Philosophical-Political Hecate-Isms
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Proper Names
PROPER NAMES Acca 820 Aurunci 318 Achaeans 266 Ausoniae 41; Ausonii 253 Acheron 23 Achilles 9f., 14-28, 438; and Hector's Bacchus, and music 737 corpse 72-7; and Patroclus 42-58; Bellipotens 8 Achilles and ritual slaughter 82; death Bitias 396 anticipated 43, 45f., 54 Butes 690 Acoetes 30 Aconteus 612 Calydon 270 Adriatic, names for 405 Camilla 432; biography 535-96; name Aeneas 2; account of earlier events 113, 543; tomb 594; guilt 586; death 114; ancestry of 305; bonus I 06; 794-835; place of, in book xi, xiif. bound to kill Tu. 178f.; burial and corpse 892; vanity of 782 Aen. I 08 -19; commander 2-4, Caphereus 260 14 -28, 36; conflict of duties 94; Casmilla 543 deification of 125; Diomedes and Aen. Catillus 640 243-95; diplomacy of I 09; and des Chloreus 768 tiny 232; Evander and Aen. 152; Chromis 675 fama and arma of 124; father 184; Cicero 122-32 fights Tu. 434; good king I 06; Cloelia 535-96 Hector and Aen. 289; imperator 79, Clytius 666 446; just 126; magnanimity of 127; Coras 465; 604 mementoes of Dido 72-7; mourner Cybelo 768 39f., 42 58, 34; feeling for Pallas 36; Cyclopes 263 returns to narrative 904; victorious Cyrene 535-96 4; warrior 126; warrior hero 282fi; weeps 29, 41 Dardanidis 353 Aethon 89 Dardanium 472 Agamemnon 266ff. Demophoon 675 Amasenus 547 Dercennus 850 Amaster 673 Diana 535-96, 537, 591; vengeance of Amazon 648 857 Amazones Threiciae 659 Dido and cloaks given to A en. 72-7; Amazons 535-96, 571, Appx. -
Sarajevo 1967 ° "' 1 '"
Grondmaster ayme, lefl, explafntnq the qallle 01 d»eu to 80"011, c.nter, and USSR Champion Stein, Byrne later floated SteIn 10 anOfher leuon o"er the board. accountmq tor Sleln's only lou 01 lhe lournamenl, SARAJEVO 1967 I 2 3 4 5 6 7 8 A 10 11 12 13 14 15 16 W L D !: ~~::: :::::::::::::::::::::.:.... .::: :' .' ...: . ~ ~~, ---.-~;.-.::~;--:~;-"~,==~: =~~f. =~"tl =j~~=;~t="ii"'\'----;.~:;:--;"-;-·I - ::- -;:===-;~'----;~'---";:""~=- 10 ~ .4- ~ 3. tknko , If.! Y.i: % 0 I 0 1 1 I ~ I \ _ ;-1 _~'~ ,;--;;-, - \1)-5 x 1h 'h ':-l - '--'' 1 I I 1 'h I 0 I ,';-,,'c-- -:';-_-- 1().5_ °1 '""' 1h x 0 0 n 1 n I ¥, I 1 1 I ,..' .....;:3_ ~ 9Ik.5 ~ h 1 x I,i h ~ 1 n h I I,i 1;.--:1_ _ 5 1 9 9h . ~~ ° "1 h 1 I,i x 0 I 'h 0 1 "':"''-''''7----:-1 t 6" 5'- - 8'7 .6% o o lit liz 1 x 1,1: .., .., 1 "':t I t ¥l -.' , 2 ~ 81.1 f1lh 1 0 0 n 0 If. :< 0 0 1 J I n _ -;-I _ ';--;-6_ ,_ _ ,.. - 11 Duc1n tcin .. .. .... ... n ~ ~ ~ ~ : ~ "~'- : : ~ ~ ~ --,~,,-:~:-~ ----.-~ :: ~! 12. Ja.noS('vic .... ... ... ... .. ~_-;";... _~ ~ _Ifl "1 ;;:0'--;,;..0 _ 0,,-:"':-"''7--;;:''--''''' 1 ~"''-.;.I _ _.;:-' _ ;!i 8 f.. 9 13. Pict%.Sch ................................... \o!t Vr 'tit;. _ ";. ,-~O:- 0 n 'fl 0 0 . __1 'h x 0 1:'.1 0 1 6 --;8- - - 5- 10 14. Bogdanuvic .. .................. Y.t 0 0 0 0 lit Yt 0 0 Yt 1 0 I x 0 h 2 8 5 _ _ " "1.100" :~ : ~:~;:~. -
Sisyphus Can One Live a Meaningful Life in a Meaningless World?
