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Condon on computing
From a professor's point of view
Grant awards through Division of Sponsored Research
Around the college
From the chair...
I Vol. 1, N. 7 S U t of a e o L AS
The Classics are Back
Actually, they never go away, according to Mary Ann Eaverly
The observant reader will
detect in this issue a cer-
tain classical flavor. As in
Greek and Roman antiquities,
mythologies, and long-dead
white guys. The question is
sometimes raised today about
the relevance of these disci-
plines to a modern arts and sci-
ences education. For what
one opinion is worth, I think a
significant exposure to classi-
cal studies remains central to
the broad education we wish
to provide for CLAS and UF
Colleges face a basic problem.
New information is growing
at an astronomical pace, and
yet the time frame allotted for
a college education remains
relatively fixed. What is to be
deleted from the past to permit
introduction of the present, to
say nothing of the future? In
the face of such hard choices,
what relevance can material
from millennia past have to
the nearly upon us new millen-
And then there is the correct-
ness factor. The Greeks and Ro-
mans have taken some major
hits in this regard, given their
pivotal role in defining West-
ern Civilization. In the rush to
incorporate into our academic
canons the wisdom of the many
other important societies, as
certainly should be done, there
is a danger of underestimating
the still relevant contributions
of the classics.
Archeology is in her genes.
"It was all a setup," she
laughs in discussing how
she "selected" her profession. "I
probably had no choice."
Mary Ann Eaverly, associate pro-
fessor of classics, is recalling her
great-grandfather, a classics profes-
sor whose love of education was
handed down through three gener-
ations. This clearly influenced her
career interests, although Eaverly
also notes that the action films of
Indiana Jones didn't hurt.
It began during high school, where
she participated in a dig at a co-
lonial mill site outside her native
Philadelphia. She was next drawn
to the outstanding archeology de-
partment at Bryn Mawr, after which
a prestigious Rackham Fellowship
took her to Michigan for her doctor-
ate, including two years spent at the
American School in Athens, which
is "nearly obligatory," says Eaverly,
in classical archeology training. It
is also necessary to know ancient
Greek and Latin and to have at least
a good reading knowledge of Ger-
man, French, and Italian. A walk in
the park this is not.
Eaverly, a soft-spoken, articulate
woman, cannot contain her enthu-
siasm when asked about current
teaching and research. Smiling
and edging forward on her chair,
she describes courses such as, In-
troduction to Classical Archeology,
which covers from 3000 BC to
Roman times, and Topography and
Monuments of Athens. "For me,
these are essentially art courses,"
says Eaverly. The many students
who elect these courses, clearly
not just classics majors, show they
appreciate and absorb her love of
Eaverly's scholarly interest focus-
Mary Ann Eaverly, associate professor
es on the Archaic Period, roughly
700-600 BC, which featured a re-
surgence of intellectual endeavor
following a relatively dark period
in history. "I have been interested
in the Greek sculptures of that
period, particularly statuary art.
Why did they build these objects?
What did they mean?" Her recent
book on Greek equestrian statuary
demonstrates her skill in negotiating
the uncertainties of ancient art.
--See Musings, page 10
This month's focus: Department of Classics
I The Dean's ^^1
--See Classics, page 10
UF's Classics Department Stresses Relations
with Programs at Other Levels
A 1995 article in Lingua Franca
entitled, "Can Classics Die?" asks
whether in times of declining fund-
ing and enrollment (some parts of the
nation) in higher education Classics
will survive as a discipline. Statistics
cited in the article suggest that clas-
sics is already dead. Yale's Class of
'94 had only 9 concentrators in Greek
and Latin out of 1500 graduates.
In 1995 out of over a million B.A.s
awarded in the US only 600 went to
The article notes that classics is
thriving in nontraditional places
around the country-especially state
institutions. And the University of
Florida is no exception. Like other
state schools where classics is strong
(University of Georgia and Mary-
land, for example), UF has always
stressed cooperation and interac-
tion with secondary Latin programs
around the state. Sheila Dickison's
connections with Latin teachers
and programs at other levels are an
example of the many forms such
interaction can take.
Dickison was one of the creators
of UF's summer Latin seminar for
teachers that has offered two week
intensive Latin courses to teachers
for the past fifteen years. During that
time UF's Department of Classics
has taught most of the Latin teach-
ers in the state of Florida. Dickison
CLAS notes is published monthly by the Col-
lege of Liberal Arts and Sciences to inform fac-
ulty and staff of current research and events.
