The Monument of the Eponymous Heroes in the Athenian Agora'
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The Conditions of Dramatic Production to the Death of Aeschylus Hammond, N G L Greek, Roman and Byzantine Studies; Winter 1972; 13, 4; Proquest Pg
The Conditions of Dramatic Production to the Death of Aeschylus Hammond, N G L Greek, Roman and Byzantine Studies; Winter 1972; 13, 4; ProQuest pg. 387 The Conditions of Dramatic Production to the Death of Aeschylus N. G. L. Hammond TUDENTS of ancient history sometimes fall into the error of read Sing their history backwards. They assume that the features of a fully developed institution were already there in its earliest form. Something similar seems to have happened recently in the study of the early Attic theatre. Thus T. B. L. Webster introduces his excellent list of monuments illustrating tragedy and satyr-play with the following sentences: "Nothing, except the remains of the old Dionysos temple, helps us to envisage the earliest tragic background. The references to the plays of Aeschylus are to the lines of the Loeb edition. I am most grateful to G. S. Kirk, H. D. F. Kitto, D. W. Lucas, F. H. Sandbach, B. A. Sparkes and Homer Thompson for their criticisms, which have contributed greatly to the final form of this article. The students of the Classical Society at Bristol produce a Greek play each year, and on one occasion they combined with the boys of Bristol Grammar School and the Cathedral School to produce Aeschylus' Oresteia; they have made me think about the problems of staging. The following abbreviations are used: AAG: The Athenian Agora, a Guide to the Excavation and Museum! (Athens 1962). ARNon, Conventions: P. D. Arnott, Greek Scenic Conventions in the Fifth Century B.C. (Oxford 1962). BIEBER, History: M. Bieber, The History of the Greek and Roman Theatre2 (Princeton 1961). -
Hero's Journey Narrative Unit
Hero’s Journey Narrative Unit English 1-2 Curriculum Guide Version 1.0: September 2009 Table of Contents: Hero’s Journey Narrative Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 7 Academic Vocabulary 9 Pre-assessment 10 Reflection on Pre-Assessment 12 Quickwrites 14 Rites of Passage/Transitional Moments 16 Defining a Hero 18 Hero’s Journey through Film 19 Literature Circles (or Jig Saw) with Short Stories 28 Elements of an Effective Narrative 31 Additional Text Options 32 Introduction to Personal Narrative through “Mapping” 33 Culminating Assessment: Writing a Hero’s Journey 34 Narrative Scoring Guide for Narrative 37 Differentiation 40 Resources 41 2 Introduction This unit attempts to lay the groundwork for the quest narrative model to give ninth graders more comprehensive knowledge of an important literary style that they will—and have already—encountered often during the course of their English literature studies. The unit plan begins by covering and studying basic elements of the quest narrative model, and culminates with the students writing a personal narrative piece in the model of a quest narrative. In the middle of the unit, we have left the day-to-day lesson planning very open- ended. Since this unit does not contain a central text, it is up to the discretion of the instructor to choose a text (or texts) that can be used with this unit plan. The text(s) that you choose will depend on a couple of factors: how long you want to spend on this unit, and what texts you want your students to read. -
Agorapicbk-17.Pdf
Excavations of the Athenian Agora Picture Book No. 17 Prepared by Mabel L. Lang Dedicated to Eugene Vanderpool o American School of Classical Studies at Athens ISBN 87661-617-1 Produced by the Meriden Gravure Company Meriden, Connecticut COVER: Bone figure of Socrates TITLE PAGE: Hemlock SOCRATES IN THE AGORA AMERICAN SCHOOL OF CLASSICAL STUDIES AT ATHENS PRINCETON, NEW JERSEY 1978 ‘Everything combines to make our knowledge of Socrates himself a subject of Socratic irony. The only thing we know definitely about him is that we know nothing.’ -L. Brunschvicg As FAR AS we know Socrates himselfwrote nothing, yet not only were his life and words given dramatic attention in his own time in the Clouds of Ar- istophanes, but they have also become the subject of many others’ writing in the centuries since his death. Fourth-century B.C. writers who had first-hand knowledge of him composed either dialogues in which he was the dominant figure (Plato and Aeschines) or memories of his teaching and activities (Xe- nophon). Later authors down even to the present day have written numerous biographies based on these early sources and considering this most protean of philosophers from every possible point of view except perhaps the topograph- ical one which is attempted here. Instead of putting Socrates in the context of 5th-century B.C. philosophy, politics, ethics or rhetoric, we shall look to find him in the material world and physical surroundings of his favorite stamping- grounds, the Athenian Agora. Just as ‘agora’ in its original sense meant ‘gathering place’ but came in time to mean ‘market place’, so the agora itself was originally a gathering place I. -
