A STUDY of TEARS in the ODYSSEY Alexandra L. Daly A
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“Dialectical” Open-Mind Thinking
Open Minded Thinking “Dialectical” Open-mind thinking. Dialectical means that 2 ideas can both be true at the same time. There is always more than one TRUE way to see a situation and more than one TRUE opinion, idea, thought, or dream. Two things that seem like (or are) opposites can both be true. All people have something unique, different, and worthy to teach us. A life worth living has both comfortable and uncomfortable aspects (happiness AND sadness; anger AND peace; hope AND discouragement; fear AND ease; etc). All points of view have both TRUE and FALSE within them. Examples: You are right AND the other person is right. You are doing the best that you can AND you need to try harder, do better, and be more motivated to change. You can take care of yourself AND you need help and support from others. Being dialectical means: Letting go of self-righteous indignation. Letting go of “black and white”, “all or nothing” ways of seeing a situation. Looking for what is “left out” of your understanding of a situation. Finding a way to validate the other person’s point of view. Expanding your way of seeing things. Getting “unstuck” from standoffs and conflicts. Being more flexible and approachable. Avoiding assumptions and blaming. 7 Guidelines for Dialectical Thinking Do: Move away from “either-or” thinking to “BOTH-AND” thinking. Avoid extreme words: always never, you make me. Example: Instead of saying: “Everyone always treats me unfairly,” say “Sometimes I am treated fairly AND at other times I am treated unfairly.” Practice looking at ALL sides of a situation/points of view. -
Homesickness at Day and Resident Camps Part I: Helping with Homesickness
Homesickness at Day and Resident Camps Part I: Helping with Homesickness Definition: Homesickness is distress or impairment caused by an actual or anticipated separation from home. Homesickness is characterized by acute longing and preoccupying thoughts of home and attachment objects (parents, pets, friends). Different people miss different things about home. Symptoms: Symptoms of homesickness include depression, anxiety, withdrawn behavior, somatic complaints (infrequently), and acting-out behaviors (rarely). Cabin leaders are pretty good at detecting moderate and severe cases of homesickness, but milder cases often go undetected. Prevalence: More than 95% of all campers report having some homesick feelings on at least one day of their camp stay. It’s normal! Some 20% report moderate or severe levels of homesickness. Only 7% have severe depressive and anxious symptoms along with their homesick feelings. Behaviors: Homesickness is most commonly associated with withdrawn behaviors, anxious and depressed behaviors, and somatic complaints. Surprisingly, the data suggest that homesick girls show more acting-out behaviors than homesick boys. Not all homesick children look homesick. Progression: Conventional wisdom held that homesickness usually went away after the first few days at camp. It's not that simple. As it turns out, the most homesick children begin their stay with a high level of homesickness, and, without any intervention, it can get worse and worse until just before they go home. (See graph below.) When campers know returning home is imminent, the severity of their homesickness decreases. Predictors: There are a variety of factors that predict 2-week Progression homesickness. These include Experience factors, Personality 8 factors, Family factors, and Attitude factors. -
The Book of Psalms Session 6: Psalm 137 1) Theme: the Sufferings
The Book of Psalms Session 6: Psalm 137 1) Theme: The sufferings and feelings of people who experienced the conquest and destruction of Jerusalem in 587 BC, who were deported to Babylon in captivity. It gives vent to intense feelings of homesickness, depression, desire for revenge, patriotism, and rage. a) Verse 1: Verb is in the Past Tense i) How far back we don’t know. ii) Could be after the return to Jerusalem. iii) Could be while they were there in Babylon b) His mind goes back to the agonizing hours when they sat sadly from his homeland i) Tearful eyes and homesick hearts ii) They began to sing their songs of lament and play their harps in accompaniment. iii) Not only homesick, but they felt separated from God and the Temple. iv) It is a theological challenge: Can God have any power in a foreign land? (1) Has God rejected us forever?, Do we have access to God?. Are we being punished? 2) Verses 2-3: a) They cannot mourn in private. b) They hang up their harps on willow trees c) They hear their tormentors walking towards them. d) To make the prisoners aware of their power i) They call upon them to sing happy songs, a song of Zion (Psalms 46, 48, 84, 122) to entertain Gentiles! 3) Verse 4 a) They indignantly refuse. i) Would it be an affront to God? ii) Or is it because God can’t hear them so far away? b) What is clear is that not all situations are appropriate for praising God. -
