This thesis combines a philosophical interpretation of Epicurean attitudes to language with literary analysis of the language of DRN. Chapters 1-2 describe Epicurean attitudes to diachronic and synchronic linguistic phenomena. In the first chapter I claim that the Epicurean account of the first stage of the development of language involves pre-rational humans acting under a ‘strong’ form of compulsion. The analogies with which Lucretius describes this process were motivated by a structural similarity between the Epicurean accounts of phylogenetic and ontogenetic psychology. Chapter 2 explores the Epicurean account of word use and recognition, central to which are ‘conceptions’. These are attitudes which express propositions; they are not mental images. Προλήψεις, a special class of conception, are self-evidently true basic beliefs about how objects in the world are categorized which, alongside the non-doxastic criteria of perceptions and feelings, play a foundational role in enquiry. Chapter 3 offers a reconstruction of an Epicurean theory of metaphor. Metaphor, for Epicureans, involves the subordination of additional conceptions to words to create secondary meanings. Secondary meanings are to be understood by referring back to primary meanings. Accordingly, Lucretius’ use of metaphor regularly involves the juxtaposition in the text of primary and secondary uses of terms. An account of conceptual metaphor in DRN is given in which the various conceptual domains from which Lucretius draws his metaphorical language are mapped and explored. Chapter 4 presents a new argument against ‘atomological’ readings of Lucretius’ atoms/letters analogies. Lucretian implicit etymologies involve the illustration, via juxtaposition, of language change across time. This is fully in keeping with the Epicurean account of language development. Chapter 5 describes Lucretius’ reflections on and interactions with the Greek language. I suggest that the study of lexical Hellenisms in DRN must be sensitive to the distinction between lexical borrowing and linguistic code-switching. I then give an account of morphological calquing in the poem, presenting it as a significant but overlooked strategy for Lucretian vocabulary-formation.