Stoa Poikile) Built About 475-450 BC
Arrangement Classical Greek cities – either result of continuous growth, or created at a single moment. Former – had streets –lines of communication, curving, bending- ease gradients. Later- had grid plans – straight streets crossing at right angles- ignoring obstacles became stairways where gradients were too steep. Despite these differences, certain features and principles of arrangement are common to both. Greek towns Towns had fixed boundaries. In 6th century BC some were surrounded by fortifications, later became more frequent., but even where there were no walls - demarcation of interior and exterior was clear. In most Greek towns availability of area- devoted to public use rather than private use. Agora- important gathering place – conveniently placed for communication and easily accessible from all directions. The Agora Of Athens • Agora originally meant "gathering place" but came to mean the market place and public square in an ancient Greek city. It was the political, civic, and commercial center of the city, near which were stoas, temples, administrative & public buildings, market places, monuments, shrines etc. • The agora in Athens had private housing, until it was reorganized by Peisistratus in the 6th century BC. • Although he may have lived on the agora himself, he removed the other houses, closed wells, and made it the centre of Athenian government. • He also built a drainage system, fountains and a temple to the Olympian gods. • Cimon later improved the agora by constructing new buildings and planting trees. • In the 5th century BC there were temples constructed to Hephaestus, Zeus and Apollo. • The Areopagus and the assembly of all citizens met elsewhere in Athens, but some public meetings, such as those to discuss ostracism, were held in the agora. -
The Limits of Communication Between Mortals and Immortals in the Homeric Hymns
Body Language: The Limits of Communication between Mortals and Immortals in the Homeric Hymns. Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Bridget Susan Buchholz, M.A. Graduate Program in Greek and Latin The Ohio State University 2009 Dissertation Committee: Sarah Iles Johnston Fritz Graf Carolina López-Ruiz Copyright by Bridget Susan Buchholz 2009 Abstract This project explores issues of communication as represented in the Homeric Hymns. Drawing on a cognitive model, which provides certain parameters and expectations for the representations of the gods, in particular, for the physical representations their bodies, I examine the anthropomorphic representation of the gods. I show how the narratives of the Homeric Hymns represent communication as based upon false assumptions between the mortals and immortals about the body. I argue that two methods are used to create and maintain the commonality between mortal bodies and immortal bodies; the allocation of skills among many gods and the transference of displays of power to tools used by the gods. However, despite these techniques, the texts represent communication based upon assumptions about the body as unsuccessful. Next, I analyze the instances in which the assumed body of the god is recognized by mortals, within a narrative. This recognition is not based upon physical attributes, but upon the spoken self identification by the god. Finally, I demonstrate how successful communication occurs, within the text, after the god has been recognized. Successful communication is represented as occurring in the presence of ritual references. -
College Credit for Heroes Report to the Texas Legislature and Governor Greg Abbott
COLLEGE CREDIT FOR HEROES REPORT TO THE TEXAS LEGISLATURE AND GOVERNOR GREG ABBOTT 05640-070 (1217) Texas Workforce Commission Mission: To promote and support a workforce system that creates value and offers employers, individuals, and communities the opportunity to achieve and sustain economic prosperity. Table of Contents Introduction . 2 History . 2 Program Design . 2 Web Portal . 2 Network of College Credit for Heroes Partner Schools . .. 2 Acceleration Curricula . 2 Phase I . .. 3 Phase II . .. 3 Phase III . .. 4 Phase IV . .. 5 Phase V . .. 6 Phase VI . .. 6 Lessons Learned—Phases I, II, and III . .. 6 Best Practices . 7 Workforce Best Practices . 8 Accreditation and Certification Best Practices . 8 Military-Related Best Practices . 8 Education Best Practices. 8 Recommendations: Additional Measures Needed . 10 Attachments . .. 13 List of College Credit for Heroes Partner Schools .. 13 Curricula Developed under College Credit for Heroes . .. 14 Senate Bill 1736 . .. 18 Senate Bill 806. 19 House Bill 493 . .. 20 College Credit for Heroes 2017 Annual Report 1 Introduction Web Portal In April 2012, Central Texas College launched www . CollegeCreditforHeroes .org, an online application and History database through which veterans and service members Senate Bill (SB) 1736, passed by the 82nd Texas Legislature can receive an official evaluation of credit to be used in 2011, authorized the College Credit for Heroes at colleges and universities throughout the state . program to identify, develop, and support methods to As of August 1, 2017, the website has received over maximize college credit awarded to veterans and military 187,000 visits, with 94,543 veteran and service member service members for their military experience, education, account holders who have requested more than 32,900 and training . -
