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Additional file 1: Figure S1. (A) FT–IR spectra of Bawit and (B) Oxyrhynchus groups. Figure S2. FT–IR spectra of sample 31 (Brown group). Figure S3. FT–IR spectra of sample 33 ( and Bookhands groups). Figure S4. FT–IR spectra of sample 53 (Bookhands group). Figure S5. FT–IR spectra of sample 90 (Brown and Bookhands groups). Figure S6. FT–IR spectra of sample 133 (Brown group). Figure S7. FT–IR spectra of sample 233 (Oxyrhynchus, S. VI and Chancery groups). Figure S8. FT–IR spectrum of sample 241 (S. VI group). Figure S9. FT–IR spectrum of sample 243 (S. VI group). Figure S10. FT–IR spectrum of sample 395 (Bawit and Brown groups). Figure S11. FT–IR spectrum of sample 427 (Bookhands group). Figure S12. FT–IR spectrum of sample 712 (S. VI group).

Contents: 1. Papyrology: methods and instruments; archives for the history of papyrology, including the address of our President, Prof. Joerdens; 2. Literary papyri; 3. Herculaneum; 4. Paraliterary texts –school, magic and astrology; 5. Scribal practice and book production; 6. Documentary papyri; 7. Latin papyri; 8. Linguistics and lexicography; 9. Archaeology; 10. Papyri and realia; 11. Conservation and restoration; and 12. Digitizing papyrus texts., The 28th congress had a remarkably high concentration of restorers and scientists when compared with previous editions. While digital tools and databases have been present for a while, perhaps the most noteworthy developments encountered in recent times are those belonging to the “material turn”. Taking as a starting point the increasingly necessary presence of archaeology in our discipline, the community has realised that applying the same approaches and methodologies used in other types of archaeological findings may provide invaluable information to contextualise the papyri, which has been one the major challenges of Papyrology from its very beginning. Thus, the study of the chemical composition of the inks used to write our documents, or the condition of the papyrus support from a physicochemical point of view, are enriching papyrological methodologies for providing not only chronological, but also environmental and geographical context. In this respect, both the conservation of papyrus collections and subsequent reflection on the protocols of interaction with the material acquire particular importance: the papyri are no longer just a support for texts, they also carry information within their physicality intimately related to those texts which we ought to preserve, too. The current political climate has also had an impact in our field. The market of antiquities, being a natural place for the trade of papyrus documents, shares many of the same concerns and discussions that today are affecting the archeological and art historical fields. In the recent years, associations of papyrologists have issued ethical codes or guidelines as recommendations on how to deal with papyrology. If it is true that papyrologists can contribute greatly to the understanding of the ancient world, and, in this manner, propose methods of interpreting and resolving problems that we face in our present day, it is also true that we cannot ignore practices that we would otherwise find unacceptable just for the sake of bringing to light new documents.

En aquest article es reflexiona des de diferents perspectives sobre l’ensenyament de les anomenades humanitats en l’àmbit universitari. En primer lloc, es planteja la pertinença tant de la denominació dels estudis com de la seva oferta acadèmica. En segon lloc, es tracta sobretot de la seva vinculació amb els estudis literaris, entesos aquests en un sentit ample i innovador. En tercer lloc, es reivindica la innovació tecnològica en el treball acadèmic de les humanitats i, finalment, en quart lloc, es fa una reflexió sobre la necessitat d’un grau d’humanitats certament interdisciplinari i connectat amb les necessitats formatives de la societat.__________________________________________________________________En aquest article es reflexiona des de diferents perspectives sobre l’ensenyament de les anomenades humanitats en l’àmbit universitari. En primer lloc, es planteja la pertinença tant de la denominació dels estudis com de la seva oferta acadèmica. En segon lloc, es tracta sobretot de la seva vinculació amb els estudis literaris, entesos aquests en un sentit ample i innovador. En tercer lloc, es reivindica la innovació tecnològica en el treball acadèmic de les humanitats i, finalment, en quart lloc, es fa una reflexió sobre la necessitat d’un grau d’humanitats certament interdisciplinari i connectat amb les necessitats formatives de la societat., This paper reflects on humanities education in the university from various perspectives. First, it looks at the pertinence of how these studies are named and of their academic offering. Second, it addresses their link to literary studies, understood in a broad, innovative sense. Third, it advocates for technological innovation in the academic work of the humanities. Fourth and lastly, it offers a reflection on the need for a bachelor’s degree in humanities that is both interdisciplinary and connected to society’s training needs., En este artículo se reflexiona desde diferentes perspectivas sobre la enseñanza de las denominadas «Humanidades» en el ámbito universitario. En primer lugar, se plantea la pertenencia tanto de la denominación de los estudios como de su oferta académica. En segundo lugar, se trata sobre todo de su vinculación con los estudios literarios, entendidos estos en un sentido amplio e innovador. En tercer lugar, se reivindica la innovación tecnológica en el trabajo académico de las Humanidades y, finalmente, en cuarto lugar, se hace una reflexión sobre la necesidad de un grado de Humanidades ciertamente interdisciplinario y conectado con las necesidades formativas de la sociedad.

Recull de ponències presentades a la International Conference Homo Romanus Graeca Oratione, celebrada a la Universitat de Barcelona el març de 2009 / Edició: Francesca Mestre i Pilar Gómez, The underlying theme of Three Centuries of Greek Culture under the Roman Empire is the idea that, under Roman rule, Greek culture was still alive and dynamic and continued to exert a degree of cultural domination, either real or apparent. So, we hope to analyse the meanings of concepts such as “Greek” or “Greece” in the Empire. Are we right to assume that there was a clear opposition between Greek and Roman? Or would it be more accurate to speak of a “Graeco-Roman world”? It would certainly be possible to make a list of “elements of identity”, on both sides —Greek and Roman—, but, in this case, where should the borders between identity and community be placed? Three Centuries of Greek Culture under the Roman Empire presents several approaches to the period between the second and fourth centuries AD from a variety of angles, perspectives and disciplines. Until now, this time has usually been considered to be the junction of the decline between the classical world and the emergence of the medieval world; however, this book establishes a basis for considering the Imperial period as a specific stage in cultural, historical and social development with a distinct personality of its own.