The Iliad (The Stephen Mitchell Translation) 1St Edition Pdf, Epub, Ebook
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Philip Melanchthon and the Historical Luther by Ralph Keen 7 2 Philip Melanchthon’S History of the Life and Acts of Dr Martin Luther Translated by Thomas D
VANDIVER.cvr 29/9/03 11:44 am Page 1 HIS VOLUME brings By placing accurate new translations of these two ‘lives of Luther’ side by side, Vandiver together two important Luther’s T and her colleagues have allowed two very contemporary accounts of different perceptions of the significance of via free access the life of Martin Luther in a Luther to compete head to head. The result is as entertaining as it is informative, and a Luther’s confrontation that had been postponed for more than four powerful reminder of the need to ensure that secondary works about the Reformation are hundred and fifty years. The first never displaced by the primary sources. of these accounts was written imes iterary upplement after Luther’s death, when it was rumoured that demons had seized lives the Reformer on his deathbed and dragged him off to Hell. In response to these rumours, Luther’s friend and colleague, Downloaded from manchesterhive.com at 09/25/2021 06:33:04PM Philip Melanchthon wrote and Elizabeth Vandiver, Ralph Keen, and Thomas D. Frazel - 9781526120649 published a brief encomium of the Reformer in . A completely new translation of this text appears in this book. It was in response to Melanchthon’s work that Johannes Cochlaeus completed and published his own monumental life of Luther in , which is translated and made available in English for the first time in this volume. After witnessing Luther’s declaration before Charles V at the Diet of Worms, Cochlaeus had sought out Luther and debated with him. However, the confrontation left him convinced that Luther was an impious and —Bust of Luther, Lutherhaus, Wittenberg. -
10222 BR Scottish Rite
Louisiana Scottish Rite Trestleboard April-May ORIENT OF LOUISIANA Volume 9 Issue 2 Scottish Rite OBLIGATED-COMMITTED said Rousseau, with inevitable comparisons, creating envy, pride, Enlightenment Lite and contempt. So, while Locke viewed the protection of private V-Locke, Rousseau, Beccaria property as the sole justification for the existence of The Social byLawrence C. Wade, MD-32° Contract, Rousseau saw that same private property as the root of Valley of Baton Rouge envy, contempt, and conflict and thus a regrettable cause of Among others, John Locke (1632-1704) — the most influen- humanity’s fall from the blissful State of Nature. Governments, tial philosopher of his time — did not agree with Thomas Hobbes. he argued, evolved for the purpose of protecting “the haves” from Locke argued for the right of citizens to revolt against their king. the “the have-nots”. Locke’s ideas were widely influential, contributing to many demo- He did, later, have a change of heart (probably when his suc- cratic revolutions, including The American Revolution. Contrary cess converted him from “have-not” status to “have” status). In a to Hobbes, Locke argued that “The State of Nature” is an ideal second publication on “The Social Contract”, he reasoned that, state of complete individual freedom, in which “The Law of Na- having been created to protect the property rights of “the haves”, ture” is understood by all and prevents each from harming others governments could, once created, facilitate the freedoms of “the with respect to, “…life, health, liberty or possessions.” War is have-nots”. That is, governments could serve a very useful pur- possible, but only due to property disputes. -
Rotting Ships and Bloodied Water Anthony Vivian
