September 30 (102)
•Download as PPTX, PDF•
0 likes•191 views
Faustus encounters a problem when signing his contract with the devil in blood - his blood congeals and he can write no more. Mephostophilis fetches him a chafer of fire to loosen the blood so Faustus can continue and finish the contract.
Report
Share
Report
Share
Recommended
Paper no . : 3 ( Literary Theory & Criticism )
Aristotle viewed catharsis as the "purification" or "purgation" of emotions like pity and fear that occurs through watching a tragedy. There has been much debate around Aristotle's exact meaning of catharsis. It may refer to moderating these emotions so they are not selfishly sentimental, or releasing excess emotions through a periodic outlet. Aristotle's concept of catharsis was influenced by his defense of tragedy against Plato's view that it makes men cowardly, and establishes tragedy as drama that achieves a balance.
Catharsis by Aristotle
The document discusses Aristotle's concept of catharsis from his work Poetics. Catharsis refers to the purging of emotions, especially fear and pity, that occurs when watching a tragedy. While Aristotle did not provide a specific definition, catharsis is generally thought to be the healthy and humanizing effect experienced by spectators through feeling fear vicariously in a controlled setting of a tragic story. The document provides examples of catharsis in Shakespeare's plays Macbeth and Romeo and Juliet.
Aristotles catharsis and aesthetic pleasure, by eva shaper
This document discusses Aristotle's concept of catharsis and its implications for his theory of tragedy and art. There are two main points of debate: 1) What does "catharsis" mean - purgation or purification of emotions? 2) Is catharsis relevant only to tragedy or to Aristotle's general theory of art? The author argues that catharsis should not be translated but seen as an aesthetic concept specific to Aristotle's poetics, referring to the peculiar effect of artworks in arousing pity and fear rather than purging or purifying emotions in a literal sense.
Catharsis
This document discusses the concept of catharsis and Aristotle's views on it. It notes that there has been much controversy around what exactly Aristotle meant by catharsis. It examines questions around Aristotle's actual view of catharsis, how accurate his view is considered to be, and what led him to adopt this theory of catharsis. Specifically, it suggests Aristotle developed his theory of catharsis in response to Plato's criticisms of poetry by arguing that tragedy can purge emotions rather than encourage uncontrolled feelings.
Theory of catharsis
This document defines and discusses the concept of catharsis. It states that catharsis refers to an emotional release or purification that characters or audiences experience through tragedy. Aristotle believed catharsis helped restore emotional balance and was the ultimate goal of tragic works. It discusses how catharsis creates pity and fear in audiences. Examples where catharsis occurs in plays like Romeo and Juliet, Othello, and Hamlet are provided.
Theory of catharsis
1. The document is a paper submitted by Lewade krupali k. for her MA class on the theory of catharsis as defined by Aristotle in his definition of tragedy.
2. Aristotle defined tragedy as "an imitation of an action that is serious, complete and of certain magnitude through pity and fear effecting the proper purgation of emotion."
3. Catharsis has three possible meanings - purification, purgation, or clarification. The paper examines medical, psychological, purification, and clarification interpretations of catharsis.
Catharsis
This document discusses the concept of catharsis. It begins by noting there is controversy around the exact meaning of catharsis. It then examines Aristotle's view that tragedy accomplishes a purification of emotions through pity and fear. It also discusses alternative interpretations that catharsis means purgation, moderation of passions, or a release of emotions. The document questions how accurate Aristotle's view of catharsis is and explores what led Aristotle to adopt this theory, noting it was partly a response to Plato's criticisms of poetry.
Catharsis
The document discusses different theories about the function and purpose of tragedy. It covers the catharsis process, purification theory, and examines perspectives that tragedy helps temper emotions, provides a form of learning or pleasure, and serves purposes beyond just purgation or purification such as psychological or ethical interpretations. The document also references theorists like Lucas, Richards, Robertello, and Castelvetro in relation to these various theories and approaches to understanding tragedy.
Recommended
Paper no . : 3 ( Literary Theory & Criticism )
Aristotle viewed catharsis as the "purification" or "purgation" of emotions like pity and fear that occurs through watching a tragedy. There has been much debate around Aristotle's exact meaning of catharsis. It may refer to moderating these emotions so they are not selfishly sentimental, or releasing excess emotions through a periodic outlet. Aristotle's concept of catharsis was influenced by his defense of tragedy against Plato's view that it makes men cowardly, and establishes tragedy as drama that achieves a balance.
Catharsis by Aristotle
The document discusses Aristotle's concept of catharsis from his work Poetics. Catharsis refers to the purging of emotions, especially fear and pity, that occurs when watching a tragedy. While Aristotle did not provide a specific definition, catharsis is generally thought to be the healthy and humanizing effect experienced by spectators through feeling fear vicariously in a controlled setting of a tragic story. The document provides examples of catharsis in Shakespeare's plays Macbeth and Romeo and Juliet.
Aristotles catharsis and aesthetic pleasure, by eva shaper
This document discusses Aristotle's concept of catharsis and its implications for his theory of tragedy and art. There are two main points of debate: 1) What does "catharsis" mean - purgation or purification of emotions? 2) Is catharsis relevant only to tragedy or to Aristotle's general theory of art? The author argues that catharsis should not be translated but seen as an aesthetic concept specific to Aristotle's poetics, referring to the peculiar effect of artworks in arousing pity and fear rather than purging or purifying emotions in a literal sense.
Catharsis
This document discusses the concept of catharsis and Aristotle's views on it. It notes that there has been much controversy around what exactly Aristotle meant by catharsis. It examines questions around Aristotle's actual view of catharsis, how accurate his view is considered to be, and what led him to adopt this theory of catharsis. Specifically, it suggests Aristotle developed his theory of catharsis in response to Plato's criticisms of poetry by arguing that tragedy can purge emotions rather than encourage uncontrolled feelings.
Theory of catharsis
This document defines and discusses the concept of catharsis. It states that catharsis refers to an emotional release or purification that characters or audiences experience through tragedy. Aristotle believed catharsis helped restore emotional balance and was the ultimate goal of tragic works. It discusses how catharsis creates pity and fear in audiences. Examples where catharsis occurs in plays like Romeo and Juliet, Othello, and Hamlet are provided.
Theory of catharsis
1. The document is a paper submitted by Lewade krupali k. for her MA class on the theory of catharsis as defined by Aristotle in his definition of tragedy.
2. Aristotle defined tragedy as "an imitation of an action that is serious, complete and of certain magnitude through pity and fear effecting the proper purgation of emotion."
