Honesty Is The Best Policy

It is clear that the area of nanomedical applications and nanoparticulate pharmaceutical delivery advances will elaborate tremendously in the near future. Nanogel-drug formulations will be farther assessed in application to other drug consignment paths, such as oral, aerosolic or transdermal administration. A undertaking submission for nanogel-encapsulated NTP is aerosolic pulmonary drug consignment. In this mode of management, the fastest and most direct pharmaceutical delivery can be achieved, particularly for the treatment of lung cancerous disease and pulmonary diseases such as influenza, which are expanding worldwide.`Aerosolic drug-loaded nanogel particles can be easily administered deep into the lungs at first signals of infection. This timely remedy will save the airway epithelium from rapid degradation and development of critical secondary infections. Specific aimed at nanogels will be evolved as shortly as novel receptors and ligands are found out in the disease/virus-affec ted tissues and body parts. On the other hand, powerful metal-chelating properties of nanogels can provide added modalities in post-synthetic modifications of the carriers for diagnostic and therapeutic reason. Subsequent study will reveal the genuine potential of nanogels and nanogel formulations with nucleoside analogs in accomplishing more convoluted aims associated with methodical preclinical studies.Name of the Research Groups Contact Details Area of Research Dr Todd R. Hoare Associate Professor Department of Chemical Engineering McMaster UniversityDepartment of Chemical Engineering 1280 Main Street West, Hamilton, ON, L8S 4L7, CanadaOffice: JHE A409 email: [email  protected] Investigating nanogels which change their dimensions, their affinity with other chemicals in their environment, or their optical properties upon controlled changes to the gel environmentSiegwart Research group, The University of TexasGeneral Address 5323 Harry Hines Blvd. Dallas, TX 75390-8807 Office Pho ne: 214-645-6354 [email  protected] Siegwart LabPrepartion of cationic nanogel for nucleic acid delivery. The O’Hern Group,Yale School Of Engineering and Applied ScienceDepartment of Mechanical Engineering | Yale University | P. O. Box 208286 | New Haven, CT 06520-8286 Self-assembly of protein nanogels, and the structural and mechanical properties of cells and tissues.Name of the Research Groups Contact Details Area of Research Marina Resmini’s research group Queen Mary University Of London Queen Mary University Of London Mile End Road London E14NS TEL:+ 44(0) 2078825555 Polymeric Nanogels .New Junior Research GroupFreie UniversityFreie Università ¤t Berlin Kaiserswerther Str. 16-18 14195 Berlin Germany University Telephone Exchange: + 49 / 30 / 838-1Investigates Nanogels for Cancer TherapyGeorgia institute of technology group AtlantaGeorgia Institute of Technology North Ave. Atlanta, Georgia 30332Development of drug delivery vehicles for macromolecular therapeutics

In a Dark Time by Theodore Roethke Essay

In the first stanza of the poem â€Å"In a Dark Time†, the reader gets the sense that not only is the author describing himself using â€Å"dark† visuals including â€Å"shadow† and â€Å"shade†, but that he is using natural scenery as well in order to set the audience up for the rest of the poem. The same line that contains those visuals also would seem to impart a certain time of day, dusk. This could also be thought of as a way for the reader to get a sense of where the author is at, reflecting on his own mind. This idea is furthered by the statements of â€Å"meeting his (own) shadow†, and when he hears his own shadow. The second stanza really goes into a faster pace, as the author begins to describe to the reader his inner feelings. By questioning his own definition of madness, and going into despair, he shows the reader that part of his mind is very confused, yet he knows that he is in the middle of whatever is going on. Again he questions, is his place in the â€Å"rocks† a cave or path, and he states that â€Å"The edge is what I have. † which seems like a way for him to again be in the middle of his situation. The third stanza continues with the natural descriptions of being outside in a natural setting during the night, or perhaps during an eclipse. Again, this could be just another way for the author to let his audience know what frame of mind his is in. Referring to the title of the poem, â€Å"In a Dark Time†, it would make sense that this writing is coming from the author during a time in his life in which he was questioning himself. This line of thinking continues to be the main point as he goes on to say, â€Å"A man goes far to find out what he is -, Death of the self in a long, tearless night,†. Whatever has happened to the author, he is unsure of himself and the changes that are occurring in his life at that moment. In the fourth stanza, he still proclaims how confused he his with himself, by the statement â€Å"Which I is I? † The reader is left to contemplate where the author’s sense of self lies. The last three lines seem to show that the author has decided to have his mind come together and be one with itself, which leaves the author to be â€Å"free in the tearing wind. †

History Case Study Example | Topics and Well Written Essays - 250 words

History - Case Study Example Answer 2 First, there is dire need to clarify the meaning of this terminology ‘sizable’, which usually refers to a large religious or ethnic group (in terms of population). For example, Muslims in India have a considerable size (over 200 million), yet they are a minority in staggering 1.2 million Hindu majority nation. It should be highlighted that if any religious or ethnic group has been offered all legitimate basic needs and rights followed by protection of interests then they should not have a right to create an independent nation because this will lead to societal unrest. However, if a minority sizable group (example of Indonesia and East Timor) is suppressed by ruling majority then they do deserve an independent state where they could live according to their free will and practice their interests. Answer 3 The weaknesses in political structure were quite evident during 1920s across followed by poverty, unemployment and economic failures, thereby making it to govern China. For instance, it was an era of warlords, societal unrest and civil disobedience. In short, the Chinese Civil War between the ruling Kuomintang (Chinese Nationalist Party) and the Communist Party of China (CPC) was also a result of aforementioned factors, which led to China’s division into Taiwan and People's Republic of China.

Analysing children's drawings in relation to current theories on Essay

Analysing children's drawings in relation to current theories on cognitive development - Essay Example Children move from uncontrolled to controlled scribbles. The second stage known as pre- schematic stage occurs from two to four years. Children tend to use their favorite colour to colour every imaginable thing. They are able to draw people with large heads and smaller stick bodies. The other stages include the schematic stage where children create stories for their drawings and the preteen stage which involves the â€Å"I can draw† syndrome. (Wallace 2002) Consistent with this five stage theory, Victor Lowenfeld 1947 also categorized children’s visual art development into five categories, namely, Scribbler, Preschematic, Schematic, Drawing Realism and Pseudo-Naturalism. In light of the fact that only the drawings of a three year old child are analyzed, just the first two stages of Lowenfeld’s art development, specifically, Scribble and Pre-schematic, will be discussed. Lowenfeld posited four sub stages to the Scribble stage. These include disordered-uncontrolled markings, longitudinal-controlled repetitions of motions, circular motions and naming. Lowenfeld maintains that the appearance of circular images with lines mark the beginning of the Preschematic stage. Throughout this stage the schema or visual idea is created. The drawings demonstrate what is â€Å"perceives as most important about the subject.† (Wallace 2002) Unlike Jean Piaget’s stages of development which has a chronological age guideline, Lowenfeld’s stages proceeds along the characteristics of the children’s art. In his description of the scribbler, Lowenfeld suggests that no discernible shape such as an identifiable object or animal is observable. He also proposes that the Scribbler does not represent any specific space in their drawings. The lines drawn appear to be arbitrarily made. However, in his letter to his GP, child A demonstrates an understanding of space in that the scribbles vary in length representing

How did the Roman Republic become the Roman Empire Research Paper

How did the Roman Republic become the Roman Empire - Research Paper Example The Roman Empire owes its expansion to able rulers who ruled with autocracy. The Roman Empire was able to stand for that long because of the religious believes of the Romans. This is because they believed in their supreme deity Jupiter. They believed Jupiter granted them limitless empire. Thus they believed that the whole world should be under their rule perhaps this explain their endless effort to extend their empire. Latin language was the universal language and this provided cohesion. The Roman Empire was so big that it is can be equated with 40 countries of nowadays. It extended from north England, Asia, Africa and Mediterranean. It is also important to note that it has not been smooth ceiling for the Romans in the transition from a republic to an empire. This is because this transition was characterized civil wars as people were against the extension. The Roman Empire had diverse cultures since it existed and controlled many people. The rulers had to adjust to give everyone free dom of worship. Their style of ruling has had a large contribution to the modern politics. Their religion too has affected the way people worship. An example is the Roman Catholic Church. This religion came into existence because of the Christian rulers who ascended to power. The advancement of Roman Empire in such a quick way was because they had military prowess. There was no nation at that time that matched the military prowess of the Romans. They conquered almost the whole of Europe, Asia, Mediterranean, Persia and Egypt. Despite their military prowess, they were unable to conquer Germany. This is because the Germans resisted their advancement. The Germans were decentralized as opposed to other communities that were centralized hence it was difficult to subdue the Germans. This later led to the collapse of the Roman Empire. There were several reasons that made Roman Empire to rise and dominate the largest empire in the world for so long. The first reason is the naval dominance. The Romans dominated the coastline for long. This ensured that they had military or naval advantage since they could locate approaching enemies from far, thus giving them time to prepare. They were also able to deploy their army with ease along the coastline hence giving them military advantage. The naval dominance also was lucrative. This is because they were able to control trade as they controlled the coastline. This enabled them to amass wealth from proceeds of trade. Their success in naval dominance came after the defeat of Carthage by Romans in the Punic war, which gave the Romans the chance to control fully the Mediterranean. The Romans further used appeasement to advance. This is because they ensured that the local were satisfied to reduce military work. They gave the locals freedom of worship and allowed them to observe their culture. This ensured that military concentrated on further advancement of the empire rather than using them for controlling the local thus, they were able to reduce drain on military. The other reason is that the Romans provided political stability and promoted commerce. The people under the Roman Empire received protection from enemies by strong military. They ensured there was free trade and they provided unitary currency to ease transactions. With this, they ensured that the locals were happy to reduce internal conflict. In fact, few people in the Roman Empire were below poverty line. The other reason

