Homer's Odysseus and Ovid's Perseus
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From the Odyssey, Part 1: the Adventures of Odysseus
from The Odyssey, Part 1: The Adventures of Odysseus Homer, translated by Robert Fitzgerald ANCHOR TEXT | EPIC POEM Archivart/Alamy Stock Photo Archivart/Alamy This version of the selection alternates original text The poet, Homer, begins his epic by asking a Muse1 to help him tell the story of with summarized passages. Odysseus. Odysseus, Homer says, is famous for fighting in the Trojan War and for Dotted lines appear next to surviving a difficult journey home from Troy.2 Odysseus saw many places and met many the summarized passages. people in his travels. He tried to return his shipmates safely to their families, but they 3 made the mistake of killing the cattle of Helios, for which they paid with their lives. NOTES Homer once again asks the Muse to help him tell the tale. The next section of the poem takes place 10 years after the Trojan War. Odysseus arrives in an island kingdom called Phaeacia, which is ruled by Alcinous. Alcinous asks Odysseus to tell him the story of his travels. I am Laertes’4 son, Odysseus. Men hold me formidable for guile5 in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca6 under Mount Neion’s wind-blown robe of leaves, in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I shall not see on earth a place more dear, though I have been detained long by Calypso,7 loveliest among goddesses, who held me in her smooth caves to be her heart’s delight, as Circe of Aeaea,8 the enchantress, desired me, and detained me in her hall. -
The Odyssey and the Desires of Traditional Narrative
The Odyssey and the Desires of Traditional Narrative David F. Elmer* udk: 82.0-3 Harvard University udk: 821.14-13 [email protected] Original scientific paper Taking its inspiration from Peter Brooks’ discussion of the “narrative desire” that structures novels, this paper seeks to articulate a specific form of narrative desire that would be applicable to traditional oral narratives, the plots of which are generally known in advance by audience members. Thematic and structural features of theOdyssey are discussed as evidence for the dynamics of such a “traditional narrative desire”. Keywords: Narrative desire, Peter Brooks, Odyssey, oral tradition, oral literature In a landmark 1984 essay entitled “Narrative Desire”, Peter Brooks argued that every literary plot is structured in some way by desire.1 In his view, the desires of a plot’s protagonist, whether these are a matter of ambition, greed, lust, or even simply the will to survive, determine the plot’s very readability or intelligibility. Moreover, for Brooks the various desires represented within narrative figure the desires that drive the production and consumption of narrative. He finds within the narrative representation of desire reflections of the desire that compels readers to read on, to keep turning pages, and ultimately of an even more fundamental desire, a “primary human drive” that consists simply in the “need to tell” (Brooks 1984, 61). The “reading of plot,” he writes, is “a form of desire that carries us forward, onward, through the text” (Brooks 1984, 37). When he speaks of “plot”, Brooks has in mind a particular literary form: the novel, especially as exemplified by 19th-century French realists like Honoré de Balzac and Émile Zola. -
The Odyssey Homer Translated Lv Robert Fitzç’Erald
I The Odyssey Homer Translated lv Robert Fitzç’erald PART 1 FAR FROM HOME “I Am Odysseus” Odysseus is in the banquet hail of Alcinous (l-sin’o-s, King of Phaeacia (fë-a’sha), who helps him on his way after all his comrades have been killed and his last vessel de stroyed. Odysseus tells the story of his adventures thus far. ‘I am Laertes’ son, Odysseus. [aertes Ia Men hold me formidable for guile in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca 4 Ithaca ith’. k) ,in island oft under Mount Neion’s wind-blown robe of leaves, the west e ast it C reece. in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I (I 488 An Epic Poem I shall not see on earth a place more dear, though I have been detained long by Calypso,’ 12. Calypso k1ip’sö). loveliest among goddesses, who held me in her smooth caves, to be her heart’s delight, as Circe of Aeaea, the enchantress, 15 15. Circe (sür’së) of Aeaea e’e-). desired me, and detained me in her hail. But in my heart I never gave consent. Where shall a man find sweetness to surpass his OWfl home and his parents? In far lands he shall not, though he find a house of gold. -
Myths and Legends: Odysseus and His Odyssey, the Short Version by Caroline H