3. Catharsis has three possible meanings - purification, purgation, or clarification. The paper examines medical, psychological, purification, and clarification interpretations of catharsis.
Catharsis
This document discusses the concept of catharsis. It begins by noting there is controversy around the exact meaning of catharsis. It then examines Aristotle's view that tragedy accomplishes a purification of emotions through pity and fear. It also discusses alternative interpretations that catharsis means purgation, moderation of passions, or a release of emotions. The document questions how accurate Aristotle's view of catharsis is and explores what led Aristotle to adopt this theory, noting it was partly a response to Plato's criticisms of poetry.
Catharsis
The document discusses different theories about the function and purpose of tragedy. It covers the catharsis process, purification theory, and examines perspectives that tragedy helps temper emotions, provides a form of learning or pleasure, and serves purposes beyond just purgation or purification such as psychological or ethical interpretations. The document also references theorists like Lucas, Richards, Robertello, and Castelvetro in relation to these various theories and approaches to understanding tragedy.
Catharsis
This document discusses the concept of catharsis as presented by Aristotle. Catharsis refers to the purification or purging of emotions, where tragedy raises emotions of pity and fear in both the audience and tragic hero, and then purges them. There are several theories of catharsis, including the purification theory where catharsis means cleansing or changing emotions quantitatively or qualitatively, the clarification theory where catharsis means an ideal state is achieved through tragedy, and psychological interpretations where tragedy gives an outlet for emotions of pity and fear, resulting in emotional relief. Examples of catharsis include scattering ashes of a loved one or ceremonies after life stages to encourage strong emotions to be released.
My presentaion on theory of catharsis
This document is a student paper on Aristotle's theory of catharsis. It discusses how Aristotle used the term "catharsis" in his definition of tragedy. Catharsis refers to the purification and release of emotions, especially pity and fear, that occurs when watching a tragedy. The paper also examines different interpretations of catharsis, including medical, psychological, purification and clarification theories. It argues that catharsis provides pleasure by allowing viewers to experience and release pity and fear in a safe way through the artistic medium of tragedy.
160 Slides for Aristotle
Here is a 4 sentence analysis applying Aristotle's theory of tragedy to the film Dumbo:
Dumbo's initial isolation and mockery exemplify Aristotle's view that tragedy shows "persons worse than ourselves." However, Dumbo's talking animals refute Aristotle who said tragedy's "characters must be consistent."
Aristotle's concept of Tragic hero
The document summarizes Aristotle's views on tragic heroes and the elements of tragedy. According to Aristotle, the ideal tragic hero is of high birth and essentially good, but makes an error in judgment that leads to their downfall, arousing pity and fear in the audience. The hero must also be appropriate to their station, true to life, and act consistently in character. Aristotle's views provided guidelines for later playwrights, though some elements like the hero's morality have been challenged.
Peripeteia, harmartia
Peripeteia refers to a sudden reversal of circumstances or change in a situation that is used as a plot device, particularly in tragedies. In Aristotle's Poetics, peripeteia is defined as a change where the action veers to its opposite through probability or necessity. A famous example is in Oedipus Rex, where Oedipus discovers the hidden truth that he has killed his father and married his mother, leading to his downfall. Aristotle considered peripeteia, along with discovery or anagnorisis, to be the most powerful and effective elements of drama.
Tragedy and Aristotle (ninth grade)
Aristotle was a famous Greek philosopher who wrote Poetics, describing the best types of dramas as tragedies and comedies. He argued that tragedies are the best form, involving a protagonist of great importance who has a tragic flaw that ultimately ruins or kills them. This downfall, caused by their own fault, elicits pity and sympathy from audiences and provides a cathartic experience.
Aristotle's definition of tragedy
The document discusses Aristotle's definition of tragedy. It notes that Aristotle was a philosopher who analyzed tragic dramas and his definition of tragedy as "the imitation of an action that is serious and also, as having magnitude, complete in itself; in appropriate and pleasurable language; in a dramatic rather than narrative form; with incidents arousing pity and fear, wherewith to accomplish a catharsis of these emotions" became a guideline for later playwrights. The definition is then broken down and explained further.
Hamlet
This document provides potential paper topics for analyzing William Shakespeare's play Hamlet. The topics include exploring Hamlet's varying views on death from revenge to suicide, analyzing the connection between Hamlet's views on female sexuality and moral corruption, and examining the symbolic importance of Yorick's skull within the text. The document also suggests another book that may provide additional analysis of Hamlet.
Plot , as first important part of Tragedy
Here is my Presentation as a part of my Academic activities of Sem-1 M.A . Submitted to Pro.Dr Dilip Barad , Department of English MK Bhavnagar University.
Classical literarytheory
Aristotle was the first major Greek philosopher to write a critical treatise on poetry and drama. He defined art as mimesis, or imitation of reality. For Aristotle, mimesis was not just mere copying but a technique that enhances meaning by representing the world and human experiences. Aristotle analyzed tragedy in detail and saw it as depicting the conflict between good and evil through the downfall of a noble protagonist. He also took a reader-centered approach by considering how drama impacts audiences. The tragic hero for Aristotle must be a noble and virtuous figure whose suffering evokes pity and fear in viewers.
essaybenedictus
The document discusses the origins of philosophy and poetry according to Aristotle and others. It says that Aristotle believed wonder is the source of both, as it prompts people to seek understanding and knowledge. While Aristotle saw philosophy and poetry as having the same starting point in wonder, he believed they diverged into explanation (philosophy) versus myth-making (poetry). The document also discusses Plato's view of poetry and contrasts Aristotle and Plato's differing influences on later centuries.
The golden ratio history
The document discusses the golden ratio φ and its origins. It states that Euclid first clearly defined φ around 300 BC as dividing a line segment into a "mean and extreme ratio". It then describes how the Pythagoreans were shocked when Hippasus discovered around the 5th century BC that φ is irrational and not expressible as a ratio of integers, contradicting their worldview. They viewed the discovery as a "cosmic error" and kept it secret, showing how irrationals like φ challenged their philosophy based on whole numbers.
Archetypal approach
This document discusses the archetypal approach to analyzing literature. The archetypal approach examines universal patterns and symbols like "the hero's journey" that are common across different cultures and time periods. It identifies archetypes like water, gardens, deserts, and colors that evoke shared meanings among all people. Analyzing how these archetypes function in a work can provide insight into why certain literature remains powerful over time. However, this approach risks overlooking the artistic qualities of individual works by focusing too much on identifying archetypes.