Refusal Memo Essay Example | Topics and Well Written Essays - 1000 words

Refusal Memo - Essay Example The community service program volunteered by the employees has been running smoothly and has been displayed on the company’s website. Dawson & Engels are thus able to improve its image as a social citizen which puts the company is a better place in the competitive scenario. This has been achieved with the help of strategic policies of the company and considering the needs, culture, and sentiments of the society (Banerjee 89). The higher management of the company is politically conservative which is compatible with the views of the employees and the individual citizens in the community. The company also encouraged its employees to participate in the listed volunteer opportunities and without them the entire employee volunteer program would be a failure. The organization has due respect to the employees of the purchasing department as well and has considered your proposal of inclusion of CNV in the list of volunteer opportunities. However, D&E has decided not to engage into the activities of CNV as functional activities and strategies of CNV in resolving community conflicts, conducting peace camps and holding sessions in the schools are politically neutral. ... Looking at the amount of cost involved in engaging into the activities of CNV and the cost-benefit analysis, it would not be prudent to accept the proposal. The company encourages your involvement in the alternate areas available in the approved list of volunteer programs or is even ready to accept new proposals that are in line with the policies of the company (Crew 45). D&E also does not intend to affront its company executives in pursuing this social activity. The company expects that this would be accepted in good spirits and is looking for more proposals in future. Dawson and Energy would continue to recognize the employees for performing outstanding work in the employee volunteer program. In cases approved by the company, the employees would continue to be eligible for the paid volunteer hours for rendering the service to the community on behalf of Dawson and Energy. Memorandum Date: 9th October, 2013. To: The Instructor From: The Student Subject: Rationale for refusal to inclu sion of CNV in the list of community services. The community services are being undertaken by Dawson and Energy as an initiative to become a good citizen of the community. The community services are being rendered in the form of employee volunteer program that is planned in consonance with the marketing director. In order to do this, the company has prepared its list of volunteering activities in different areas. In these areas, the company has taken a strategy to provide grants to the organizations that they would support for providing the community service (Hawkins 42). The company respects the culture and sentiments of the society and carries

Roman Consul and Congress Essay Example | Topics and Well Written Essays - 2250 words

Roman Consul and Congress - Essay Example However, the Roman empire was not stable in its earlier foundations, part of the Roman army mutinied against the empire and seized Reghium, a Roman city and held it against the Romans for over ten years, however, in 270 BC, a Roman commander named Hieron crushed the rebellion. In the period 443, the Roman Empire established the Consularship. This institution was to help the Roman Empire in governance and enact laws. The Roman form of government had differences and similarities to the modern system of Governance in America which has the executive, the legislature and the judiciary, each performing different kinds of work and independent of one another. The United States congress is bicameral in nature, and it consists of the senate and House of Representatives, each playing different roles but supplementing each other (Waide, 17). This paper analyzes the features of the Roman counsel, its roles and significance to the Roman Empire. It also analyzes the features of the United States Co ngress, its roles and significance to the United States in regard to governance and policy making. In doing this, this paper explains major differences and some aspects of similarities between the American Congress and the Roman counsel, which is the main objective of this paper.This paper has a conclusion, which gives brief disadvantages of these systems of government. The paper, in meeting its objectives, analyzes the roles of the consuls in the Roman Empire, and of the senate. The paper has identified the different assemblies that characterized the Roman consularship and how they relate to the senate. In doing this, the paper has managed to portray the differences between the Roman consularship and the United States Congress. A consul was the highest ranking officer in the political environment of Rome. Each year, two consuls were appointed to govern Rome, and each had a veto against one another. This was to prevent the rise of dictatorship. With the rise of the emperors, in 27 B C, the Roman consuls lost their powers since they were subject to the emperor. Consuls were called Praetors, which meant leaders, and had authority in administrative, judicial and legislative matters. In periods of War, consuls were military commanders and were elected by Commitia Centuriata, a committee of local people who composed of one hundred men. These men were elected by the people and had military backgrounds therefore this committee was a representation of the people. Consulship was reserved for the ethnic group of Patricians but after a long period of time, the Plebeians were allowed to become consuls. During a period of conflict, qualifications of becoming a consul was military skills and a good reputation in terms of bravery and wisdom. During a period of time, there was need to elect more consuls, and the Comita Centuriata ceased to do this, and thus the consuls were elected by the Senate.Consuls had executive powers and were heads of government, and in the year 443 BC, several responsibilities were taken from the consuls and given to censors and praetors. Censors were responsible for taking taxes while praetors were judicial officers. Consuls were responsible for carrying out decisions of the senate and could convene the senate and attend its meetings, since they were

Preparing for Managment Essay Example | Topics and Well Written Essays - 1750 words

Preparing for Managment - Essay Example With respect to the period of service reception, it is understandable that long term patients requires more care compared to short term patients. This means that the long term category requires correspondingly long management services in order to improve their conditions. Wolper (2010) says that from a theoretical perspective, the role of nursing managers entails coordinating employees’ efforts in the process of striving to accomplish desired objectives. In this context, the quality of goals achieved depends on the intensity and efficiency of management skills used. Consequently, healthcare managers need to acquire relevant professional skills. Acquisition of appropriate relevant skills will enhance accomplishment of healthcare objectives. Theoretical Background Practical settings within a healthcare industry require management employees to possess professional skills related to their work. These skills are largely applicable in responding to demanding situations, especially i n long term healthcare management programs like in the diabetes patient group, which is evaluated in this essay. From a theoretical perspective, existing management theories finds relevant and substantial application within the healthcare management industry. ... Arnold (2007) adds that managers will then delegate authority to subordinates charged with performance of respective duties. Finally, evaluation systems serve the purpose of evaluating productivity of individual nurses within a healthcare facility. Another appropriate management theory used within the healthcare industry is the patient-centered care approach. It has become evident that scientific management theory proves rigid and non responsive in certain circumstances. Kalunzy and Michael (2006) agree that the healthcare industry is becoming competitive, just like any other business environment. This means that executives need to customize their management strategies in order to elicit a positive response from their client population. With the increasing number of diabetes patients, it would be appropriate to utilize a patient-centered approach in addressing their needs. In this context, the patient-centered approach facilitates development of customized healthcare programs, especi ally to the long term care patients. According to Moore (2010), this approach discourages the bureaucratic relationship between top managers and employees commonly applied in scientific theories. In fact the theory emphasize on the need to perform nursing duties through collaborative means. As a manager using this theory, typical duties involves promoting collaboration and inter-relatedness between different departments in the same healthcare facility. According to Basford and Slevin (2003), this system allows nurses to provide customized and quality care services to their patients without hindrance from the rigid organizational goals. In the process, nurses

Divorce Among Koreans in the USA Research Paper

Divorce Among Koreans in the USA - Research Paper Example This may be true not only among Americans in the United States of America in recent developments but generally among all the peoples of the world. For instance, it is said that it is easier to divorce than to flag down a taxi in Korea. (Hayes, Sean. Reform of the Korean Divorce Law. OhmyNews INTERNATIONAL. [internet]) Korean divorce rate is one of the highest in the globe and possibly the highest in Asia. There are many possible reasons why the newest generation of Koreans has a high rate in divorce. It may be because of the new liberal and more dynamic and independent role of women in the new societal set-up or because of the rising trend for individualistic attitudes rather than for family advancement and value formation. It may also be due to society having modernized so quickly or due to personal demands for selfish gratification at the click of a finger. While a divorce or a separation helps any one of the spouses or the two of them in so many instances, this can only be fine and in order if there are no children affected as when the couple did not bear any. In another way of saying, children who are the products of a broken marriage almost always become menace to society as they resort to drugs, alcohol, unwanted pregnancies in the case of daughters, and other undesirable practices or behavior as acts of rebellion against the parents who have shattered what could have been a whole and happy family. In this treatise, the covered population pertains to first and second generations of Koreans in the United States of America. The opinions and findings of other researchers - a literature review In one study, statistics and findings showed that only a total of 6.1 % of Koreans in the United States are either separated or divorced, lower than that for other nationals. (Yu, Eui-Young, Peter Choe and Sang Il Han. Korean Population in the United States, 2000. Demographic Characteristics and Socio-Economic Status. page 9. [internet]). Curiously again, of one hundred thirty three Korean women interviewed in a 2003 study who live in the United States, only seven were divorced or separated. (Lee, Eunju. DOMESTIC CONFLICT AND COPING STRATEGIES AMONG KOREAN IMMIGRANT WOMEN IN THE UNITED STATES. [internet]) The above observations simply indicate that divorce among Koreans in the United States has not reached any level of concern. As a matter of course, there is really not much justification to undertake a research on incidents of divorce among Koreans who reside in or have migrated to the United States. Instead, there is great consolation in discovering that Korean families in their foreign host country have endeavored as much as possible to see to it that the home environment is kept intact. This is confirmed by the fact that the bond of marriage has even strengthened among Korean Americans. As a matter of fact Korean Americans have changed their orientation