A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs a Thesis Presented to the Faculty
Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs A thesis presented to The faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Master of Science Lu Wu May 2013 © 2013 Lu Wu. All Rights Reserved. This thesis titled Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs by LU WU has been approved for the E. W. Scripps School of Journalism and the Scripps College of Communication by Ellen J. Gerl Associate Professor of Journalism Scott Titsworth Dean, Scripps College of Communication ii ABSTRACT WU, LU, M.S., May 2013, Journalism Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs Director of Thesis: Ellen J. Gerl This study investigates the differences in the delineation of post-traumatic stress disorder in newspapers and in military blogs. Through thematic analysis of selected newspaper articles and blog posts, the research examines the different categories and themes that exist in newspapers’ and weblogs’ coverage of PTSD among military members and veterans. Marked differences are found among newspaper and blogs. It further discusses the function of both media in the PTSD “imagined community.” The content of newspaper articles is focused on the overall picture of PTSD in the military society, but overlooks the individual struggles. In addition, newspaper coverage tends to frame PTSD negatively. The blog contents are more personalized and emotion-driven, providing details of daily life and experience, but could not compete with newspapers on quality journalism. -
The Greatest Mirror: Heavenly Counterparts in the Jewish Pseudepigrapha
The Greatest Mirror Heavenly Counterparts in the Jewish Pseudepigrapha Andrei A. Orlov On the cover: The Baleful Head, by Edward Burne-Jones. Oil on canvas, dated 1886– 1887. Courtesy of Art Resource. Published by State University of New York Press, Albany © 2017 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, contact State University of New York Press, Albany, NY www.sunypress.edu Production, Dana Foote Marketing, Fran Keneston Library of Congress Cataloging-in-Publication Data Names: Orlov, Andrei A., 1960– author. Title: The greatest mirror : heavenly counterparts in the Jewish Pseudepigrapha / Andrei A. Orlov. Description: Albany, New York : State University of New York Press, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2016052228 (print) | LCCN 2016053193 (ebook) | ISBN 9781438466910 (hardcover : alk. paper) | ISBN 9781438466927 (ebook) Subjects: LCSH: Apocryphal books (Old Testament)—Criticism, interpretation, etc. Classification: LCC BS1700 .O775 2017 (print) | LCC BS1700 (ebook) | DDC 229/.9106—dc23 LC record available at https://lccn.loc.gov/2016052228 10 9 8 7 6 5 4 3 2 1 For April DeConick . in the season when my body was completed in its maturity, there imme- diately flew down and appeared before me that most beautiful and greatest mirror-image of myself. -
The Penelopiad
THE PENELOPIAD Margaret Atwood EDINBURGH • NEW YORK • MELBOURNE For my family ‘… Shrewd Odysseus! … You are a fortunate man to have won a wife of such pre-eminent virtue! How faithful was your flawless Penelope, Icarius’ daughter! How loyally she kept the memory of the husband of her youth! The glory of her virtue will not fade with the years, but the deathless gods themselves will make a beautiful song for mortal ears in honour of the constant Penelope.’ – The Odyssey, Book 24 (191–194) … he took a cable which had seen service on a blue-bowed ship, made one end fast to a high column in the portico, and threw the other over the round-house, high up, so that their feet would not touch the ground. As when long-winged thrushes or doves get entangled in a snare … so the women’s heads were held fast in a row, with nooses round their necks, to bring them to the most pitiable end. For a little while their feet twitched, but not for very long. – The Odyssey, Book 22 (470–473) CONTENTS Introduction i A Low Art ii The Chorus Line: A Rope-Jumping Rhyme iii My Childhood iv The Chorus Line: Kiddie Mourn, A Lament by the Maids v Asphodel vi My Marriage vii The Scar viii The Chorus Line: If I Was a Princess, A Popular Tune ix The Trusted Cackle-Hen x The Chorus Line: The Birth of Telemachus, An Idyll xi Helen Ruins My Life xii Waiting xiii The Chorus Line: The Wily Sea Captain, A Sea Shanty xiv The Suitors Stuff Their Faces xv The Shroud xvi Bad Dreams xvii The Chorus Line: Dreamboats, A Ballad xviii News of Helen xix Yelp of Joy xx Slanderous Gossip xxi The Chorus Line: The Perils of Penelope, A Drama xxii Helen Takes a Bath xxiii Odysseus and Telemachus Snuff the Maids xxiv The Chorus Line: An Anthropology Lecture xxv Heart of Flint xxvi The Chorus Line: The Trial of Odysseus, as Videotaped by the Maids xxvii Home Life in Hades xxviii The Chorus Line: We’re Walking Behind You, A Love Song xxix Envoi Notes Acknowledgements Introduction The story of Odysseus’ return to his home kingdom of Ithaca following an absence of twenty years is best known from Homer’s Odyssey. -