UNIVERSITY OF CALIFORNIA Los Angeles Rotting Ships and Bloodied Water: Destructive Liquids and Thucydides’ Skepticism of Naval Imperialism A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History by Anthony Vivian 2020 © Copyright by Anthony Vivian 2020 ABSTRACT OF THE DISSERTATION Rotting Ships and Bloodied Water: Destructive Liquids and Thucydides’ Skepticism of Naval Imperialism by Anthony Vivian Doctor of Philosophy in History University of California, Los Angeles, 2020 Professor David Daniel Phillips, Chair Thucydides’ construction of liquids and solids undermines both the rhetoric of Athenian characters within his History and the consensus reading of this text. This dissertation analyzes Thucydides’ depiction of liquids as active and destructive and contextualizes it within Greek history and literature. From the oldest extant Greek texts, authors have described all sorts of liquids as active, mutable, and in motion. Their activeness is the fundamental quality that separates them from solids. One major subcategory of liquid activeness in Greek literature is liquid destructiveness. Greek authors consistently show the sea and other liquids to be dangerous, destructive, and deadly. These authors developed this theme as Greek seafaring and naval warfare consistently !ii increased in the Aegean from the end of the eighth century up through the fifth century BCE and beyond. Thucydides writes within these well-established traditions. He portrays the motion and activeness of liquids in scenes of changing topography. He maps the binary between active liquids and inert solids onto his important dichotomy between Athens and Sparta. The Athenians, who control a naval empire, are active, mutable, and loquacious; the land-based Spartans are stable, conservative, and laconic. -
Homer's Iliad: a Discussion Guide
Homer’s Iliad: A Discussion Guide By David Bruce SMASHWORDS EDITION Copyright 2013 by Bruce D. Bruce Thank you for downloading this book. You are welcome to share it with your friends. This book may be reproduced, copied and distributed for non-commercial purposes, provided the book remains in its complete original form. If you enjoyed this book, please return to Smashwords.com to discover other works by this author. Thank you for your support. Preface The purpose of this book is educational. I have read, studied and taught Homer’s Iliad, and I wish to pass on what I have learned to other people who are interested in studying Homer’s Iliad. In particular, I think that the readers of this introduction to Homer’s Iliad will be bright high school seniors and college first-year students, as well as intelligent adults who simply wish to study the Iliad despite not being literature majors. This book uses a question-and-answer format. It poses, then answers, relevant questions about Homer, background information, and the Iliad. This book goes through the Iliad book by book. I recommend that you read the relevant section of the Iliad, then read my comments, then go back and re-read the relevant section of the Iliad. However, do what works for you. Teachers may find this book useful as a discussion guide for the epic poem. Teachers can have students read books from the epic poem, then teachers can ask students selected questions from this study guide. It helps to know something about Homer’s Odyssey, Virgil’s Aeneid, Greek and Roman mythology, and Ovid’s Metamorphoses, but this background reading is not strictly necessary. -
The Iliad by Homer (Discussion on Some Relevant Issues)
DEPT. OF ENGLISH, SEM-IV, CC8, THE ILIAD (ATASI SAHOO) The Department of English Raja N. L. Khan Women’s College (Autonomous) Midnapore, West Bengal Study Material--3 On The Iliad by Homer (Discussion on Some Relevant Issues) For Course: English Hons. SEM: IV Paper: HCC8 Session: 2019-2020 Prepared by Atasi Sahoo Guest Teacher Department of English Raja N.L. Khan Women’s College (Autonomous) Date: 23rd April, 2020 23rd April, 2020 1 DEPT. OF ENGLISH, SEM-IV, CC8, THE ILIAD (ATASI SAHOO) The story of Homer’s The Iliad is based on the Trojan War and the central theme is the ‘wrath of Achilles’. In the following paragraph the major themes and some relevant issues are discussed. ❖ Analysis of Important Issues and Characters: • Main Focus of The Iliad: According to Aristotle, Homer didn’t want to depict the whole Trojan War of almost ten years, rather his narrative is based on a single theme—the wrath of Achilles. How that anger is originated and its aftermath are illustrated in the epic. The very first line of Book 1 declares