1900) (Gallica)
13/53-54 (Jul-Oct 1900) (Gallica)
13/55 (Nov-Dec 1900) (Gallica)
14 (1901) (I.A.) (I.A.)
14/56 (Jan-Fev 1901) (Gallica)
14/57 (Mar-Apr 1901) (Gallica)
14/58 (May-Jun 1901) (Gallica)
14/59-60 (Jul-Oct 1901) (Gallica)
14/61 (Nov-Dec 1901) (Gallica)
15 (1902) (I.A.)
15/62 (Jan-Apr 1902) (Gallica)
15/64 (May-Jun 1902) (Gallica)
15/65-66 (Jul-Oct 1902) (Gallica)
15/67 (Nov-Dec 1902) (Gallica)
16 (1903) (I.A.) (I.A.)
16/68-69 (Jan-Apr 1903) (Gallica)
16/70 (May-Jun 1903) (Gallica)
16/71 (Jul-Oct 1903) (Gallica)
16/72 (Nov-Dec 1903) (Gallica)
17 (1904) (I.A.)
17/73-74 (Jan-Apr 1904) (Gallica)
17/75 (May-Jun 1904) (Gallica)
17/76-77 (Jul-Oct 1904) (Gallica)
17/78 (Nov-Dec 1904) (Gallica)
18 (1905) (I.A.) (Gallica)
18/79 (Jan-Mar 1905) (Gallica)
18/80 (Apr-Jun 1905) (Gallica)
18/81 (Jul-Oct 1905) (Gallica)
19 (1906) (I.A.) (I.A.) (Gallica)
20 (1907) (I.A.)
20/87 (Jan-Apr 1907) (Gallica)
21 (1908) (Gallica) (Gallica)
21/92 (Mar-Jun 1908) (Gallica)
21/93-94 (Jul-Oct 1908) (Gallica)
21/95 (Nov-Dec 1908) (Gallica)

TEXAS: The dangers of partisan history

By Pat Andriola

|

Published: Monday, March 29, 2010

Updated: Monday, March 29, 2010

As a history major, I often get asked questions about what practical impacts my studies will bring, as if my education is devoid of meaning without problem sets or beakers. For most students, History was a class they took in high school as a teenage version of Social Studies (or in college if they had to fill a requirement). For those who cannot sit through a lecture on the Industrial Revolution or the Great Leap Forward, I am not here to preach. I understand not everyone can share my love of history. However, the recent changes in the Texas history curriculum, decided by the State Board of Education (SBOE), are absurdly upsetting and overwhelmingly detrimental to the intellectual development of the children of Texas.

If you have not heard about the changes, let me briefly outline what has happened. Out of the 15 members that sit on the SBOE, 10 are conservative — a powerful bloc that can pass almost any legislation they please. On Friday, March 12, the board voted on changes to public school textbooks that, after a public hearing and vote in May, will completely reshape how Texas students view history.

One big change is the removal of Thomas Jefferson from a list of people who contributed to the country’s intellectual origins. John Calvin and Thomas Aquinas are to be added instead, and teachers are to emphasize the Christian values of the Founders, ignoring the separation of church and state, which was deemed to be not “historically accurate.”

Other changes include having country and western music added to the list of important cultural movements, while hip hop is removed; the refusal to include references to Latino historical figures as role models, but the inclusion of the violent nature of the Black Panthers to supplement Martin Luther King, Jr.’s philosophy; a more favorable view of anti-Communist Senator Joseph McCarthy; an explanation of the unintended consequences of Title IX and Affirmative Action; “imperialism” replaced with “expansionism” and “capitalism” with “free market;” and an added section on “American Exceptionalism” with an emphasis on Christianity and patriotism.

And so on. At one point, a frustrated Democratic member of the board, Mary Helen Berlanga, left the meeting and shouted that, “We can just pretend this is White America and that Hispanics don’t exist.” The size of Texas somewhat dictates supply for other schools, which means we could see a snowball effect that spills into other states.

In my op-ed from April 22, 2008, entitled, “Protect our schools: Keep intelligent design out,” I said that right-wing Christian proponents of intelligent design, shut down by both academia and the courts in their pursuit to eliminate evolution from classrooms, “will turn to other areas — maybe the math or history departments — and attempt to implement their theistic ideas there.” It is truly scary to believe this is actually happening.

Many will just laugh at the absurdity of Texas and think that this is not a big deal. However, historiography has shown us that a child’s view of the world can be utterly changed by how he or she views history. Even growing up in the 1990s, I remember history books being dominated by white males, although in the past few years there has been an effort to make history more universal and less Eurocentric and male-dominated. Not only do these changes in Texas push us back in the wrong direction, but they also become a tool for the far right. This form of historical revisionism is outlandish. In George Orwell’s “1984,” the protagonist Winston Smith worked at the ironically named Ministry of Truth, rewriting historical documents so that they more properly reflected the government’s wishes. The reshaping of history for political purposes is a vile act that we as a society should thwart at every step.

I’m not upset that the changes to the curriculum are right-wing in nature. I’d be equally upset if these changes vilified Ronald Reagan or glorified Jimmy Carter. History should be as objective as humanly possible, and when the curriculum is being decided by the political agendas of those on both the right and the left, as Helen Lovejoy would say, “Won’t somebody please think of the children?”

Source: Tufts Daily