Η ακόλουθη μελέτη επιδιώκει να φωτίσει τη δράση δύο σημαντικών φορέων δράσης του ελληνικού εκπαιδευτικού συστήματος, του υπουργείου Παιδείας και της Δ.Ο.Ε., σχετικά με την επιλογή των στελεχών της πρωτοβάθμιας εκπαίδευσης. Η προσπάθειά μας έγκειται στο να αναδείξουμε όσα συμβαίνουν ή δε συμβαίνουν τη στιγμή που η επίσημη πολιτεία και ο οργανωμένος κλάδος των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης αλληλεπιδρούν, προκειμένου να αντιμετωπίσουν το προαναφερόμενο πρόβλημα. Το ερευνητικό μας υλικό συνίσταται από γραπτά τεκμήρια (νόμοι, προεδρικά διατάγματα, τεύχη του δημοσιογραφικού οργάνου της ΔΟΕ (Διδασκαλικό Βήμα), δελτία τύπου, ανακοινώσεις, αποφάσεις, ψηφίσματα). Για την περιγραφή και την ανάλυση αυτών των κειμένων χρησιμοποιούμε τη μέθοδο της ανάλυσης περιεχομένου. Για το σκοπό αυτό διαμορφώθηκε επαγωγικό σύστημα κατηγοριών, κατηγοριών δηλαδή που πήγασαν από τα δεδομένα των υπό ανάλυση κειμένων. Η θεωρητική προσέγγιση που υιοθετούμε αντλεί το εννοιολογικό της περιεχόμενο από τρεις περιοχές της πολιτικής επιστήμης: τις θεωρίες περί πολιτικής κυριαρχίας, τις απόψεις για τις ομάδες πίεσης, καθώς και τους κορπορατιστικούς ιδεότυπους διαμεσολάβησης συμφερόντων. Οι πρώτες μας παρέχουν μια εικόνα της λειτουργίας του κράτους. Οι δεύτερες αναλύουν τη δράση της Δ.Ο.Ε. ως ομάδας συμφερόντων, ενώ με την τρίτη θεώρηση επιδιώκουμε τη συνάρθρωση των δύο φορέων (Δ.Ο.Ε. – ΥΠ.Ε.Π.Θ.), έναν τρόπο σύνδεσης των οργανωμένων συμφερόντων ενός κοινωνικού χώρου με τις δομές του κράτους. Τα ευρήματά μας δείχνουν ότι η ισχύς του κράτους και των αποφάσεων του πολιτικού συστήματος στα ζητήματα της στελέχωσης της εκπαίδευσης είναι καταλυτική. Το πολιτικό πεδίο δύναμης διαθέτει τη νομιμοποιημένη δυνατότητα παρέμβασης στα περισσότερα από τα στάδια της επιλεκτικής διαδικασίας. Το σημαντικότερο όλων: μπορεί να καθορίζει τη νομική παραγωγή, η οποία με τη σειρά της ρυθμίζει σε μεγάλο βαθμό το συγκεκριμένο ζήτημα. Η Δ.Ο.Ε. θα παραγάγει θέσεις για το στελεχιακό (δυναμικό), οι οποίες σε αρκετές περιπτώσεις δε θα διαμορφωθούν ανταποκριτικά σε αντίστοιχες πρωτοβουλίες του υπουργείου Παιδείας. Η τελευταία διαπίστωση είναι ιδιαίτερα εμφανής μετά το 1980. Κάτι τέτοιο δεν μπορεί να λεχθεί με βεβαιότητα, τουλάχιστον για το χρονικό διάστημα πριν το 1974. Η υπαγωγή των σχέσεων των δύο φορέων σε κορπορατιστικές λογικές διαμεσολάβησης συμφερόντων εντοπίζεται σε αρκετά τμήματα των δεδομένων. Απαιτεί, όμως, περαιτέρω επεξεργασία. Τα ευρήματα την επιβεβαιώνουν μόνο εν μέρει. Η πρόταξη των επιλογών του κράτους δε συνεπάγεται κατ’ ανάγκη τον κορπορατιστικό «χειρισμό» ή την εξασφάλιση της συναίνεσης της Δ.Ο.Ε. (εκτός από τη σαφή περίπτωση της επταετίας). Η τελευταία εκδοχή προσιδιάζει περισσότερο σε λογικές κρατισμού, παρά στις κορπορατιστικές αντίστοιχες. Τέλος, το πεδίο έρευνας γίνεται περισσότερο πολύπλοκο εξαιτίας των επιβιώσεων σε κάθε περίοδο άλλων μορφών άρθρωσης συμφερόντων (συντεχνιασμός, αυταρχικός κορπορατισμός, πελατειακές σχέσεις). Η προσπάθεια διαφύλαξης του ερευνητικού εγχειρήματος απαιτεί την περαιτέρω εξέταση της πλευράς αυτής. Επιπλέον, την πιθανή συλλογή πρόσθετων δεδομένων και τη διαμόρφωση νέων / διαφορετικών αναλύσεων, προκειμένου να σχηματίσουμε μια πιο σαφή εικόνα για τα συνδικάτα των εκπαιδευτικών της χώρας μας, αλλά και για το ίδιο το εκπαιδευτικό σύστημα. / The aim of this study is to shed light on the action of two major actors of the Greek educational system; the Ministry of Education and the Hellenic Primary School Teachers' Federation (H.P.S.T.F.), during the years 1964-2004, regarding the selection of administrative executives. Our effort lies in highlighting what is happening or not happening, when the State and the organized sector of primary school teachers interact and deal with the aforementioned problem. Our research material consists of written documents (laws, decrees, Issues of the journal of the H.P.S.T.F. “Didaskaliko Vima”, press releases, announcements, decisions, resolutions). For the description and analysis of the texts we use the method of content analysis. For this purpose an inductive system of categories was formed, i.e. the categories derive from the actual content of the analyzed texts. The theoretical approach, which we adopt, draws its conceptual content from three areas of political science: the theories of sovereignty, the views on lobbying and the ideal type of corporatist mode of interest intermediation. The first area provides an insight into the function of the State. The second area analyzes the action of H.P.S.T.F as an interest group, while with the third area we seek to interlink the two stakeholders (H.P.S.T.F - Ministry of Education), thus looking for a way to relate the organized interests with the Solid State Structures. Our findings prove that the power of the state and the strength of the political system’s decisions, regarding educational staffing issues, are crucial. The political field of force has the legitimate power to intervene in most stages of the selection process. Most importantly it can determine the lawmaking, which in turn determines this matter to a large extent. The H.P.S.T.F takes a stand on staffing issues, which in many cases are not on the same line with the initiatives of the Ministry of Education. This became especially evident after 1980, whereas this was not the case before 1974. The fact that the relations between the two actors have been incorporated under the corporatist logic of interest intermediation can be traced in most of the findings. Nevertheless further processing is required because the findings only partially confirm this fact. The fact that the State’s decisions precede, does not necessarily imply the corporatist "handling" of the issue or that the consent of the H.P.S.T.F is guaranteed (apart from the clear case of the dictatorship). The last approach is more akin to the logic of Statism, rather than to the corresponding corporatist logics. Finally, the research field becomes more complicated because of the survival in each period of other forms of interest group systems (guild mentality, authoritarian corporatism, clientelism). The effort to preserve the product of the research endeavor requires further examination of this aspect. Moreover, a collection of additional data is potentially required, as well as a new / different analysis, in order to gain a clearer picture of the Teachers’ Unions in our country and of the educational system, itself.