the anger and reason behind that anger of Achilles is depicted in Book 1. The whole story is based on the lives of the aristocratic people, the aristocratic heroes. The human actions in the story take place in the Greek camps, or in the battlefield or in Ilium whereas the gods and goddesses stay on the Mount Olympus and they continue to engage themselves internally or externally in the human affairs. Though the narrative illustrates only a few weeks in the last year of the Trojan War, Homer generates the impression that he is covering the whole war, and even the times before and after it, as we can come to know many of the events that took place many years ago and it also foretells the upcoming events towards the end of the narrative. -
Eidothea, a Daughter of Proteus, That Great Power, the Old Man of the Sea
Eidothea, a daughter of Proteus, that great power, the Old Man of the Sea. My troubles must have moved her to the heart when she met me trudging by myself without my men. They kept roaming around the beach, day in, day out, fishing with twisted hooks, their bellies racked by hunger. Well, she came right up to me, filled with questions: ‘Are you a fool, stranger—soft in the head and lazy too? Or do you let things slide because you like your pain? Here you are, cooped up on an island far too long, with no way out of it, none that you can find, while all your shipmates’ spirit ebbs away.’ So she prodded and I replied at once, ‘Let me tell you, goddess—whoever you are— I’m hardly landlocked here of my own free will. So I must have angered one of the deathless gods who rule the skies up there. But you tell me— you immortals know it all—which one of you blocks my way here, keeps me from my voyage? How can I cross the swarming sea and reach home at last?’ And the glistening goddess reassured me warmly, ‘Of course, my friend, I’ll answer all your questions. Who haunts these parts? Proteus of Egypt does, the immortal Old Man of the Sea who never lies, who sounds the deep in all its depths, Poseidon’s servant. He’s my father, they say, he gave me life. And he, if only you ambush him somehow and pin him down, will tell you the way to go, the stages of your voyage, how you can cross the swarming sea and reach home at last. -
Part One of Book, Pp1-66 (PDF File, 1.82
GREECE BOOKS AND WRITERS This publication has been sponsored By the Hellenic Cultural Heritage S.A., the organising body of the Cultural Olympiad. PUBLICATION COMMITTEE VANGELIS HADJIVASSILIOU STEFANOS KAKLAMANIS ELISABETH KOTZIA STAVROS PETSOPOULOS ELISABETH TSIRIMOKOU YORYIS YATROMANOLAKIS Sourcing of illustrations SANDRA VRETTA Translations JOHN DAVIS (sections I-III), ALEXANDRA KAPSALI (sections IV-V) JANE ASSIMAKOPOULOS (sections VI-VII) ANNE-MARIE STANTON-IFE (introductory texts, captions) Textual editing JOHN LEATHAM Secretariat LENIA THEOPHILI Design, selection of illustrations and supervision of production STAVROS PETSOPOULOS ISBN 960 - 7894 - 29 - 4 © 2001, MINISTRY OF CULTURE - NATIONAL BOOK CENTRE OF GREECE 4 Athanasiou Diakou St, 117 42 Athens, Greece Tel.: (301) 92 00 300 - Fax: (301) 92 00 305 http://www.books.culture.gr e-mail:[email protected] GREECE BOOKS AND WRITERS NATIONAL BOOK CENTRE OF GREECE MINISTRY OF CULTURE GREECE - BOOKS AND WRITERS – SECTION I Cardinal BESSARION (black and white engraving 17 X 13 cm. National Historical Museum, Athens) The most celebrated of the Greek scholars who worked in Italy was Cardinal BESSARION (1403-1472). An enthusiastic supporter of the union of the Eastern and Western Churches, he worked tirelessly to bring about the political and cultural conditions that would allow this to take place. He made a major contribution to the flowering of humanist studies in Italy and played a key role in gathering and preserving the ancient Greek, Byzantine and Latin cultural heritage By systematically collecting and copying manuscripts of rare literary and artistic value, frequently at great personal expense and sacrifice and with the help of various Greek refugee scholars and copyists (Conati autem sumus, quantum in nobis fuit, non tam multos quam optimos libros colligere, et sin- gulorum operum singula volumina, sicque cuncta fere sapien- tium graecorum opera, praesertim quae rara errant et inventu dif- ficilia, coegimus). -