The Effect of Homesickness on Air Force Academy Cadets" (2010)
Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2010 The ffecE t of Homesickness on Air Force Academy Cadets Earl J. Banning Philadelphia College of Osteopathic Medicine, [email protected] Follow this and additional works at: http://digitalcommons.pcom.edu/psychology_dissertations Part of the Clinical Psychology Commons Recommended Citation Banning, Earl J., "The Effect of Homesickness on Air Force Academy Cadets" (2010). PCOM Psychology Dissertations. Paper 155. This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine Department of Psychology THE EFFECT OF HOMESICKNESS ON AIR FORCE ACADEMY CADETS By Earl J Banning Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Psychology Month Year PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE DEPARTMENT OF PSYCHOLOGY Dissertation Approval This is to certifY that the thesis presented to us by 6(1/ 8Q nn i"(} on the ~I-~ day of At/5471 ,20/0, in partial fulfillment of the requirements for the degree of Doctor of Psychology, has been examined and is acceptable in both scholarship and literary quality. Committee Members' Signatures: Donald P. Masey, Psy.D., Chairperson Robert A. DiTomasso, Ph.D., ABPP Dr. Frederick W. Gibson Robert A. DiTomasso, Ph.D., ABPP, Chair, Department of Psychology EFFECT OF HOMESICKNESS 111 Acknowledgements I wish to acknowledge my gratitude to my wife Lindsey, who has been with me through this process. -
Homesickness
Coping with Homesickness Perspectives on Homesickness: From a college-bound Yurok student from Two Rivers: “To be away from my family is a big thing. I have tons of relatives, at least 80 first cousins alone, and I’m around them constantly. They live within 20 miles of me, and that’s going to be hard to get used to, not having my family around because they support me” (Fann, 2004). From a Lakota student in his second year of college: “I think if you didn’t have some type of support, you wouldn’t make it. Because, you know, we grew up in an extended family, we’re used to being, having lots of our people around us. Our aunts, you know, are all concerned about our welfare and there’s that constant support. You leave that and come to this totally new place” (Huffman, 2008). From a Huffington Post parenting blog: “Homesickness is really about the transition: between two worlds. [College students] are displaced for the moment. They are anxious not just about leaving the familiar, but facing the great unknown. If [a student] is unhappy, it's not that they are in the wrong place. Until they have located themselves in their new context, they're not going to feel totally at ease” (Chansky, 2014). DISCUSSION: What have your experiences been with being away from home? What is most difficult? What has been helpful in coping with missing and being away from home? Risks and Protective Factors (Thurber & Walton, 2012) RISKS PROTECTIVE FACTORS Little previous experience away from home Some experience away from home Low perceived control Feeling capable -
Relationship Between Homesickness, Self-Efficacy, and Achievement Motivation Among Non-Nativesstudents of Urmia University of Medical Sciences
Relationship between Homesickness, Self-Efficacy, and Achievement Motivation among Non-NativeSstudents of Urmia University of Medical Sciences Marzieh Arefi, Islamic Azad University, Iran Roya Ghodsi shekh Jan, University of Medical Sciences, Iran The IAFOR International Conference on Education - Dubai 2016 Official Conference Proceedings Abstract The transition to university often involves separation from home can lead to the challenge of adapting to a new academic environment. For most new students, adjusting to an unfamiliar academic setting can induce homesickness. The present study investigated the relationship between homesickness, achievement motivation, self-efficacy among non-native students of Urmia University of Medical Sciences in the academic year of 2013-2014. The sample comprised 150 females and 129 males first year university students which living in university dormitory. The instruments for data collection were academic motivation scale (Vallerand et al., 1992), self-efficacy scale (Owen & Froman, 1988), and homesickness questionnaire (Archer et al., 1998). The gathered data were analyzed through stepwise regression and Pearson correlation by SPSS software. Results indicated that self-efficacy and achievement motivation have a significant correlation and reverse relationship with homesickness, implying that increased self-efficacy and achievement motivation decreased the level of homesickness among students. Furthermore, regression analysis revealed that demotivation, gender and self-efficacy significantly predict homesickness, -
Greek Women by Mitchell Carroll