Nietzsche on art slides
Friedrich Nietzsche was a 19th century German philosopher who analyzed the relationship between art and life. He was influenced by Schopenhauer's view that life involves suffering but believed that through artistic illusion and expression, one could find meaning and overcome truth. Nietzsche analyzed ancient Greek tragedies like Oedipus Rex and myths like Prometheus to understand how art depicted the Apollonian and Dionysian aspects of human experience - from light and beauty to chaos and intoxication. He saw in the works of Wagner a rebirth of tragic art that expressed the soul of Germany.
paper no . 1 (The Renaissance Literature )
Doctor Faustus is analyzed as a tragedy according to Aristotle's definition. It examines the tragic flaws and conflicts experienced by the protagonist, Doctor Faustus. As a dramatic genre, tragedy has the power to profoundly disturb audiences by representing the dilemmas of its historical time period. Doctor Faustus effectively utilizes tragedy to interrogate its limiting religious structures and reshape the morality play by developing Faustus as a heroic yet flawed figure. It ultimately depicts Faustus succumbing to the superior forces of good and evil after striving for unlimited knowledge and power in his pact with the devil.
Nietzsche on Art
Nietzsche's views on art evolved over time. In The Birth of Tragedy, he saw art as providing metaphysical comfort, but later became more skeptical. He believed art should beautify life by concealing ugly truths. For art to be good, the artist must approach it with honesty and modesty rather than promoting untruths. Ultimately, art can at most make life livable by falsifying reality in a minimal way consistent with an "intellectual conscience."
Slave and Master Morality
Friedrich Nietzsche detected two types of morality: master morality and slave morality. Master morality values power, nobility and independence, and sees itself as "beyond good and evil", while slave morality values sympathy, kindness and humility. Nietzsche believed that the history of society is the conflict between these two outlooks, as the slave morality tries to impose its values universally but the master morality transcends what it sees as mediocrity. In his book "Beyond Good and Evil", Nietzsche explores these two moralities in depth and their origins in aristocratic and plebeian societies.
Mythological Criticism
Mythological literary critics analyze works of literature to identify recurring archetypes, characters, symbols, and storylines that are common across different works regardless of time period or location. These archetypes represent fundamental aspects of human nature and experience. Critics examine how archetypes are portrayed differently in various works and what this reveals about underlying meanings. Common archetypes include heroes, villains, natural elements like the sun and moon, and symbolic places. Analyzing these archetypes can provide insight into human psychology and culture.
Mythological and Archetypal Approaches
This document discusses mythological and archetypal approaches to literature as outlined by various critics and theorists such as Joseph Campbell, William Blake, Alan W. Watts, and Philip Wheelwright. It explores common archetypes, images, motifs, and characters that appear across myths and stories from different cultures and elicit universal human reactions. These include elements like water, the sun, colors, circles, snakes, numbers, and archetypal figures like the wise old man, trickster, and mother figures. It also examines common archetypal themes and situations like creation, immortality, and the hero's quest. Northrop Frye and Carl Jung contributed to understanding how archetypes reveal themselves through dreams and in different genres of literature.
Nietzsche the birth of tragedy
This document is a translated version of Friedrich Nietzsche's book "The Birth of Tragedy". It includes an introduction by the translator providing some historical context about the book. The bulk of the document is Nietzsche's "Attempt at Self-Criticism" where he reflects critically on the book he wrote years earlier when he was younger, questioning some of his perspectives and arguments while also acknowledging what the book achieved. He raises philosophical questions about Greek culture, tragedy, and the origins of art that the book attempted to address from his perspective at that time.
March 18 (101A)
The document provides information about selecting seven passengers to join a five-member mission crew aboard a space station. The passengers must help repopulate Earth should total annihilation occur. The reader is asked to choose six additional passengers and explain their reasoning for each choice in a paragraph. Criteria for selection include aiding in repopulation and sustaining life inside the space station and afterward on a post-apocalyptic Earth.
October 28 (EE)
This document repeats the same sentence five times: "He is much too cute to be evil." It does not provide any other context or information.
More Related Content
What's hot
Catharsis
This document discusses the concept of catharsis as presented by Aristotle. Catharsis refers to the purification or purging of emotions, where tragedy raises emotions of pity and fear in both the audience and tragic hero, and then purges them. There are several theories of catharsis, including the purification theory where catharsis means cleansing or changing emotions quantitatively or qualitatively, the clarification theory where catharsis means an ideal state is achieved through tragedy, and psychological interpretations where tragedy gives an outlet for emotions of pity and fear, resulting in emotional relief. Examples of catharsis include scattering ashes of a loved one or ceremonies after life stages to encourage strong emotions to be released.
My presentaion on theory of catharsis
This document is a student paper on Aristotle's theory of catharsis. It discusses how Aristotle used the term "catharsis" in his definition of tragedy. Catharsis refers to the purification and release of emotions, especially pity and fear, that occurs when watching a tragedy. The paper also examines different interpretations of catharsis, including medical, psychological, purification and clarification theories. It argues that catharsis provides pleasure by allowing viewers to experience and release pity and fear in a safe way through the artistic medium of tragedy.
160 Slides for Aristotle
Here is a 4 sentence analysis applying Aristotle's theory of tragedy to the film Dumbo:
Dumbo's initial isolation and mockery exemplify Aristotle's view that tragedy shows "persons worse than ourselves." However, Dumbo's talking animals refute Aristotle who said tragedy's "characters must be consistent."
Aristotle's concept of Tragic hero
The document summarizes Aristotle's views on tragic heroes and the elements of tragedy. According to Aristotle, the ideal tragic hero is of high birth and essentially good, but makes an error in judgment that leads to their downfall, arousing pity and fear in the audience. The hero must also be appropriate to their station, true to life, and act consistently in character. Aristotle's views provided guidelines for later playwrights, though some elements like the hero's morality have been challenged.
Peripeteia, harmartia
Peripeteia refers to a sudden reversal of circumstances or change in a situation that is used as a plot device, particularly in tragedies. In Aristotle's Poetics, peripeteia is defined as a change where the action veers to its opposite through probability or necessity. A famous example is in Oedipus Rex, where Oedipus discovers the hidden truth that he has killed his father and married his mother, leading to his downfall. Aristotle considered peripeteia, along with discovery or anagnorisis, to be the most powerful and effective elements of drama.
Tragedy and Aristotle (ninth grade)
Aristotle was a famous Greek philosopher who wrote Poetics, describing the best types of dramas as tragedies and comedies. He argued that tragedies are the best form, involving a protagonist of great importance who has a tragic flaw that ultimately ruins or kills them. This downfall, caused by their own fault, elicits pity and sympathy from audiences and provides a cathartic experience.
