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The complementarity of ancient DNA lends itself to integration with paleopathological inquiries of disease, particularly in scenarios where there is limited or conflicting historical, skeletal, and archaeological information in a given spatio-temporal context. This thesis expands on molecular approaches applied to the detection of “invisible” pathogens associated with non-catastrophic morbidity and mortality that are embedded in a unique biosocial context of the disease experience. Presented in ‘sandwich-thesis’ format, I explore the historical narrative surrounding malaria in Imperial period Italy (1st-4th c. A.D.) using a molecular approach that is integrated with an ecosocial framework, as well as addressing the methodological challenges of identifying pathogens in contexts without a priori knowledge or incongruous evidentiary sources. My research presents the first partial mitochondrial genome for P. falciparum recovered from two adults (prioritized from a subset of 58 individuals) in disparate ecological and social localities in Imperial period Italy. This provides a timestamp for this ancient protozoan parasite, with an emphasis on a multi-faceted approach to frame the human-parasite-vector-environment interactions in the studied localities. Additionally, I successfully applied an in-solution hybridization capture technique designed to detect over 1,000 human pathogens in archaeological samples, both of known and unknown pathogen constituents. This technique qualitatively and quantitatively assesses the likelihood of low abundance pathogenic targets that are present, in order to prioritize candidates to further pursue with downstream analyses, as well as beginning to explore the synergistic landscape of pathogen-pathogen interactions. In combination, the research outlined in this thesis emphasizes the molecular and biosocial experience of disease as interconnected elements in dynamic epidemiological environments of the past. / Dissertation / Doctor of Philosophy (PhD)

This study concerns 28 Roman Iron Age Germanic burial grounds located in proximity to the river Elbe (dt. "Elbegermanen"). Situated in the northern German states Brandenburg, Hamburg, Lower Saxony, Mecklenburg-Vorpommern, Saxony-Anhalt, Schleswig-Holstein and dated 0-300 AD (Earlier Roman Imperial Period); the sites primarily consist of urn burials and have been interpreted as separated by gender. Although a debated issue in German archaeology, critical questions derived from theoretical problematization have usually been omitted from the discourse. This study aims to discuss gender theory to address this research gap. Geographical patterns have been explored through a spatial analysis and reconstruction of the Roman Imperial landscape. Two sites are compared in case studies and the end results connect the theoretical discussions and GIS-analysis. The results show that the combination of a large-scale regional analysis and small-scale analysis of specific sites is beneficial in order to acknowledge the varieties and move beyond the interpretations that dominate the prevalent discourse.

O presente estudo situa-se no âmbito da História da Educação e tem como objetivo central demonstrar como se desenvolveu o ensino secundário na cidade do Rio Grande/RS a partir da segunda metade do século XIX, de forma a abarcar outras demandas para além da formação para o ingresso no ensino superior. Desse modo, utilizamos como corpus documental os anúncios dos colégios e aulas particulares publicados na imprensa local, sobretudo, no jornal Diario do Rio Grande de 1848 a 1890, juntamente com Relatórios, Ofícios, Mapas, Estatutos, Catálogos, Anuários e Almanaques da Província, entre outros documentos. O intuito desta tese é comprovar que o ensino secundário rio-grandino estabeleceu um novo paradigma para a educação formal, consolidando-se como uma alternativa viável para a formação intelectual de outros grupos sociais que não almejavam o ingresso no ensino superior. O ensino secundário nesta cidade diferenciava-se justamente por redimensionar a sua finalidade neste período, possibilitando que outros públicos ascendessem socialmente por meio da instrução secundária Para corroborar com a presente tese analisamos a significativa oferta de instituições de ensino secundário presentes na cidade, ao longo do período analisado, sinalizando a existência de uma demanda local oriunda de determinados grupos sociais que tinham como objetivo manter certa situação de classe que seria responsável por consolidar e sustentar os interesses das gerações anteriores e, que também estavam voltados à ascensão social através da educação formal. Identificamos que esta formação intelectual, proporcionada pelo ensino secundário, não estava somente voltada ao ingresso no ensino superior, mas, sobretudo, a uma formação cultural e profissional que o ensino primário não contemplava e que precisava ser amparada através de novas ofertas de ensino que o setor público não conseguiu abarcar, e nem mesmo, rivalizar. Desse modo, conseguimos identificar, através de diferentes indícios, que a instrução secundária, de caráter laico e particular que se desenvolveu ao longo do período imperial, consolidou-se em função de diferentes necessidades da sociedade rio-grandina que não incluía apenas a preparação para os exames de preparatórios, mas também, a formação para atuar no comércio, na política e na docência. / The present study lies within the History of Education scope and aims to show how secondary education was developed in the city of Rio Grande / Rio Grande do Sul State from the second half of the nineteenth century so as to cover other demands beyond training towards higher education entrance. For that purpose, school and private class announcements published by the local press, especially in the Diario do Rio Grande newspaper from 1848 to 1890, together with Provincial Reports, Official letters, Maps, Statutes, Catalogs, Yearbooks and Almanacs, among others, were consulted. This thesis aims to prove that the Rio Grande high school system established a new paradigm for formal education, consolidating itself as a viable alternative for the intellectual formation of other social groups that did not intend to follow higher education studies. Secondary education in this city was differentiated precisely by reshaping its purpose in this period, allowing public at large to ascend socially through high school In order to support this thesis, a significant supply of secondary education institutions in the city during the aforementioned period was analyzed, signaling the existence of a local demand by some groups that sought to maintain their social status, which served the purpose of consolidating and maintaining the interests of previous generations and which were also aimed at social ascent through formal education. This identified intellectual formation provided by secondary education was not only directed towards entering higher education, but provided, above all, cultural and professional formation that primary education did not contemplate and needed to be supported by new educational offers that the public system could not and did not rival. In this way, and through different indicators, secondary education of secular and particular character that was consolidated during the imperial period due to different needs of the Rio Grande society, including not only preparation for preparatory exams but also training in trade, politics and teaching, was identified.

