Feasting in Homeric Epic 303
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What Do You Need to Know to Reduce Your Risk?
What do you need to know to reduce your risk? Understand what high risk drinking is Understand Blood Alcohol Content (BAC) Levels and some key points about BAC Understand what a standard drink size is vs. a typical party drink size Know the signs and symptoms of alcohol poisoning Know the actions to take if someone appears to be suffering from alcohol poisoning High Risk Drinking Participating in drinking games Celebratory drinking (21st birthday, “the big game”, end of semester, graduation, spring break…) Drinking to get drunk Pre-partying/pre-loading Doing shots Chugging Using a funnel, hose, trough or punch bowl Mixing alcohol with any drugs (legal or illegal) Not knowing what you are drinking or how much you are drinking Combining alcohol with energy drinks These are examples, certainly not all the ways you can drink in a high risk fashion. Any drinking that is in high amounts or short periods of time, creating a situation where the body can’t handle the alcohol, is high risk drinking. How the Body Processes Alcohol When a person drinks alcohol, it can enter the bloodstream immediately. The molecular structure of alcohol is small, so the alcohol can be absorbed or transferred into the blood through the walls of the stomach and the small intestine. The stomach actually has a relatively slow absorption rate; it is the small intestine that absorbs most of the alcohol. Once in the bloodstream, alcohol moves through the body and comes into contact with virtually every organ. However, some of the highest concentrations, and certainly the highest impact, is caused by the alcohol when it reaches the brain. -
Early Theories of Foreignness (Kennedy, RECW Ch 1 Pp
Clas 122 2017 Mon Oct 2: Homer and Hesiod: Early Theories of Foreignness (Kennedy, RECW Ch 1 pp. 3-13) Overview of Homer's Odyssey -- a map of the world imagined by speakers of Greek The poem itself invites its audience to think about: What is a good society? What is a good leader? As readers here and now, we can also ask critical Questions: What are the poem's blind spots? How does the poem encourage its audience to think and behave? Do the poem's ideas about a good society and a good leader have meaning today? The images below come from a series of collages and paintings by Romare Bearden (1911-1988). The Smithsonian Institution organized a bautiful exhibit of the series recently, and there is a good free app (showing many of the works and adding audio commentary) available for I phone and android; search for "A Black Odyssey" where you get apps. As our story begins ..... During his journey back to his home in Ithaca after the war at Troy, Odysseus is on the island of Calypso. Athena asks Zeus if Odysseus can come home to Ithaca. Zeus says yes, and sends Hermes to tell Calypso that Odysseus needs to come home. Calypso lets Odysseus build a raft and he departs. This is only possible because .... RECW 1.1 Od. 1.22-26: Poseidon, the god of the sea, is visiting the Ethiopians, and thus is not watching Odysseus. Poseidon had been thwarting the homecoming because of the way that Odysseus treated the Cyclops Polyphemus, who was descended from Poseidon. -
Tayinat's Building XVI: the Religious Dimensions and Significance of A
Tayinat’s Building XVI: The Religious Dimensions and Significance of a Tripartite Temple at Neo-Assyrian Kunulua by Douglas Neal Petrovich A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Near and Middle Eastern Civilizations University of Toronto © Copyright by Douglas Neal Petrovich, 2016 Building XVI at Tell Tayinat: The Religious Dimensions and Significance of a Tripartite Temple at Neo-Assyrian Kunulua Douglas N. Petrovich Doctor of Philosophy Department of Near and Middle Eastern Civilizations University of Toronto 2016 Abstract After the collapse of the Hittite Empire and most of the power structures in the Levant at the end of the Late Bronze Age, new kingdoms and powerful city-states arose to fill the vacuum over the course of the Iron Age. One new player that surfaced on the regional scene was the Kingdom of Palistin, which was centered at Kunulua, the ancient capital that has been identified positively with the site of Tell Tayinat in the Amuq Valley. The archaeological and epigraphical evidence that has surfaced in recent years has revealed that Palistin was a formidable kingdom, with numerous cities and territories having been enveloped within its orb. Kunulua and its kingdom eventually fell prey to the Neo-Assyrian Empire, which decimated the capital in 738 BC under Tiglath-pileser III. After Kunulua was rebuilt under Neo- Assyrian control, the city served as a provincial capital under Neo-Assyrian administration. Excavations of the 1930s uncovered a palatial district atop the tell, including a temple (Building II) that was adjacent to the main bit hilani palace of the king (Building I). -