Aristotle's definition of tragedy
The document discusses Aristotle's definition of tragedy. It notes that Aristotle was a philosopher who analyzed tragic dramas and his definition of tragedy as "the imitation of an action that is serious and also, as having magnitude, complete in itself; in appropriate and pleasurable language; in a dramatic rather than narrative form; with incidents arousing pity and fear, wherewith to accomplish a catharsis of these emotions" became a guideline for later playwrights. The definition is then broken down and explained further.
Hamlet
This document provides potential paper topics for analyzing William Shakespeare's play Hamlet. The topics include exploring Hamlet's varying views on death from revenge to suicide, analyzing the connection between Hamlet's views on female sexuality and moral corruption, and examining the symbolic importance of Yorick's skull within the text. The document also suggests another book that may provide additional analysis of Hamlet.
Plot , as first important part of Tragedy
Here is my Presentation as a part of my Academic activities of Sem-1 M.A . Submitted to Pro.Dr Dilip Barad , Department of English MK Bhavnagar University.
Classical literarytheory
Aristotle was the first major Greek philosopher to write a critical treatise on poetry and drama. He defined art as mimesis, or imitation of reality. For Aristotle, mimesis was not just mere copying but a technique that enhances meaning by representing the world and human experiences. Aristotle analyzed tragedy in detail and saw it as depicting the conflict between good and evil through the downfall of a noble protagonist. He also took a reader-centered approach by considering how drama impacts audiences. The tragic hero for Aristotle must be a noble and virtuous figure whose suffering evokes pity and fear in viewers.
essaybenedictus
The document discusses the origins of philosophy and poetry according to Aristotle and others. It says that Aristotle believed wonder is the source of both, as it prompts people to seek understanding and knowledge. While Aristotle saw philosophy and poetry as having the same starting point in wonder, he believed they diverged into explanation (philosophy) versus myth-making (poetry). The document also discusses Plato's view of poetry and contrasts Aristotle and Plato's differing influences on later centuries.
The golden ratio history
The document discusses the golden ratio φ and its origins. It states that Euclid first clearly defined φ around 300 BC as dividing a line segment into a "mean and extreme ratio". It then describes how the Pythagoreans were shocked when Hippasus discovered around the 5th century BC that φ is irrational and not expressible as a ratio of integers, contradicting their worldview. They viewed the discovery as a "cosmic error" and kept it secret, showing how irrationals like φ challenged their philosophy based on whole numbers.
Archetypal approach
This document discusses the archetypal approach to analyzing literature. The archetypal approach examines universal patterns and symbols like "the hero's journey" that are common across different cultures and time periods. It identifies archetypes like water, gardens, deserts, and colors that evoke shared meanings among all people. Analyzing how these archetypes function in a work can provide insight into why certain literature remains powerful over time. However, this approach risks overlooking the artistic qualities of individual works by focusing too much on identifying archetypes.
Nietzsche on art slides
Friedrich Nietzsche was a 19th century German philosopher who analyzed the relationship between art and life. He was influenced by Schopenhauer's view that life involves suffering but believed that through artistic illusion and expression, one could find meaning and overcome truth. Nietzsche analyzed ancient Greek tragedies like Oedipus Rex and myths like Prometheus to understand how art depicted the Apollonian and Dionysian aspects of human experience - from light and beauty to chaos and intoxication. He saw in the works of Wagner a rebirth of tragic art that expressed the soul of Germany.
paper no . 1 (The Renaissance Literature )
Doctor Faustus is analyzed as a tragedy according to Aristotle's definition. It examines the tragic flaws and conflicts experienced by the protagonist, Doctor Faustus. As a dramatic genre, tragedy has the power to profoundly disturb audiences by representing the dilemmas of its historical time period. Doctor Faustus effectively utilizes tragedy to interrogate its limiting religious structures and reshape the morality play by developing Faustus as a heroic yet flawed figure. It ultimately depicts Faustus succumbing to the superior forces of good and evil after striving for unlimited knowledge and power in his pact with the devil.
Nietzsche on Art
Nietzsche's views on art evolved over time. In The Birth of Tragedy, he saw art as providing metaphysical comfort, but later became more skeptical. He believed art should beautify life by concealing ugly truths. For art to be good, the artist must approach it with honesty and modesty rather than promoting untruths. Ultimately, art can at most make life livable by falsifying reality in a minimal way consistent with an "intellectual conscience."
Slave and Master Morality
Friedrich Nietzsche detected two types of morality: master morality and slave morality. Master morality values power, nobility and independence, and sees itself as "beyond good and evil", while slave morality values sympathy, kindness and humility. Nietzsche believed that the history of society is the conflict between these two outlooks, as the slave morality tries to impose its values universally but the master morality transcends what it sees as mediocrity. In his book "Beyond Good and Evil", Nietzsche explores these two moralities in depth and their origins in aristocratic and plebeian societies.
Mythological Criticism
Mythological literary critics analyze works of literature to identify recurring archetypes, characters, symbols, and storylines that are common across different works regardless of time period or location. These archetypes represent fundamental aspects of human nature and experience. Critics examine how archetypes are portrayed differently in various works and what this reveals about underlying meanings. Common archetypes include heroes, villains, natural elements like the sun and moon, and symbolic places. Analyzing these archetypes can provide insight into human psychology and culture.
Mythological and Archetypal Approaches
This document discusses mythological and archetypal approaches to literature as outlined by various critics and theorists such as Joseph Campbell, William Blake, Alan W. Watts, and Philip Wheelwright. It explores common archetypes, images, motifs, and characters that appear across myths and stories from different cultures and elicit universal human reactions. These include elements like water, the sun, colors, circles, snakes, numbers, and archetypal figures like the wise old man, trickster, and mother figures. It also examines common archetypal themes and situations like creation, immortality, and the hero's quest. Northrop Frye and Carl Jung contributed to understanding how archetypes reveal themselves through dreams and in different genres of literature.
Nietzsche the birth of tragedy
This document is a translated version of Friedrich Nietzsche's book "The Birth of Tragedy". It includes an introduction by the translator providing some historical context about the book. The bulk of the document is Nietzsche's "Attempt at Self-Criticism" where he reflects critically on the book he wrote years earlier when he was younger, questioning some of his perspectives and arguments while also acknowledging what the book achieved. He raises philosophical questions about Greek culture, tragedy, and the origins of art that the book attempted to address from his perspective at that time.