The study of old age in the humanities has developed significantly in the last few decades, but there is still much scope for progress. This thesis, therefore, seeks to contribute to the growing academic discourse in this area by considering ageing as it is represented in ancient Greek theatre. At the same time, it seeks to take its place within Classical Studies by developing new readings of the plays. To develop a context for its analysis, this study begins with consideration of the contemporary demographics, social position, and stage portrayal of old age, and following this dedicates a chapter to each of the four surviving fifth century dramatists. In Aiskhylos’ Agamemnon, old age emerges as a crucial element in choral self-identity, and an important component of the authority that they display. Following this, the thesis considers the chorus of Euripides’ Herakles, in particular its use of metadramatic language, and the impact this has on plot-development and the representation of their age. The next chapter, on Oidipous Koloneus, shifts to consideration of the protagonist. The old age of Oidipous emerges as a powerful driver of his mental and spiritual power, and forms a striking background to the exploration of his character. The final chapter of the thesis examines how mechanisms of renewal that old men undergo in Aristophanes’ comedies (Knights, Akharnians, Peace, Wasps, Birds) differ across the dramas, and the impact this difference has on their interpretations. Such reassessments of ancient dramatic texts through the lens of old age can provide significant insight into the complexity of old men’s characterisations and of their involvement in the dramas. At the same time (from a gerontological perspective), this thesis’ analysis contributes to the developing discussion of the history of ageing, and highlights the differences between the ancient and modern worlds in this respect.

This research project investigates the relationship between pain and the practices of explaining and narrating it to others. Current scholarship argues that the representation of suffering became, during the Imperial period, an increasingly effective and popular strategy for cultivating authority and that this explains the success of Christian culture’s representation of itself as a community of sufferers. One criticism of this approach is that the experience of pain has often been assumed, rather than analysed. Here, I investigate the nature of pain by attending to its intimate relationship with language; pain was connected to the strategies used to communicate that experience to others. I will show that writers throughout the Imperial period were concerned with questions about how to communicate pain and how that act of communication shaped, managed, and alleviated the experience. I investigate this culture along three axes. Part 1, ‘The Sublime Representation of Pain’, investigates the way different authors thought about the capacity of sublime language and rhetorical techniques such as enargeia to effectively communicate pain. I argue that for writers such as Longinus, the sublime offers an opportunity to replicate the traumatic experience of the pain sufferer in the audience or listener—pain is narrated to the audience through a traumatic communicative mode. Contrarily, I show how authors such as Plutarch and Galen were particularly concerned to desublimate the representation of pain, reducing the affective power of images of pain by promoting the audience’s conscious engagement with the text or representational medium. Part 2, ‘Medical Narratives’, examines a conflict between Galen and Aristides over the way language and narrative signified or referred to painful experiences. I show how both writers negotiate the way pain destroys and transcends ordered, structured, narrative by engaging in a process of narrative translation. I will illuminate the difference between scientific, diagnostic narratives which explain and rationalise pain experiences (in the case of Galen) and those which attempt to give witness to the nebulous, ineffable qualities of pain. In Part 3, ‘Narrating Cures’ I investigate ancient practices of psychotherapy. I show how various philosophical consolations were underpinned by an understanding of the power of pain to continually return and overwhelm the individual. I show further that the Greek romances engage in a type of talking cure: the novels use narration and story-telling to help assert the protagonists’ distance from their past traumatic experiences and, thus, allow the individual to overcome their painful past.