World of the Hero: Homer's Odyssey
World of the Hero: Homer’s Odyssey Pavlos Avlamis [email protected] FOCUS: The contrast between the civilised, human, Greek world (Ithacan books 13-24, and ‘Telemachy’ 1-4) and the world of the ‘adventures’ (bks 5-12) This is a central conceptual and structuring device in the poem, attention to which helps enrich appreciation of: • Literary technique (structure, plot, language) • Cultural context • Characterisation and ‘heroism’ [The above three intersect with a variety of OCR’s aims for WotH] I will: 1. Set up the contrast between civilisation and its opposite in the poem. 2. Show some ways in which the Odyssey’s fictional worlds have been contextualised from the external context of the poem (cultural context) and from within the poem (plot, poetics). 3. Suggest further reading (electronic access to selections of material to follow). The Odyssey is divided between three worlds: 1. The ‘wild’, uncivilised world of the adventures ‘out there’ (bks 5: Calypso/Ogygia, and bks 9-12: the adventures between the storm that follows the departure from Troy and Odysseus’ arrival on Ogygia) 2. The civilised Greek world of Ithaca and other cities (Pylos, Sparta) in books 1-4 and 13-24. 3. The in-between world of the Phaeacians (bks 6-9 and beginning of 13) which combines elements of both worlds and is at once both a familiar community and a strange one. The Phaeacians transport Odysseus from the mythical world to human reality. What makes the world of the adventures non-human? • physically monstrous characters (Scylla, Cyclopes, etc), • lack of agriculture • no sacrifices • no cooking – cannibalism [think: Polyphemus] • no hospitality (think: Polyphemus, but also the suitors back home [reversal]) The story of the Odyssey: Man returns from war but his boat is blown away by storm. -
EPICS Check out Our Lecture Kits, Study Books, Movies, and More on Your Favorite Subjects Guides, and More!
BULLITT C OUNTY P UBLIC L IBRARY Want to Know More? PATHFINDERS THE EPICS Check out our lecture kits, study Books, Movies, and More on Your Favorite Subjects guides, and more! Epic Influence of THE ODYSSEY Lecture Kits-LECTURE 809 GREA Great Authors of the Western Literary Tradition, The Odyssey 2nd Edition, Part 1 of 7 Animated adaptation. DVD by Prof. Elizabeth Vandiver, Whitman College Ulysses Includes course lectures on The Epic of Gilgamesh and Live adaptations starring Kirk Douglas. Video Homer. O Brother, Where Art Thou? The adventures along a prison escapee’s (played by Great Authors of the Western Literary Tradition, George Clooney) journey home mirror those of 2nd Edition, Part 2 of 7 Odysseus. DVD or Video by Prof. Elizabeth Vandiver, Whitman College Includes discussions on Virgil and Ovid. Cold Mountain Charles Frazier’s novel follows the tribulations of a Civil War deserter Great Authors of the Western Literary Tradition, as he treks home to Cold Mountain, where his love Ada awaits. Jude Law and Nicole Kidman star in the film. FIC FRAZ/LT FRAZ or DVD 2nd Edition, Part 3 of 7 by Prof. Thomas F. X. Noble, Univ. of Notre Dame Lost Includes Beowulf, The Song of Roland, El Cid , The The influence of Homer’s The Odyssey on the storyline of Desmond Divine Comedy , and more. Hume, the shipwrecked sailor longing to return to his girlfriend Penny (Penelope), still remains to be seen. Seasons 1 and 2 on DVD The Poems and Plays of Tennyson Cliff’s Notes Alfred Lord Tennyson’s poems “Ulysses” and “The Lotos-Eaters” were Homer's The Odyssey inspired by The Odyssey . -
OLLI Library November 2018.Pdf