School Life in the 1950s Essay Example for Free

School Life in the 1950s Essay School Life in the 1950’s was harder than today because the facilities were few and inadequate. Teachers were stricter and corporal punishment was still in use. They had fewer subjects and wealth, discrimination, sexism and racism meant they could only do certain subjects. After World War 2 there was a baby boom and as a result in the 1950’s schools were quickly filling up as the children enrolled. The enrolments increased as much as 30% over the ‘baby-boomers’ decade. In the year 1950 there were 166 437 existing elementary and secondary schools in the USA to educate over 29 million students. As the amount of students increased, the schools and resources declined. It was reported by the Office of Education in 1953 that there was a shortage of 345 000 classrooms, meaning overcrowding in 60% of America’s classrooms and up to 20% of schools failed to meet basic safety standards (statistics- www. encyclopedia. com/doc/1G2-3468301830. html 6/08/2013) School facilities were even more unpleasant for the coloured people of America. Their schools were separate from the white people and they were poorly funded by the government. â€Å"By 1950, the inequality in educational achievement between white students and minority students had increased since 1900, when very few Americans or and race or gender attended high schools, and formal education was only marginally a factor in national economic and social life†- historians Mondale and Patton. (www. illinoishistory. gov/Illinois%20History/Jan05-21Vargas. pdf 14/08/2013). This all changed in 1954; when a father named Mr Brown took his case to the United States Supreme Court declaring his daughter should be allowed to go to school with white children. â€Å"Mr Brown was upset that his daughter had to walk over a mile through railroad yards to get to a black school when a white one was only seven blocks away† (www. livinghistoryfarm. org/farminginthe50’s/life_12. html 14/08/2013). The United States Supreme Court declared a â€Å"Separate but equal† system (desegregation) in schools and made a start on ending discrimination in other institutions. The country school buildings were usually â€Å"made of wood with weatherboards outside and tongue-and-groove timber for the interior walls. Most schools were elevated on stumps to provide a rudimentary play area underneath, which was usually concreted. The rough-hewn stumps would be painted with tar to deter white ants, and constant checking of stumps, walls, toilets and even toilet seats for termites was part of the head teacher’s job†. Up the front of the classroom there were â€Å"two large blackboards, almost square in shape, fixed to the wall. Sometimes an extra blackboard would stand on an easel as well. A wooden cupboard with doors, known as a ‘press’, held all the class books and teaching materials. There was usually no other shelving† (www.starfieldobservatory. com/Nambour/Schooling. html 14/08/2013). The school facilities in 1950 were basic and inadequate and the students and teachers had to make do with what they had. The schools of 1950 were lacking equipment but one piece of equipment was most certainly not lacking in most schools and that was the cane or ruler. Teachers used the cane to spank the disobedient and troublesome students and it was usually very effective – â€Å"I really can’t remember kids sort of stepping out of line very much because they knew that they would be getting disciplined severely. There was very little leeway, but then again, there were very little problems† – Student in 1950 (www. angelfire. com/falcon/hist232/interviews%20l. html 14/08/2013). The main reason students got spanked were: â€Å"talking or being disruptive in class, not lining up properly or being rambunctious either inside or outside the school† (www. angelfire. com/falcon/hist232/interviews%20l. html 14/08/2013). Teachers could cane across the hand or across the buttocks or often slap around the head without fear of punishment, as the offence was â€Å"caused† by the child. If the offence was viewed serious enough the student went to the headmaster for ‘6 of the best’ with a heavy cane. â€Å"They used the cane a lot, usually first resort not last. She said it was normal for girls to get the cane in front of all the class with skirt, or as it was for her, gymslip raised up. They could get 2, 3, 4 strokes in front of class, occasionally some got 6 strokes. But if it was thought serious they were sent to the headmaster. Always bare off headmaster, skirt up knickers down. Six minimum, could be up to 12. She said it was normal to see someone being caned† (http://www.experienceproject. com/stories/Used-To-Get-The-Cane-At-School/2211915 16/08/2013). There was no appeal against that system of punishment and many parents believed the teacher was acting in the child’s best interests. Other methods of punishment were intimidation, strapping, removal from class, loss of privilege, writing lines and verbal put-downs were all regularly used. As stated before, the class numbers were increasing so teachers had to teach more students, meaning discipline was becoming more stringent as the teacher tried to keep the class in control. The 1950’s was the time of the cold war and there was a great tear of nuclear war. In certain areas of America the ‘fallout’ tests were being brought in where the students were required to go through a fake atomic bomb attack and they would find refuge under their desks (little did they know this wouldn’t protect them from radiation! ). It was more for the teacher and parent’s piece of mind. Teachers of 1950 were sterner and more stringent than today, corporal punishment was in use making sure students did all their work and behaved in the right manner. The main subjects taught to high school students in the 1950’s were reading, writing, arithmetic, history, biology, domestic science or home economics and woodwork, â€Å"Social sciences, history, geography, sociology, economics, political science, and psychology† (http://www. viu. ca/homeroom/content/topics/programs/Curriclm/ss1950. htm 16/08/2013). Some more advanced subjects like music, trigonometry, Latin or Spanish and algebra, were added to the richer schools as it was rare to find a decent and qualified teachers. In nearly all schools it was â€Å"necessary† for girls to do domestic science and learn the skills of cooking and needlework. For the boys it was â€Å"necessary† for them to do woodwork or woodshop and learn the skills of craftsmanship. Girls couldn’t do the ‘boy’ subjects and vice versa. Science was taught theoretically and there was rarely a chance for them to do experiments. Subjects were taught in a ‘chalk and talk’ system where the teacher would stand up at the front of the classroom and talk to the class and write the topic information on the chalkboard. The students would listen and copy the work into their books. It wasn’t very common for students to do practical work and field trips were very basic. In the out of the way country schools teachers had to teach many subjects and most didn’t just have their certain subject they specialised in, meaning the teachers most of the time weren’t fully trained to be teaching some subjects and were giving out false information. (http://www. livinghistoryfarm. org/farminginthe50s/life_12. html 16/08/2013). The black people schools had limited teachers and facilities. Most of their schools just had the basic subjects and it was only after 1954 when the Supreme Court announced desegregation did this change and the black people were allowed to go to school with the white people and have access to their assortment of subjects. â€Å"The subjects taught in elementary school were maths, reading, social studies, science, art and music† (http://library. thinkquest. org/J002606/1950-60S. html 14/08/2013). Although music was usually just a basic sing-a-long with the teacher and it would happen once, maybe twice a week. The schools in the 1950’s didn’t have the variety of subjects we have today and it was limited even more because of many social issues such as racism, sexism and families wealth. School life was harder in the 1950’s because of the lack of facilities and their poor conditions, the students had to cram into overcrowded dingy classrooms and the coloured children had to walk miles to get to their black people schools. Schools were stricter and corporal punishment meant teachers were allowed to hit the students on the hand or over the head and parents let this happen as they believed it was good for the their child. The assortment of subjects choices available to the students in the 1950’s was limited and became even less as social issues such as racism, sexism, wealth and discrimination got in the way. The children and teens of 1950’s had to put up with an inadequate education system nevertheless many went on to become successful in business and life. Bibliography Anali Vargas, ‘Some Major Differences Between High School in the 1950’s and Now’-Page 4, www. illinoishistory. gov/Illinois%20History/Jan05-21Vargas. pdf, August, 2013 Going to school in the 1940’s and 50’s, www. starfieldobservatory. com/Nambour/Schooling. html, August, 2013 The 1950’s: Education: Overview. â€Å"American Decades† http://www. encyclopedia. com/doc/1G2-3468301830. html, August 13, 2013 Farming in the 1950’s: Education in rural America http://www. livinghistoryfarm. org/farminginthe50s/life_12. html, August 2013 Vanessa Lockstein, Ontario School discipline, 1950-Present www. angelfire. com/falcon/hist232/interviews%20l. html, August 2013 Schooling in the 1950’s. http://library. thinkquest. org/J002606/1950-60S. html, August 2013 Senior High School: 1950 http://www. viu. ca/homeroom/content/topics/programs/Curriclm/ss1950. htm, April 2005.

