Archaeological evidence for a previously unrecognised Roman town near the Sea of Galilee

Fieldwalking in the Ginosar valley recorded an extensive spread of Late Hellenistic, Roman-period and Byzantine ceramics, tesserae, glass shards, and stone vessel fragments. Architectural stonework in modern Migdal, on the hilltop immediately west of this, seems, in part, to derive from the same site, which extended into the area of the present town. This suggests an urban centre immediately adjacent to, but probably separate from, the Roman-period site usually identified asMagdala, providing a context for the first-century boat currently displayed in the Yigdal Allon museum. The settlement may be identified with one of the un-located toponyms of the coast.

Κύριε, Δέσποτα, Domine: Greek Politeness in the Roman Empire

Why did the Greeks of the Roman period make such extensive use of the vocative κύριε, when Greeks of earlier periods had been content with only one vocative meaning ‘master’, δέσποτα? This study, based primarily on a comprehensive search of documentary papyri but also making extensive use of literary evidence (particularly that of the Septuagint and New Testament), traces the development of both terms from the classical period to the seventh century AD. It concludes that κύριε was created to provide a translation for Latin domine, and that domine, which has often been considered a translation of κύριε, had a Roman origin. In addition, both κύριε and domine were from their beginnings much less deferential than is traditionally supposed, so that neither term underwent the process of ‘weakening’ which converted English ‘master’ into ‘Mr’. δέσποτα, which was originally far more deferential than the other two terms, did undergo some weakening, but not (until a very late period) as much as is usually supposed. These findings in turn imply that Imperial politeness has been somewhat misunderstood and suggest that the Greeks of the first few centuries AD were much less servile in their language than is traditionally assumed.

Educating integrated catalysts: transforming business schools toward ethics and sustainability

Joining the sharpening critique of conventional University-based business school education, we argue that educating integrated catalysts is necessary to meet current sustainability challenges. The key feature of moving toward the integration required at the individual level is focusing on developing students' capacity for moral and cognitive maturity. Practically, this makes the practice of genuine dialogue focal as core interpersonal method for educating management students. In supporting such education, business schools must however first transform themselves. Acting as transformative social enterprises, they can demonstrate being a part in critically questioning and improving the impact and relevance of management on the flourishing of wider society and the practice of an ethically oriented economy. We offer practical suggestions and implications for future business education reform.