Easy Open Pull Tab
Easy Open Pull Tab Submitted to the Italian Packaging Technology Competition March 15, 2006 Brian Calcagno Teresa Haynes Hatfield Josh Taylor California Polytechnic State University, San Luis Obispo PROBLEM There are many people in the world who bite their fingernails. Health risks and public annoyance aside, this causes a disability in opening food packages with metal pull-tabs, such as soft drink cans. Since about 100 billion soft drink cans are produced in the U.S. every year (about one per person per day), it’s obvious that these cans are common in every refrigerator (Kyung- Sun). They should be easy to open, and to many they are. However there is still room for improvement to the design, as nailbiters still find some cans difficult to open. Some soft drink can tabs have been rounded at the end, leaving a tiny space for leverage, but this space is only large enough for a strong fingernail. If the person trying to open the package has no such fingernail, he will have a very difficult time getting to his favorite soft drink. A recent innovation in canned soup packaging has used pull-tabs to make can openers obsolete. The larger, heavier design of these poses an even more significant challenge to nailbiters than soda cans. The geometry of the pull tab on these larger cans causes the tabs to resist upward force even more strongly than familiar soda cans. The shape of the score that the tab is supposed to break also affects the amount of force necessary to open the can. -
Alcohol Units a Brief Guide
Alcohol Units A brief guide 1 2 Alcohol Units – A brief guide Units of alcohol explained As typical glass sizes have grown and For example, most whisky has an ABV of 40%. popular drinks have increased in A 1 litre (1,000ml) bottle of this whisky therefore strength over the years, the old rule contains 400ml of pure alcohol. This is 40 units (as 10ml of pure alcohol = one unit). So, in of thumb that a glass of wine was 100ml of the whisky, there would be 4 units. about 1 unit has become out of date. And hence, a 25ml single measure of whisky Nowadays, a large glass of wine might would contain 1 unit. well contain 3 units or more – about the The maths is straightforward. To calculate units, same amount as a treble vodka. take the quantity in millilitres, multiply it by the ABV (expressed as a percentage) and divide So how do you know how much is in by 1,000. your drink? In the example of a glass of whisky (above) the A UK unit is 10 millilitres (8 grams) of pure calculation would be: alcohol. It’s actually the amount of alcohol that 25ml x 40% = 1 unit. an average healthy adult body can break down 1,000 in about an hour. So, if you drink 10ml of pure alcohol, 60 minutes later there should be virtually Or, for a 250ml glass of wine with ABV 12%, none left in your bloodstream. You could still be the number of units is: suffering some of the effects the alcohol has had 250ml x 12% = 3 units. -
The-Odyssey-Greek-Translation.Pdf
05_273-611_Homer 2/Aesop 7/10/00 1:25 PM Page 273 HOMER / The Odyssey, Book One 273 THE ODYSSEY Translated by Robert Fitzgerald The ten-year war waged by the Greeks against Troy, culminating in the overthrow of the city, is now itself ten years in the past. Helen, whose flight to Troy with the Trojan prince Paris had prompted the Greek expedition to seek revenge and reclaim her, is now home in Sparta, living harmoniously once more with her husband Meneláos (Menelaus). His brother Agamémnon, commander in chief of the Greek forces, was murdered on his return from the war by his wife and her paramour. Of the Greek chieftains who have survived both the war and the perilous homeward voyage, all have returned except Odysseus, the crafty and astute ruler of Ithaka (Ithaca), an island in the Ionian Sea off western Greece. Since he is presumed dead, suitors from Ithaka and other regions have overrun his house, paying court to his attractive wife Penélopê, endangering the position of his son, Telémakhos (Telemachus), corrupting many of the servants, and literally eating up Odysseus’ estate. Penélopê has stalled for time but is finding it increasingly difficult to deny the suitors’ demands that she marry one of them; Telémakhos, who is just approaching young manhood, is becom- ing actively resentful of the indignities suffered by his household. Many persons and places in the Odyssey are best known to readers by their Latinized names, such as Telemachus. The present translator has used forms (Telémakhos) closer to the Greek spelling and pronunciation. -
Odysseus and Feminine Mêtis in the Odyssey Grace Lafrentz
