A Comparison of Homeric Formalism in The Iliad and The Odyssey Essay

Homeric Formalism in The Iliad and The Odyssey "Much that is terrible takes place in the Homeric poems, but it seldom takes place wordlessly... no speech is so filled with anger or scorn that the particles which express logical and grammatical connections are lacking or out of place." (from "Odysseus' Scar" by Erich Auerbach)    In his immaculately detailed study comparing the narrative styles of Homer to those of the Bible, Erich Auerbach hits upon one of the most notable intrigues of reading Homer, namely his unrelenting sense of epic form and rhythm. The stories that unfold in the works of Homer are filled with passion and fury, but this never effects the meticulous regulation of his narrative. One of the chief questions regarding the works of Homer is to what effectual end he follows this formula so explicitly. In both The Iliad and The Odyssey, the reader recognizes patterns and formulae that combine to make up the Homeric template.    The reader can first recognize Homer's formulaic style on a specific scale in the repetition of phrases and epithets. Odysseus, throughout both The Iliad and The Odyssey is almost never mentioned without a reference to his cunning or "many designs". Likewise, throughout The Iliad the city of Troy is almost never mentioned without reference to it being "strong-walled" or "wide-wayed". As Richard Lattimore writes in the introduction to his translation, much of this particular kind of repetition was dictated by the metric needs of the poem. Above and beyond this strictly mechanical function however, recurring descriptions serve to ground the story in a cast of recognizable characters, thus creating a sense of familiarity for the reader.    Studying ... ...tions of the Odyssey,   Frankfurt, Athenaeum 1988 Hamilton, Edith. The Greek Way. New York: W.W. Norton and Company, Inc., 1930. Heubeck, Alfred, J.B. Hainsworth, et al. A commentary on Homer's Odyssey. 3 Vols. Oxford PA4167 .H4813 1988 Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Nussbaum, Martha C. "Victims and Agents: What Greek Tragedy can teach us about sympathy and responsibility." Boston Review. (1999)31 May 1999 Stanford, William Bedell. Homer's Odyssey. 2 Vols. Macmillan  Ã‚  Ã‚  Ã‚   The Iliad. Trans. Robert Fagles. New York: Penguin Books, 1990. The Iliad of Homer. Trans. Richmond Lattimore. Chicago: University of Chicago Press, 1951. Tracy, Stephen V. ,The Story of the Odyssey Princeton UP 1990 "Gospel of Matthew". The Holy Bible. New Revised Standard Version. Grand Rapids: Zondervan, 1989.

Review of Mel Gibson as Hamlet Essay

In Franco Zeffirelli’s Hamlet he seems to have no intention of changing the material of the play or giving it any sort of new unique perspective. Some mscenes have been revised or talks moved starting with one character onto the next, but aside from the scene added after Hamlet’s father’s death where Claudius, Gertrude, and Hamlet argue over his body, being added, the movie is fairly accurate to the original play. From the film’s first scene, which happens not on the bulwarks with the phantom of Hamlet’s father however at the killed lord’s memorial service, we are bolted into Hamlet’s anger and disillusionment. Gibson plays him, there’s nothing adademic or neurasthenic about this irate youthful man; he’s not a hypochondriac. Rather, he appears to be somewhat foursquare and plain and all excessively advocated in his shock. Gibson’s execution is powerful and extravagant; he’s amusing to watch, and thereâ€℠¢s never a minute when he appears to be short of what sufficient to the undertaking he’s embraced. At the end of the day, he practically pulls it off. Where Gibson falls flat is in making the part his own. Not even once do we sense the performer feeling his route through the part, taking it inside and re-envisioning it for himself. Gibson peruses the part well, however in his grasp the verse never wakes up. He doesn’t thoroughly consider his direction his enormous monologues, uncovering them as he comes; he presents them, in the same way as an A person who’s carried out his homework. Thus, there aren’t numerous dim corners in this present Hamlet’s mind. Others in the cast make up sort of for this lack. There’s honest to goodness slightness and franticness, for instance, in Helena Bonham-Carter’s disentangled Ophelia; she’s similar to a cloth doll losing its stuffings. What’s more Paul Scofield’s concise presence as the ruler has an unpleasant gravity. Gibson has no less than one bravura minute, however. It comes when he jumps on his mother (Glenn Close) in her bunk after he’s wounded Polonius (the celestially confused Ian Holm), and there’s such exposed sexual animosity in the assault – and its met with such open ardor from Clos e’s Gertrude – that for a moment the relationship appears laden with until now undreamed-of potential outcomes. It’s a mixing, nervy meeting. This is Close’s best minute as well. Anyhow if the foundations of Gibson’s execution are in the twentieth century, Close’s are in the nineteenth. Generally she appears corseted and counterfeit, in the same way as a dramatic grande woman unable to relax. (Her passing scene, however, is  a genuine corker.) Bates admissions better as Claudius, especially in the last scene when, by mishap, Gertrude drinks the toxic substance that he’d planted for Hamlet, and the look all over turns into that of a terrible doggy sitting tight for its discipline. As an executive, Zeffirelli is preferred with furniture over he is with the Polaroid, yet in this last scene he does animate himself to a swashbuckling thrive. In organizing his â€Å"Villa,† Zeffirelli hasn’t exceeded himself or made saddling requests on the parts of his gathering of people that could be greater enthusiasts of Mel Gibson than they are of Shakespeare. What he’s carried out, basically, is strap a couple of skates on its feet and point it downhill. He’s made a populist, respectable and determinedly not for the ages.

