The document provides background information on Homer's epic poem "The Iliad". It discusses the epic form, including conventions like invoking the muses, beginning the story in medias res, using stock epithets and formulaic language, and including long formal speeches. It summarizes the events that led to the Trojan War, focusing on the role of Achilles and the consequences of his rage, which is the central theme of the poem. Key elements like foreshadowing and analyzing confusing language are also discussed.
I made this power point presentation in World Literature for I was assigned to report about the full story of "The Iliad" by Homer. Additionally, this presentation includes themes and literary approach applied in the story. I hope this could help you in literature subject. :)
Instructor: Mr. Jaime M. Forbes
Presenter: Marie Buena "Yeng" Bunsoy
Mostly from Edith Hamilton's account of The Odyssey, this slide shows the summary of Odysseus' adventures plus his pre-adventure stories after the Fall of Troy.
I made this power point presentation in World Literature for I was assigned to report about the full story of "The Iliad" by Homer. Additionally, this presentation includes themes and literary approach applied in the story. I hope this could help you in literature subject. :)
Instructor: Mr. Jaime M. Forbes
Presenter: Marie Buena "Yeng" Bunsoy
Mostly from Edith Hamilton's account of The Odyssey, this slide shows the summary of Odysseus' adventures plus his pre-adventure stories after the Fall of Troy.
critical analysis of 1st 30 paragraphs of an apology for poetry or defence of poesy which include introduction of philip sydney, theme, summary, literary devices and key points of paragraphs with textual examples.
This Word document is on the topic 'Poetry'. This document contains information about various types of Poetry. It contains quality graphics and good amount of information about each type of poetry.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. The Iliad - Background
• The Epic Form
– Oral tradition
– Provides form and structure to express the legend
– Homer’s language, meter, and style are formulaic
• Over time, bards developed common expressions,
phrases, and descriptions that fit the rhythms of the
epic verse line.
• These conventions became the building blocks of the
epic genre.
3. The Invocation
• Homer begins the Iliad powerfully by stating
the epic’s theme and invoking one of the
Muses.
– The Muses are nine goddesses in Greek
Mythology who were believed to preside over all
forms of art and science.
– Homer calls on the Muse to inspire him with the
material he needs to tell a story.
– This type of opening is one of the defining
features of a Homeric Epic.
4. In Medias Res
• Homer observes another epic convention by
beginning the story in medias res, which is
Latin for “in the middle of things.”
• Reading a Greek epic from the beginning is
like tuning into a story already in progress.
– Many of the story’s events have already taken
place.
• Information about those events is revealed later in the
poem through flashbacks and other narrative devices.
5. In Medias Res (continued)
• Homer could begin his poems in medias res
because the general outline of the plot and
the main characters were already familiar to
his audience.
• The Iliad, like other epics, is a small fragment
of a large body of legendary material that
formed the cultural and historical heritage of
its society.
6. Homeric Epithets
• Epithets – often compound adjectives – came
about as a result of composing and listening to
oral poetry
– Examples include “brilliant Achilles” or “Hector
breaker of horses” as well as “blazing-eyed
Athena.”
– These epithets allowed the poet to describe a
character or object quickly and economically, in
terms the audience would recognize.
7. Homeric Epithets (continued)
• Homeric Epithets and other formulaic
language may have helped the poet shape his
story and compose while reciting.
– The repetition of familiar expressions also would
have helped the audience follow the narrative.
8. More About Homer
• The conditions of Homer’s poems reveal his
unwavering commitment to humanity.
• He had a universal view of mankind, as his
unbiased portrayal of the Greeks and Trojans
show in the Iliad.
• He uses no ethnic descriptions; in fact, he
bestows glorious epithets on both Greek and
Trojan characters.
• Greeks and Trojans are on the same human level.
9. The Epic Form
• The lengthy, formal speech is another typical
element of the Homeric epic form
• Homer’s characters commonly express
thoughts and feelings by delivering long
speeches addressed to other characters.
• Especially at moments of crisis, characters
deliver long monologues in which they
address their own souls or inner spirits.
10. The Epic Form – (continued)
• Homer’s characters neither speculate about their
emotions nor analyze their thought processes.