GREEK WOMEN BY MITCHELL CARROLL I GREEK WOMEN Whenever culture or art or beauty is theme for thought, the fancy at once wanders back to the Ancient Greeks, whom we regard as the ultimate source of all the æsthetic influences which surround us. To them we look for instruction in philosophy, in poetry, in oratory, in many of the problems of science. But it is in their arts that the Greeks have left us their richest and most beneficent legacy; and when we consider how much they have contributed to the world's civilization, we wonder what manner of men and women they must have been to attain such achievements. Though woman's influence is exercised silently and unobtrusively, it is none the less potent in determining the character and destiny of a people. Historians do not take note of it, men overlook and undervalue it, and yet it is ever present; and in a civilization like that of the Greeks, where the feminine element manifests itself in all its higher activities,--in its literature, its art, its religion,--it becomes an interesting problem to inquire into the character and status of woman among the Greek peoples. We do not desire to know merely the purely external features of feminine life among the Greeks, such as their dress, their ornaments, their home surroundings; we would, above all, investigate the subjective side of their life--how they regarded themselves, and were regarded by men; how they reasoned, and felt, and loved; how they experienced the joys and sorrows of life; what part they took in the social life of the times; how their conduct influenced the actions of men and determined the course of history; what were their moral and spiritual endowments;--in short, we should like to know the Greek woman in all those phases of life which make the modern woman interesting and influential and the conserving force in human society. -
The Return of Odysseus: Discovering the Homeric Wisdom of Αἴ Σἴμα
The Return of Odysseus: Discovering the Homeric Wisdom of αἴ σἴμα Dennis R. Maust 24 January 2011 It is clear that the general origin of poetry was due to two causes, each of them part of human nature. Imitation is natural to man from childhood, . he is the most imitative creature in the world, and learns at first by imitation. And it is also natural for all to delight in works of imitation. The truth of this second point is shown by experience: . we delight to view the most realistic representations . The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind. Aristotle (Poetics: 1448b[3-15], or Ch. 4, 1-5) ἀμείνω δ’ αἴζιμα πάνηα. Homer (The Odyssey: Loeb, 7.310 and 15.71) Preface The motivation for this essay was a question that sometimes opens a seminar covering Odysseus’ departure from Calypso’s island of Ogygia: “Why did he say no?” That is, why did Odysseus reject Calypso’s offer of immortality and agelessness? One of my summer 2005 Literature seminars opened with this question. It has lingered with me since. I would like to think that this revised submission offers a more focused, succinct, and tightened-up discourse while also injecting relevant new material. However, not without some remorse do I relegate most previous Aristotelian references to footnotes and an appendix. Aristotle not only illuminates certain methods and purposes of Homer, but philosopher and poet share connections, perhaps even dependencies, that merit appreciation and deserve attention – albeit not here. -
THE TALKING GREEKS: Speech, Animals, and the Other in Homer
THE TALKING GREEKS When considering the question of what makes us human, the ancient Greeks provided numerous suggestions. This book argues that the defining criterion in the Hellenic world, however, was the most obvi- ous one: speech. It explores how it was the capacity for authoritative speech which was held to separate humans from other animals, gods from humans, men from women, Greeks from non-Greeks, citizens from slaves, and the mundane from the heroic. John Heath illus- trates how Homer’s epics trace the development of immature young men into adults managing speech in entirely human ways and how in Aeschylus’ Oresteia only human speech can disentangle man, beast, and god. Plato’s Dialogues are shown to reveal the consequences of Socratically imposed silence. With its examination of the Greek focus on speech, animalization, and status, this book offers new readings of key texts and provides significant insights into the Greek approach to understanding our world. john heath is Professor of Classics at Santa Clara University. He is the author of numerous articles on Latin and Greek literature, myth and culture. His previous publications include Actaeon, the Unman- nerly Intruder (1992), Who Killed Homer? (with Victor Davis Hanson, 1998;revised edition, 2001) and Bonfire of the Humanities (with Victor Davis Hanson and Bruce Thornton, 2001). THE TALKING GREEKS Speech, Animals, and the Other in Homer, Aeschylus, and Plato JOHN HEATH Santa Clara University cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge cb2 2ru, UK Published in the United States of America by Cambridge University Press, New York www.cambridage.org Information on this title: www.cambridge.org/9780521832649 © John Heath 2005 This book is in copyright.