What Is the Logan Act

The Logan Act is an early federal law that prohibits private citizens from conducting foreign policy on behalf of the United States. No one has ever been convicted under the Logan Act. Although the law has never been used, it is often discussed in political contexts, and it has remained on the books since it was passed in 1799. Key Takeaways: The Logan Act The Logan Act of 1799 is an early federal law prohibiting unauthorized diplomacy on behalf of the United States.No one has ever been convicted of violating the Logan Act. Despite never being enforced, the Logan Act remains in effect to this day and is often mentioned in political contexts. Its perhaps fitting that the Logan Act is frequently mentioned in political contexts, as it was conceived in the contentious political climate during the administration of Federalist John Adams. It was named for Dr. George Logan, a Philadelphia Quaker and Republican of the era (meaning he was aligned with Thomas Jefferson, not the president day Republican Party). In the 1960s, there were calls for the Logan Act to be used against protesters of the Vietnam War. Calls for it to be used against Rev. Jesse Jackson in the 1980s were tamped down by President Ronald Reagan. The New York Times, in an editorial published in 1980, referred to the law as quaint and suggested it be scrapped, but the Logan Act has endured. Origins of the Logan Act A trade embargo imposed by France in the late 1790s created serious diplomatic tensions which prompted the French to imprison some American sailors. In the summer of 1798 a Philadelphia physician, Dr. George Logan, sailed to France as a private citizen and sought to improve relations between the two countries. Logans mission was successful. France released American citizens and lifted its embargo. When he returned to America, Logan was hailed by the Republicans as a hero but was severely criticized by the Federalists. The Adams administration decided to take action to prevent private citizens from conducting American foreign policy and a new law to address the situation was introduced in Congress. It passed through Congress and was signed into law by President Adams in January 1799. The text of the law is as follows: Any citizen of the United States, wherever he may be, who, without authority of the United States, directly or indirectly commences or carries on any correspondence or intercourse with any foreign government or any officer or agent thereof, with intent to influence the measures or conduct of any foreign government or of any officer or agent thereof, in relation to any disputes or controversies with the United States, or to defeat the measures of the United States, shall be fined under this title or imprisoned not more than three years, or both. This section shall not abridge the right of a citizen to apply, himself or his agent, to any foreign government or the agents thereof for redress of any injury which he may have sustained from such government or any of its agents or subjects. Applications of the Logan Act Legal scholars believe the law may be unconstitutional, as it is so broadly written. But because it is never used, there has not been a court case in which it has been challenged. Following the criticism of his trip to France, and the peculiar distinction of having a law named for him, Dr. George Logan was elected as a United States Senator from Pennsylvania. He served from 1801 to 1807. After returning to private life, Logan himself seemed not to care about the law carrying his name. According to a biography of Logan written by his widow following his death in 1821, he had traveled to London in 1809, at a time of increasing tensions between the United States and Britain. Logan, acting again as a private citizen, sought to find a solution to avoid war between the two nations. He made little progress, and returned to America in 1810, two years before the outbreak of the War of 1812. There were two cases of attempted indictments under the Logan Act in the early 19th century, but the cases were dropped. No one has ever come close to being convicted of it. Modern Era Mentions of the Logan Act The Logan Act comes up when private citizens seem to be getting involved in diplomatic endeavors. In 1966, Staughton Lynd, a Quaker and college professor, traveled to North Vietnam with a small delegation on what he termed a fact-finding mission. The trip was very controversial, and there was speculation in the press that it might violate the Logan Act, but Lynd and his colleagues were never prosecuted. In the 1980s, Rev. Jesse Jackson embarked on some well-publicized trips to foreign countries, including Cuba and Syria. He obtained the release of political prisoners, and there were calls for him to be prosecuted under the Logan Act. The Jackson controversy ended in July 1984 when President Ronald Reagan said he believed no laws had been violated by Jacksons travels. In a more recent invocation of the Logan Act, critics of President Donald Trump contended his transition team violated the law by dealing with foreign powers before officially taking office. True to form, the Logan Act was mentioned, but no one was prosecuted for violating it.