Henry Jamess The Turn of the Screw, An Analysis

Henry Jamess The Turn of the Screw, An Analysis Henry Jamess The Turn of the Screw:  Horrors finest work of Ambiguity Classically in many works of literature, especially in horror, one expects to find clear-cut heroes and villains, defined by the timeless juxtaposition of good and evil. Henry Jamess 1898 novella, The Turn of the Screw, plays into this commonality at first. Ambiguity is perhaps this novellas most prominent rhetorical strategy, blurring lines with the actions of the characters, as well as in the language. Jamess twists on characterization, structure, and framing of his writing, leads the audience to ponder on who is really on each side of the boundary of good and evil as they dive deeper into the novella. The establishment of the unreliable narrator in conjunction with the ambiguous framing and story manipulation causes the audience to question the nature of evil in the novella. The Turn of the Screws characters contain the generic surface elements of a majority of other ghost stories, including the characterization of the heroine and the villain. The unnamed governess, the primary narrator, is inducted as the seeming good in the story. James, however, writes into her characterization, questionable behavior. Described as a young 20-year old, intelligent, charming individual to the audience, there are two opposing ways of viewing her character either as a normal, coherent heroine or an insane anti-heroine. The repressed insane state of mind is by far the most popular interpretation of the character for most readers of this ghost story. Edmund Wilson, an influential literary critic presented this psychological perspective in his 1939 essay The Ambiguity of Henry James. In the essay, Wilson carefully lays out a multitude of examples in which he sees signs of Freudian symbolism in the story; the Governess stands out as a neurotic, sexually repressed woman whose hidden desires drive her mad (Shmoop: Governess). Wilson explores more into this idea of how the Governess is telling the story; Observe that there is never any evidence that anybody but the governess sees the ghosts. She believes that the children see them but there is never any proof that they do. The housekeeper insists that she does not see them; it is apparently the governess who frightens them. (Wilson 170) On the other hand, the presumed and traditional way of reading the novella has the Governess be in full control of her mental state, as well as having the supernatural actually happen in reality. This portrayal of the Governess places her in the role of the classical heroine and assumes that she really has good intentions and is just looking out for the children. This view also assumes that Miles and Flora are troublesome children and are in fact, connected to the apparitions of Peter Quint and Miss Jessel. The interpretation that the Governess is a traditional heroine is counteracted in many ways in her characterization, including the fairly apparent obsession with the children, But it was a comfort that there could be no uneasiness in a connexion with anything so beatific as the radiant image of my little girl, the vision of whose angelic beauty had probably moreà ¢Ã¢â€š ¬Ã‚ ¦ (James 124). The Governess acknowledging Flora as my little girl, as she is just meeting the children, indicates an obsession supporting the interpretation that the governess is an anti-heroine. Yet looking at the character in a practical sense that she is a traditional heroine, the governess is doing her job, looking out for Miles and Flora and combats evil apparitions of Peter Quint and Miss Jessel. The Governess telling us that Miss Jessel is evil, Another person this time; but a figure of quite as unmistakable horror and evil: a woman in black, pale and dreadful with such an air also, and such a face! on the other side of the lake. I was there with the child quiet for the hour; and in the midst of it she came. (James 156) Just objectively looking at the text would indicate that the ghosts are malevolent forces in the story. While on the other side of the spectrum, Edmund convincing uses the example of the final scene where the governess confronts Miles about the ghosts, From her point of view, we see that he must have taken her There, there! as an answer to his own Where? She has finally made him believe either that he has actually seen something or that he is on the point of seeing something. He gives the cry of a creature hurled over an abyss. She has literally frightened him to death. (Wilson 172). The conflict between her actual narration of the story and her actions and dialogue observed by audience creates the two-sided characterization of the Governess that exudes the ambiguity of the true good and evil of the novella. The governess is not the only character that has been manipulated by the hand of Henry James to produce ambiguity. The children of the Bly household, Miles and Flora, have also been in question on where they land on the good and evil spectrum. Progressively throughout the story, the children transition from sweet and innocent to being possessed and evil as described by the governess. The governess initially adored the children (obsessively perhaps), until their innocence was corrupted by the ghosts of Quint and Miss Jessel. This brings the question to the audience: are the children evil through supernatural occurrences, or if the children are just being children. Flora, at first glance of the governess, had been described as angelic, beautiful, well mannered, perfect little girl, until much later into the plot where the governess believes she has been talking to Miss Jessel, the governess accusing and her she retorts, Take me away oh take me away from her! From me? I panted. From yo u from you! she criedà ¢Ã¢â€š ¬Ã‚ ¦ The wretched child had spoken exactly as if she had got from some outside source each of her stabbing little wordsà ¢Ã¢â€š ¬Ã‚ ¦ Of course Ive lost you: Ive interfered, and youve seen, under her dictationà ¢Ã¢â€š ¬Ã‚ ¦Ive done my best, but Ive lost you. Good-bye.' (James 240). The governess herself describes Flora in this passage to be a wretched child, insinuating that she is the evil in the story. Miles as well is introduced by Mrs. Grose as good, beautiful child, Oh miss, most remarkable. If you think well of this one!' (James 125) even if a bit of a troublemaker. I held [Mrs. Grose] tighter. You like them with the spirit to be naughty? Then, keeping pace with her answer, So do I! I eagerly brought out. But not to the degree to contaminate To contaminate? my big word left her at a loss. I explained it. To corrupt. She stared, taking my meaning in; but it produced in her an odd laugh. Are you afraid hell corrupt you?' (James 130) The governesss dialogue here actually makes it seem as if Miles is legitimately bad. However, this is assuming that the audience interprets the governess as the classic heroine, and many believe that both children show what is normally considered as normal childish tendencies. The characterization of the governess and the children are effectively made ambiguous by how James frames his writing. The highly emotional, yet melodramatic narration of the governess holds the audience to her point of view allowing for some room to experience her loss of control, yet at the same time, the writing itself adds to the feeling Governess is losing her sanity. We can look at where Flora leaves after being accused by the governess, Take me away oh take me away from her! From me? I panted. From you from you! she criedà ¢Ã¢â€š ¬Ã‚ ¦ The wretched child had spoken exactly as if she had got from some outside source each of her stabbing little wordsà ¢Ã¢â€š ¬Ã‚ ¦ (James 240). This is a good example where James frames the dialogue in a way where from the governesss perspective that Flora is conspiring with Miss Jessel, and at the same time showing the audience the governesss unreliability as Flora seemingly did nothing wrong. This creates the ambiguity that clouds the audien ces idea of good and evil. Another way James frames the text to convey ambiguity is Douglas praise that the governess was the most agreeable woman Ive ever known in her position; (James 117) shining a positive light on the governess and yet frames the situation to the audience in that if shes that agreeable, how can we as an audience, not say that this claim by Douglas is biased? This two sided interpretation of the statement is one of the many ways James produces ambiguity through framing. In the literature, the governess perspective of the children makes it seem as if they are corrupted by evil, but from a broader frame, her actions are shown in a different light, creating the ambiguity of whether or not the Governess is actually the body of good. In addition to James frame of the characters, the framing of the ending, suddenly ending and without real resolution, adds more to the ambiguity of the placement of the line between good and evil. Did the ghost just kill Miles; did the g overness just kill Miles? The endings framing make it seem flawed and unfinished, yet it does precisely what James wants: to hold the audience in the state of ambiguous limbo. The Turn of the Screw, as a Henry Jamess piece of work, is uniquely structured to convey ambiguity over benevolence and malevolence. In Donald P. Costellos Modern Language Notes, Costello states that there is, in fact, a two-part structure in the novel. This double effect of The Turn of the Screw is a product of its structure, which is basically a double one: scenes in which the governess represents the action usually result in horror; scenes in which the governess interprets the action usually result in mystification. (Costello 313). Costello is essentially telling us that there are parts of the story where the governess reports to us from her perspective that provides the horror of the reality of the ghosts, and the other part of the plots structure where the audience interprets that part of the story. The theme of good versus evil would be naturally deduced by the reader through interpretation. However the representation of the text through the governess point of view conflicts wi th the interpretation of the audience, producing the ambiguity. For instance, the actual literature and perspective of the narrator induces the idea that the governess is good and the horror stems from the children being possessed as well as the ghosts, while the interpretation and observation of the governess make that opposing portrayal of someone losing their mind, having hallucinations of the whole situation. This discrepancy of representation and interpretation create the blurred line of what is truly good and evil. The creation of illusion and ambiguity are rhetorical strategies that add a unique layer to literature, making the audience take it upon themselves to assess the story determine what is actually occurring. To the Victorian audience that this was written for to the audience reading over a century later, Jamess utilization of ambiguity on the timeless theme of good vs. evil. continues to mystify readers today. Deciding on the good and evil in the story stems from the readers analysis of Jamess characterization, his framing of his text, as well as the structure of the plot. But as much as we can analyze and connect the theme back to real life Victorian age, or now, the idea of ambiguity is that it is supposed to remain that way. Whether the governess or the children are evil or what truly happened in the end, it is up to the audience to decide, and even then, the decisions might differ. Works Cited Costello, Donald P. The Structure of The Turn of the Screw. Modern Language Notes, vol. 75, no. 4, 1960, pp. 312-321. www.jstor.org/stable/3040418. James, Henry. The Turn of the Screw and Other Stories. New York: Oxford UP, 2008. Print. Oxford Worlds Classics. Parkinson, Edward J., Dr. The Turn of the Screw-Chapter V The Influence of Structuralism: 1958-1969. The Turn of the Screw. N.p., n.d. Web. 13 Feb. 2017. Shmoop Editorial Team. The Turn of the Screw. Shmoop. Shmoop University, Inc., 11 Nov. 2008. Web. 13 Feb. 2017. The Turn of the Screw. Wikipedia. Wikimedia Foundation, n.d. Web. 13  Feb. 2017. Wilson, Edmund. The Ambiguity of Henry James. Hound and Horn Apr.-May 1934

Cambridge Admissions Essay -- Cambridge Admissions Essay

Cambridge Admissions Essay As a child growing up in Communist China, I woke up every morning to the blasting of People's Central Broadcasting Station from a large radio on the dresser and fell asleep every evening in the surreptitious murmuring of Voices from America from a small radio by Grandpa's pillow. By fourth grade, I figured out that the two stations often reported the same events from opposite standpoints, using different words and tones, and thus projected contradictory interpretations onto the same events. Eager to share this revelation with my grandparents, I pointed out the differences between the two stations by singing their respective theme songs and by imitating the voices of their newscasters. To my disappointment, they were much more alarmed than amused. "Don't you talk nonsense in school," Grandma warned me. "You'll bring us trouble." With hindsight, I have realized that her reproach was no more than an attempt to protect what little freedom we did have. Back then, I knew only enough to keep my mouth shut, but I could not shut my mind off to questions that sprang up the more I listened, questions that shattered my faith in what I was taught. Like a small window that opened unto another world, the radio by Grandpa's pillow made me re-examine my own world in a new light. More than the accumulation of knowledge, learning, for me, means to test my own beliefs and prejudices against other points of view and to understand the reasons behind our differences. The classes I have taken at Harvard in the humanities and social sciences have shown me how to observe multiple layers of meaning in a given cultural situation, while campus journalism, internship with a documentary filmmaker, and summertime explorati... ..., philosophy and theater-as well as make a film composed of ten or twenty video "postcards," or an anthology of poetic fragments. Half will be detailed observations of Cambridge-thoughts on and video clips of spots I would frequent and of individuals I would see on a daily basis. The other half will be snapshots from travels to other parts of Europe-of places I may never see again and of strangers I will meet on the road. The most crucial criterion for inclusion in the anthology will be revelation-the moment captured has to be a window opening unto a different world, be it an idyllic countryside or warring battleground, an international city or a private home, a civilization that perished centuries ago or a community that has just come to be. This will allow me to explore the different possibilities of sharing what I see and experience with those not there with me.

The Basic Elements of Jane Austens Pride and Prejudice Essay -- Jane

The most important things about a novel are more than one. Which can be Plot, Themes, Conflicts, Settings, Mood etc. Pride and Prejudice is a very complicated but simple play and for a new learner of Jane Austen's this work, one should have to know the basics of this novel. Under are discussed the same basics for the help of the new readers. BACKGROUND INFORMATION - BIOGRAPHY Jane Austen was born in 1775 at Steventon, Hampshire in southern England, where her father was a minister. She was the sixth child in a family of seven children. The family was very close, and Jane had a particular closeness to her sister Cassandra. Although she attended boarding school for a short while, she was mostly educated at home. Both she and Cassandra were attractive and attended country parties, neither of them married, although Jane had several proposals. Much of JaneÂ’s life is captured in the letters that she wrote to her sister, but Cassandra cut out any references there might have been about JaneÂ’s intimate, private life and her innermost thoughts. In spite of the missing information, the letters retain flashes of sharp wit and occasional coarseness. Jane began to write at a young age. Pride and Prejudice, her most popular novel, was the first to be written, although not the first published. She wrote on it for several years and finally completed it as First Impressions in 1797. It, however, was not accepted for publication until 1813, when it appeared with its current version with its new title. As a result, Sense and Sensibility was published first, in 1811. Her other four novels, Mansfield Park, Emma, Northanger Abbey, and Persuasion were all published between 1814 and 1818. She also wrote six minor works and one unfinished novel. B... ...indiscreet mother, WickhamÂ’s false accounts of him, and ElizabethÂ’s own prejudice against him. Elizabeth finds him exceedingly proud and at first strongly dislikes him. Climax A high point in the rising action is LydiaÂ’s elopement, for it threatens to thwart the relationship between Darcy and Elizabeth, but, on the contrary, it gives Darcy an opportunity to prove his love for Elizabeth by using his influence to get Wickham to marry Lydia. In turn, Elizabeth realizes the true worth of Darcy. When Darcy proposes to her a second time, he has lost his pride and she has given up her prejudice. The climax occurs when she eagerly accepts his proposal. Outcome This plot ends in comedy for Darcy accomplishes his goal, winning the love of Elizabeth and her hand in marriage. I hope these all will be more than helpful to the new readers of Pride and Prejudice.