Myths and Legends: Odysseus and his odyssey, the short version By Caroline H. Harding and Samuel B. Harding, adapted by Newsela staff on 01.10.17 Word Count 1,415 Level 1030L Escaping from the island of the Cyclopes — one-eyed, ill-tempered giants — the hero Odysseus calls back to the shore, taunting the Cyclops Polyphemus, who heaves a boulder at the ship. Painting by Arnold Böcklin in 1896. SECOND: A drawing of a cyclops, courtesy of CSA Images/B&W Engrave Ink Collection and Getty Images. Greek mythology began thousands of years ago because there was a need to explain natural events, disasters, and events in history. Myths were created about gods and goddesses who had supernatural powers, human feelings and looked human. These ideas were passed down in beliefs and stories. The following stories are about Odysseus, the son of the king of the Greek island of Ithaca and a hero, who was described to be as wise as Zeus, king of the gods. For 10 years, the Greek army battled the Trojans in the walled city of Troy, but could not get over, under or through the walls that protected it. Finally, Odysseus came up with the idea of a large hollow, wooden horse, that would be filled with Greek soldiers. The people of Troy woke one morning and found that no army surrounded the city, so they thought the enemy had returned to their ships and were finally sailing back to Greece. A great horse had been left This article is available at 5 reading levels at https://newsela.com. -
An Education Program for Improving Knowledge of Experienced and Aspiring Mentors Joy-Marie Quiambao Calunsag Walden University
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 An Education Program for Improving Knowledge of Experienced and Aspiring Mentors Joy-Marie Quiambao Calunsag Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Nursing Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Health Sciences This is to certify that the doctoral study by Joy-Marie Calunsag has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Edna Hull, Committee Chairperson, Nursing Faculty Dr. Barbara Gross, Committee Member, Nursing Faculty Dr. Tracy Wright, University Reviewer, Nursing Faculty The Office of the Provost Walden University 2019 Abstract An Education Program for Improving Knowledge of Experienced and Aspiring Mentors by Joy-Marie Q. Calunsag MA, Angeles University Foundation, Philippines, 1996 BS, Angeles University Foundation, Philippines, 1994 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University August 2019 Abstract Using a staff development approach, this doctor of nursing practice project addressed the preparation of nurses who serve in the role of mentors. Developed and carried out in an American Nurses Credentialing Center Magnet-designated hospital, the primary aim of the project was to develop and implement a staff education program for mentors focusing on best-practice strategies for mentoring new nurses. -
The Monomyth Today: the Journey of the Mythological Hero in Catching Fire, by Suzanne Collins’
Morais, G. A. L. F. de. (2018); ‘The monomyth today: the journey of the mythological hero in Catching Fire, by Suzanne Collins’ Rosetta 22: 40 - 64 http://www.rosetta.bham.ac.uk/issue22/Morais.pdf The monomyth today: the journey of the mythological hero in Catching Fire, by Suzanne Collins Guilherme Augusto Louzada Ferreira de Morais UNESP/IBILCE – FAPESP Proc. nº 2015 / 23592-4 Abstract In this article, my objective is to analyse and revise the classical hero model, based mainly on The Hero with a Thousand Faces,1 a theoretical apparatus of great importance with regard to the characterization of mythological heroes. Concurrently, I will demonstrate, from Campbell’s theory, how Suzanne Collins, Catching Fire’s author,2 performs in her work the monomyth, and how she inserted the model of the classical hero into the narrative road of her main character, Katniss Everdeen. Keywords: Joseph Campbell; Classical hero model; mythological hero; Suzanne Collins; Katniss Everdeen. 1 Campbell 2004. 2 Collins 2009. 40 This work proposes to analyse and revise the classical hero model in the novel Catching Fire, by the American author Suzanne Collins. Joseph Campbell’s The Hero with a Thousand Faces3 will be the most important theoretical apparatus of this essay. I use, as a source of the classical myths, authors such as Homer and Ovid, but I also use The Concise Dictionary Of Classical Mythology, by Pierre Grimal, a French historian, classicist and Latinist. Campbell analyses the exploits of heroes from various narratives, not sticking merely to the classics (namely the most well-known myths, such as Perseus, Heracles, etc.), and uses hero narratives to suggest that humanity has always had the same dreams and fears. -
4. Barsine, Daughter of Artabazus
