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Academic Publications
Constituent Order in Latin Accusative-Plus-Infinitive (AcI) Constructions
Rich, N. 2024. Constituent Order in Latin Accusative-Plus-Infinitive (AcI) Constructions. PhD Dissertation, University of Virginia. https://doi.org/10.18130/c295-vn65.
Abstract
This dissertation investigates constituent order in Latin AcI clauses in order to understand how Latin authors avoided grammatical ambiguity in AcI clauses with two accusatives. Through a careful analysis of AcI data gathered from two Republican prose authors, Caesar and Cicero, this study aims to provide a more comprehensive description of the mechanisms by which the linear order of accusative constituents in AcI clauses is determined and through which the syntactic roles of the accusative constituents are disambiguated.
Ultimately, I show that the linear order of the accusative constituents is motivated by the information structure of the clause, with divergences from the statistically more common SOV order resulting from the object constituents raising to a pragmatic function slot, primarily through the two pragmatic movement processes Topicalization and Focus raising. The nuclear constituents’ syntactic functions, however, are determined by the semantic status of the constituents, with higher levels of agency and animacy positively correlating to subject role and lower levels of agency correlating to object role. In fact, we find a markedly strong preference for pairing high-agency, animate, individuated entities with low-agency or inanimate entities, and the prevalence of this asymmetric relationship largely counteracts any potential for grammatical ambiguity in such clauses. In other words, since semantic status, specifically agency and animacy, is such a reliable proxy for syntactic function, pragmatic movement processes like Topicalization can alter the SOV linear order without impairing the syntactic analysis.
Lucan's Ferrum Fodder
Rich, N. 2011. Lucan’s Ferrum Fodder. MA Thesis, University of Florida.
Abstract
Scholars such as Shadi Bartsch (1997), Robert Sklenar (2003), and Timothy Hill (2004) have noted that Lucan’s epic on the Roman civil war between Julius Caesar and Pompey is replete with suicidal imagery and impulses. Lucan begins his poem by equating this civil war to voluntary self-killing. This theme runs throughout the Bellum Civile and taints most, if not all, of the scenes.
The goal of this thesis is to illustrate how Lucan’s poem shows the corruption of traditional Roman virtues. He does this by imbuing two scenes that Roman’s would have identified as paradigmatic of such virtues with this suicidal proclivity. I will focus on two scenes from the Bellum Civile (4.465–581 and 6.144–262) and show how the main characters in these scenes—Vulteius and Scaeva—attempt to assimilate themselves to two of the most prominent figures from the Roman imagination—Cato and Aeneas. Further, I will elucidate how Lucan portrays Caesar and Caesarianism as the catalysts and embodiments of this suicidal proclivity.
Playing in the Past: Digital Art History in the Age of VR Gaming
Huang, B., Bixby, L. Britt, R., Rich, N. 2022. “Playing in the Past: Digital Art History in the Age of VR Gaming.” The International Journal of Arts Theory and History 17.1: 1–23.
Abstract
We are fortunate to live in a time of extraordinary technological innovation. Burgeoning technologies, such as augmented reality and virtual reality (VR), are making it possible for fields like art history to move beyond the limits of traditional two-dimensional pedagogical media. As an experiment to uncover the scope of digital possibilities for art history, we used photogrammetry and 3D modeling software to recreate and recontextualize a Roman sculpture and sarcophagus from the Harvard Art Museum as a VR game. In doing so, we aim to catalyze a reimagination of the present through a reconstruction of artistic contexts of the past and thereby drive the imagination of the future. The combination of art history and VR games functions not only to educate us about the past and enliven it but also to fundamentally redesign how students engage with the past in ways that can have profound impacts on student engagement, motivation, and learning outcomes.