Raymond Carvers poem Photograph of My Father In His 22nd Year Essay

The Theme of Raymond Carver's poem "Photograph of My Father In His 22nd Year" Growing up we all had expectations of who we should be imposed upon us by our parents. Whether or not we achieved those expectations upon reaching adulthood isn't really the final outcome. There is a greater lesson learned regardless of how we benefited from the imposition. And that realization is what truly shapes our final character. Raymond Carver entertains this topic in his poem, "Photograph of My Father in His Twenty-second Year." In this poem Carver provides us with a beautifully touching slice of life that is not only flawless in writing and technique, but that connects and emotionally evokes feelings that are universal in all readers. The poem begins by bluntly stating that the month is October. A young man is standing in a kitchen that he describes as "Here in this dank, unfamiliar kitchen" (1). Even though this is a very brief, vague description, the reader gets the feeling that the young man knows this kitchen very well, yet not like he once remembered it. The reader is to infer that the young man has come back to his childhood home for one reason or another and is standing in his old kitchen. He has been here many times, yet it feels alien to him. This concept is further elaborated further on in the poem. He is holding a photograph of his father when he was very young. He comments, "I study my father's embarrassed young man's face" (2). He describes his father in the picture as having a "sheepish grin" and holding "a string of spiny yellow perch" and a "bottle of Carlsbad beer" (3-5). This description helps to set the tone for the photograph, providing superficial surface details that erode to reve... ... end of the poem as if he is speaking to his father, attempting to let him know that even though he tried to be the man he thought he should be, and most likely imposed that attitude on his son, they were more alike than his father would ever understand. The great thing about Raymond Carver's poem is not the beautiful imagery, or imaginative writing, it's the connection the reader makes with the young man in the poem. We have all conflicting ideas with our parents regarding who we should be and what direction our lives should take, and Carver is able to condense all of the emotions associated with that struggle into fifteen lines. The poem is also able to teach a wonderful life lesson that all people from different walks of life can benefit from: to be truly understood, and to truly understand those around you, you must first be true to yourself.