Alexander’s Lovers by Andrew Chugg 4. Barsine, Daughter of Artabazus Barsine was by birth a minor princess of the Achaemenid Empire of the Persians, for her father, Artabazus, was the son of a Great King’s daughter.197 It is known that his father was Pharnabazus, who had married Apame, the daughter of Artaxerxes II, some time between 392 - 387BC.198 Artabazus was a senior Persian Satrap and courtier and was latterly renowned for his loyalty first to Darius, then to Alexander. Perhaps this was the outcome of a bad experience of the consequences of disloyalty earlier in his long career. In 358BC Artaxerxes III Ochus had upon his accession ordered the western Satraps to disband their mercenary armies, but this edict had eventually edged Artabazus into an unsuccessful revolt. He spent some years in exile at Philip’s court during Alexander’s childhood, starting in about 352BC and extending until around 349BC,199 at which time he became reconciled with the Great King. It is likely that his daughter Barsine and the rest of his immediate family accompanied him in his exile, so it is feasible that Barsine knew Alexander when they were both still children. Plutarch relates that she had received a “Greek upbringing”, though in point of fact this education could just as well have been delivered in Artabazus’ Satrapy of Hellespontine Phrygia, where the population was predominantly ethnically Greek. As a young girl, Barsine appears to have married Mentor,200 a Greek mercenary general from Rhodes. Artabazus had previously married the sister of this Rhodian, so Barsine may have been Mentor’s niece. -
Penelope, Odysseus, and the Teleologies of the Odyssey
Putting an End to Song: Penelope, Odysseus, and the Teleologies of the Odyssey Emily Hauser Helios, Volume 47, Number 1, Spring 2020, pp. 39-69 (Article) Published by Texas Tech University Press DOI: https://doi.org/10.1353/hel.2020.0001 For additional information about this article https://muse.jhu.edu/article/765967 [ Access provided at 28 Dec 2020 07:35 GMT from University of Washington @ Seattle ] Putting an End to Song: Penelope, Odysseus, and the Teleologies of the Odyssey EMILY HAUSER Abstract Book 1 of the Odyssey presents us with the first bard-figure of the poem, singing what in many ways is an analogue to the Odyssey with “the return of the Greeks”; yet when Penelope appears, it is to attempt to put an end to his song. I use this scene as a starting point to suggest that Penelope is deeply implicated in narrative endings in the Odyssey. Looking at the end or τέλος of the poem through a system- atic study of its “closural allusions,” I argue that a teleological analysis of Penelope’s character in relation to endings may both resolve some of the issues in her inter- pretation thus far, and open up new avenues for the reading of the Odyssey as a poem informed by endings. I. Introduction Penelope’s first appearance in the Odyssey (1.325–144) is to make a request of Phe- mius the bard, who is singing the tale of the Greeks’ return from Troy, the Ἀχαιῶν νόστος (1.326). Phemius’s song of the Greek νόστος (return), of course, mirrors the plot of the Odyssey itself, which has opened only a few hundred lines before with the plea to the Muse to sing of Odysseus and his companions’ return (νόστος, 1.5) from Troy.1 Penelope, however, interrupts the narrative flow and asks the bard to cease singing because of the pain his tale is causing her (1.340–342): ‘ταύτης δ᾽ ἀποπαύε᾽ ἀοιδῆς λυγρῆς, ἥ τέ μοι αἰεὶ ἐνὶ στήθεσσι φίλον κῆρ τείρει . -
Trevino Uchicago 0330D 14659.Pdf
THE UNIVERSITY OF CHICAGO INSPIRATION AND NARRATIVE IN THE HOMERIC ODYSSEY A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE HUMANITIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF CLASSICS BY NATALIE TREVINO CHICAGO, ILLINOIS MARCH 2019 Contents LIST OF TABLES ......................................................................................................................... iv ACKNOWLEDGEMENTS ............................................................................................................ v ABSTRACT .................................................................................................................................. vii INTRODUCTION .......................................................................................................................... 1 I.1 Innovation, Aberration, and Metanarrative ............................................................................ 1 I.2 Scholarly Opinions, A History of Devaluation ...................................................................... 2 I.3 Decoding the Inscrutable: Genre, Inspiration, and The Poet ................................................. 6 I.4 Methodology: Studies in the Inspiration of Poets and Prophets, and Narratology .............. 14 I.5 Chapter Summaries .............................................................................................................. 18 I.6 Glossary .............................................................................................................................. -
Mentors and the Environment of Research