Worldwide web http://clas.ufl.edu/clas-
has also been actively involved
in College Board's Advanced
Placement Latin Program, hav-
ing served in turn as a member
of the examination development
committee, chair of that commit-
tee and finally as Chief Reader
for the Advanced Placement
Examinations. She has also been
active in the American Classical
League, a national organization
that fosters articulation among
teachers of classics at all lev-
els-she recently served as vice-
president of the organization.
Dickison also is a consultant to
the National Latin exam, taken
by over 100,000 high school
Latin students in the US and
eleven foreign countries.
Dickison's research centers
on Latin pedagogy and Roman
historiography. She has just
finished an article for a volume
on the teaching of Latin at all
levels (the first of its kind) and
for a special edition of Classical
World focusing on articulation
between college and high school
Latin programs. Her work on
historiography (the study of
how history is written) looks at
how the motif of the reversed
world has influenced the way
in which the Roman historian
Tacitus depicts the emperors
Claudius and Nero. Her work
shows that Tacitus' depiction of
Claudius, as the husband run by
his wives and freedmen, derives
from the comic plot in which the
powerful are overthrown and
the lowly rule. Tacitus' construc-
tion of Nero and the Neronian
years also involves a saturnalian
world, but it is one in which not
just the emperor's behavior but
the whole of Roman society, in-
stitutions and the value system
are upside down. The reversed
world motif thus served Tacitus'
aim of making a powerful case
against the imperial government,
as one that destroyed Roman lib-
erty and the old value system.
Sheila Dickison, associate professor
In her teaching Dickison en-
joys introducing students to
literature that still speaks to the
issues of today. Her Latin Love
Poetry course gives students the
opportunity of appreciating the
poetry of Catullus, passionate
lyric poems that describe the
conflicting emotions of an obses-
sive love. Next spring she will
teach a course for the Honors
program that focuses on the an-
cient sources in translation of the
Robert Graves, I Claudius histori-
Why do classicists continue to
study the classics? Like Italo Cal-
vino they believe that "a classic is
a book that never finishes saying
Classics: Where Ancient is Better Than Old
-by Gareth Schmeling, professor of classics
In 1859 the dean of Corpus
Christi College, Oxford, told
his students that there were
two reasons for studying clas-
sics: they could look down their
Gareth Schmeling, professor of
noses at everyone else, and there
were greater rewards for them in
heaven. As it turns out, he was
wrong about the first reason, but
I hope that he will prove correct
in the second. Though the Clas-
sics Department is one of the
youngest in the College, its area
of study is the oldest. While a
number of UF students believe
that knowing what happened
even 30 years ago, for example
at the 1968 Olympic Games, is
a study of things ancient, a col-
league here at UF studies the
Olympic Games of 776 B.C. My
own research focuses on ancient
prose fiction, novels which were
"popular" in that they were not
written about/for/by aristocrats
or mythical beings. The subjects
of ancient novels are common
(Latin populi) people, that is, pop-
ular. For the most part, classical
literature was written by and for
those few people who could by
virtue of their wealth and leisure
time devote enormous time and
effort to reading and writing.
Only eight ancient novels
survive complete, plus we have
fragments of about 25 more. It is
unfortunate that much of classical
literature survives in a fragmentary
state. Greeks and Romans obvi-
ously did not write in fragments,
but the ravages of 2500 years,
dry rot, worms, fires, floods, and
naughty school boys often make it
seem that way. For example, of the
100 or so plays of Sophocles, only
What are ancient novels about?