Bob and the Troubles of China

Name ________________________ The Odyssey Study Questions- ANSWERS Book One (p. 77-92): 1. What do you see as the attitude of the Gods' towards men? They think men are foolish. They bring most pain and suffering upon themselves. 2. What do you see as the attitude of the Greeks towards hospitality? They take the role of hosts seriously. The Greeks had to open their home, be gracious, and share their food, and drink with their guests. 3. How would you characterize Telemachus at this point? What are his strengths? Telemachus is trying to be a good host and holds himself to a higher set of standards.He is disgusted by the behaviors of the suitors around his home. He cares about the values and morals of the Greeks. 4. What are his weaknesses? He has allowed the suitors to overtake his father’s home. 5. How does Athena plan to affect Telemachus? Athena poses as a man, Mentes (Odysseus’ friend) and enters Telemachus’ home. She tells Telemachus that Odysseus is still ali ve and that he must rid the home of the suitors. 6. What tragic homecoming story do we hear of? How does it relate to the situation in Ithaca? The Achaeans’ Journey Home from Troy.It is the story of Odysseus and his men. 7. Who is Phemius? The bard- he tells stories and entertains. 8. How does Telemachus show strength with Penelope? He confronts her when she is weeping over Odysseus. â€Å"I hold the reins of power in this house† (p. 89) 9. How does this relate to the visit of Athena? Athena helps Telemachus to confront his mother and the suitors- something he would not have done on his own. Athena now sends him on a journey to find his father (Book Two). Book Two (p. 93-106): 1. What is the suitor's attitude towards Penelope's reluctance to choose one of them?The suitors think Penelope is toying with them. They want Telemachus to stand up to his mother and either make her choose a suitor or kick her out. 2. Why do they think it is their right to â€Å"demand† t hat she choose? They think they can demand Penelope choose because she has been leading them on for over three years. Penelope has been weaving a shroud for Laertes. She told the suitors she would choose from among them when she finished the shroud, but the men found out she has been unweaving it at night. 3. What are the two different interpretations of the omen?The omen: two eagles (Zeus’ animal) fly across the sky (p. 98). Interpretation 1: Halitherses says Zeus is saying Odysseus will return home shortly (p. 98). Interpretation 2: Eurymachus says they are just birds, but then offers his own prophecy: Telemachus will be hurt and Halitherses will be fined (p. 99). 4. How does Telemachus respond to the position put forward by Antinous? Antinous wants Telemachus to force his mother to choose and says that Telemachus should forget that he and his mother have been wronged and just feast with the suitors.Telemachus refuses on all accounts. Antinous says Telemachus will die on hi s journey. (p. 102-103) *He lets his nurse (nursemaid) know he is leaving to go to Sparta, but doesn’t want to tell his mother till â€Å"ten or a dozen days have passed / or she misses me herself and learns I’m gone† because â€Å"she mustn’t mar her lovely face with tears† (p. 105). BOOK THREE SUMMARY At Pylos, Telemachus and Mentor (Athena in disguise) witness an impressive religious ceremony in which dozens of bulls are sacrificed to Poseidon, the god of the sea.Although Telemachus has little experience with public speaking, Mentor gives him the encouragement that he needs to approach Nestor, the city’s king, and ask him about Odysseus. Nestor, however, has no information about the Greek hero. He recounts that after the fall of Troy a falling-out occurred between Agamemnon and Menelaus, the two Greek brothers who had led the expedition. Menelaus set sail for Greece immediately, while Agamemnon decided to wait a day and continue sacrifici ng on the shores of Troy. Nestor went with Menelaus, while Odysseus stayed with Agamemnon, and he has heard no news of Odysseus.He says that he can only pray that Athena will show Telemachus the kindness that she showed Odysseus. He adds that he has heard that suitors have taken over the prince’s house in Ithaca and that he hopes that Telemachus will achieve the renown in defense of his father that Orestes, son of Agamemnon, won in defense of his father. Telemachus then asks Nestor about Agamemnon’s fate. Nestor explains that Agamemnon returned from Troy to find that Aegisthus, a base coward who remained behind while the Greeks fought in Troy, had seduced and married his wife, Clytemnestra.With her approval, Aegisthus murdered Agamemnon. He would have then taken over Agamemnon’s kingdom had not Orestes, who was in exile in Athens, returned and killed Aegisthus and Clytemnestra. THIS IS THE STORY ZEUS WAS REFERRING TO IN BOOK 1. Nestor holds the courage of Oreste s up as an example for Telemachus. He sends his own son Pisistratus along to accompany Telemachus to Sparta, and the two set out by land the next day. Athena, who reveals her divinity by shedding the form of Mentor and changing into an eagle before the entire court of Pylos, stays behind to protect Telemachus’s ship and its crew.BOOK FOUR SUMMARY In Sparta, the king and queen, Menelaus and Helen (â€Å"THE FACE THAT LAUNCHED 1000 SHIPS†- THE ONE THE TROJAN WAR WAS OVER), are celebrating the separate marriages of their son and daughter. They happily greet Pisistratus and Telemachus, the latter of whom they soon recognize as the son of Odysseus because of the clear family resemblance. As they all feast, the king and queen recount with melancholy the many examples of Odysseus’s cunning at Troy. Helen recalls how Odysseus dressed as a beggar to infiltrate the city’s walls.Menelaus tells the famous story of the Trojan horse, Odysseus’s masterful gambit that allowed the Greeks to sneak into Troy and slaughter the Trojans. The following day, Menelaus recounts his own return from Troy. He says that, stranded in Egypt, he was forced to capture Proteus, the divine Old Man of the Sea. Proteus told him the way back to Sparta and then informed him of the fates of Agamemnon and Ajax, another Greek hero, who survived Troy only to perish back in Greece. Proteus also told him news of Odysseus—that he was still alive but was imprisoned by Calypso on her island.Buoyed by this report, Telemachus and Pisistratus return to Pylos to set sail for Ithaca. Meanwhile, the suitors at Odysseus’s house learn of Telemachus’s voyage and prepare to ambush him upon his return. The herald Medon overhears their plans and reports them to Penelope. She becomes distraught when she reflects that she may soon lose her son in addition to her husband, but Athena sends a phantom in the form of Penelope’s sister, Iphthime, to reassure her. Ip hthime tells her not to worry, for the goddess will protect Telemachus. Book Five (p. 152-167): 1.How long does Odysseus stay on Calypso's island? He was with Calypso for seven years (she got him on his way home from Troy). 2. What is the source of Calypso's power over Odysseus? She is an attractive goddess who is â€Å"lustrous† (p. 155, 157, 158). It is a sexual seductive power. 3. What do we learn of Calypso's feelings for Odysseus? She loves Odysseus and saved him. She wants to keep him (p. 156). He does not want her â€Å"unwilling lover alongside lover all too willing†¦Ã¢â‚¬  (p. 157). 4. What will Calypso give Odysseus if he stays with her? Hermes comes from Zeus and demands Calypso release him.She offers Odysseus immortality if he stays with her (p. 158-159). 5. Calypso asks Odysseus to compare her with Penelope; does Odysseus respond satisfactorily? â€Å"[Penelope] falls short of you [Calypso], / your beauty, stature. She is mortal after all / and you, you n ever age or die†¦Ã¢â‚¬  (p. 159). REMEMBER, GODDESSES ARE ULTRA SENSITIVE. 6. How would you characterize the making of the raft, and the departure of Odysseus? Cut 20 trees and made his raft (more of a ship) with Calypso bringing him tools and showing him where things were. It took 4 days. On the 5th day, Calypso launched him from her island.On the 18th day, Poseidon noticed him â€Å"Outrageous! † (p. 161) and created chaos on the ocean. 7. For how many days does Odysseus swim? Three days (p. 164). 8. Why does Zeus, despite his liking of Odysseus, allow Poseidon to make this journey such an ordeal? Poseidon is a god and angry. Zeus will not allow him to kill Odysseus, but take out his frustration. 9. Ino-Leucothea, in the guise of a seabird, gives him her veil. Why veil? She felt bad for him, â€Å"Ah poor man, / why is the god of earthquakes so dead set against you? †¦ Here, take this scarf [veil], / tie it around your waist— it is immortal† (p. 63) . To save him. He could tie it around himself without weighing himself down. 10. Why does Odysseus return Ino's veil to the sea? He returned it to her as she was in the sea (he feared it at first thinking it might be a trick of another goddess) (p. 166). 11. After two days of swimming, note several phases of decision-making. Does Odysseus accomplish his rescue on his own? â€Å"If I clamber out, some big comber will hoist me, / dash me against that cliff†¦ If I keep on swimming down the coast, trying to find a seabeach †¦ another gale will snatch me up and hail me back†¦Ã¢â‚¬  (p. 165).He needed help from Athena and Ino. BOOK SIX SUMMARY That night, Athena appears in a dream to the Phaeacian princess Nausicaa, disguised as her friend. She encourages the young princess to go to the river the next day to wash her clothes so that she will appear more fetching to the many men courting her. The next morning, Nausicaa goes to the river, and while she and her handmaidens a re naked, playing ball as their clothes dry on the ground, Odysseus wakes in the forest and encounters them. Naked himself, he humbly yet winningly pleads for their assistance, never revealing his identity.Nausicaa leaves him alone to wash the dirt and brine from his body, and Athena makes him look especially handsome, so that when Nausicaa sees him again she begins to fall in love with him. Afraid of causing a scene if she walks into the city with a strange man at her side, Nausicaa gives Odysseus directions to the palace and advice on how to approach Arete, queen of the Phaeacians, when he meets her. With a prayer to Athena for hospitality from the Phaeacians, Odysseus sets out for the palace. BOOK SEVEN SUMMARY On his way to the palace of Alcinous, the king of the Phaeacians, Odysseus is stopped by a young girl who is Athena in disguise.She offers to guide him to the king’s house and shrouds him in a protective mist that keeps the Phaeacians, a kind but somewhat xenophobic people, from harassing him. She also advises him to direct his plea for help to Arete, the wise and strong queen who will know how to get him home. Once Athena has delivered Odysseus to the palace, she departs from Scheria to her beloved city of Athens. Odysseus finds the palace residents holding a festival in honor of Poseidon. He is struck by the splendor of the palace and the king’s opulence.As soon as he sees the queen, he throws himself at her feet, and the mist about him dissipates. At first, the king wonders if this wayward traveler might be a god, but without revealing his identity, Odysseus puts the king’s suspicions to rest by declaring that he is indeed a mortal. He then explains his predicament, and the king and queen gladly promise to see him off the next day in a Phaeacian ship. Later that evening, when the king and queen are alone with Odysseus, the wise Arete recognizes the clothes that he is wearing as ones that she herself had made for her daughter N ausicaa.Suspicious, she interrogates Odysseus further. While still withholding his name, Odysseus responds by recounting the story of his journey from Calypso’s island and his encounter with Nausicaa that morning, which involved her giving him a set of clothes to wear. To absolve the princess for not accompanying him to the palace, Odysseus claims that it was his idea to come alone. Alcinous is so impressed with his visitor that he offers Odysseus his daughter’s hand in marriage. BOOK EIGHT SUMMARY The next day, Alcinous calls an assembly of his Phaeacian counselors.Athena, back from Athens, ensures attendance by spreading word that the topic of discussion will be the godlike visitor who recently appeared on the island. At the assembly, Alcinous proposes providing a ship for his visitor so that the man can return to his homeland. The measure is approved, and Alcinous invites the counselors to his palace for a feast and celebration of games in honor of his guest. There, a blind bard named Demodocus sings of the quarrel between Odysseus and Achilles at Troy. Everyone listens with pleasure except Odysseus, who weeps at the painful memories that the story recalls.The king notices Odysseus’s grief and ends the feast so that the games can begin. The games include the standard lineup of boxing, wrestling, racing, and throwing of the discus. At one point, Odysseus is asked to participate. Still overcome by his many hardships, he declines. One of the young athletes, Broadsea, then insults him, which goads his pride to action. Odysseus easily wins the discus toss and then challenges the Phaeacian athletes to any other form of competition they choose. The discussion becomes heated, but Alcinous diffuses the situation by insisting that Odysseus join them in another east, at which the Phaeacian youth entertain him and prove their preeminence in song and dance. Demodocus performs again, this time a light song about a tryst between Ares and Aphrodite. Af terward, Alcinous and each of the young Phaeacian men, including Broadsea, give Odysseus gifts to take with him on his journey home. At dinner that night, Odysseus asks Demodocus to sing of the Trojan horse and the sack of Troy, but as he listens to the accomplished minstrel he again breaks down. King Alcinous again notices and stops the music. He asks Odysseus at last to tell him who he is, where he is from, and where he is going.Book Nine (p. 211-229): 1. Where do Odysseus and his men go first after they leave Troy? Ismarus- they raided the city, killed the men, and took the women. 