A modern poet reads ancient war texts: politics, life and death in George Seferis’ ‘The Last Day’*
It has been argued that ‘The Last Day’, written during the Metaxas dictatorship and while the Second World War was looming on the horizon, constitutes Seferis’ answer to the exhausted model of the ‘national poet’. The aim of this article is to examine in detail the poem’s allusions to ancient war texts, in order to deal with what stood at the heart of this answer, namely the key concept of the ‘historical poet’. Of prime importance will be issues of language and gender raised by the poem, as well as the historical context of its writing and reception.
Brill's companion to Thucydides
This volume on Thucydides, the most important historian of the ancient world, comprises articles by thirty leading international scholars. The contributions cover a wide range of issues, including Thucydides' life, intellectual milieu and predecessors, Thucydides and the act of writing, his rhetoric, historical method and narrative techniques, narrative unity in the History, the speeches, Thucydides' reliability as a historian, and his legacy through the centuries. Other topics dealt with include warfare, religion, individuals, democracy and oligarchy, the invention of political science, Thucydides and Athens, Sparta, Macedonia/Thrace, Sicily/South Italy, Persia, and the Argives. The volume aims to provide a survey of current trends in Thucydidean studies which will be of interest to all students of ancient history. Brill's Companion to Thucydides was awarded Choice Outstanding Academic Title 2007.
School Principals and Education Law: What do they know, what do they need to know?
Principals now work in complex and challenging environments where uncertainty and change are the hallmarks of their roles and responsibilities. As such, the knowledge and capability demands on principals have expanded, including those related to education law. While these matters attracted some research interest a number of years ago, there has been little recent work in the area of principals and education law. This article reports on an exploratory study into aspects of the legal knowledge held by Tasmanian government school principals, particularly concerning non-sexual physical contact between teachers and students. The research was undertaken using a small-scale, mixed-methods research design, which required principals to respond to various legal scenarios. Three key findings emerged from the study. First, principals used two different levels of working knowledge about education law  one related to legal problems, and the other to legally-related routine activities. Second, on the particular topic of physical contact, some knowledge held by principals was not legally accurate. Third, for major legal issues, participants indicated that they acquired access to information from legal experts. The situation for routine legal matters was less clear, although in-service training and practical experience were identified as potential sources of knowledge. Participants recognised the importance of a sound knowledge of education law, especially for dealing with security and safety issues and preferred to access further information through in-service training. Notably, the findings of the study are broadly consistent with those from earlier Australian and international research, suggesting that much remains to be done in the area of principals’ education law knowledge.