Aristeas the Tourist

"Herodotus the Tourist" was the title given by James Redfield to his inquiry into Herodotus's ethnological system (Classical Philology, 80.2, 1985: 97-118). Redfield's insights, together with François Hartog's monograph The mirror of Herodotus (University of California Press, 1988), definitively modified our interpretation of Herodotus's Histories. In the present paper, I analyse the so-called Letter of Aristeas from a narratological perspective, suggesting that the anonymous author of the Letter deliberately constructed his main character ("Aristeas") as a Herodotus-like figure, who visits Judea and Jerusalem as yet another "tourist". In so-doing, the author's pseudo-ethnographic text produces a specific Jewish self-definition and identity in the Hellenistic period, mirroring both Greek representations of the Jews as a people of philosophers, and a Jewish interpretation of the ideal bios philosophikos, best typified through the Jewish compliance with the Mosaic legislation.

Male and female routes to success

Much of the recent interest in educational gender differences is based on differences in academic performance. Several studies have shown that young women now out-perform males in terms of school grades and university degrees. But while there is a lot of research into the reasons for this shift, and into gender gaps in reading and maths achievement, little research has been done on the consequences of these differences in educational and early occupational success. - See more at: https://cerp.aqa.org.uk/perspectives/male-and-female-routes-success#sthash.HR8fFTen.dpuf

How Do Second-Generation Immigrant Students Access Higher Education? The Importance of Vocational Routes to Higher Education in Switzerland, France, and Germany

We analyse the access to different institutional pathways to higher education for second-generation students, focusing on youths that hold a higher-education entrance certificate. The alternative vocational pathway appears to compensate to some degree, compared to the traditional academic one, for North-African and Southern-European youths in France, those from Turkey in Germany, and to a lesser degree those from Portugal, Turkey, Ex-Yugoslavia, Albania/Kosovo in Switzerland. This is not the case in Switzerland for Western-European, Italian, and Spanish youths who indeed access higher education via the academic pathway more often than Swiss youths. Using youth panel and survey data, multinomial models are applied to analyse these pathway choices.