Introduction to Philosophy prc Cheyne Camus: The Myth of Sisyphus Can one live a meaningful life in a meaningless world? ACTIVITIES BEFORE HANDING OUT PAGE 1 OF THE TEXT 1. Listening scan (page 1). Directions (for teacher): Read the first paragraph of the text to the students. Ask the class the scanning questions that correspond to paragraph #1. Tell them not to say the answer out loud, but merely to raise their hands if they think they know the answer. Keep track of the total number of hands up for each question on the board. Reread para. #1 to the class and ask the scanning questions again, again noting the number of ss who have their hands up. This exercise can lead into a discussion about the value of questioning and repetition with regards to understanding and retaining information. Don't tell them the answers and don't show them the text yet. Paragraph 1 1. Who wrote 'The Myth of Sisyphus'? -Albert Camus, 2. What is one of the most important questions of philosophy? What is the meaning of life?” 3. What is Sisyphus? -ancient Greek myth 4. How did the gods punish Sisyphus? -by forcing him to roll a rock to the top of a mountain 5. What happened every time Sisyphus rolled the heavy rock to the top of the mountain? -->it would roll back down 6. How long was Sisyphus forced to roll the rock? -had to do this forever 7. What did the gods think was the most terrible punishment? - meaningless and hopeless labour 2. -
Hypermodern Game of Chess the Hypermodern Game of Chess
The Hypermodern Game of Chess The Hypermodern Game of Chess by Savielly Tartakower Foreword by Hans Ree 2015 Russell Enterprises, Inc. Milford, CT USA 1 The Hypermodern Game of Chess The Hypermodern Game of Chess by Savielly Tartakower © Copyright 2015 Jared Becker ISBN: 978-1-941270-30-1 All Rights Reserved No part of this book maybe used, reproduced, stored in a retrieval system or transmitted in any manner or form whatsoever or by any means, electronic, electrostatic, magnetic tape, photocopying, recording or otherwise, without the express written permission from the publisher except in the case of brief quotations embodied in critical articles or reviews. Published by: Russell Enterprises, Inc. PO Box 3131 Milford, CT 06460 USA http://www.russell-enterprises.com [email protected] Translated from the German by Jared Becker Editorial Consultant Hannes Langrock Cover design by Janel Norris Printed in the United States of America 2 The Hypermodern Game of Chess Table of Contents Foreword by Hans Ree 5 From the Translator 7 Introduction 8 The Three Phases of A Game 10 Alekhine’s Defense 11 Part I – Open Games Spanish Torture 28 Spanish 35 José Raúl Capablanca 39 The Accumulation of Small Advantages 41 Emanuel Lasker 43 The Canticle of the Combination 52 Spanish with 5...Nxe4 56 Dr. Siegbert Tarrasch and Géza Maróczy as Hypermodernists 65 What constitutes a mistake? 76 Spanish Exchange Variation 80 Steinitz Defense 82 The Doctrine of Weaknesses 90 Spanish Three and Four Knights’ Game 95 A Victory of Methodology 95 Efim Bogoljubow -
JOURNAL of LANGUAGE and LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 14(2), 173-182; 2018
Available online at www.jlls.org JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 14(2), 173-182; 2018 Intertextuality in Albert Camus‟s philosophy: “Let us imagine Sisyphus happy” Tuğçe Elif Taşdan a * a Ondokuz Mayıs University, Kurupelit Kampüsü YDYO, Samsun 55200, Turkey APA Citation: Taşdan, T. E. (2018). Intertextuality in Albert Camus‟s philosophy: “Let us imagine Sisyphus happy”. Journal of Language and Linguistic Studies, 14(2), 173-182. Submission Date: 13/03/2018 Acceptance Date:29/05/2018 Abstract Intertextuality, the term defining the relationship and the similarity of a newly-produced text with previous ones, has provided a broad array of subjects to be studied especially in social sciences. Firstly, literary works have been analyzed within the framework of intertextuality, and striking similarities have been found among literary texts. Nevertheless, the world cannot be limited to the literature since there are numerous ways and possibilities for human beings to express themselves. Philosophy, for