What's hot (20)
Viewers also liked
March 18 (101A)
The document provides information about selecting seven passengers to join a five-member mission crew aboard a space station. The passengers must help repopulate Earth should total annihilation occur. The reader is asked to choose six additional passengers and explain their reasoning for each choice in a paragraph. Criteria for selection include aiding in repopulation and sustaining life inside the space station and afterward on a post-apocalyptic Earth.
October 28 (EE)
This document repeats the same sentence five times: "He is much too cute to be evil." It does not provide any other context or information.
March 18 (English Express)
The document asks which city out of the given options is furthest west. The options provided are: A) Reno, B) Las Vegas, C) Los Angeles, D) Porterville, and E) San Diego. To determine which city is furthest west, one would need to look at a map of California cities and compare their longitudinal coordinates.
September 6 (83R)
This document provides information about verbs and activities related to verb identification. It discusses action verbs, linking verbs, helping verbs, and compound verbs. It then describes an activity where students identify subjects and verbs in sentences and wager on their answers in a grammar review game. Finally, it mentions going over diagnostic essays and completing a worksheet to analyze errors. Students are assigned to study for a quiz, write a paragraph, and turn in the diagnostic essay worksheet.
August 22
This document contains the syllabus for an Expository Composition course taught by instructor Melissa Long at Porterville College. The summary includes:
- The course meets on Mondays and Wednesdays from 3-5:05pm in room AC 106. The required textbook is The Kite Runner and students must complete reading journal entries and essays.
- Attendance is worth 5 points per class, and students will be dropped after 4 absences. Students must bring required materials like notebooks and dictionaries to class, and there are behavior expectations like no cell phone use.
- Grades are based on 1000 total points from assignments, quizzes, and essays. The homework includes getting the required books and completing
October 16 (102) (Part 4)
The document provides instructions for an acting exercise. Participants are asked to say the word "oh" in different tones to convey different emotions like anger, fear, and disappointment. They are then divided into pairs and asked to create a 1-3 minute scene using only the word "oh" where they must rely on body language, facial expressions, tone of voice and volume to communicate what is happening, such as a date request, robbery, or accusation between authority and child.
February 18 (English Express)
The document provides five answer choices for who said the quote "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time". The quote is attributed to Thomas Edison.
August 27 (83)
A small plane carrying several passengers crashed in northern Canada in January. Both pilots were killed and the passengers must work together to survive. They salvaged 12 items from the wreckage and must rank them in order of importance for survival. The items include a pistol, ax, lighter, food, clothing, canvas, map, and other supplies. The passengers have 15 minutes to discuss and agree on the ranking as a group in order to maximize their chances of survival in the extreme cold.
September 15 (83)
The document discusses student habits and provides instructions for an assignment. Students will be assigned to groups to discuss either a good or bad habit. They will then research their assigned habit, summarize it in their own words, and provide three examples. They are expected to contribute to an in-class discussion on Wednesday and participate in an online discussion board about their findings.
April 3 (101A)
The tradition of April Fool's Day began due to a historic joke by King George III of England in 1789. After the French people deposed King Louis XVI, King George III pretended to also abdicate the English throne as a joke. When the peasants celebrated in the streets, hundreds were quickly arrested and imprisoned. This prank by King George III is considered the origin of the April Fool's Day tradition.
October 16
This document provides a reading list of Victorian poems for a literature circle, including works by E. Browning, Tennyson, R. Browning, Rossetti, Swinburne, and Field. Students are to read these poems to prepare for their final literature circle discussion and presentation in class.
February 20 (101A)
George Washington's middle name was not discussed in the passage. The passage asks which answer choice is correct about George Washington's middle name and lists the following options: A) Lewis B) Thomas C) Arledge D) Preston E) He did not have a middle name. The correct answer is E - He did not have a middle name.
September 13 (71)
The document provides instructions and classroom content on subject-verb agreement. It includes examples of singular and plural subjects and verbs. Students are asked to identify the correct verb forms in sentences. Key points about indefinite pronouns taking singular verbs are also discussed. The last part describes a grammar review game where students wager on identifying subjects, verbs, and verb forms in sentences for a chance to win extra credit points.
September 2 (102)
Pope Gregory I, also known as Gregory the Great, was particularly successful in the late 6th century in strengthening the authority of the papacy. During his 14-year pontificate, he reformed the mass, wrote important theological works, and worked to aid those suffering from plague, war, and flood. He is credited with originating early Christian chant. For all his accomplishments, Gregory I has been given the appellation "the Great."
September 19 (83MW)
This document provides instructions and guidance for an essay assignment. Students are asked to write about a family story that is often told at gatherings. They are to brainstorm potential stories, choose one to focus on, and free write about retelling the story. A rough draft is due on September 28th for peer review, and the final draft is due on October 3rd. The essay should be 2 pages and is worth 70 points. For homework, students are to brainstorm potential stories, free write about one chosen story, and list details about that story. They should also read and annotate a passage from their textbook.
September 3 (83)
The document provides instructions for students to follow during an in-class test. It states that students should leave the test face down until instructed to begin. They will have three minutes to complete it, after which they should turn their paper over until given further directions. Talking is not allowed during the test unless specifically instructed. The first students finished will receive an extra prize.
October 5 (101A)
This document discusses parallel structure and parallelism in writing. It provides examples of parallel and non-parallel phrasing. It also discusses practicing parallel structure exercises involving revising sentences from a passage about the Rio Grande Valley. The document concludes with an introduction to argumentation, including defining argument, the nature of academic argument, and tips for overcoming "arguer's block".
August 24 (83MW)
The document provides a grammar lesson on subjects and subject pretenders. It defines subjects as who or what is doing or being something, usually a noun or pronoun. It discusses compound subjects that have more than one part. Subject pretenders are introduced as prepositional phrases that begin with a preposition and can make the subject hard to identify. Activities are included to practice identifying subjects and adding prepositions.
Seven deadly sin in "Dr Faustus"
The document discusses the seven deadly sins as portrayed in Christopher Marlowe's play "Dr. Faustus". It defines each of the seven deadly sins - envy, pride, wrath, sloth, greed, gluttony, and lechery. It then provides a brief example for how each sin is demonstrated through the character of Dr. Faustus in the play.
November 3 (83)
According to a US Census document, the number of languages spoken in the United States is 457. The document asks which of the multiple choice answers reflects the number of languages spoken in the country, and the answer is a) 457 languages.