Essay on Pop Culture in the Classroom - 1148 Words

If you were a child in the late 1970s, its likely you will recall one or more of these superheroes. Or, if you are currently working with elementary school-aged children, its likely they will be able to identify essentially the same set of characters, and maybe even their successors. Three years ago, Donna was part of a research team (Alvermann, Moon, Hagood, 1999) interested in exploring the uses that teachers and children make of popular culture in classroom settings. We provide a description of four approaches to using popular culture in the classroom, attending to the tensions created when teachers try to develop students critical awareness of the very things the children find most pleasurable about popular culture. We then share†¦show more content†¦The first and most important step for teachers to integrate students popular culture interests into literacy teaching and learning is to learn about their own and childrens experiences with popular culture. This knowledge can help teachers better appreciate the entertaining and pleasure-providing functions that various forms of popular culture serve. Such an understanding may also assist teachers in planning instruction that takes into account the importance of popular culture texts to childrens everyday literacies. Teachers can use a survey to learn more about their own experiences with popular culture and their assumptions about their students popular culture interests. They can then give the same survey to students to find out if there is a match between their assumptions about students popular culture interests and what students actually say.Teachers in the primary grades may want to conduct a class survey to tally the results for each item based on the students oral responses. After conducting the surveys, teachers can share their own experiences with popular culture and also talk with students to learn more about their popular culture interests. Students often appreciate that teachers show some interest in what students care about. Tables 1 and 2 are examples of teachers and students surveys. As noted in the sample surveys, large differences exist between teachers and students in terms of their popular culture interests. Culturally responsiveShow MoreRelatedVideo Games And Its Effect On Society1171 Words   |  5 PagesWhat is pop culture? Popular culture is defined in the dictionary as the culture based on tastes of ordinary people rather than an educated elite. Pop culture should be taught in schools. By teaching pop culture to students, it will help them know what’s going on in the world and helps them pay more attention in class. There are different types of pop culture such as, entertainment, music, video games, and sports. Teaching pop culture can benefit any classroom. 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The Snows Of Kilimanjaro And The Big Two Hearted River