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

Το Moodle είναι ένα ελεύθερο σύστημα διαχείρισης και δημιουργίας δυναμικών, ευέλικτων και ευχάριστων online μαθημάτων. Περιγράφεται ως CMS (Course Management System) ή VLE (Virtual Learning Environment), ενώ η φιλοσοφία του στηρίζεται στη διαπίστωση ότι ο άνθρωπος κατακτά τη γνώση όταν αλληλεπιδρά με το περιβάλλον. Στην παρούσα έρευνα περιγράφεται μία μελέτη περίπτωσης για την οποία μελετώνται η σχεδίαση, η ανάπτυξη, η υλοποίηση και η αξιολόγηση ενός Δικτυακού Περιβάλλοντος Υποστήριξης της Θεματικής Ενότητας (ΘΕ) ΠΛΗ37 του ΕΑΠ, κατά το ακαδημαϊκό έτος 2010-2011. Το Δικτυακό Περιβάλλον της εν λόγω ΘΕ βασίστηκε στην πλατφόρμα Moodle και ο κύριος σκοπός της εργασίας είναι η μελέτη της σχεδίασης και ανάπτυξης καθώς και της εφαρμογής και αξιολόγησης ενός μαθήματος (ΘΕ ΠΛΗ37) σε προπτυχιακό επίπεδο με τη χρήση ενός υπολογιστικού περιβάλλοντος ασύγχρονης εξ αποστάσεως εκπαίδευσης (εξΑΕ), μέσω των αντιλήψεων, των στάσεων και των πρακτικών χρήσης των φοιτητών. Στα πλαίσια της έρευνας μελετήθηκε, επίσης, η συσχέτιση μεταξύ των πρακτικών χρήσης που ανέπτυξαν οι φοιτητές, και των επιδόσεων τους (τελική βαθμολογία) στην συγκεκριμένη ΘΕ. Για το σκοπό αυτό έγινε χρήση ερωτηματολογίου, πραγματοποιήθηκαν ατομικές συνεντεύξεις αλλά και αξιοποίηση των αρχείων καταγραφής που παρείχε το Moodle. Τα αποτελέσματα της έρευνας έδειξαν ότι υπήρξε άμεση συσχέτιση των πρακτικών χρήσης που ανέπτυξαν οι φοιτητές με τις επιδόσεις τους και ότι οι φοιτητές απέκτησαν θετική στάση αναφορικά με τη χρήση της πλατφόρμας Moodle. / Moodle is a free Course Management System that allows the creation of dynamic, flexible and pleasant online courses. It is described as CMS (Course Management System) or VLE (Virtual Learning Environment), while it’s philosophy is supported in the ascertainment that the person conquers the knowledge when they interact with their environment. In the present research a case study is described, for which the designing, the development, the implementation and the evaluation of a network environment of EAP Thematic Unit PLI37 support is studied, during academic year 2010-2011. The network environment of the Thematic Unit was based on the Moodle platform and the main aim of this work is the study of the course (PLI37) designing and development, as well as its implementation and evaluation. This will be accomplished with the use of an environment of asynchronous remote education via the perceptions, the attitudes and the methods of the use of students. During the research the correlation between the methods of use that was developed by the students, and their records (final grades) in the particular Thematic Unit was studied thoroughly. For this reason, a questionnaire was used, individual interviews were conducted and there was exploitation of log files that were provided by “Moodle”. The results of this research showed not only that there was immediate relation between the (method of use) that the students developed with their records, but also that the students acquired positive attitude towards the use of Moodle.

Το Σύστημα Διαχείρισης Μαθησιακών Δραστηριοτήτων LAMS είναι ένα διαδικτυακό εργαλείο για τη δημιουργία και διαχείριση ακολουθιών μαθησιακών δραστηριοτήτων με στόχο την υποστήριξη της σύγχρονης και ασύγχρονης μαθησιακής διαδικασίας. Στην παρούσα έρευνα περιγράφεται μία μελέτη περίπτωσης για την οποία μελετώνται η σχεδίαση, η ανάπτυξη-υλοποίηση και η αξιολόγηση κατάλληλων ακολουθιών μαθησιακών δραστηριοτήτων με το LAMS στα πλαίσια της Θεματικής Ενότητας (ΘΕ) ΠΛΗ37 του ΕΑΠ κατά το ακαδημαϊκό έτος 2010-2011. Οι ακολουθίες μαθησιακών δραστηριοτήτων διατέθηκαν στους φοιτητές μέσω της πλατφόρμας ασύγχρονης και εξ αποστάσεως εκπαίδευσης (εξΑΕ) Moodle της εν λόγω ΘΕ και ο κύριος στόχος τους ήταν η υποστήριξη των φοιτητών στην εκπόνηση των δύο (2) πρώτων γραπτών εργασιών (ΓΕ) τους. Στα πλαίσια της έρευνας μελετήθηκαν οι αντιλήψεις και οι στάσεις των φοιτητών αναφορικά με τις μαθησιακές δραστηριότητες LAMS, η συμμετοχή τους στις δραστηριότητες αυτές, καθώς και οι γραπτές επιδόσεις τους στις δύο (2) πρώτες ΓΕ της συγκεκριμένης ΘΕ. Για το σκοπό αυτό, οι φοιτητές συμπλήρωσαν ανώνυμο ερωτηματολόγιο και συμμετείχαν σε ατομικές συνεντεύξεις μετά το πέρας της ΘΕ, ενώ αξιοποιήθηκαν τα αρχεία καταγραφής τόσο του LAMS όσο και του Moodle. Τα αποτελέσματα της έρευνας έδειξαν ότι οι φοιτητές εξέφρασαν θετικές αντιλήψεις και απέκτησαν θετική στάση αναφορικά με τις μαθησιακές δραστηριότητες LAMS, ενώ επίσης, παρατηρήθηκε θετική γραμμική συσχέτιση της συμμετοχής τους στις συγκεκριμένες μαθησιακές δραστηριότητες και των επιδόσεών τους στις αντίστοιχες ΓΕ. / The Learning Activity Management System LAMS is a web tool for creating and managing sequences of Learning Activities in support of synchronous and asynchronous learning process. This research describes a case study which examined the design, development-implementation and evaluation of appropriate sequences of learning activities with LAMS, in the PLI37 course of the Hellenic Open University, during the academic year 2010-2011. These sequences of learning activities were available to students through the asynchronous distance learning platform of Moodle, aiming to support the students in the preparation of their first two written tasks. The research examined the conceptions and attitudes of students regarding the learning activities of LAMS, their participation in these activities and their written performance in the first two written tasks. For this purpose, the students completed an anonymous questionnaire and participated in individual interviews after the end of the course, while the log files of LAMS and Moodle were also evaluated. The results showed that students expressed positive conceptions and acquired positive attitudes towards the learning activities of LAMS, while a positive linear correlation between the participation in the learning activities and the performance in their respective written tasks was also observed.