instance, is the deepest version of humans‟ self- expressions and understandings; therefore, it has been inevitably influenced by external sources such as myths, literature, politics, economics or society. Although the intertextuality in philosophy has been mostly analyzed through the written philosophical works, there is a more basic and evident relationship in philosophers‟ perspectives: the intertextuality in the philosophy itself. Accordingly, this study aims to illustrate the role of the intertextual references in the formation of philosophical approaches. For this purpose, the study will focus on Albert Camus‟s “absurd” philosophy, and the intertextual relationship between Camus‟s philosophy and the myth of Sisyphus will be examined from a comparative perspective. -
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G Latin text, study aids with vocabulary, and commentary ILDENHARD INGO GILDENHARD AND JOHN HENDERSON A dead boy (Pallas) and the death of a girl (Camilla) loom over the opening and the closing part of the eleventh book of the Aeneid. Following the savage slaughter in Aeneid 10, the AND book opens in a mournful mood as the warring parti es revisit yesterday’s killing fi elds to att end to their dead. One casualty in parti cular commands att enti on: Aeneas’ protégé H Pallas, killed and despoiled by Turnus in the previous book. His death plunges his father ENDERSON Evander and his surrogate father Aeneas into heart-rending despair – and helps set up the foundati onal act of sacrifi cial brutality that caps the poem, when Aeneas seeks to avenge Pallas by slaying Turnus in wrathful fury. Turnus’ departure from the living is prefi gured by that of his ally Camilla, a maiden schooled in the marti al arts, who sets the mold for warrior princesses such as Xena and Wonder Woman. In the fi nal third of Aeneid 11, she wreaks havoc not just on the batt lefi eld but on gender stereotypes and the conventi ons of the epic genre, before she too succumbs to a premature death. In the porti ons of the book selected for discussion here, Virgil off ers some of his most emoti ve (and disturbing) meditati ons on the tragic nature of human existence – but also knows how to lighten the mood with a bit of drag. -
The Pleiades: the Celestial Herd of Ancient Timekeepers
The Pleiades: the celestial herd of ancient timekeepers. Amelia Sparavigna Dipartimento di Fisica, Politecnico di Torino C.so Duca degli Abruzzi 24, Torino, Italy Abstract In the ancient Egypt seven goddesses, represented by seven cows, composed the celestial herd that provides the nourishment to her worshippers. This herd is observed in the sky as a group of stars, the Pleiades, close to Aldebaran, the main star in the Taurus constellation. For many ancient populations, Pleiades were relevant stars and their rising was marked as a special time of the year. In this paper, we will discuss the presence of these stars in ancient cultures. Moreover, we will report some results of archeoastronomy on the role for timekeeping of these stars, results which show that for hunter-gatherers at Palaeolithic times, they were linked to the seasonal cycles of aurochs. 1. Introduction Archeoastronomy studies astronomical practices and related mythologies of the ancient cultures, to understand how past peoples observed and used the celestial phenomena and what was the role played by the sky in their cultures. This discipline is then a branch of the cultural astronomy, an interdisciplinary field that relates astronomical phenomena to current and ancient cultures. It must then be distinguished from the history of astronomy, because astronomy is a culturally specific concept and ancient peoples may have been related to the sky in different way [1,2]. Archeoastronomy is considered as a quite new interdisciplinary science, rooted in the Stonehenge studies of 1960s by the astronomer Gerald Hawkins, who tested Stonehenge alignments by computer, and concluded that these stones marked key dates in the megalithic calendar [3]. -
System Requirements Recommended Hardware Supported Hardware