Vanderbilt Undergraduate Research Journal, Vol. 11 Weaving a Way to Nostos: Odysseus and Feminine Mêtis in the Odyssey Grace LaFrentz Abstract. My paper examines the gendered nature of Odysseus’ mêtis, a Greek word describing characteristics of cleverness and intelligence, in Homer’s Odyssey. While Odysseus’ mêtis has been discussed in terms of his storytelling, disguise, and craftsmanship, I contend that in order to fully understand his cleverness, we must place Odysseus’ mêtis in conversation with the mêtis of the crafty women who populate the epic. I discuss weaving as a stereotypically feminine manifestation of mêtis, arguing that Odysseus’ reintegration into his home serves as a metaphorical form of weaving—one that he adapts from the clever women he encounters on his journey home from Troy. Athena serves as the starting point for my discussion of mêtis, and I then turn to Calypso and Circe—two crafty weavers who attempt to ensnare Odysseus on their islands. I also examine Helen, whom Odysseus himself does not meet, but whose weaving is importantly witnessed by Odysseus’ son Telemachus, who later draws upon the craft of weaving in his efforts to help Odysseus restore order in his home. The last woman I present is Penelope, whose clever and prolonged weaving scheme helps her evade marriage as she awaits Odysseus’ return, and whose lead Odysseus follows in his own prolonged reentry into his home. I finally demonstrate the way that Odysseus reintegrates himself into his household through a calculated and metaphorical act of weaving, arguing that it is Odysseus’ willingness to embrace a more feminine model of mêtis embodied by the women he encounters that sets him apart from his fellow male warriors and enables his successful homecoming. -
Amarna Period Down to the Opening of Sety I's Reign
oi.uchicago.edu STUDIES IN ANCIENT ORIENTAL CIVILIZATION * NO.42 THE ORIENTAL INSTITUTE OF THE UNIVERSITY OF CHICAGO Thomas A. Holland * Editor with the assistance of Thomas G. Urban oi.uchicago.edu oi.uchicago.edu Internet publication of this work was made possible with the generous support of Misty and Lewis Gruber THE ROAD TO KADESH A HISTORICAL INTERPRETATION OF THE BATTLE RELIEFS OF KING SETY I AT KARNAK SECOND EDITION REVISED WILLIAM J. MURNANE THE ORIENTAL INSTITUTE OF THE UNIVERSITY OF CHICAGO STUDIES IN ANCIENT ORIENTAL CIVILIZATION . NO.42 CHICAGO * ILLINOIS oi.uchicago.edu Library of Congress Catalog Card Number: 90-63725 ISBN: 0-918986-67-2 ISSN: 0081-7554 The Oriental Institute, Chicago © 1985, 1990 by The University of Chicago. All rights reserved. Published 1990. Printed in the United States of America. oi.uchicago.edu TABLE OF CONTENTS List of M aps ................................ ................................. ................................. vi Preface to the Second Edition ................................................................................................. vii Preface to the First Edition ................................................................................................. ix List of Bibliographic Abbreviations ..................................... ....................... xi Chapter 1. Egypt's Relations with Hatti From the Amarna Period Down to the Opening of Sety I's Reign ...................................................................... ......................... 1 The Clash of Empires -
ARCL 0141 Mediterranean Prehistory
INSTITUTE OF ARCHAEOLOGY ARCL 0141 Mediterranean Prehistory 2019-20, Term 1 - 15 CREDITS Deadlines for coursework: 11th November 2019, 13th January 2020 Coordinator: Dr. Borja Legarra Herrero [email protected] Office 106, tel. (0) 20 7679 1539 Please see the last page of this document for important information about submission and marking procedures, or links to the relevant webpages 1 OVERVIEW Introduction This course reunites the study and analysis of prehistoric societies around the Mediterranean basin into a coherent if diverse exploration. It takes a long-term perspective, ranging from the first modern human occupation in the region to the start of the 1st millennium BCE, and a broad spatial approach, searching for the overall trends and conditions that underlie local phenomena. Opening topics include the glacial Mediterranean and origins of seafaring, early Holocene Levantine-European farming, and Chalcolithic societies. The main body of the course is formed by the multiple transformations of the late 4th, 3rd and 2nd millennium BC, including the environmental ‘mediterraneanisation’ of the basin, the rise of the first complex societies in east and west Mediterranean and the formation of world-system relations at the east Mediterranean. A final session examines the transition to the Iron Age in the context of the emergence of pan-Mediterranean networks, and this also acts as a link to G202. This course is designed to interlock with G206, which explores Mediterranean dynamics from a diachronic and comparative perspective. Equally, it can be taken in conjunction with courses in the prehistory of specific regions, such as the Aegean, Italy, the Levant, Anatolia and Egypt, as well as Europe and Africa. -
Download Circe and Odysseus in Ancient
