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I.Milet VI, 3 nr. 1039 è un decreto onorario milesio per Eirenias figlio di Eirenias il Vecchio, un notabile della città di Mileto, attivo nella prima metà del II sec. a.C. Eirenias è noto per la sua attività diplomatica di raccordo tra Seleucidi e Attalidi. In particolare, il decreto in esame testimonia il suo ruolo di intermediario nel contesto delle donazioni di Eumene II a Mileto per la costruzione di un Ginnasio, e nella concessione di ateleia alla città da parte di Antioco IV e di sua moglie Laodice. Il contributo presenta anche un’analisi del ricco dossier di iscrizioni relative ad Eirenias, che illustra le principali tappe della sua carriera politica, dall’elezione a synedros nel trattato tra Mileto e Eraclea al Latmo, all’incarico di presbeutes nell’ambasceria a Eumene II, alla curatela degli onori per il medesimo sovrano.

The honorary decree for Tenedos attests the importance of the small island in the context of the Second Athenian League, immediately after the failed siege to Byzantium by Philip II. The military operation of the Macedonian king could have endangered the Athenian control of Bosporus, but also the autonomy of the allied Tenedos, so that the island may have been interested to pay contributions in order to receive Athens’ protection and, at the same time, Athens itself may have appreciated the help of Tenedos in a difficult moment for the League. Even if the decree has gaps and it is difficult to determine the amount of the Athenian compensation, nevertheless it has an important historical value, since it is the last official document about the relations between Athens and the allies of the Second Athenian League

In the forties of the IVth century BC the Chersonesos was simultaneously at the centre of the military interests of Athens and of the expansionism of Philip II. The first strenghtened its presence on the region through the cleruchs and the sending of the general Cares. The honorary decree for Elaeus, member of the Second Athenian League, testifies the Athens’attempt to reinforce the alliance and the controll on the area. The benefits granted include the protection of Cares and the regulation of the relations between the local community and the Athenian cleruchs.

Nel corso della guerra condotta da Atene contro Anfipoli e le città della Penisola Calci- dica negli anni Sessanta del IV secolo, viene approvato dal Consiglio e dalla assemblea un decreto onorario per Menelao di Pelagonia, mercenario al servizio di Timoteo, il quale ha personalmente attestato l’impegno e i mezzi messi a disposizione per la guerra da parte del suo collaboratore. Il testo del decreto invita il Consiglio ad introdurre in assemblea Menelao, affinché quest’ultimo riceva lodi, onori e benefici aggiuntivi. Dovranno curarsi di lui anche gli strateghi che operano nella Penisola Calcidica. Tra gli onori accordati vi è l’invito nel pritaneo il giorno successivo all’approvazione del decreto. L’emendamento, mutilo, propone di attribuire a Menelao il titolo di benefattore, condiviso un tempo anche dagli avi. L’identificazione del personaggio con un principe di Lincestide e la sua collaborazione con Atene nella guerra contro Filippo II in Tracia negli anni Cinquanta dello stesso secolo, come attestato da Demostene, getta maggior luce non solo sui rapporti tra la casata di Lincestide e gli Argeadi, ma anche tra la Macedonia ed Atene, in un periodo in cui gli interessi espansionistici delle due grandi potenze venivano a collidere nel settore dell’Egeo settentrionale.

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Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures. [ABSTRACT FROM AUTHOR]