2. Who are the Cicones? The people of Ismarus. They bring an army against Odysseus and kill six men from each of his twelve ships. 3. Who are the lotus eaters? They offer Odysseus’ men lotus flowers which make them uncaring about anything but eating more lotus flowers. 4. How does Polyphemus prevent Odysseus and his men from leaving his cave? He puts giant boulder in front of the mouth of the cav e. 5. What does Polyphemus' diet consist of?People, goats, cheese, milk. 6. Are the Cyclops in any way civilized? (Opinion) 7. What mistake does Odysseus makes as he sails away? He tells Polyphemus his real name and taunts him. Book Ten (p. 230-248): 1. After the attack from the Laestrygonians, how many ships are left out of the original twelve? One- only Odysseus’ ship. 2. What sort of character is Circe? What craft does she practice that Penelope also practices? She is immortal and a sensual woman. She is gifted in weaving like Penelope (remember her death shroud deal). 3. Why (aside from her magic) is she able to turn Odysseus' men into swine?How do they offend her? She drugged the men when they drank. She didn’t like their behavior. 4. Into what does Circe transform Odysseus' crew? Pigs. 5. What does Hermes give to Odysseus? Moly (a poisonous plant) to stop him from being changed by Circe’s wine potion; it is no longer poisonous because a god gave it to him. 6. What makes Odysseus give in to Circe's enticements? Is this typical of him? She is a beautiful immortal woman who promised to return his crew to their form. We know he stayed with Calypso, so it seems within character. 7. How long does Odysseus stay in Circe's palace? year. 8. Why does he want to leave? He wants to go back to Ithaca and his wife. 9. Where must Odysseus go to learn his way home? He must go to the Underworld and talk to Tiresias (the blind prophet- same one from Oedipus). Book Eleven (p. 249-270): 1. What favor does Elpenor ask of Odysseus? He wants Odysseus to give his body a proper burial- the one who fell off of the roof at Circe’s and died (p. 251). 2. What ritual does Odysseus perform in order to meet those in the Underworld? He gives libations (milk, honey, wine, water) and performs sacrifices (sheep). 3.What does Tiresias do in order to speak to Odysseus? He had to drink the blood of the sacrifices. 4. What does Odysseus learn about his journey from Tiresias in Hades? He will get home, but if he touches the cattle of Helios, he will lose all his men and have a more treacherous trip home (p. 253). He will have to make amends to Poseidon at the end of his journey. 5. What does Odysseus learn from Anticleia? What does he try to do after she speaks to him? Why does he fail? Anticleia is his mother. She died of grief while he was gone. Penelope is still waiting for him. His father is still alive but is ad because Odysseus is still gone. He kept trying to hold/hug her, but she kept dissolving because she is only a soul. 6. What does Agamemnon tell Odysseus about how men should feel about women? Is it significant that earlier in the book we hear about celebrated women? He thinks women are shameful. They are manipulative and wily (p. 262- 263). 7. What is the reason for Ajax's anger at Odysseus? Ajax refuses to talk to Odysseus. Ajax still holds a grudge over the fact that Odysseus won the armor of Achilles (during the Trojan War). 8. What is the Greek Underworld (Hades) like?The souls come up out of Erebus. As Persephone brings him through the Underworld, he sees Minos judged the dead. Orion is in a field, Tityus is being tortured with two eagles eating his liver. He sees torment and suffering everywhere. 9. What do you make of Tantalus and Sisyphus? They are being punished for eternity. Tantalus can’t eat or drink but is forever thirsty and hungry. Sisyphus is constantly pushing a boulder to the uphill and it rolls back down just as he is about to push it over the top. They are to suffer futility. Book Twelve (p. 271-285): 1. Why has Odysseus returned to Aeaea?He needs to bury the body of Elpenor as he promised. 2. How does Circe help him? She warns Odysseus of all the dangers that await them- the Sirens, Scylla, Charybdis, the cattle of the sun god and how to lose the fewest men. 3. What does the episode of the Sirens tell us about Odysseus' character? Homer's understanding of the power of music? He alo ne is to hear the Siren’s song. He is unique and stronger than the other men with whom he travels. Homer understands that music has power to seduce, tame, and incite. 4. What advice does Odysseus take that Circe gives him about Scylla and Charybdis?What does this tell us about leadership? He braves Scylla rather than Charybdis. If he took on the whirlpool, he would have lost his entire crew. He is willing, as a leader, to make hard choices. 5. Why are the cattle of Helios' island so tempting? The men have not eaten fresh meat in a long time. 6. What warning does Odysseus give his men? Do not eat the cattle of the sun god. 7. This is not the first time Odysseus' warnings are ignored. Whose fault is this? Opinion. 8. This is also not the first time Odysseus's orders are defied. Does this absolve him of responsibility? Opinion. BOOK THIRTEEN SUMMARYThe account of his wanderings now finished, Odysseus looks forward to leaving Scheria. The next day, Alcinous loads his gifts on boa rd the ship that will carry Odysseus to Ithaca. Odysseus sets sail as soon as the sun goes down. He sleeps the whole night, while the Phaeacian crew commands the ship. He remains asleep even when the ship lands the next morning. The crew gently carries him and his gifts to shore and then sails for home. When Poseidon spots Odysseus in Ithaca, he becomes enraged at the Phaeacians for assisting his nemesis. He complains to Zeus, who allows him to punish the Phaeacians.Just as their ship is pulling into harbor at Scheria, the prophecy mentioned at the end of Book 8 is fulfilled: the ship suddenly turns to stone and sinks to the bottom of the sea. The onlookers ashore immediately recognize the consummation of the prophecy and resolve to abandon their custom of helping wayward travelers. Back in Ithaca, Odysseus wakes to find a country that he doesn’t recognize, for Athena has shrouded it in mist to conceal its true form while she plans his next move. At first, he curses the Phaea cians, whom he thinks have duped him and left him in some unknown land.But Athena, disguised as a shepherd, meets him and tells him that he is indeed in Ithaca. With characteristic cunning, Odysseus acts to conceal his identity from her until she reveals hers. Delighted by Odysseus’s tricks, Athena announces that it is time for Odysseus to use his wits to punish the suitors. She tells him to hide out in the hut of his swineherd, Eumaeus. She informs him that Telemachus has gone in search of news of him and gives him the appearance of an old vagabond so that no one will recognize him. BOOK FOURTEEN SUMMARY Odysseus finds Eumaeus outside his hut. Although Eumaeus doesn’t recognize he withered traveler as his master, he invites him inside. There Odysseus has a hearty meal of pork and listens as Eumaeus heaps praise upon the memory of his former master, whom he fears is lost for good, and scorn upon the behavior of his new masters, the vile suitors. Odysseus predicts that Eumaeus will see his master again quite soon, but Eumaeus will hear none of it—he has encountered too many vagabonds looking for a handout from Penelope in return for fabricated news of Odysseus. Still, Eumaeus takes a liking to his guest. He puts him up for the night and even lets him borrow a cloak to keep out the cold.When Eumaeus asks Odysseus about his origins, Odysseus lies that he is from Crete. He fought with Odysseus at Troy and made it home safely, he claims, but a trip that he made later to Egypt went awry, and he was reduced to poverty. It was during this trip, he says, that he heard that Odysseus was still alive. BOOK FIFTEEN SUMMARY Athena travels to Sparta, where she finds Telemachus and Pisistratus, Nestor’s son. She tells Telemachus he must hurry home to Ithaca before the suitors succeed in winning his mother’s hand. She also warns him of the ambush that they have set and explains how to avoid it.Finally, she instructs him to head first for the home of the swineherd Eumaeus, who will convey the news of his safe return to Penelope. The next day, Telemachus announces his departure and accepts gifts from Menelaus and Helen. As Telemachus pulls away from the palace in his chariot, an eagle carrying a goose stolen from a pen swoops down beside him. Helen interprets the incident as an omen that Odysseus is about to swoop down on his home and exact revenge on the suitors. Once at Pylos, Telemachus has Pisistratus drop him off at his ship, insisting that he has no time to spare to visit Nestor again.The ship is about to set off when Theoclymenus, a famous prophet’s descendant who is fleeing prosecution for a crime of manslaughter that he committed in Argos, approaches Telemachus and asks to come aboard. Telemachus welcomes him and offers him hospitality when they get to Ithaca. In the hut of Eumaeus, Odysseus tests the limit of his hospitality by offering to leave in the morning, a false gesture that he hopes will prompt Eu maeus to offer to let him stay longer. He urges the old man not to go out of his way and says that he will earn his keep working for the suitors, butEumaeus will have none of it. To get mixed up with those suitors, he warns, would be suicide. Odysseus and the swineherd then swap stories. Eumaeus explains how he first came to Ithaca: the son of a king, he was stolen from his house by Phoenician pirates with the help of a maid that his father employed. The pirates took him all over the seas until Laertes, Odysseus’s father, bought him in Ithaca. There, Laertes’ wife brought him up alongside her own daughter, the youngest born. The next morning, Telemachus reaches the shores of Ithaca. He disembarks while the crew heads to the city by ship.He entrusts Theoclymenus to a loyal crewman, Piraeus. As they part, they see a hawk fly by carrying a dove in its talons, which Theoclymenus interprets as a favorable sign of the strength of Odysseus’s house and line. Book Sixtee n (p. 338-353): 1. How does Eumaeus greet Telemachus? He wept and sobbed. He greeted him as he would his own son. (p. 339) 2. What errand is Eumaeus sent on? He is to tell Penelope that Telemachus has returned and to have her housekeeper tell Odysseus’ father (Laertes) that he is home (p. 343). 3. Why does Odysseus reveal his identity to Telemachus?Athena urged him on so the two could plot the demise of the suitors (p. 343-344). 4. How does Odysseus' look when he reveals himself to his son? p. 344- He is tall, handsome, black hair, etc. He is heroic looking (godlike). 5. How does Telemachus react when Odysseus identifies himself? At first he does not believe it is him. â€Å"No, you’re not Odysseus! Not my father! † (p. 344). 6. What are the three major points of strategy in the plan which Odysseus tells to Telemachus? a. Odysseus will pretend to be a beggar as he enters the hall with the suitors.Telemachus will hide all the weapons except for 2 swords, 2 spears , and 2 oxhide bucklers for Odysseus and Telemachus. b. Athena ; Zeus will daze the suitors. c. Odysseus and Telemachus will kill all the suitors (and possibly Penelope if she has not been faithful). 7. What does Antinous try to get the suitors to do? He wants them to plot to kill Telemachus (p. 350). 8. Who offers a different perspective? Amphinomus says that it’s not right to kill the descendants of kings, but if Zeus wants it, then he will do it, but not before. 9. How does Penelope learn of what the suitors are thinking?The herald Medon told her what transpired (p. 351). 10. How does Penelope react to this information? She confronts Antinous (p. 351). 11. Which of the suitors attempts to reassure her? Eurymachus tells her no one will try to hurt her son. BOOK SEVENTEEN SUMMARY Telemachus leaves Odysseus at Eumaeus’s hut and heads to his palace, where he receives a tearful welcome from Penelope and the nurse Eurycleia. In the palace hall he meets Theoclymenus and Pi raeus. He tells Piraeus not to bring his gifts from Menelaus to the palace; he fears that the suitors will steal them if they kill him.When he sits down to eat with Penelope, Telemachus tells her what little news he received of Odysseus in Pylos and Sparta, but he doesn’t reveal that he has seen Odysseus with his own eyes in Eumaeus’s hut. Theoclymenus then speaks up and swears that Odysseus is in Ithaca at this very moment. Meanwhile, Eumaeus and Odysseus set out toward town in Telemachus’s footsteps. On the way they meet Melanthius, a base subordinate of the suitors, who heaps scorn on Eumaeus and kicks his beggar companion. Odysseus receives a similar welcome at the palace.The suitors give him food with great reluctance, and Antinous goes out of his way to insult him. When Odysseus answers insult with insult, Antinous gives him a blow with a stool that disgusts even the other suitors. Report of this cruelty reaches Penelope, who asks to have the beggar brough t to her so that she can question him about Odysseus. Odysseus, however, doesn’t want the suitors to see him heading toward the queen’s room. Eumaeus announces that he must return to his hut and hogs, leaving Odysseus alone with Telemachus and the suitors. BOOK EIGHTEEN SUMMARYAnother beggar, Arnaeus (nicknamed Irus), saunters into the palace. For a beggar, he is rather brash: he insults Odysseus and challenges him to a boxing match. He thinks that he will make quick work of the old man, but Athena gives Odysseus extra strength and stature. Irus soon regrets challenging the old man and tries to escape, but by now the suitors have taken notice and are egging on the fight for the sake of their own entertainment. It ends quickly as Odysseus floors Irus and stops just short of killing him. The suitors congratulate Odysseus.One in particular, the moderate Amphinomus, toasts him and gives him food. Odysseus, fully aware of the bloodshed to come and overcome by pity for Amphi nomus, pulls the man aside. He predicts to Amphinomus that Odysseus will soon be home and gives him a thinly veiled warning to abandon the palace and return to his own land. But Amphinomus doesn’t depart, despite being â€Å"fraught with grave forebodings,† for Athena has bound him to death at the hands of Telemachus (18. 