• Nor does the poet directly reveal the characters’
inner workings to his audience.
• Later Greek and Roman authors, like modern
writers, give us access to a character’s thoughts
and feelings through interior monologues and
soliloquies.
– Both of these forms are modeled on the long Homeric
speech.
11. Homer and Later Epics
• The building blocks of the epic genre – the invocation,
in medias res, stock epithets, fixed formulas, and long
speeches – were commonly used by bards of oral
tradition.
• Because Homer was so influential in Western
literature, these same features were imitated in later
epics, even though they no longer served the same
purposes.
• Among the greatest epic poets who adopted Homer as
a model were the Roman writer Virgil, the Florentine
medieval poet Dante Alighieri, and the seventeenth-
century English poet, John Milton.
12. How the Trojan War Began
• The Iliad recounts only part of a long series of
events in the Trojan War.
– The war was fought, according to legend, because
of a quarrel among gods and the resulting
incidents of betrayal among mortals.
How did the War start?
* King Peleus and the sea-goddess Thetis were
the parents of Achilles, hero of the Iliad.
13. How Did the Trojan War Begin?
• When Peleus and Thetis were married, all the
gods were invited except Eris, the goddess of
discord.
• Angry at being excluded, Eris tossed a golden
apple among the guests.
– On it was inscribed “for the fairest one.”
• Hera, Athena, and Aphrodite each claimed the prize.
• They chose the Trojan prince Paris, a handsome and
unworldly man, to decide which goddess was the
fairest.
14. How the Trojan War Began
• Each goddess offered Paris a bribe, and Paris
chose Aphrodite’s bribe.
• Aphrodite promised to give Paris the most
beautiful woman alive (Helen) who was
already married to Menelaus, King of Sparta.
• Paris violated the sacred bond of hospitality
when he went to Menelaus’ court as a guest
and abducted the host’s wife.
15. How the Trojan War Began
• Menelaus sought the help of his brother,
Agamemnon, King of Mycenae and the most
powerful ruler of his time.
• Together with other kings, they mounted an
expedition against Troy to reclaim Helen and
to sack a city for its opulence.
• The war lasted ten years until Troy was finally
taken.
16. How the Trojan War Began
• Out of a vast body of material that his
audience already knew, Homer chose to focus
on a period of less than two months in the
tenth year of the war.
• Homer did not concentrate on the war as
such, but on the Greek warrior Achilles and
the consequences of his rage (wrath).
17. The Iliad – Literary Analysis
• As you read excerpt from Homer’s Iliad, you
will focus on the theme, an important insight
into life that is usually conveyed indirectly in a
literary work.
• The theme of a literary work is its central idea,
concern, or message.
• Long works, such as novels and epics, often
contain more than one major theme.
18. Theme
• The theme stated at the beginning of the Iliad
is “the rage of Peleus’ son Achilles” and its
consequences.
• The poem also contains profound insights
about war and peace, honor, duty,
compassion, and life and death.
19. Theme
• Homer uses the following means to reveal the
themes in his epic poem.
– Characters’ statements and actions
– Events in the plot
– Images and their associations
As you read, note the ideas and insights that the
poem conveys.
20. Foreshadowing
• The Iliad’s opening statement of theme is also
its first instance of foreshadowing, the use of
clues to suggest future events in a literary
work.
– This technique creates suspense by building the
audience’s anticipation.
• For example, the Iliad’s opening lines leave the reader
wondering why Achilles is enraged and what
consequences might follow. Look for other examples of
foreshadowing as you read, and consider what effect
the poet is trying to create.
21. Reading Strategy
Analyze Confusing Sentences
• Homer wove lines dense with images and
other details.
• To analyze confusing sentences, consider one
section at a time.
– Look at a complex sentence and separate its
essential parts (the who and what) from the
difficult language until you get the main idea.
– Use a chart like the one on page 362 to help you
analyze and interpret confusing sentences.
22. Vocabulary
• Incensed: adj. -- very angry; enraged
• Plunder: v. – to rob by force in warfare
• Sacrosanct: adj. -- very holy; sacred
• Brazen: adj. – literally, of brass; shamelessly
bold
• Harrowed: v. – distressed; tormented
• Bereft: adj. – deprived or robbed