Viewers also liked (20)
Similar to September 30 (102)
Aristotle Poetics concepts of Tragedy and Plot
Aristotle analyzed Greek tragedies and developed a theory about the ideal form of tragedy. He believed tragedy should involve a serious action that evokes pity and fear in the audience. The main character, or tragic hero, should be generally good but make a significant error that leads to their downfall. This allows the audience to feel pity for the character. Well-written tragedies also have unity of plot, a reversal of fortune for the main character, and use language and drama to purge the emotions of pity and fear in the audience. Aristotle's analysis set standards for plot, character, and language that influenced playwrights for centuries.
Paper 1 Oedipus the King (worth 75 points)Please consider a.docx
Paper 1: Oedipus the King (worth 75 points)
Please consider all portions of the prompt in your essay. Your paper should be at least 1100 words. Please use a readable font and double-space your paper. You must submit it via your account on Turnitin.com (make sure you are correctly registered on the site WELL BEFORE you attempt to submit your paper - see the Syllabus for information).
Do not use outside sources; stick to the text of the play, the film assigned for class, and the other readings assigned so far in this course (if they apply). Remember to cite these sources if you quote them, borrow turns of phrase from them, or appropriate ideas directly from them. Limit direct quotations to 2 lines or less per quote.
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In Poetics (which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... 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, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.” It should “appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experi.
Avoid plot summary.You may use any formal method of citation, but .docx
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In
Poetics
(which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... 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, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.”
It should
“appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experience. Aristotle writes:
"Tragedy is not a representation of men but of a piece of action, of life, of happiness and unhappiness, which come under the head of action, and the end aimed at is the representation not of qualities of character but of some action; and while character makes men what they are, it's their actions and experiences that make them happy or the opposite."
In other words, you can have a full-fledged tragedy without knowing much about who a character is inside, but the more you know him, the more the events of the tragedy can make you feel for the character and understand the gravity of what is happening to him. The changes - normally bad - that occur in the tragic protagonist's life create the "pi ...
Elit 17 class 11 othello
Based on what we learn about Iago in Act 1, he seems jealous and resentful. He tells Roderigo he hates Othello for promoting Cassio over him, but his reasons seem shallow and self-serving. Iago manipulates Roderigo by playing on his feelings for Desdemona, but ultimately seems to be using Roderigo for his own malicious purposes. Iago's relationship with Roderigo appears to be based on deception and taking advantage of Roderigo's vulnerabilities for Iago's own gain. The motivations Iago gives for his actions do not seem to fully explain his intense hatred and desire to destroy Othello. Iago seems untrustworthy and his true motives remain unclear at this point in
Aristotle’s concept of tragedy.pptx
Aristotle defines tragedy as an imitation of an action that is serious, complete, and of a certain magnitude. It uses language and spectacle to arouse emotions of pity and fear in order to bring about a catharsis or purification of such emotions. For Aristotle, the most important element of tragedy is the plot, which must be complex, have unity of action, and involve a reversal of fortune brought about by the protagonist's hamartia or tragic flaw. Tragedy also requires realistic yet noble characters, appropriate language, integrated music, and reasonably integrated spectacle, all in service of arousing the emotions of pity and fear.
Criticism
1) Aristotle defines tragedy as the imitation of an action that is serious, complete, and of a certain magnitude, which provokes emotions of pity and fear and accomplishes a catharsis or purification of such emotions.
2) Tragedy has six elements - plot, character, thought, diction, melody, and spectacle. The most important is plot, which must be complex and have unity, a beginning, middle and end, and follow the law of probability or necessity.
3) Character is also important and should support the plot. The protagonist brings about their own downfall not through vice but through an error or frailty known as hamartia.
Aristotle's concept of tragedy
This document summarizes Aristotle's concept of tragedy based on his definition and analysis of its key elements. The most important elements are plot, character, and hamartia (tragic flaw). A good plot involves a change in fortune from happiness to misery for a protagonist who is neither perfectly good nor bad. It also includes a peripety (reversal) or discovery. The plot aims to arouse emotions of pity and fear in the audience through the hero's downfall, culminating in a catharsis or release of these emotions. Character and hamartia relate to creating a believable yet imperfect hero. Other elements like language, spectacle, and thought/diction are less crucial but should still be done well.
Elit 17 class 12n othello
This document provides an agenda and information for an English class discussing Shakespeare's tragedy Othello. The agenda includes a recitation, lecture on essay formatting, and a lecture and discussion on Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy like hamartia and catharsis are defined. Finally, it provides an overview of Othello, noting it is one of Shakespeare's great tragedies unlike others which involve affairs of state.
Major Themes and analysis of Aristotle Poetics
Aristotle analyzed poetry and defined its key elements and functions. He argued that tragedy is the highest form of poetry. According to Aristotle, a good tragedy uses reversal and recognition to provoke catharsis, or purification, in the audience. It elicits feelings of pity and fear that result in a pleasurable release of emotions. Aristotle also emphasized the importance of plot and character development in tragedy, and defined its purpose as imitating life in a way that arouses catharsis.
Tragedy And Drama
This document summarizes Aristotle's definitions and analysis of tragedy and comedy from his work Poetics. According to Aristotle, tragedy depicts a serious action that elicits pity and fear and ends in suffering, while comedy depicts situations that reverse unexpectedly or that involve recognition and reward. Tragedy focuses more on plot over character. It leads to a catharsis or purification of emotions through the audience's contemplation of pity and fear portrayed in a work.
Tragedy And Drama
This presentation introduces students to the classical definition of tragedy. After the presentation--and after reading Macbeth--the students prepare a debate on whether Macbeth is really a tragedy by the classical definition.
Elit 17 class 12n othello
Based on what we see in Act 1:
- Iago is cunning, manipulative, and deceitful. He lies to Roderigo about his intentions to help him win Desdemona.
- Iago's reasons for hating Othello (not being chosen as lieutenant) seem petty and self-serving. There is no evidence he is actually wronged by Othello.
- Iago manipulates and uses Roderigo for his own ends. Roderigo is besotted with Desdemona and easily led by Iago.
- Iago's relationship with Roderigo is one of exploiting Roderigo's feelings for personal gain rather than genuine friendship.
- I
Elit 17 class 12n othello
This document provides an agenda and information for an English literature class. The agenda includes a recitation on MLA format, a lecture on Shakespeare's play Othello, and discussions of Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy such as hamartia and catharsis are defined. Finally, it summarizes that Othello is a tragedy about a noble man who experiences a reversal of fortune and fall from grace due to a character flaw that is exploited by his enemy Iago.