Jealous lovers, sex, corrupt official,
fallen priests, violent inner cities,
family disintegration, religion,
witchcraft, drinking, drugs. In fact
"What are ancient
novels about? Jeal-
ous lovers, sex, cor-
rupt official, fallen
priests, violent inner
cities, family disin-
there are few differences between
people in ancient and modern nov-
els. In addition to my work on the
ancient novel, I follow the evolution
of classical languages, particularly
the language of government offi-
cials bureaucratesee) and the very
small corpus of the language of
slaves. Greek and Latin bureau-
cratese was, I suppose, serious at
the time it was composed. One
cannot help but chuckle to read it
today, just as 2000 years from now
readers will smile, when they go
through federal tax codes, college
catalogues, course syllabi, and
And what can students expect
to get out of studying classics? An
appreciation of historical forces
which shaped modern society, a
sense of dignity, the equipment
to appreciate beauty, and the
capacity for honesty, charity, and
civility. The long view of civiliza-
tion which classics affords is both
positive, in that students can see
themselves as part of a long tra-
dition of human existence (our
classical ancestors-both physi-
cal and spiritual-laid a founda-
tion on which we all have built)
and negative, in that after 2500
years of work and study we are
no smarter than the Greeks and
Romans, no better physically,
morally, or spiritually. The good
part of the negative is that we are
probably also no worse than the
Greeks and Romans.%
Gareth Schmeling has edited "The
Novel in the Ancient World" (E.
J. Brill) (pictured above). More
ri,. I.tll' Dr. Schmeling assisted
Michael Von Albrecht in revising
his two-volume book "A History
of Roman Literature: From Livius
Adronicus to Boethius" (E. J.
Introduction and Evalua-
tion, Second Edition (Rox-
bury Publishing Company)
by Ronald L. Akers (Center for
S Criminology & Law). (review
taken from back of book)
Criminological Theories: Introduc-
tion and Evaluation is a concise
A c r n but thorough review and ap-
praisal of the leading theories
of crime and criminal justice.
Esteemed criminologist Ronald
L. Akers offers a knowledgeable and insightful introduc-
tion to and critique of each theory.
Based on the success of the First Edition of this land-
mark text, the Second Edition has been (1) updated to
keep the book current with changes in the field and (2)
reorganized for better topic flow. Coverage has been
added on such topics as: new efforts at theoretical inte-
gration; contemporary feminist theories; left realism; and
Akers' Criminological Theories continues to offer:
A clear concept of what each theory is and the
critical criteria for evaluating each theory in terms
of its empirical validity.
The central concepts and hypotheses of each
theory, carefully and concisely explained.
Comprehensive coverage of theories of criminal/
delinquent behavior and law/criminal justice.
Both the original theory and its latest develop-
Clear and understandable exposition of abstract
Extensive references to aid further study.
Comprehensive author and subject indexes.
Criminological theories are abstract, but they entail more
than ivory-tower or arm-chair speculations. They are part
of the broader social science endeavor to explain human
behavior and society. Understanding why people conform
to or deviate from social and legal norms is an integral
part ofa liberal education. Moreover, such understanding
is vital for those who plan to pursue specialized careers
in the law or criminal justice. Virtually every policy or
action taken regarding crime is based on some underlying
theory or theories of crime. It is essential, therefore, to
comprehend and evaluate the major theories of criminol-
ogy, not only for the academic or research criminologist,
but also for the educated citizen and the legal or criminal
Thinking Politics: Per-
spectives in Ancient,
Modern, and Postmodern
Political Theory (Chatham
House Publishers, Inc.) by
Leslie Paul Thiele (Political Sci-
ence). (review taken from book's
The tradition of political
theory, while rich in historical
insight, conceptual refinement, .Ll Plul .lliL,
ethical debate, and philosophic
reflection, is poor in eternal
truths and practical implemen-
tations. It follows that the art and craft of political theory
is less a learning of set principles, technical procedures, or
concrete applications than an exercise in critical thought.
To teach political theory is to introduce students to a tradi-
tion of thought so that they might interact creatively with
it. To teach political theory is to aid in the acquisition
and development of the analytic and interpretive skills,
the moral and philosophic judgment, and the social and
historical knowledge needed to appreciate a tradition of
thought, to contest its claims and to make good use of its
Developing this skill, judgment, and knowledge is
an exciting but arduous task. Returns on investments of
time and effort are seldom certain. This is partly because
political theory has always been, and remains today, a
field uncertain of its objectives, unsettled in its procedures,
and self-consciously critical of its own identity. Political
theory might be described as an unending dance staged
between skeptical reserve and the epic effort to achieve
methodological rigor, conceptual stability, and moral cer-
tainty about things political. Thinking Politics introduces
the reader to this form of dance.
The mark of a good education, Aristotle insists, is knowing
which fields of study allow for certainty and exactitude
and which do not. Politics, he observes, is not an exact
science. Its study depends less on precise measurement
than on contextual understanding grounded in shared
experience. By developing their own conceptual lenses
while remaining receptive to the different viewpoints of
others, interpreters ofpolitical life may strike an appropri-
ate balance between the intellectual demands of theory
and the practical and moral demands of an ambiguous,
complex, and unruly world.
