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"James, Sharon L"
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Learned Girls and Male Persuasion
This study transforms our understanding of Roman love elegy, an important and complex corpus of poetry that flourished in the late first century b.c.e. Sharon L. James reads key poems by Propertius, Tibullus, and Ovid for the first time from the perspective of the woman to whom they are addressed-thedocta puella,or learned girl, the poet's beloved. By interpreting the poetry not, as has always been done, from the stance of the elite male writers-as plaint and confession-but rather from the viewpoint of the women-thus as persuasion and attempted manipulation-James reveals strategies and substance that no one has listened for before.
eBook
A companion to women in the ancient world
A COMPANION TO WOMEN IN THE ANCIENT WORLD A Companion to Women in the Ancient World is the first interdisciplinary, methodologically based collection of readings to address the study of women in the ancient world while weaving textual, visual, and archaeological evidence into its approach.
eBook
Twenty Years of Ovid and Literary Theory
This essay reviews the history, design, and goals of \"Ovid and Literary Theory,\" a graduate course that divides its time between Ovid (Amores, Ars amatoria) and literary theory. The course, originated at Bryn Mawr College and migrated to the University of North Carolina at Chapel Hill, meets a graduate Latin requirement but regularly enrolls undergraduates. Students read both an introductory overview of theory and primary theory during the semester. Written assignments require them to practice applying theory to aspects of Ovidian elegy.
Journal Article
\IPSA DIXERAT\: WOMEN'S WORDS IN ROMAN LOVE ELEGY
The speech of women in Roman love elegy, represented in oratio recta, oratio obliqua, and summarized or inferable speech, does not characterize any puella. Outside of Propertius Book 4, all female elegiac speech is generic, designed to reflect what the male lovers want and to manipulate them. La parole des femmes dans l'élégie amoureuse romaine, mise en scne en discours direct, discours indirect, résumée ou insinuée, ne représente aucune puella. À l'exception du livre IV de Properce, tous les discours élégiaques féminins sont génériques, destinés à refléter ce que l'amant recherche et à les manipuler.
Journal Article
The 2012 NEH Summer Institute on Roman Comedy in Performance: Genesis and Reflections
The 2012 NEH Summer Institute on Roman Comedy in Performance aimed to encourage the performance and study of Roman comedy and to help scholars, students and performers negotiate the challenges that Roman comedy presents in mixing comic fun with disturbing elements. The Institute's directors brought together eight experts and twenty-five NEH Summer Scholars from various fields to study the performance practices and social background of Roman comedy, and to perform select scenes of Plautus and Terence using various techniques and approaches. The results clarify the importance of performance to interpretation, including by problematizing the dichotomy between “funny” and “serious.” The Institute's success suggests that Roman comedy deserves a greater role on the modern stage and in the classroom.
Journal Article
The 2012 NEH Summer Institute on Roman Comedy in Performance: Genesis and Reflections
The 2012 NEH Summer Institute on Roman Comedy in Performance aimed to encourage the performance and study of Roman comedy and to help scholars, students and performers negotiate the challenges that Roman comedy presents in mixing comic fun with disturbing elements. The Institute's directors brought together eight experts and twenty-five NEH Summer Scholars from various fields to study the performance practices and social background of Roman comedy, and to perform select scenes of Plautus and Terence using various techniques and approaches. The results clarify the importance of performance to interpretation, including by problematizing the dichotomy between \"funny' and \"serious.\" The Institute's success suggests that Roman comedy deserves a greater role on the modern stage and in the classroom.
Journal Article
A Mixed Methods Case Study Program Evaluation of a Middle School Career Exploration Program
Purpose and Method of StudyThe purpose of this mixed-method case study program evaluation was to assess the effectiveness of a middle-level career exploration program to determine whether any program adjustments should be implemented for overall student success. From a population of 152 core classroom teachers, 55 teachers responded to a survey regarding their personal experiences as an educator facilitating career exploration with their students. The participants represented five middle school sites in Broken Arrow Public School District. Using the survey responses, interview questions were created for school counselors and school administrators. These interviews were conducted and recorded using the ZOOM platform.Findings and ConclusionsSix distinct themes emerged from data analysis, which provided a comprehensive understanding of the middle school exploration program. The six themes included (1) Collaboration between teachers and counselors is essential to the program’s implementation, (2) Commitment to continuous improvement of the career exploration program to enhance its effectiveness is necessary for future use of the program, (3) Early awareness is crucial to guiding students toward an informed career decision, (4) Intentional implementation involves incorporating it into specific core subjects and ensuring that teachers possess a positive attitude towards its execution, (5) Student engagement is key to fostering student interest and active participation, and (6) Teacher training and mindset significantly influence the effectiveness of the program. These six themes highlighted the strengths and areas for improvement within the career exploration program. Overall, the program was recognized as having a positive impact on student confidence and early exposure of career paths. However, resource effectiveness and student engagement were viewed as a concern to address. In addition, professional development for teachers and improved collaboration between counselors and teachers were deemed essential for program enhancement.
Dissertation