This research paper will analyze style and theme in two of Ernest Hemingway s short stories, The Snows of Kilimanjaro and The Big Two-Hearted River, and two novels, The Sun Also Rises and Green Hills of Africa.1 The Snows of Kilimanjaro is about an author named Harry, who is lying on the African plain and dying of gangrene. The Big Two-Hearted River is about an ex-World War I soldier, Nick, who is trying to put his life back together after the war. Similarly, The Sun Also Rises involves an ex-soldier who is coping with a personal injury and seeks love with a woman named Brett Ashley. Lastly, Green Hills of Africa, is a non-fiction story about Hemingway hunting in Africa. Hemingway visited Africa in 1923. This is the only book that is completely autobiographical. In the four works reviewed, Ernest Hemingway has two themes, one about the self and another about his interpretation of a hero, and uses several techniques such as symbolism, first person narrative, and ambiguity that define his style of writing. Analysis of all of Hemingway s prose reveals many themes. Two themes though stand out in the four works reviewed for this paper. One of them is that the main character (usually the hero) must assert the self, has a fear of failure, and attacks those things which threaten the successful assertion of the self. Assertion of the self in the stories usually takes the form of the assertion of the masculine principle. In Green, Hemingway exerts his masculinity byShow MoreRelatedEssay about Analysis of Style and Theme in Works by Ernest Hemingway3088 Words   |  13 Pagesand Theme in Works by Ernest Hemingway This research paper will analyze style and theme in two of Ernest Hemingways short stories, The Snows of Kilimanjaro and The Big Two-Hearted River, and two novels, The Sun Also Rises and Green Hills of Africa.1 The Snows of Kilimanjaro is about an author named Harry, who is lying on the African plain and dying of gangrene. The Big Two-Hearted River is about an ex-World War I soldier, Nick, who is trying to put his life back together after theRead MoreErnest Hemingway : The Most Celebrated And Most Controversial Writers Of The 20th Century1875 Words   |  8 Pagespersonal experiences influenced his famous and best works such as a Farwell To Arms and The Old Man and The Sea. Hemingway is also noted for being the most â€Å"widely known American writer of the first half of the 20th century† (Perkins Young) And won two awards for his literature the Pulitzer Prize for Fiction (1953) and the Nobel Prize for Literature (1954). Hemmingway’s short story’s and novels depict his adventurous life as a safari explorer and ambulance drive and often regretful life with the womanRead MoreEssay on The Life of Ernest Miller Hemingway3853 Words   |  16 Pageshis job at the paper in 1918 and went to Europe in May. Hemingway first went to Paris when he got to Europe, then he went tp Milan. The day he arrived, a firearms factory exploded and he had to carry nasty bodies and body parts to a temporary morgue. Two days after that he was sent to an ambulance unit in a place called Schio, where he worked driving ambulances. A few weeks after arriving, he was hurt by pieces of a Austrian mortar shell that landed a few feet away from him. Hemingway was distributingRead MoreErnest Hemingway : An Influential Writer2132 Words   |  9 PagesHis first day in Milan consisted of him being sent to a factory explosion where he and other rescuers were tasked with retrieving remains of women who worked there. Shortly after, he was stationed at Fossalta di Piave in Venice where he worked for two months. On July 8th, an eighteen-year-old Hemingway was severely wounded by mortar fire after returning from the canteen for troops on the front line. He remained in the hospital for six months while recovering from shrapnel wounds in his legs and

Business Managing Organizations and Leading People

Question: Discuss about the Business Managing Organizations and Leading People. Answer: Introduction: The company is a retail company that wants to expand its business in digital world which would increase the revenue of the company along with brand image. Radical change should be implemented in this perspective so that the employees of the company can quickly adopt changes in their new business model. Radical change in this perspective includes rapid changes in the business model that is focused on promotion and sales on the digital world. However, the employees are having expertise on traditional selling. Participative leadership will be followed in the organization by using Lewins change management model. There are three steps of the model such as unfreeze, change, and refreeze (Rossberger Krause, 2015). Participative leadership will involve the employees of the organization in the formation of new business model, obtaining input from them, developing the minds of the employees, coordinating the effort, resolving differences and finally implementing the change. The new business model will focus on the formulation of digital strategies that includes key success factors of quality service, improved brand image, promotional effort and after sale service to the online customers. The employees must be provided with training regarding the business model and operating on a digital basis. Lewins model of change management is a perfect model in the implementation of the participative leadership. It includes in identification of the barriers of the new strategy of change in the first stage i.e. unfreeze. In the second stage, i.e. change, the employees are trained after removing all the hindrances (Manchester et al., 2014). The last stage i.e. the unfreeze suggests that the employees are finally agreed with the proposed change i.e. the new business model of the company in the digital world. References Manchester, J., Gray-Miceli, D. L., Metcalf, J. A., Paolini, C. A., Napier, A. H., Coogle, C. L., Owens, M. G. (2014). Facilitating Lewin's change model with collaborative evaluation in promoting evidence based practices of health professionals.Evaluation and program planning,47, 82-90. Rossberger, R. J., Krause, D. E. (2015). Participative and Team-Oriented Leadership Styles, Countries Education Level, and National Innovation The Mediating Role of Economic Factors and National Cultural Practices.Cross-Cultural Research,49(1), 20-56.