Becoming an Orientation Leader: a Catalyst For
BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Christopher J. Tankersley May, 2013 BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT Christopher J. Tankersley Dissertation Approved: Accepted: _______________________________ ______________________________ Advisor Interim Department Chair Dr. Denise Stuart Dr. Evonn Welton _______________________________ ______________________________ Committee Member/Methodologist Associate Dean of the College Dr. Susan Kushner Benson Dr. Susan Olson _______________________________ ______________________________ Committee Member Dean of the Graduate School Dr. Sandra Coyner Dr. George R. Newkome _______________________________ ______________________________ Committee Member Date Dr. Harold Foster _______________________________ Committee Member Dr. Lynne Pachnowski ii ABSTRACT Orientation Leaders (OLs) are current college students charged with helping to facilitate the college transition process for new students. This role has the potential to affect OLs, particularly as it relates to how they self-author. The purpose of this study was to explore the ways that serving as an OL affects self-authorship development and in particular, what aspects of the experience serve as a catalyst for self-authorship. This qualitative study investigated the experiences of four selected OLs working at the same institution during the same period of time. Data was collected from three sources, including individual interviews, field observations, and training course journals. The data were analyzed using a constant comparative process resulting in seven themes being identified. These themes included: understanding and respect for diversity, leadership and decision making, interdependence of the OLs, personal development and growth, training becomes real, community among the OLs, and purposeful experiences. -
The Study of the Influence of Ancient Greek Rituals and Sports and the Formation of the Architecture of Its Sports Spaces
DOI: 10.18468/estcien.2019v9n2.p33-44 Review article The study of the influence of ancient Greek rituals and sports and the formation of the architecture of its sports spaces Nima Deimary1* Mahsa Azizi2 Mohammad Mohammadi3 1 Department of Architecture, Faculty of Civil and Architecture, Malayer University ,Malayer, Iran. (*) Corresponding author. E-mail: [email protected] https://orcid.org/0000-0001-7998-0395 2 MA Student of Architecture Technology, Shahid Beheshti University, Tehran, Iran. E-mail: [email protected] https://orcid.org/0000-0001-7998-0568 3 Department of Physical Education, Faculty of Literature and Humanities, Malayer University, Malayer, Iran. E-mail: [email protected] https://orcid.org/0000-0002-4180-3921 ABSTRACT: To get a better understanding of why variety of sports buildings are this massive in ancient Greece, a proper understanding of the history of sports as well as Greece itself must start at the beginning. Greece is a country that is enclosed with hills and mountains alongside short riv- ers and fertile va lleys. Even though Greek people were living in separate city-states, they were unit- ed under national pride, common temples, same rituals and games like Olympic. Sports were the most important parts of most Greek men. Gym and music alongside each other, fed the body and the soul of the athletes. They admired the beauty of well-trained men. They believed in multiple gods who were living in Holy mount of Olympus under the reign of greater god, Zeus and they held many rituals to satisfy them and Olympic was the most famous rituals amongst others. -
Heroes Act: Revenue Provisions
Heroes Act: Revenue Provisions Updated October 26, 2020 Congressional Research Service https://crsreports.congress.gov R46358 Heroes Act: Revenue Provisions ongress continues to consider proposals intended to alleviate the economic effects associated with the Coronavirus Disease 2019, or COVID-19, pandemic. One such Cproposal, the Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act (H.R. 6800), was introduced in the House on May 12, 2020, and passed by the House on May 15, 2020.1 To date, the Senate has not considered H.R. 6800. A revised version of The Heroes Act (H.R. 8406) was introduced on September 29, 2020. The House adopted the revised version of the Heroes Act on October 1, 2020, as a House amendment to the Senate amendment to H.R. 925. Division F of H.R. 8406 (adopted as H.R. 925), or the COVID-19 Tax Relief Act of 2020, contains a number of individual and business tax provisions, including a one-time direct payment to eligible individuals; enhanced benefits and/or expanded eligibility for the earned income tax credit (EITC), child tax credit, and child and dependent care tax credit, and suspension of the limitation on the deduction for state and local taxes paid; expanded utilization options for certain employee health and dependent care benefits; expansions of tax credits for paid sick leave and paid family leave; tax benefits for businesses and employers, including tax credits for employers retaining and hiring employees in businesses subject to COVID-19-related interruptions and deductibility of expenses financed by forgiven Paycheck Protection Program loans; and a permanent limitation on using noncorporate business losses to offset nonbusiness income, and reduced ability to carry back recent net operating losses. -