System Requirements • IBM AT or Compatibles • Machine: 386SX 16 MHz or faster • Hard drive installation (11 MB free) • 640K Base RAM (590,000 bytes) and 2048K EMS free • 3.5” 1.44MB high density floppy drive • Operating System: DOS 5.0 or higher • Graphics: VGA • Sound: Soundcard Recommended Hardware • 486DX • Mouse • SoundBlaster or Pro Audio Spectrum Supported Hardware • Adlib and Roland INSTALLING Gambit Gambit comes on five high density 3.5 inch disks. To install Gambit on your hard drive, follow these instructions: 1. Boot your computer with MS-DOS (Version 5.0 or higher). 2. Place Disk 1 into a high density disk drive. Type the name of the disk drive (example: a:) and press Enter. 3. Type INSTALL and press Enter. The main menu of the install program appears. Press Enter to begin the installation process. 4. When Disk 1 has been installed, the program requests Disk 2. Remove Disk 1 from the floppy drive, insert Disk 2, and press Enter. 5. Follow the above process until you have installed all five disks. The Main Menu appears. Select Configure Digital Sound Device from the Main Menu and press Enter. Now choose your sound card by scrolling to it with the highlight bar and pressing Enter. Note: You may have to set the Base Address, IRQ and DMA channel manually by pressing “C” in the Sound Driver Selection menu. After you’ve chosen your card, press Enter. 6. Select Configure Music Sound Device from the Main Menu and press Enter. Now choose your music card by scrolling to it with the highlight bar and pressing Enter. -
Some Words About the Category of Trickster in Ancient Mythology
Studia Religiologica 53 (3) 2020, s. 203–212 doi:10.4467/20844077SR.20.014.12754 www.ejournals.eu/Studia-Religiologica Autolycus and Sisyphus – Some Words about the Category of Trickster in Ancient Mythology Konrad Dominas https://orcid.org/0000-0001-5120-4159 Faculty of Polish and Classical Philology Adam Mickiewicz University in Poznań e-mail: [email protected] Abstract The goal of this article is to juxtapose the trickster model suggested by William J. Hynes in the text Mapping the Characteristics of Mythic Tricksters: A Heuristic Guide with the stories of Sisyphus and Autolycus. A philological method proposed in this article is based on a way of understand- ing a myth narrowly, as a narrative with a specific meaning, which can be expressed in any literary genre. According to this definition, every mythology which is available today is an attempt at pre- senting a story of particular mythical events and the fortunes of gods and heroes. Therefore, stories about Sisyphus and Autolycus are myths that have been transformed and which in their essence may have multiple meanings and cannot be attributed to one artist. The philological method is, in this way, based on isolating all fragments of the myth relating to the above protagonists and subse- quently presenting them as a coherent narrative. Keywords: category of trickster, ancient mythology, Autolycus, Sisyphus, ancient literature Słowa kluczowe: kategoria trickstera, mitologia antyczna, Autolykos, Syzyf, literatura antyczna Every academic article should begin with the definition of basic terms connected to the main idea of the subject and included in the discourse suggested by the author. -
Early Mythology Ancestry
GRANHOLM GENEALOGY EARLY MYTHOLOGY ANCESTRY 1 INTRODUCTION This book covers the earliest history of man and the mythology in some countries. The beginning from Adam and Eve and their descendants is from the Old Testament, but also by several authors and genealogy programs. The age of the persons in the lineages in Genesis is expressed in their “years”, which has little to do with the reality of our 365-day years. I have chosen one such program as a starting point for this book. Several others have been used, and as can be expected, there are a lot of conflicting information, from which I have had to choose as best I can. It is fairly well laid out so the specific information is suitable for print. In addition, the lineage information shown covers the biblical information, fairly close to the Genesis, and it also leads to both to mythical and historical persons in several countries. Where myth turns into history is up to the reader’s