The thesis concentrates on the interaction between man and his settlement within the context of the Roman city in Asia Minor during the imperial period. The analysis is carried out by examining the role of the nymphaea within the context of urban architecture. First of all, an insight of the Roman city and its armatures is given in order to define the Roman urban context. Within this context, the nymphaea are treated as landmarks for mentally mapping the city and as urban furniture in a properly functioning urban public sphere. Six sample cities are chosen as case studies. These are Pisidian Antioch, Perge, Hierapolis, Laodiceia, Ephesus and Miletus. The nymphaea within these cities are evaluated through selected criteria to answer questions such as: Where were the nymphaea usually located in the Roman city? What were their functions at those locations? Considering their role in the public sphere, how did the nymphaea affect the design of the city, urban life and its customs? As a result, it is seen that the location of the nymphaea within the city was not always dependent on the location of water sources. They were often located along the armature to be visible and memorable. Therefore, as an urban element the nymphaea influenced public activity by contributing to civic consciosnes and the making of livable and &amp / #65533 / legible&amp / #65533 / cities.

O presente estudo situa-se no âmbito da História da Educação e tem como objetivo central demonstrar como se desenvolveu o ensino secundário na cidade do Rio Grande/RS a partir da segunda metade do século XIX, de forma a abarcar outras demandas para além da formação para o ingresso no ensino superior. Desse modo, utilizamos como corpus documental os anúncios dos colégios e aulas particulares publicados na imprensa local, sobretudo, no jornal Diario do Rio Grande de 1848 a 1890, juntamente com Relatórios, Ofícios, Mapas, Estatutos, Catálogos, Anuários e Almanaques da Província, entre outros documentos. O intuito desta tese é comprovar que o ensino secundário rio-grandino estabeleceu um novo paradigma para a educação formal, consolidando-se como uma alternativa viável para a formação intelectual de outros grupos sociais que não almejavam o ingresso no ensino superior. O ensino secundário nesta cidade diferenciava-se justamente por redimensionar a sua finalidade neste período, possibilitando que outros públicos ascendessem socialmente por meio da instrução secundária Para corroborar com a presente tese analisamos a significativa oferta de instituições de ensino secundário presentes na cidade, ao longo do período analisado, sinalizando a existência de uma demanda local oriunda de determinados grupos sociais que tinham como objetivo manter certa situação de classe que seria responsável por consolidar e sustentar os interesses das gerações anteriores e, que também estavam voltados à ascensão social através da educação formal. Identificamos que esta formação intelectual, proporcionada pelo ensino secundário, não estava somente voltada ao ingresso no ensino superior, mas, sobretudo, a uma formação cultural e profissional que o ensino primário não contemplava e que precisava ser amparada através de novas ofertas de ensino que o setor público não conseguiu abarcar, e nem mesmo, rivalizar. Desse modo, conseguimos identificar, através de diferentes indícios, que a instrução secundária, de caráter laico e particular que se desenvolveu ao longo do período imperial, consolidou-se em função de diferentes necessidades da sociedade rio-grandina que não incluía apenas a preparação para os exames de preparatórios, mas também, a formação para atuar no comércio, na política e na docência. / The present study lies within the History of Education scope and aims to show how secondary education was developed in the city of Rio Grande / Rio Grande do Sul State from the second half of the nineteenth century so as to cover other demands beyond training towards higher education entrance. For that purpose, school and private class announcements published by the local press, especially in the Diario do Rio Grande newspaper from 1848 to 1890, together with Provincial Reports, Official letters, Maps, Statutes, Catalogs, Yearbooks and Almanacs, among others, were consulted. This thesis aims to prove that the Rio Grande high school system established a new paradigm for formal education, consolidating itself as a viable alternative for the intellectual formation of other social groups that did not intend to follow higher education studies. Secondary education in this city was differentiated precisely by reshaping its purpose in this period, allowing public at large to ascend socially through high school In order to support this thesis, a significant supply of secondary education institutions in the city during the aforementioned period was analyzed, signaling the existence of a local demand by some groups that sought to maintain their social status, which served the purpose of consolidating and maintaining the interests of previous generations and which were also aimed at social ascent through formal education. This identified intellectual formation provided by secondary education was not only directed towards entering higher education, but provided, above all, cultural and professional formation that primary education did not contemplate and needed to be supported by new educational offers that the public system could not and did not rival. In this way, and through different indicators, secondary education of secular and particular character that was consolidated during the imperial period due to different needs of the Rio Grande society, including not only preparation for preparatory exams but also training in trade, politics and teaching, was identified.