Conlon on Computing
S I have been
il "1 j I ously since 1971
-- and I have nev-
.' er personally
I_:-_ "computer virus.
SI have helped
have been affected by
diskettes and hard drives infected
with various viruses, but none of my
diskettes or hard drives have been
affected. Was I just very fortunate
or was there something about my
computer use that helped protect
me? Probably both.
In the early days of computing, vi-
ruses were very rare. Early problems
occurred when programmers placed
"surprises" in programs, usually trig-
gered by dates. On a date chosen by
the programmer, a piece of software
would act in an unexpected and
sometimes malicious manner. By
the late 70s, hobby computers and
personal computers were being sold.
Viruses were right behind. I didn't
use the early generation personal
computers much. They were under
powered for statistical research.
By 19871 was running on a UNIX
workstation. Most code for UNIX is
compiled locally that is, you re-
ceive the source code and make your
own executable file. A programmer
could read the source code, so it was
very tough to hide a virus algorithm.
The dangerous files are pre-compiled
"binary" files, which are ready to run
and can not be read by programmers.
Such files are commonly traded on
diskettes. Diskettes can contain vi-
ruses in hidden files and boot sectors,
and these files are typically not seen
when doing directory listings. Spe-
cial anti-virus software is needed to
find and remove these files. Diskettes
are rare in the UNIX world most
transfer of information is done on the
network. I didn't have much need
to read or write diskettes so I was
largely unexposed to potential viruses.
And I suppose I was lucky.
Many of our college colleagues
have not been so lucky. Viruses have
infected college computers, seriously
damaging data and documents. In
some cases, the computer hard drive
must be reformatted and all mate-
rial on it is lost. Without adequate
back-up, such an incident could be
catastrophic. The first virus defense
is adequate back-up.
Can you get a virus by email? You
can not get a virus by reading email.
There was a famous case of an Internet
worm virus in the mid 80's unleashed
by a Cornell graduate student. Email
systems have since been redesigned
and a repeat of that kind of infection
of email servers is considered very
unlikely. Simple reading of email can
not transmit viruses. In particular
the "Good Times Virus," which is
supposed to damage your hard drive
if you read an email message with a
particular subject line is a hoax. This
hoax has cost more lost productivity
by people questioning its existence,
calling and asking about it, and pre-
paring for it than any real virus. You
can get a virus by executing a program
attached to an email message. Email
attachments can contain executable
binary files. Executable binary files
can contain viruses.
Can you get a virus from a man-
ufacturer's diskettes or software?
Yes. Microsoft in particular has been
a victim of internal sabotage in which
"final" software versions were con-
taminated by disgruntled employees
prior to manufacture. Such incidents
are extremely rare. Major software
companies are very careful about their
Which systems are the most sus-
ceptible to viruses? PCs are more sus-
ceptible than Macs, which are more
susceptible than UNIX machines.
Virus writers want to damage files.
There are more PCs with files to dam-
age so that's the platform of choice for
How can I reduce my risk of in-
fection? Do not execute programs of
unknown origin. Downloading mis-
cellaneous binary files from bulletin
boards and web sites is the first thing
you should avoid. Only download
and use reputable vendor's software.
If you must accept and use diskettes
given to you by others you should
have virus protection software on
How can I defend myself against
viruses? Reduce your risk of infec-
tion (see above). Back-up your data
to prepare for a virus infection. Use
virus protection software to intercept
and remove viruses.
Does virus protection software
work? Yes. The college has licensed
McAfee anti-virus software for all
computers in the college and all home
computers of staff, faculty and stu-
dents. McAfee is an excellent prod-
uct. If you are using a Mac or a PC
you should have McAfee installed.
The UF McAfee page (see below) has
download instructions. Please take
a few minutes to go there, download
and install the software.
How can virus protection soft-
ware defend against new viruses?