This study explores the Greeks' experience of the Dioskouroi before the arrival of the Romans, stimulated by Cicero's assertion (Cic. Nat.D. 3.15(39)) that by his time they were worshipped widely in Greece, possibly more than the Olympians: from the archaeological evidence, a surprising claim. The task is complicated by the brothers' different incarnations in different places and at different times, and the variability and patchiness of the evidence for the period, from Homeric times to c. 146 BC. To address this (explained in Chapter 1), the study is designed around examining the evidence in selected locations over time, with an underlying theme of comparing the archaeological with the literary evidence, much of which is Roman. An overview of the evidence from literature, images and buildings sets the stage (Chapter 2). The association of Kastor and Polydeukes with 'Lakedaimon' in the literature, from Homer onwards, led the study to focus primarily on Sparta and the Peloponnese (Chapter 3), looking closely also at Sparta's near neighbours, Messene and Argos. It then looks at evidence from Thera, Kyrene and Naukratis (Chapter 4), in order to include some of the earliest material evidence we have of cult of the Dioskouroi in Greek settlements, which also have associations with Sparta and Lakonia; evidence from Thasos is included too. The final chapter considers the findings and assesses the usefulness of the methodology. The paucity of architectural evidence for major monuments and buildings specifically dedicated to the Dioskouroi, except in centres where Greeks gathered from different places for trade or religious reasons, may be explained if the primary location of their cult was the individual household, buildings only being needed for dedications to the brothers by Greeks away from home. It could also explain the seeming mismatch between Cicero's statement and the archaeological record.

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

This thesis is a study of embedded song in ancient Greek narrative poetry. The introduction defines the terminology (embedded song is defined as the depiction of the performance of a poem within a larger poem, such as the songs of Demodocus in Homer’s Odyssey) and sets the study in the context of recent narratological work done by scholars of Classical literature. This section of the thesis also contains a brief discussion of embedded song in the Homeric epics, which will form the background of all later examples of the motif. Chapter 1 deals with embedded song in the Homeric Hymns and Hesiod’s Theogony. It is argued that the occurrence of embedded song across these poems indicates that the motif is a traditional feature of early Greek hexameter poetry, while the possibility of “inter-textual” allusion between these poems is considered, but finally dismissed. Chapter 2 focuses on Pindar, Bacchylides and Corinna, and explores how lyric poets use this motif in the various sub-genres of Greek lyric. In epinician poetry, it is argued that embedded song is used as a strategy of praise and also to boost the authority of the poet-narrator by association with the embedded performers, who can be seen to have in each case a particular source of authority distinct from that of the poet narrator. Chapter 3 considers the Hellenistic poets Apollonius Rhodius and Theocritus, and how their interest in depicting oral poetry meshes with their identity as literate and literary poets. Appendix I gives a list of all the examples of embedded song I have found in Greek poetry. Appendix II gives an account of Pindar’s Hymn to Zeus, a highly fragmentary poem which almost certainly contained an embedded song, analysing this as an example of the difficulties thrown up by lyric fragments for a study of embedded narratives.