O presente estudo situa-se no âmbito da História da Educação e tem como objetivo central demonstrar como se desenvolveu o ensino secundário na cidade do Rio Grande/RS a partir da segunda metade do século XIX, de forma a abarcar outras demandas para além da formação para o ingresso no ensino superior. Desse modo, utilizamos como corpus documental os anúncios dos colégios e aulas particulares publicados na imprensa local, sobretudo, no jornal Diario do Rio Grande de 1848 a 1890, juntamente com Relatórios, Ofícios, Mapas, Estatutos, Catálogos, Anuários e Almanaques da Província, entre outros documentos. O intuito desta tese é comprovar que o ensino secundário rio-grandino estabeleceu um novo paradigma para a educação formal, consolidando-se como uma alternativa viável para a formação intelectual de outros grupos sociais que não almejavam o ingresso no ensino superior. O ensino secundário nesta cidade diferenciava-se justamente por redimensionar a sua finalidade neste período, possibilitando que outros públicos ascendessem socialmente por meio da instrução secundária Para corroborar com a presente tese analisamos a significativa oferta de instituições de ensino secundário presentes na cidade, ao longo do período analisado, sinalizando a existência de uma demanda local oriunda de determinados grupos sociais que tinham como objetivo manter certa situação de classe que seria responsável por consolidar e sustentar os interesses das gerações anteriores e, que também estavam voltados à ascensão social através da educação formal. Identificamos que esta formação intelectual, proporcionada pelo ensino secundário, não estava somente voltada ao ingresso no ensino superior, mas, sobretudo, a uma formação cultural e profissional que o ensino primário não contemplava e que precisava ser amparada através de novas ofertas de ensino que o setor público não conseguiu abarcar, e nem mesmo, rivalizar. Desse modo, conseguimos identificar, através de diferentes indícios, que a instrução secundária, de caráter laico e particular que se desenvolveu ao longo do período imperial, consolidou-se em função de diferentes necessidades da sociedade rio-grandina que não incluía apenas a preparação para os exames de preparatórios, mas também, a formação para atuar no comércio, na política e na docência. / The present study lies within the History of Education scope and aims to show how secondary education was developed in the city of Rio Grande / Rio Grande do Sul State from the second half of the nineteenth century so as to cover other demands beyond training towards higher education entrance. For that purpose, school and private class announcements published by the local press, especially in the Diario do Rio Grande newspaper from 1848 to 1890, together with Provincial Reports, Official letters, Maps, Statutes, Catalogs, Yearbooks and Almanacs, among others, were consulted. This thesis aims to prove that the Rio Grande high school system established a new paradigm for formal education, consolidating itself as a viable alternative for the intellectual formation of other social groups that did not intend to follow higher education studies. Secondary education in this city was differentiated precisely by reshaping its purpose in this period, allowing public at large to ascend socially through high school In order to support this thesis, a significant supply of secondary education institutions in the city during the aforementioned period was analyzed, signaling the existence of a local demand by some groups that sought to maintain their social status, which served the purpose of consolidating and maintaining the interests of previous generations and which were also aimed at social ascent through formal education. This identified intellectual formation provided by secondary education was not only directed towards entering higher education, but provided, above all, cultural and professional formation that primary education did not contemplate and needed to be supported by new educational offers that the public system could not and did not rival. In this way, and through different indicators, secondary education of secular and particular character that was consolidated during the imperial period due to different needs of the Rio Grande society, including not only preparation for preparatory exams but also training in trade, politics and teaching, was identified.