Circe and Odysseus in Ancient Art This resource offers a series of questions that will help students engage with four ancient artifacts that represent the goddess Circes interactions or influences upon Odysseus and his companions. All these artifacts were made several centuries after the Odyssey was composed, but they should not be approached as straightforward or mere illustrations of episodes from the Odyssey. Rather, all five works of art (four artifacts and the epic poem) represent different versions of the story of how Circe interacts with Odysseus and his men. This resource assumes that students already will have read Books 9 and 10 of the Odyssey. This handout is formatted as a guide that an instructor can use to facilitate a conversation during a class meeting. The questions are meant to be asked by the instructor while students actively look at images of each artifact, using the weblinks provided. After each question, examples of possible observations that students might offer are included in italics. The italicized answers also sometimes include extra information that the instructor can share. Artifact #1: A kylix (drinking cup) at the Museum of Fine Arts (Boston) Attributed to the Painter of the Boston Polyphemos Made in Athens (Attica, Greece) ca. 550-525 BCE https://collections.mfa.org/objects/153469/drinking-cup-kylix-depicting-scenes-from-the- odyssey;jsessionid=31E168DC9A32CBB824DCBBFFA1671DC1?ctx=bb1a3a19-ebc8-46ce-b9b1- 03dc137d5b86&idx=1 Accession number 99.518 1. We are going to look at both sides of this kylix, but we will begin with the first image on the website (“Side A” of the kylix, which does not include anyone holding a shield). -
Kate Bracher — Travels in Greece Ever Since the Year 2000, I Have Had to Go to Greece Every Summer for 4- 6 Weeks. (I Can
Kate Bracher — Travels in Greece Ever since the year 2000, I have had to go to Greece every summer for 4- 6 weeks. (I can hear you saying, “aw, too bad!”) This is because my partner, Cynthia Shelmerdine (Bryn Mawr ’70) is an archaeologist working on a project in the southwest of the Peloponnese. They are digging a Mycenaean town, which dates to the Late Bronze Age (1700-1200 BC), near the town of Pylos. This is way before the time period we tend to think of for ancient Greece — the age of Socrates, Plato, Pericles, Sophocles — and is basically the period Homer thinks he’s writing about 600 years later. The project is directed by a professor from the University of Missouri at St. Louis; he runs it as a field school, so most years there are about 30 students working on the dig. (You can see a slightly out-of- date discussion of it at the project website, iklaina.org.) Cynthia is their pottery expert; so she is not in the field but in the lab room in the small town of Pylos, where we are based. The diggers collect potsherds and other artifacts, and bring them in each day; the pottery gets washed, dried in the sun, and then Cynthia can look at it and identify what the pieces are and when they were made. It’s amazing how much you can tell from a 2-inch broken rim of a drinking cup or bowl! At first I just tagged along (because who would turn down a chance to go to Greece!) But gradually I got roped in also, and worked for years as the lab’s organizer, logging in bags of potsherds as they arrived, shepherding them through the washing, drying and study process, and eventually seeing that they were stored where someone could find them again if they need to. -
Momolina Marconi: an Italian Passionate Scholar of the Goddess
Momolina Marconi: An Italian Passionate Scholar of the Goddess Luciana Percovich When I was a student in my teens, I attended the Liceo Classico, which in Italy is still considered the pillar of education: a five year high school where the basic subjects are Latin and Greek, Philosophy, and History. Usually, the Greek and Latin teachers, both female and male, seem to preserve some of the ancient inspiration hidden in the texts they treat, and, for me, one of the most vivid recollections of those years is the inspired way they would speak, declaiming the words of authors, flowing through their mouths like streams of forgotten and hidden wisdom. Similarly, I remember I was struck by the Greek verbal system of tenses, of one tense in particular, called “aorist.” “Aorist” refers to a past which we had to translate as a present, as our teachers repeatedly invited us to do, which would cause in us not a small embarrassment, for we didn't grasp the reason of its uncommon use. Only many years later, while studying some of the Native American tongues, did I suddenly get that meaning. In fact, I learned that in the Hopi language, for example, the expected division of time in three great indicators — past, present and future, which is based on the linear vision of time dominating in all the Indo-European languages — doesn’t exit. The Hopi have just two great categories to allocate an action in time: a past which is contained in the present action, which gives name to a tense called objective or manifested, and a present (subjective or not yet manifested), which contains as a premise what is going to happen next.1.