It can't. Virus protection software
must be continuously updated to pro-
vide protection. McAfee is updated
monthly. A comprehensive list of
viruses known to be "in the wild" can
be found at the Virus Bulletin Home
Some Virus Resources
University of Florida McAfee page http://www.software.ufl.edu/mcafee.html
McAfee Home Page http://www.mcaffe.com
CIAC, Computer Incident Advisory Capability, US Dept of Energy
Virus Bulletin Home Page http://www.virusbtn.com
Preview is a two-day orientation program to provide knowledge about the university to incoming freshmen and their
families. Preview attendees learn about the university and students begin the process of registering for their first
semester of classes.
The Class of 2001 and their parents during the opening session
of Preview in the Reitz Union Ballroom.
Larry Severy, CLAS associate dean
for Student Affairs and director of the
Academic Advising Center, welcomes
students and their parents.
Anthony LaGreca, professor of sociology, advises a group of
students at one of the small group sessions.
"I wanted to get a liberal
arts education. Knowledge
allows you to make informed
Tommy Lee Jones, actor
cum laude English graduate
Ira Fischler, professor of psychology, helps a student with her
class schedule during the one-on-one advising session.
From a Professor's Point of View
-by Michael Chege, director of the Center for African Studies
When the summit of the eight
leading industrial nations con-
vened in Denver on the weekend
of June 21, it adopted a new de-
velopment strategy towards the
African continent, drawn by the
Clinton administration, based
on free trade and private capital
investment, rather than govern-
ment-to-government aid which
has long been the norm. The old
ways have failed. The new policy
rewards African reformers and
in global markets. And it did
not come a minute sooner. Ac-
cording to the cover story of The
Economist of that weekend, "little
noticed by the rest of the world,
much of Sub-Saharan Africa is in
the midst of an upturn.....The best
thing that America and Europe
can do is not to spoon out char-
ity but to allow Americans and
Europeans to buy the products
that Africa is capable of produc-
ing competitively." All the more
so because an increasing number
"In an academic institu-
tion like ours it is im-
portant to study the fine
distinctions, to enhance
an objective understand-
ing of Africa, to contrib-
ute to solutions."
of African states-like Uganda,
Ethiopia, Botswana, Mozam-
bique, and South Africa-were
on the fast lane of growth, yet
they faced barriers in selling
to developed countries. That
weekend brought yet another
success story: wildlife conser-
vation in some African national
parks had been so successful that
Botswana, Zimbabwe, and South
Africa earned exemption from the
global ban against selling ivory.
Good management had led to far
too many elephants there-an ani-
mal put on the endangered species
list worldwide not too long ago.
But wait.....Isn't this the same
Africa of the starving UNICEF
posterchild; of famine and seem-
ingly endless warfare that Ameri-
cans remember from the evening
news? Vaguely, some recall Somalis
in Mogadishu in 1993 fighting US
marines that had come to help.
Or Africa from the pages of The
National Geographic, and of Holly-
wood. Take your pick. If one omits
the more outlandish and perverse
media stereotypes of Africa, the
truth is that Africa as a continent is
so incredibly vast and diverse that
depending what country (or part
thereof) you pick, you might end
up with beauty or the beast-or
anything in-between. Even for
some seasoned Africanists, the
"Africa" they describe represents
their favorite country, or region, or
village. As long as we are talking
about the Denver summiteers and
the African elephant, then, we
might use the metaphor of the blind
men and the elephant to illustrate
the problem we are describing.
Africa is not a country but the sec-
ond largest continent in the world
after Asia with 30.3 million square
kilometers-that is over three times
the size of the United States. There
are some 51 independent countries
in that landmass-each with its own
distinct history, peoples, languages,
cultures and form of government.
Some get snow-yes!-some are
hot desert. A number of these states
are in dire straits-like Somalia, Li-
beria, Sudan and Rwanda-scene of
the 1994 genocide. Other states are
much different. Before checking out
Michael Chege, associate professor
and director of the Center for
of the office each evening I read
on the Net the daily press from
my home country, Kenya, and
she does not even feature among
the successes. So it is little won-
der that The Economist could do
a story of roaring African suc-
cesses one week and then turn
to a problem-ridden country
the next. For the moment, the
African high achievers seem to
be on a winning streak. We do
not know about tomorrow.