OLLI Library Index Revised and Updated October 2018 Great Courses A Brief History of the World. Professor Peter N. Stearns. 2007. The Teaching Company. Parts 1-3, all parts in separate cases, with the course guidebooks. The African Experience: From “Lucy” to Mandela. Professor Kenneth P. Vickery. 2006. The Teaching Company. Parts 1-3, all parts in separate cases, with the course guidebook. Alexander and the Great and the Macedonian Empire. Professor Kenneth W. Harl. 2010. The Teaching Company. Two sets with the course guidebooks. Algebra 2. Professor James A. Sellers. 2011. The Teaching Company. With course guidebook. America in the Gilded Age and Progressive Era. Professor Edward T. O’Donnell. 2015. The Teaching Company. One set. Course guidebook included. American and the New Global Economy. Professor Timothy Taylor. 2008. The Teaching Company. Two sets. Parts 1-3, all parts in the same case, with the course guidebook. The American Civil War. Professor Gary. W. Gallaghen. 2000. The Teaching Company. Two sets. Parts 1-4, all parts in separate cases, with course guidebooks. The American Revolution. Professor Allen C. Guelzo. 2008. The Teaching Company. Parts 1-2, all parts in separate cases. An Intro to Number Theory. Professor Edward B. Burger. 2008. The Teaching Company. Parts 1-2, all parts in the same case, with course guidebooks. The Apocalypse: Controversies and Meaning. Professor Criag R. Koester. 2011. The Teaching Company. Course guidebook included. Archaeology: An Introduction to the World’s Greatest Sites. Dr. Eric H. Cline. The Teaching Company. 2016. One set, course guidebook included. Argumentation: The Study of Effective Reasoning, 2nd Edition. -
Luther After 1517 168
Durham E-Theses Melanchthon's Authorizing of Luther: An Examination of the Narrative Origins of Sixteenth-Century Historical Life-Writing. ALDERSON, MICHAEL,PETER How to cite: ALDERSON, MICHAEL,PETER (2014) Melanchthon's Authorizing of Luther: An Examination of the Narrative Origins of Sixteenth-Century Historical Life-Writing., Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/10572/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Melanchthon’s Authorizing of Luther: An Examination of the Narrative Origins of Sixteenth-Century Historical Life-writing. 1 Volume Michael Peter Alderson Thesis for the degree of Doctor of Philosophy Department of German School of Modern Languages and Cultures University of Durham 2013 Michael Peter Alderson Melanchthon’s Authorizing of Luther: An Examination of the Narrative Origins of Sixteenth-Century Historical Life-Writing. For many, the Reformation schism from the Roman Church represented a heretical act and a break from an institution with a well-established historical understanding of itself. -
BOOK 1 Homer Asks the Muse to Tell the Story of Odysseus and His Wanderings
BOOK 1 Homer asks the Muse to tell the story of Odysseus and his wanderings. Among the gods on Mount Olympos, Zeus remarks on the folly of Aigisthos who ignored divine warnings, seduced Agamemnon’s wife, Klytaimestra, and plotted his murder, only to be killed in revenge by Orestes, Agamemnon’s son. The goddess, Athene, persuades her father, Zeus, that Odysseus should be allowed to return home, despite the anger of the god of the sea, Poseidon, over Odysseus’ blinding of his son, Polyphemos, the Cyclops. Athena goes to Ithaka in disguise to give advice to Odysseus' son, Telemachos. She urges him to visit the Greek kings, Nestor and Menelaos, in search of news of Odysseus. Telemachos calls an assembly for the next day and threatens to expel the suitors of his mother, Penelope, from the house. BOOK 2 Telemachos complains to the assembly about the conduct of the suitors, and he asks them to return to their own homes. Two of the leading suitors, Antinoos and Eurymachos, blame Penelope for not choosing one of the suitors to be her husband; Antinoos describes how Penelope tricked them and delayed her promised decision by weaving by day - and undoing by night - a shroud for Odysseus’ father, Laertes. With Athene's help, Telemachos gets a ship and sails for Pylos, the city of Nestor, one of the aged veterans of the Trojan War. BOOK 3 At Pylos, Telemachos is received by king Nestor who tells him stories of the departure from Troy, the murder of Agamemnon and the homecoming of Menelaos. Prompted by Telemachos’ questions, Nestor describes in more detail the story of Aigisthos and Klytaimestra, their plot against Agamemnon, and Orestes’ avenging of his father’s murder.