Elements of greek tragedy and the tragic hero
Greek tragedy dealt with themes of love, loss, pride and the abuse of power. The protagonists typically commit a terrible crime without realizing their arrogance, and then as they realize their error, destruction ensues. Key playwrights included Aeschylus, Sophocles, and Euripides. Satyr plays made light of tragedy's characters and were performed between tragic acts. The Greeks believed fate determined events and one should not act with excessive pride or hubris, as this could lead to downfall. Aristotle defined tragedy as evoking pity and fear through a noble protagonist's demise due to an error, bringing catharsis to audiences.
Document from disha gediya
Aristotle's theory of catharsis proposes that tragedy purges the emotions of pity and fear through watching the downfall of a flawed but noble character. Catharsis refers to the purification or tempering of these emotions so they are kept in a balanced, healthy state. By experiencing pity and fear for such a character, the audience's emotions are moderated rather than allowing them to become excessive. Aristotle saw catharsis as an essential part of what makes tragedy a meaningful artistic experience. It establishes a sense of balance between sorrow and beauty, sympathy and terror, that constitutes tragic beauty for the audience.
about Classical Tragedy by jahangir.pptx
This document outlines the key elements of Greek tragedy according to Aristotle. It defines tragedy as the downfall of a basically good protagonist through some error or misjudgment. The three principles are that tragedy should evoke pity and fear in the audience, the tragic hero must be good, and the hero's demise comes from personal error. Other elements are plot, characters (the tragic hero), thought (theme), diction (literary devices), song (chorus), and spectacle (least important). The plot must have beginning, middle, end, and cause-effect chain leading to climax and resolution. The tragic hero's flaw and hubris often lead to nemesis or downfall.
Presentation3
An Aristotelian tragedy has three key elements: a tragic hero of high status whose flaws lead to downfall, a series of events caused by the hero's misjudgments culminating in death or exile, and an audience feeling of pity and catharsis. Aristotle also believed the plot should follow a cause-and-effect chain leading subtly to climax without deus ex machina interventions. Dialogue should reveal character and theme. While spectacle engages audiences, the story alone should suffice. "Things Fall Apart" lacks a truly heroic protagonist and its climax lacks catharsis, so it fails as an Aristotelian tragedy despite following Aristotle's plot structure.
Aristotelian Tragedy
An Aristotelian tragedy has three key elements: a tragic hero of high status whose flaws lead to downfall, a series of events caused by the hero's misjudgments culminating in death or exile, and an audience feeling of pity and catharsis. Aristotle also believed the plot should follow a cause-and-effect chain leading subtly to climax without deus ex machina interventions. Dialogue should reveal character and theme. While spectacle engages audiences, the story alone should suffice. "Things Fall Apart" lacks a truly heroic protagonist and its climax lacks catharsis, so it fails as an Aristotelian tragedy despite following Aristotle's plot structure.
Similar to September 30 (102) (19)
Paper 1 Oedipus the King (worth 75 points)Please consider a.docx
Paper 1 Oedipus the King (worth 75 points)Please consider a.docx
Avoid plot summary.You may use any formal method of citation, but .docx
Avoid plot summary.You may use any formal method of citation, but .docx
More from MelissaJLong
March 9/10, 2016 (73X)
The document provides instructions for a group discussion activity. Students are divided into groups and given one hour to discuss the assigned readings. Each group member is assigned a role of discussion director, questioner, summarizer, etc. The discussion director leads the meeting and decides turn taking. Each role should speak for 4-5 minutes before moving the discussion along.
March 8, 2016 (73X)
This document contains a summary question about novels by Stephen King that begin with the letter C, followed by a short passage providing context. The passage states that the novel option "Charlie" is not a King creation, as it is based on a short story by Daniel Keyes. It describes King's novels "Christine", "Cujo", and "Carrie" as stories about an evil car, a rabid dog, and a prom date gone wrong. The document then moves on to classroom learning objectives and assignments.
March 2/3, 2016 (73X)
The document asks which US president was the shortest, listing George W. Bush, Franklin D. Roosevelt, James Madison, John Adams, and Jimmy Carter as potential answers. It provides a multiple choice question about identifying the shortest president without revealing the answer. The purpose is to determine which of the 5 presidents listed was the shortest serving as chief executive.
February 29/March 1 (73X)
The document discusses the scientific term for a photographic memory. It states that the term is "eidetic", which refers to the ability to recall visual or auditory events in vivid detail, as if experiencing them again. However, there is debate about whether this ability truly exists. The document then shifts topics without context to discuss learning ownership and outlines.
February 24/25, 2016 (73X)
According to a 1957 study by cognitive psychologist George Miller, the capacity of short-term memory is 7 plus or minus 2 items. Miller found that the average person can remember 5-9 items of information in their short-term memory. The document provides background information on a seminal study conducted by George Miller on the limitations of human short-term memory.
February 22, 2016 (73X)
A study found that teenagers who watched 5+ hours of TV per day were six times more likely to start smoking than those who watched less than 2 hours. The researchers were concerned about the positive portrayal of smoking in music videos. Another study found rap music videos to be among the biggest offenders in this regard. The more TV teens watched, the more likely they were to begin smoking.
February 18, 2016 (73X)(TR)
A study found that teenagers who watched 5+ hours of TV per day were six times more likely to start smoking than those who watched less than 2 hours, and the risk increased with more TV watched. The researchers believed this was due to the positive portrayal of smoking in music videos. Another study specifically found rap music videos to be among the biggest offenders in this portrayal of smoking.
February 16, 2016 (104)
The document outlines the process for discussing and grading a student art project interpreting a reading. It will involve 3 parts: 1) Initial discussion of how the art interprets the reading without the artist speaking; 2) The artist's explanation of their interpretation and how it relates to the reading; 3) A general discussion where others can ask the artist questions. The rubric grades the project based on the effort and time spent.
February 16/17, 2016 (73X)
Benjamin Harrison had the first Christmas tree in the White House in 1889. This document asks which of the following was the first thing Harrison had in the White House: a poker game, dog, bowling alley, Christmas tree, or television. The correct answer is that Benjamin Harrison had the first Christmas tree in the White House in 1889.
February 10/11, 2016 (73X)
The document is a multiple choice question asking which male name means "ruler of an estate". The possible answer choices are:
A. Henry
B. Hector
C. Hugo
D. Harvey
E. Howard
February 9, 2016 (104)
This document outlines the topics and activities for a class analyzing Gothic literature, both classic and modern works. The class will compare the Gothic and horror genres, discussing their common elements and how they build fear. Students will analyze how selected classic works use Gothic elements and discuss why the genre was once less respected but is now considered canon. The week's assigned readings include poems and essays from the Romantic period dealing with nature and the Industrial Revolution. Students will complete response assignments, quizzes, and an in-class art project analyzing the readings.