Heroes and Villains
CutBank Volume 1 Issue 86 CutBank 86 Article 15 Winter 2017 Heroes and Villains Lacey Rowland Follow this and additional works at: https://scholarworks.umt.edu/cutbank Part of the Creative Writing Commons Let us know how access to this document benefits ou.y Recommended Citation Rowland, Lacey (2017) "Heroes and Villains," CutBank: Vol. 1 : Iss. 86 , Article 15. Available at: https://scholarworks.umt.edu/cutbank/vol1/iss86/15 This Prose is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in CutBank by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. Lacey Rowland successful in selling junk was the story. It was also how he sold himself to my mother. He told her stories of the desert, of the haunted pasts of men Heroes and Villains on the range. He enchanted her. • • • guess you could say my father was a magician. He could make things I disappear. Heartache, tears, a quarter behind the ear. A bottle of The funeral home transported my father’s body to Twin Falls, Idaho, the bourbon. Paychecks. He’d figured out how to make his heart stop once, closest point of civilization north of the Nevada border. My mother moved but couldn’t make it start again. His death was not an illusion. I didn’t to Boise from Twin after my father left, she couldn’t handle the small-town know how to feel about it at the time because I hadn’t seen my father in stares, the feeling of failure that lingers over the place. -
Cheat Sheet to Westeros and Beyond, Your Guide on Catching up to “Game of Thrones” Before Season 8 Starts April 14
“Game of Thrones” has several great battle scenes, and the sixth season features the Battle of the Bastards, one of the most epic battle scenes ever filmed, movie or television. COURTESY/HBO ith the final season of “Game of Thrones” fast approaching, you might feel a little left out of the pop culture phenomenon as ‘GAME OF your friends and family discuss Targaryens, Starks and Lan- nisters. But it’s not too late to get caught up, if you’re willing to Wtake a crash course in the Seven Realms. THRONES’ Today we’re giving you a cheat sheet to Westeros and beyond, your guide on catching up to “Game of Thrones” before Season 8 starts April 14. This is by no means complete. We definitely recommend you take time later to go back and watch the entire series, which is epic in scale and qual- TV ity. We’ve boiled the show’s 67 episodes down to 28, or a little over 26 hours ‘Game of CHEAT Thrones’ season of viewing. While you won’t get every detail, this list will give you what you 8 premiere need to understand the major plot points. With a bit of dedication, you can 8 p.m. April 14, HBO get through it all in a week. SHEET And if you’re already familiar with Game of Thrones, you can use this as a guide to re-familiarize yourself with the world you’ve been missing for the last 18 months. Your guide to catching up on the Seven Tip: Wikipedia has pretty good summaries for each episode. -
Freshman Student Orientation
Freshman Student Orientation Hialeah Campus 4425 W Jose Regueiro (20th) AVE Hialeah, FL 33012 Phone: (305) 821-3333 Fax: (305) 362-0595 South Campus 11865 SW 26 ST, UNIT H-3 Miami, FL 33175 Phone: (305) 226-9999 Fax: (305) 226-4439 Training Center 4206 W 12 Ave Hialeah, FL 33012 Phone: (305) 231-3326 Fax: (305) 819-9616 Online Learning 4425 W Jose Regueiro (20th) AVE Suite 143 Hialeah, FL 33012 Phone: (305) 821-3333 Fax: (305) 362- 0595 http://www.fnu.edu/distance-learning/ Index Page …………………………………………...………………………...………… Content 4…………………………………...……………………….……………... Mission Statement 5…………………………………………………...………………………...……… FNU History 6…………………………………………...………………………...…..……… Student Rights 7……………………………………...………………..…………… Student Responsibilities 8……………………………………………...………………………...………… Student Creed 9…………………………………………...………………………...………..……… Dress Code 10……………………………………………...………….………...….. Campus Safety Alert 11……………………….………………………...………………………...………….. F.E.R.P.A 12………………………………………………...………………………...……………... Title IX 14………………………………………...………………….……...…………….. The Clery Act 15…………………………………………………………..…...….. American Disability Act 16……………………………………………………………....….. Drug and Alcohol Policy 17……………………………………………………………....………...….. Code of Behavior 18…………………………………………………………………...….. Military Information 20……………………………………………………………….…...….. University Calendar 21……………………………………………………………….……...….. Academic Advising 22………………………………………….………………...……………...…. Bursar’s Office 23……………………………………………………………...……………...…. Financial Aid 26 ……………………………………………………...……………….……...… Scholarships