Revollutionary and evolutionary socialist hae different ends and means free essay sample

Socialism is a broad ideology which covers a whole range of different traditions and ideals. There are disagreements within socialism are most definitely between revolutionary and evolutionary socialist in terms of means and ends. Revolutionary socialism believes in the idea that a capitalist system will not easily fall and so the only way to remove a capitalist society is for a mass up rise and overthrow of the system accepting that violence may be involved with this. From a Marxist-Leninist view the way for this to take place is for a vanguard party to help the proletariat to have some sort of revolutionary class consciousness. Revolutionary socialist reject electoral and constitutional politics as it is inextricably tied to the interest of a capitalist society and the ruling class, which is why Marxists see revolution as inevitable as they believe in the complete abolition of it. Revolutionary socialism therefore seeks the abolition of Private property and the state; this is because Marx and Engels viewed capitalism and its traditions to be a system of naked oppression and exploitation on the working masses and therefore the only way to remove capitalism and enforce socialism is by mass up rise from working class. We will write a custom essay sample on Revollutionary and evolutionary socialist hae different ends and means or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Marxists therefore believe that political power reflects class interests and that the state is a bourgeois state that is based on the capital. Reasons in which there is a need for a overthrow of the bourgeois state by political revolution is because Revolutionary Socialists understand that change by political reform and gradual change which is supported by evolutionary socialist are clearly misleading as the ideas of universal suffrage and regular and competitive elections are simply a disguise of the actual reality of unequal classes and to mislead the political energies of the working class. Hence the need for the class-conscious proletariat to overthrow the capitalist state in order to enforce socialism. However in contrast evolutionary socialists believe that means of socialism should be brought about peacefully by the ballot. An example of this is Fabian Socialists who believe in inevitability of gradualism, which means that the working class would use the means of political democracy to empower them and therefore use voting to bring a Socialist Party into power. Fabian Socialists therefore take the liberals view on the state rather than the Marxist, so the state should be neutral authority rather than an agent of class oppression. They also believe that through education and a combination of political action that the elite of the capitalist society can be converted to socialism this way, essentially for them is the most easiest way to achieve socialism in the most peaceful manner. the use of the ballot would therefore develop an evolutionary outgrowth of capitalism. The inevitability of gradualism is supported by evolutionary socialists as extension of franchise would eventually lead to universal adult suffrage which will then lead on to political equality. if political equality is apparent, then in practice it will work in the interest of the majority. so evolutionary socialists believe political democracy would go in the hands of the working class as within any industrial society, the proletariat would be the majority. Therefore, as human nature seen by socialist is ultimately altruistic, they will inevitably be drawn towards social political parties which offer social justice. this will then guarantee the success of socialist parties numerically. once in power the party will then be able to legitimately create changes within society towards socialism and so achieving socialism peacefully and therefore making it inevitable. There are also disagreements with the terms of ends in socialism between revolutionary and evolutionary socialists. As seen, revolutionary socialism seeks to abolish capitalism and seek to replace it with a classless and stateless society which essentially the Marxist utopia; they also seek a social system based on common ownership. Revolution socialists believe private property should be removed as they believe that the origins of competition and inequality come from private property, and so they seek to remove private property as it is seen as unjust because wealth is produces as a collective effort of humans and so should not be owned by individuals. Common ownership as a terms of ends also emphasises on the fact that private property is morally corrupting and it fosters conflict in society ie. between owners and workers, or simply rich and poor. Therefore Fundamentalist socialists seek to abolish capitalism and replace it with a qualitatively different kind of society based on common ownership. Whereas, the evolutionary socialist seek to attain socialism through a parliamentary route and evidently showing the clear disagreement between evolutionary and  revolutionary socialists as they have very different ways to achieve socialism and the type of socialism that will be enforced as evolutionary socialists believe in a few types of ends ranging from the abolition of capitalism, to taming it through welfare state, wealth and progressive taxation which is definitely opposed by revolutionary socialists. Essentially they moderately critique capitalism as they only want to reform and reduce the economic inequalities and increase social justice. this has led to the redefinition of socialism in terms of distributive equality rather than common ownership. however there has been an exception within socialism with Fundamentalist democrats as they want to remove capitalism through the parliamentary route, however there has not been any demonstration of this type of ideology.