Mentors and the Environment of Research Alan Dardik, MD, PhD, FACS Section of Vascular Surgery Yale University School of Medicine Disclosure • Nothing to disclose 31 postdoctoral fellows 5 medical student M.D. theses 4 masters M.H.S. theses 4 graduate Ph.D. theses 12 vascular surgery fellows The Balance of Life Youth time strength Old Age money Middle Age The environment of research • University • Quality of research • Industry space • Private institutions • Colleagues – Hospitals • Effective work – Foundations environment • Job satisfaction and performance • Branding • Efficient use of resources Structure of University Research InstitutionPI’s lab Section Department Institution Resulting Forces Family Lifestyle Section Head Other Faculty resources Clinical Work / On Call InstitutionPI’s lab Chairman Overall Career Planning Section Protected Time Administrative Support Department Institution Location Academic Potential Salary / Benefits Congratulations! • You have a –First position –New position You want to succeed But what is success ?? www.speakingchannel.tv pro.corbis.com Failure Problems Solutions • Not being true to yourself • Know thyself – Know what you want – Spend time thinking, talking – Know what you need – Spouse, peers • Accepting a poor position • Investigate (negotiate) well • Not having advice • Find mentors What is a mentor? • Greek mythology • Mentor (Μέντωρ) – son of Heracles and Asopis • Friend of Odysseus – When Odysseus left for the Trojan war, he placed Mentor in charge of his son Telemachus – Athena disguised herself -
Mentoring Toolkit
1 Mentor Tools and Tips for a Positive Mentoring Experience SEAS Center for Women in Engineering Spring 2020 What is Mentoring? Mentoring is a structured and trusted relationship. It is an intentional relationship established for a specific duration around mutually agreed upon goals of guiding, supporting, and encouraging the development of the mentee. The word “mentor” has its origin in Greek mythology. Mentor was the son of Alcimus. Mentor was a close friend of Odysseus. As Odysseus went off to the Trojan War, he asked Mentor to guide Telemachus (Odysseus son). So, does a mentor have to be a male? No, a female can be a mentor too, as evidenced by Athena, Goddess of Wisdom, even if she disguised herself as a man and took on Mentor’s form when she, too, spoke to Telemachus. A mentor, an experienced and trusted advisor, serves as a professional colleague. The best mentors encourage their mentees, serve as supporters, motivators, advocates, role models and even friends. While some suggest a mentor is a coach, there is a distinction: A mentor is the ‘wise’ teacher who is there to support, rather than someone who is constantly on the sidelines suggesting new behaviors or actions. Mentors also discover challenges and rewards in the relationship. In addition to the satisfaction mentors get from working with a mentee, mentors can develop their own leadership and communication skills through the relationship. Mentors who approach the relationship with an open mind also gain new perspectives and new ways of thinking about challenges through discussions with mentees. As a mentor, it is up to you to maintain the structured and trusted relationship. -
New Member Mentor Guide
New Member Program Mentor Guide Faculty Association Suffolk Community College Southampton Bldg, Room 224J Selden, New York 11784-2899 (631) 451-4151 www.fascc.org The Story of the Mentor The story of the Mentor comes from Homer’s Odyssey. When Odysseus, King of Ithaca, leaves to fight in the Trojan War, he entrusts his household to Mentor, who serves as teacher and overseer to Odysseus’ son, Telemachus. After the war, Odysseus is condemned to wander vainly for 10 years in his attempt to return home. In time, Telemachus now grown, goes in search of his father. Athena, Goddess of War, patroness of the arts and industry, assumes the form of Mentor and accompanies Telemachus on his quest. Eventually, father and son are reunited and together they cast down would-be usurpers of Odysseus’s throne and of Telemachus’s birthright. In time, the word mentor became synonymous with trusted advisor, friend teacher, and wise person. History offers many examples of helpful mentoring relationships such as Socrates and Plato, Haydn and Beethoven, and Freud and Jung. Mentoring is a fundamental form of human development where one person invest time, energy and personal know-how assisting the growth and ability of another person. History and legend record deeds of princes and kings, but in a democracy each of us also has a birthright, which is to be all that we can be. Mentors are the special people in our lives who, through their deeds and work, help us to move toward fulfilling that potential. (Adapted From Mentoring, Gordon F. Shea) 2 Faculty Association of Suffolk Community College New Member Mentoring Program Statement of Purpose The New Member Mentoring Program focuses on identifying professional and work-related needs of new members by pairing them up with faculty members who will serve as positive role models, guides, and supports.