In an academic institution
like ours it is important to study
the fine distinctions, to enhance
an objective understanding of
Africa, to contribute to solu-
tions. Africa matters to the US
and not just because some 12
percent of our population trace
their ancestry there. In 1995,
America sold $5.4 billion goods
to Africa-more than it sold to
Eastern Europe. About 100 UF
faculty affiliated to the Center
for African Studies research
issues like these-as well as
political summits, the African
elephant and a lot more. They
have a vital role to play.a
rrant Awards through Division of Sponsored Research
April 1997 Total $2,990,367
Investigator Dept. Agency
Katritzky, A. CHE
Katritzky, A. CHE
Katritzky, A. CHE
Wagener, K. CHE
Dolbier, Jr., W. CHE
Thomas, C. CRI
Chege, M. &
Avery, P &
Avery, P &
Mitselmakher, G. &
Ramond, P &
Sikivie, P. &
Miller, P &
Rowland, N. &
Van Haaren, F
Nichols, G. &
Shuster, J. &
Synthetic strategies for nitrogen heterocycles.
Software research support.
Miles compound contract.
Metal containing polymers via metethesis chemistry.
Organic synthesis and mechanism.
Private corrections project.
19,992 Globe Program Fall 1996 training workshop.
135,443 Planetary aerosol monitor/integrated dust analyzer.
Hausa/Yoruba Language Institute Fulbright-Hayes Group Projects Abroad.
The features of self-assembling organic bilayers.
Carbon species as possible carriers of the UIRS.
Design and use of methods for peptide secretion studies.
US/France undergraduate student exchange.
Mechanisms and inhibitor design for sialyltransferase in biochemistry. Kennedy
NSF Presidential Faculty Fellow.
Quantum chemical dynamics: theoretical and computational aspects.
Mixed organic/inorganic dual network Langmuir-Blodgett films.
The glow discharge as an atomization and ionization source.
New AB initio based density functional methods for molecules & polymers.
Molecular spectra and dynamics at interfaces.
Molecular spectra and dynamics at interfaces.
Modeling and optimization of diffractive optical structures.
Phenomena of metric topology and their applications.
Modular representations of finite groups, codes and projective geometry.
Galois theory and finite projective planes.
Research in finite group theory.
National Young Investigator Award.
180,497 Task B: Research in theoretical and experimental elementary particle phys.
23,398 Task S: Research in theoretical and experimental elementary particle phys.
167,127 Task G: Research in theoretical and experimental elementary particle phys.
227,293 Task A: Research in theoretical and experimental elementary particle phys.
Task C: Research in theoretical and experimental elementary particle phys.
Quanutm-confinement effects and optical behavior of clusters.
Behavioral determinants of cocaine tolerance.
60,011 Research training in cognitive development.
4,000 Psychobiology summer research for undergraduates.
5,211 Neurobehavioral and immunological toxicity of pyridogstigmin permethrine.
80,000 Enriching and integrating international and foreign language studies at UF.
24,800 Pediatric oncology group as a CCOP research base.
4,850 Reu supplement to DEB-9528445.
1,491 The political rationality of new social movements.
see Grants, page 9
HONORS AND AWARDS
The College of Liberal Arts and Sciences would like to congratulate the
following faculty membersfor their achievements and recognition.
SDmitrii Maslov (Physics) has been awarded a 1997 Young Investiga-
tor/ CAREER Award from the National Science Foundation.
SBruce Schockey (Ph.D. Candidate, Zoology) was awarded an NSF
International Research Fellow Award.
Around the College
Gerard G. Emch was invited to a 5-
lecture tour in Korean Universities:
POSTECH (in Pohang), CHON-NAM
NATIONAL (in Kwang-ju), and YUN-
SEI (in Seoul). His general subject was
North Entrance of Anderson Hall Restored
Phase 1 of the Anderson Hall renovation project is nearing completion. The project is funded by an Historic
Preservation grant from the Florida Department of State. Prior to restoration of the north entrance, the original
exterior gothic arch and vestibule were still in place, but the entrance doors had been removed and replaced by a
floor dividing the ground and the first floor. The entrance facade, stair, and stair hall have now been restored to
the original appearance.
Door Restored in
Spring of 1997
Door in 1996, Prior
-Grants continued from page 8
Chege, M. &
GLY Water Manag. 11,194
Matching funds for DOE Grant.
Miscellaneous donors account.
Zoology Presidential Research Graduate Fellowship Program.
GIS services for water supply needs and sources assessment.
Avery, P. PHY
Brazeau, D. ZOO
Cornell 148,261 Distributed computing and database for high energy physics.
GA Southern 6,916 Selfing, fertilization success in hermaphroditic reef-building corals.