imagination. This book lists individuals from Adam and Eve to King Alfred the Great of England. Between these are some mythical figures on which the Greek (similar to Roman) mythology is based beginning with Zeus and the Nordic (Anglo-Saxon) mythology beginning with Odin (Woden). These persons, in their national mythologies, have different ancestors than the biblical ones. More about the Nordic mythology is covered in the “Swedish Royal Ancestry, Book 1”. Of additional interest is the similarity of the initial creation between the Greek and the Finnish mythology in its national Kalevala epos, from which a couple of samples are included here. -
The Chess Players
The Chess Players A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Liberal Studies by Gerry A. Wolfson-Grande May, 2013 Mentor: Dr. Philip F. Deaver Reader: Dr. Steve Phelan Rollins College Hamilton Holt School Master of Liberal Studies Program Winter Park, Florida NOTE TO THE READER: For my thesis project, I have written a novel-in-stories called The Chess Players. This companion piece, “A Game for All Reasons: Musings on the Interdisciplinary Nature of Chess,” is intended to supplement the creative narrative with my analyses assembled over the course of the MLS program. A GAME FOR ALL REASONS: Musings on the Interdisciplinary Nature of Chess By Gerry A. Wolfson-Grande May, 2013 TABLE OF CONTENTS Introduction ......................................................................................................................... 1 Enter the Queen................................................................................................................... 3 Art, Improvisation and Randomness................................................................................. 14 Fortune and Her Wheel: Chess in the Book of the Duchess and the Knight’s Tale ......... 26 Conclusion ........................................................................................................................ 40 Bibliography ..................................................................................................................... 42 Artwork ............................................................................................................................ -
Structural Analysis of Jason and Medeia: an Interlocking Pair—Sisyphus Embodied Samuel Glaser-Nolan
Vassar College Digital Window @ Vassar Senior Capstone Projects 2015 A (Post) Structural Analysis of Jason and Medeia: An Interlocking Pair—Sisyphus Embodied Samuel Glaser-Nolan Follow this and additional works at: http://digitalwindow.vassar.edu/senior_capstone Recommended Citation Glaser-Nolan, Samuel, "A (Post) Structural Analysis of Jason and Medeia: An Interlocking Pair—Sisyphus Embodied" (2015). Senior Capstone Projects. Paper 412. This Open Access is brought to you for free and open access by Digital Window @ Vassar. It has been accepted for inclusion in Senior Capstone Projects by an authorized administrator of Digital Window @ Vassar. For more information, please contact [email protected]. A (Post) Structural Analysis of Jason and Medeia: An Interlocking Pair—Sisyphus Embodied Senior Thesis in Greek and Roman Studies Vassar College, Spring 2015 By Samuel Glaser-Nolan 1 “The struggle itself toward the heights is enough to fill a man’s heart. One must imagine Sisyphus happy.” -Albert Camus, The Myth of Sisyphus Introduction This project is concerned with the study of the myth of Jason and Medeia. Its specific aim is to analyze the myths of both protagonists in unison, as an interlocking pair, each component essential to understanding the other. Reading Jason and Medeia together reveals that they are characters perpetually struggling with the balance between the obligations of family and those of being a hero. They are structurally engaged with the tension between these two notions and can best be understood by allusion to other myths that provide precedents and parallels for their actions. The goal is to not only study both characters together but to do so across many accounts of the myth and view the myth in its totality, further unifying the separate analyses of the two characters.