February 8/9, 2016 (73X)
This document provides a to-do list and schedule for assignments related to the book Drive. It includes reading chapters of the book, writing summaries and responses, and revising an essay. Students are asked to complete activities in their composition books, submit work to Turnitin by certain deadlines, and get feedback on their writing from peers and mentors. The instructions aim to help students understand and apply concepts from Drive to improve their motivation and writing.
February 3/4, 2016 (73X)
Cats spend an average of 1/3 of their lives, or 33% of their time, asleep. The document presents 5 multiple choice answers about what percentage of time cats spend asleep on average: 25%, 33%, 50%, 66%, or 75%. It does not provide any additional context or information to support the answer choices.
February 2, 2016 (104)
This document provides an overview of the poem "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge and discusses Gothic literature. It includes a detailed summary of the plot of the poem presented through a series of bullet points. It also examines different interpretations of the poem and debates whether it represents an allegory, exploration of sin and redemption, or examination of science versus spirituality. The document concludes by introducing the key elements of Gothic novels and assigning further readings on Gothic literature and Romantic poems to analyze.
February 1/2, 2016 (73X)
Cows communicate differently depending on where they are from, similar to human dialects. According to the document, this statement is true rather than false. In just 3 sentences, this summary captures the main point that cows communicate differently based on location, and identifies the correct answer to the true/false statement given in the document.
January 26, 2016 (104)
1. The introduction discusses the Romantic fascination with isolated, mysterious figures who are exiled from society due to past transgressions.
2. Women poets in particular engaged with this theme by portraying themselves as exiled or isolated figures.
3. Gothic and satirical works from the period often featured these mysterious isolated figures haunted by guilt over their crimes.
January 26/27, 2016 (73X)
Thomas Edison said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time." This quote emphasizes that perseverance is key to success, and giving up should be avoided even when all other attempts have failed, as succeeding on the next try is always a possibility. The quote encourages readers to keep trying and never give up, as continued effort is the surest path toward eventual success.
January 21/25, 2016 73X
The document provides an overview of assignments and deadlines for an English composition class for the first two weeks of the semester, including reading assignments from "Brainology" and "Entering the Conversation," practice assignments in Turnitin and posting an introduction to Moodle, asking for help from resources, and revising schedules to allow for study time. Students are encouraged to use the remaining class time to work on assignments and identify areas where they will need assistance.
January 19/20, 2016 73X
This document appears to be notes from the first class of a college English course. It outlines what students can expect from the challenging course workload and introduces various icebreaker and team-building activities. It informs students that they will need to commit 18 hours per week outside of class to be successful. Students complete a syllabus agreement, discuss survival rankings as a team-building exercise, and fill out a schedule to ensure they have time for the demanding course. They are notified there will be a quiz on the syllabus content next class.
November 24 (73X)
Didaskaleinophobia is the fear of school. The document discusses didaskaleinophobia, which is the clinical term for a fear of going to school. It is often associated with people who have high levels of anxiety about attending school. The fear of school is a real phobia, as many students have strongly disliked or felt anxious about going to school at some point.
More from MelissaJLong (20)
Recently uploaded
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
September 30 (102)
- 1. Faustus signs this contract with the devil in blood. What problem does he encounter? A. His blood congeals B. His blood smears C. He doesn’t have enough blood D. He passes out
- 2. "My blood congeals and I can write no more" (Act II, scene 1, line 63). Mephostophilis fetches him a chafer of fire to loosen the blood and Faustus continues on to finish the contract.
- 3. Prompt: Who is the villain in Dr. Faustus? Who is the hero? 112334456778::::::::::03000333330000000000
- 5. Tragedy is a form of drama based on human suffering that invokes in its audience an accompanying catharsis or pleasure in the viewing
- 6. 1. Complex, which involves Peripety and Discovery 2. Suffering, tragedies of such nature can be seen in the Greek mythological stories of Ajaxes and Ixions 3. Character, a tragedy of moral or ethical character. Tragedies of this nature can be found in Phthiotides and Peleus 4. Spectacle, that of a horror-like theme. Examples of this nature are Phorcides and Prometheus
- 7. Aristotle shared his view of what makes a tragic hero in his Poetics. Aristotle suggests that a hero of a tragedy must evoke in the audience a sense of pity or fear, saying, “the change of fortune presented must not be the spectacle of a virtuous man brought from prosperity to adversity.“ In other words, the focus of the tragic hero should not be in the loss of his prosperity. He establishes the concept that the emotion of pity stems not from a person becoming better but when a person receives undeserved misfortune and fear comes when the misfortune befalls a man like us. This is why Aristotle points out the simple fact that, “The change of fortune should be not from bad to good, but, reversely, from good to bad.” According to Aristotle a tragic hero ought to be a man whose misfortune comes to him, not through vice or depravity but by some error of judgment. For example King Oedipus kills his father from impulse and marries his mother out of ignorance.
- 8. Aristotle contests that the tragic hero has to be a man “who is not eminently good and just, whose misfortune is brought about not by vice or depravity, but by some error or frailty.” He is not making the hero entirely good in which he can do no wrong but rather has the hero committing an injury or a great wrong leading to his misfortune. Aristotle is not contradicting himself saying that the hero has to be virtuous and yet not eminently good. Being eminently good is a moral specification to the fact that he is virtuous. He still has to be - to some degree - good. Aristotle adds another qualification to that of being virtuous but not entirely good when he says, “He must be one who is highly renowned and prosperous.” He goes on to give examples such as Oedipus and Thyestes.”
- 12. The concept of an archetype /ˈɑrkɪtaɪp/ is found in areas relating to behavior, modern psychological theory, and literary analysis. An archetype can be a statement, pattern of behavior, or prototype which other statements, patterns of behavior, and objects copy or emulate; a Platonic philosophical idea referring to pure forms which embody the fundamental characteristics of a thing; a collectively-inherited unconscious idea, pattern of thought, image, etc., that is universally present in individual psyches, as in Jungian psychology; or a constantly recurring symbol or motif in literature, painting, or mythology (this usage of the term draws from both comparative anthropology and Jungian archetypal theory). In the first sense, many more informal terms are frequently used instead, such as "standard example" or "basic example", and the longer form "archetypal example" is also found. In mathematics, an archetype is often called a "canonical example".
- 14. video
- 15. Take the archetype quiz to find out what archetype you are (link on Moodle) and bring in the results Thursday Research Faustian Legend Read the rest of Dr. Faustus