--Classics continued from page 1
--Musings continued from page 1
Students just arriving on
campus and faced with the
decision of what major to
declare may not think first
of classics. Or second or ....
They likely have had little such
exposure in high school. And
even if they are aware of Latin
and Greek studies, this may
not seem particularly competi-
tive with psychology, political
science, etc. as mainstream
CLAS majors leading to future
Actually, that could be a
mistake. A broad liberal arts
education, including expo-
sure to "great books," is in-
creasingly seen as invaluable
preparation for any career that
requires critical thinking and
the ability to adapt to a rapidly
changing world. As Professor
Schmeling points out in his es-
say in this issue, the concerns
of today are not all that differ-
ent from those of the classical
Classics at the University
of Florida is well done. The
department is small, but com-
prised of user-friendly faculty
who teach extremely well, keep
up their scholarship, and coop-
erate with many requests on
their time. These faculty attract
a significant number of majors,
and those who chose classics
are among the best students
in CLAS. The department
also offers many courses that
appeal to students seeking gen-
eral education opportunities.
We are fortunate to have
the Department of Classics
among our very diverse set of
CLAS disciplines. The lessons
to be learned there are still
most relevant in addressing
the concerns of today. Students
who explore this rich environ-
ment will not be disappointed.
Nor will their parents. Classics
Turning toward her more recent
work, Eaverly is interested in wall
paintings of the classical periods. She
points out, "In these paintings, women
are usually shown in light colors and
men in darker tones. Of course, an ob-
vious suggestion is that women stayed
inside, men were outside, so the artists
may have been simply reflecting that
in the paintings. However, one sees
this across many different cultures and
times, so it's possible there was more to
it than that."
When asked about Disney's neoclas-
sical revival of Hercules, Eaverly said,
"The classics are always back. Myths
are told and retold over the millennia,
shaped to meet the times, and in one
sense that is what Disney has done.
There is nothing necessarily wrong
with that. It is simply classics in a new
medium to reach the masses. Think of
the number of children who will be ex-
posed to this. Sure, they will think that
Hercules sings like Michael Bolton,
but no harm done."
Eaverly could not resist point-
ing out that some of the mythical
characters have been sanitized over
time. "Zeus, for example, is often
represented as an old, God-like being,
while the original stories showed him
as a younger guy who fooled around
a lot. And Hercules himself, depicted
now as a real hero, had a pretty active
social life. On the other hand, Hades
may have become more of a villain
over the years."
Eaverly contends, with fervor,
that classics is not just about ancient
people and ideas, but remains fresh,
vibrant, and meaningful today. Any
student fortunate enough to sit in her
class will come away knowing she is
right. Great-grandfather would be
From the Chair....
Lewis Sussman, chairman of the Department of Classics
Classics is a broad, basic and
interdisciplinary humanities field
which offers students the opportu-
nities to study Greek and Roman
civilization in all of its exciting
aspects. The Department provides
instruction in the Greek and Latin
languages and literatures, as well as
course work in English translation
dealing with archaeology, civiliza-
tion, Egyptology, history, mythol-
ogy, religion, linguistics, literary
genres, medicine, sports and the
status of women. More than 800
students per year work to fulfill their
languages requirements in Latin or
Greek, while many hundreds more
take courses in English translation to
meet General Education guidelines.
Thus we serve a wide constituency
of students ranging from those who
wish to specialize in ancient lan-
guages to those who desire a general
background in the Greco-Roman
world as a foundation for liberal arts
With approximately 50 majors,
UF has one of the largest undergrad-
uate classics programs in the nation.
For most the major is an end in itself:
a basic liberal arts degree from which
they proceed to business or teaching
careers, professional schools (e.g.,
law and medicine), or graduate
level study in classics, linguistics,
history, religion or philosophy. The
department's M.A. program has two
tracks, leading either to further
work at other institutions towards
the Ph.D. in classics, or to teaching
Latin in the high schools, where
there is now a critical shortage of
The department's nine (soon to
become ten) faculty have diverse
research interests, including ar-
chaeology, art history, linguistics,
drama, the ancient novel, oratory
and rhetoric, historical writers,
women's studies and the poetic
genres. As a core humanities
department, classics cooperates
with such other programs as reli-
gion, philosophy, history, linguistics,
art history, women's studies, honors,
English and the other literature de-