La présente étude vise à rassembler et étudier les représentations de la vie quotidienne sur les mosaïques grecques de l’époque impériale. Les scènes qui intéressent sont les images qui présentent des activités humaines, les travaux agricoles, la pêche et la chasse, les spectacles, les rites religieux, les portraits des personnages historiques, des objets, les scènes de la vie quotidienne des autres peuples, des Pygmées et des scènes nilotiques. Les scènes proviennent du territoire de la Grèce moderne qui pendant l’époque impériale était divisé en plusieurs provinces de l’Empire. Les bornes chronologiques s’étendent du 1er s. ap. J-C. jusqu’à la fin du 3e s. – début du 4e s. ap. J.-C. L’étude est divisée en trois parties. La première partie est consacrée à l’iconographie. Les 130 scènes sont classées par sujet et puis interprétées. Ensuite on analyse leur rapport à la réalité, les raisons d’être choisies. En plus on cherche les modèles iconographiques de l’art grec classique et romain et les influences exercées par les autres régions. Dans la deuxième partie on examine la place des scènes dans l’espace, le contexte architectural des scènes, le rapport entre les scènes et les bâtiments, l’association des sujets différents sur un même pavement. L’objet de la troisième partie est l’image de la société comme elle est présentée par les scènes de la vie quotidienne. Ainsi, on étudie la répartition chronologique et géographique des scènes et ce que montrent les préférences régionales pour la société et l’économie de chaque ville. Enfin, on examine le statut social des commanditaires, leur rôle au choix des sujets et les messages qu’ils veulent donner par ceux-ci. / The present study intends to collect and examine the representations of everyday life on the Greek mosaics of the imperial period. Thus, it focuses on scenes of human activities, rural labors, hunting, fishing, spectacles, religious rites, the portraits of historical personalities, objects of the everyday life of Pygmies and landscapes of the Nile. The scenes originate from modern Greece which during the imperial times was divided in six provinces. The chronological limits are set from the 1st c. A.D. and the end of the 3rd – beginnings of the 4th c. A.D. The study is comprised of tree parts. The first part is dedicated to the iconography. The 130 scenes are classified according to their subject and are interpreted and analyzed in accordance with their relation to reality, their position on the pavement and in the building, their function and the reasons for being chosen. Additionally, their Greek and Roman iconographical models as well as the regional influences are identified. The second part examines the architectural context of the scenes, the relation between the scenes and the buildings and the association of different subjects on the same pavement. The third part focuses on how the society’s image is represented in everyday life scenes. So we examine the chronological and geographical distribution of the scenes and what the regional preferences reveal for the society and the economy of every town. Finally, we study the social status of the patrons, their role in choosing the subjects and the messages implied by these images and their accompanying inscriptions.

This thesis is an examination of the role of architectural benefaction of the local elite on the urbanization of the Greek cities of Asia Minor in the Roman Imperial period, and its impact on the social status of the benefactor. While providing a theoretical framework for the nature of benefaction in antiquity and the pattern of architectural renewal of the Anatolian cities under the Roman influence, the thesis focuses on a single case study / the Hellenistic City Gate of Perge which was restored by Plancia Magna during the reign of Hadrian. After its renovation, the gate became an indispensible part of the urban activities of Perge and a source of pride for both the city and its donor. Hence, this study constitutes an attempt to investigate the involvement of Plancia Magna&rsquo / s architectural patronage within the Roman urbanization of Perge and also the transformation of the public persona of Plancia Magna in the center of the male-dominated Roman society.

- The thesis is focused on Swedish foreign policy during the period 1660 - 1675, the early years of Charles XI's reign. Although Sweden is considered as an empire practically all over the 17th century, from the economic point of view it was a weak country. Sweden was totally depending on financial help from its allies, especially during periods of peace, as it was the case between 1660 and 1675. This fact belongs to the main aspects influencing the Swedish foreign policy at this time. Main part of the thesis is dedicated to relations between Sweden and other European states. The most significant were the relations with France and Denmark, since France was the ally which provided Sweden the needed finance. The role of Denmark was also essential because of its geographical position as neighbouring country to Sweden. The thesis indeed discusses relations to some other states that played an important role as well - England, the Netherlands, Brandenburg, other German states, Poland and Russia. The aim of the thesis is not just to analyse the Swedish foreign policy, but even to answer questions if there was any alternative or if the way this policy was conducted was the only possible one and also, if such policy can be considered as success or failure. These questions are answered at the final part of...