176). Athena now puts it into Penelope’s head to make an appearance before her suitors.The goddess gives her extra stature and beauty to inflame their hearts. When Penelope speaks to the suitors, she leads them on by telling them that Odysseus had instructed her to take a new husband if he should fail to return before Telemachus began growing facial hair. She then tricks them, to the silent delight of Odysseus, into bringing her gifts by claiming that any suitor worth his salt would try to win her hand by giving things to her instead of taking what’s rightfully hers. The suitors shower her with presents, and, as they celebrate, Odysseus instructs the maidservants to go to Penelope.The maidservant Melantho, Melanthius’s sister, insults him as an inferior being and a drunk; Odysseus then scares them off with threats. Hoping to make Odysseus even more angry at the suitors, Athena now inspires Eurymachus to insult him. When Odysseus responds with insults of his own, Eurymachus throws a stool at him but misses, hitting a servant instead. Just as a riot is about to break out, Telemachus steps in and diffuses the situation, to the consternation of the suitors. Book Nineteen (p. 390-409): 1. What ruse does Odysseus tell Telemachus to carry out at the beginning of the book?Telemachus is to tell the suitors he is putting the weapons away for safe keeping and so that they will not hurt each other when they are drunk. 2. What does the stranger ask Penelope not to ask him? Why? Does she ask him anyway? He says, â€Å"don’t, please, search out my birth, my land, / or you’ll fill my heart to overflowing even more / as I bring back the past† (p. 394). The stranger is Odysseus and he doesn’t want to reveal himself yet. She wants to test his honesty. 3. Where does Odysseus tell Penelope he is from? Does this story have anything in common with the story he tells Eumaeus?He says he is from Crete. It parallels (many of the same strokes) the stories he has told in the past (he has to keep his lies in order). 4. How does Penelope react to what she hears of Odysseus? How does Odysseus react to her reaction? She is moved and upset. She weeps and says she believes he knew Odysseus. He reassures her. He is happy that she misses him and has been loyal to him. 5. What prediction does Odysseus give to Penelope? Odysseus will return within the month. â€Å"True, this very month- just as the old moon dies / and the new moon rises into life- Odysseus will return! (p. 400). 6. How did Odysseus obtain the scar that Eurycleia recognizes? (On his foot) He got it while hunting boar with his gra ndfather Autolycus. 7. What does Odysseus say to Eurycleia? He says he will kill all of the maids in the house, but Eurycleia says she will tell him who is guilty and who is innocent. 8. What is the dream which Penelope describes to Odysseus? How does he interpret it? An eagle kills all of her 20 geese. It then speaks â€Å"Courage, daughter of Famous King Icarus! / This is no dream but a happy waking vision, / real as day, that will come true for you. These geese were your suitors†¦ † (p. 407-409). Odysseus says it is a prophecy of the future- that Odysseus has basically told her through her dream what will happen. 9. How does the stranger affect Penelope? Why is she favorably disposed toward the stranger? She trusts him (because she can connect with him). 10. How does Penelope plan to test the suitors to see which one she will marry? She will marry the one who can string Odysseus’ bow and shoot an arrow through 12 axes set in a line (think the aspects of a hero- they have a special weapon only they can wield).BOOK TWENTY SUMMARY Penelope and Odysseus both have trouble sleeping that night. Odysseus worries that he and Telemachus will never be able to conquer so many suitors, but Athena reassures him that through the gods all things are possible. Tormented by the loss of her husband and her commitment to remarry, Penelope wakes and prays for Artemis to kill her. Her distress wakes Odysseus, who asks Zeus for a good omen. Zeus responds with a clap of thunder, and, at once, a maid in an adjacent room is heard cursing the suitors.As the palace springs to life the next day, Odysseus and Telemachus meet, in succession, the swineherd Eumaeus, the foul Melanthius, and Philoetius, a kindly and loyal herdsman who says that he has not yet given up hope of Odysseus’s return. The suitors enter, once again plotting Telemachus’s murder. Amphinomus convinces them to call it off, however, when a portent of doom appears in the form of an eagle carrying a dove in its talons. But Athena keeps the suitors antagonistic all through dinner to prevent Odysseus’s anger from losing its edge.Ctesippus, a wealthy and arrogant suitor, throws a cow’s hoof at Odysseus, in response to which Telemachus threatens to run him through with his sword. The suitors laugh and laugh, failing to notice that they and the walls of the room are covered in blood and that their faces have assumed a foreign, ghostly look—all of which Theoclymenus interprets as portents of inescapable doom. Book Twenty-One (p. 424-438): 1. What must the stringer of the bow do with his shot? Shoot the arrow through 12 axes in a line (almost impossible) with one arrow. 2.In what way do Telemachus' words after â€Å"giving up† show him to be a worthy son? He could have strung the bow, and is doing this on purpose to entice the suitors to the challenge, but in the process makes himself look weak- something he is willing to do for his father. 3. Wh at is Antinous' and Eurymachus' reaction to the challenge? Antinous yells at the servants for crying. He then admits it will be a difficult challenge to overcome (which he hopes to do). Eurymachus considers it a disgrace if they cannot string the bow. 4. Melanthius is ordered to do what in order to make the bow easier to bend?Get a fire going and grease. They will â€Å"Heat and limber the bow and rub it with grease† to make it easier to bend (p. 430). 5. How does Odysseus prove his identity to the cowherd and the swineherd? He showed them the scar on his foot. 6. What is the purpose of the â€Å"biography† of the bow? It shows us that his bow is special (only he can wield it). â€Å"His well-sprung bow was there, / and quivers, too, with lots of painful arrows, / gifts he had received from Iphitus, his friend, / son of Eurytus, a man like the immortals, / when they'd met in Lacedaemon, in Messene, / at the home of wise Ortilochus.Odysseus / had gone there to collect a debt the people owed— / Messenian men had run off with three hundred sheep / and seized the shepherds, too, leaving Ithaca  / in their ships with many oars. Because of this, / Odysseus, who was just a boy, had been sent  / a long way by his father and other senior men, / part of an embassy. Iphitus was searching / for twelve mares he'd lost and sturdy mules, as well, / still on the teat. Later on these animals / led him to a fatal destiny, the day he met / the mortal Hercules, Zeus' great-hearted son, / who knew all there was to know about great exploits. Hercules slaughtered him, although he was a guest  / in his own home—a cruel man who didn't care / about the anger of the gods or the dining table / he'd set before him. After their meal, he killed him / and kept the strong-hoofed mares with him at home  / for his own use. While Iphitus was enquiring / about these horses, he got to meet Odysseus / and gave him the bow. In earlier days, this weapon had been u sed by mighty Eurytus, and when he died, / he'd left it for his son in his high-roofed home. / Odysseus had given him a keen-edged sword  / and a powerful spear, as well. This was the start / of their close friendship.But they never bonded / as mutual dinner guests—before that happened / Zeus' son had murdered Iphitus, son of Eurytus, / a man like the immortals, who gave Odysseus / that bow of his. Lord Odysseus never took it / whenever he went off to war in his black ships. / It lay there in his home as a memorial  / to a dear friend. He carried it in his own land. † 7. Penelope's taking the bow from its hiding place is one of the most moving moments in this part of the poem – why? This is the first time we really see Penelope weep openly for Odysseus. She sobs and believes that he is never coming home. She then sat down, placed the bow case on her knees,/ and wept aloud, as she took out her husband's bow. † Book Twenty-Two (p. 439-454): 1. What is Ant inous doing when Odysseus shoots him? Why is he the first victim? He shoots him just as he’s about to drink. 2. How do the other suitors appeal to Odysseus? At first they turn on him (the stranger) and tell him he will be punished for killing a man of Ithaca. Once Odysseus reveals himself, they say he has gotten his revenge- Antinous was the one who spurred them on. They offer to repay him for all they have taken, eaten, and destroyed. (p. 440-441) 3. How does Eurymachus react to Mentor? 4. How much does Athena help Odysseus, and how much is the victory his? She gives him guidance and makes the suitors (most of) miss when they are throwing spears at Odysseus and Telemachus. Arguments can be made that he would not have won without her guidance and interference. 5. Who tests the strength and courage of Odysseus and Telemachus? Athena. â€Å"Athena spoke. But she did not give him the strength  / to win that fight decisively. She was still testing / the power and resolution of Odysseus / and his splendid son. So she flew up to the roof / inside the smoky hall, and sat there, taking on  / the appearance of a swallow. 6. The dead suitors are compared to what kind of creatures? Bodies= dead fish Bodies= ox lion (Odysseus) has â€Å"devoured† 7. Which appendages does Melanthius lose? Where do they end up? (Remember Antinous' threats to send Irus to Echetus in the beginning of Book 18; and a similar threat to Odysseus in Book 21) They â€Å"lopped (cut off) his nose and ears with a ruthless knife, / tore his genitals out for the dogs to eat raw / and in manic fury hacked off hands and feet† (p. 454). BOOK TWENTY-THREE SUMMARY Eurycleia goes upstairs to call Penelope, who has slept through the entire fight.Penelope doesn’t believe anything that Eurycleia says, and she remains in disbelief even when she comes downstairs and sees her husband with her own eyes. Telemachus rebukes her for not greeting Odysseus more lovingly after his long ab sence, but Odysseus has other problems to worry about. He has just killed all of the noble young men of Ithaca—their parents will surely be greatly distressed. He decides that he and his family will need to lay low at their farm for a while. In the meantime, a minstrel strikes up a happy song so that no passers-by will suspect what has taken place in the palace.Penelope remains wary, afraid that a god is playing a trick on her. She orders Eurycleia to move her bridal bed, and Odysseus suddenly flares up at her that their bed is immovable, explaining how it is built from the trunk of an olive tree around which the house had been constructed. Hearing him recount these details, she knows that this man must be her husband. They get reacquainted and, afterward, Odysseus gives his wife a brief account of his wanderings. He also tells her about the trip that he must make to fulfill the prophecy of Tiresias in Book 11.The next day, he leaves with Telemachus for Laertes’ orchar d. He gives Penelope instructions not to leave her room or receive any visitors. Athena cloaks Odysseus and Telemachus in darkness so that no one will see them as they walk through the town. BOOK TWENTY-FOUR SUMMARY The scene changes abruptly. Hermes leads the souls of the suitors, crying like bats, into Hades. Agamemnon and Achilles argue over who had the better death. Agamemnon describes Achilles’ funeral in detail. They see the suitors coming in and ask how so many noble young men met their end.The suitor Amphimedon, whom Agamemnon knew in life, gives a brief account of their ruin, pinning most of the blame on Penelope and her indecision. Agamemnon contrasts the constancy of Penelope with the treachery of Clytemnestra. Back in Ithaca, Odysseus travels to Laertes’ farm. He sends his servants into the house so that he can be alone with his father in the gardens. Odysseus finds that Laertes has aged prematurely out of grief for his son and wife. He doesn’t recog nize Odysseus, and Odysseus doesn’t immediately reveal himself, pretending instead that he is someone who once knew and befriended Odysseus.But when Laertes begins to cry at the memory of Odysseus, Odysseus throws his arms around Laertes and kisses him. He proves his identity with the scar and with his memories of the fruit trees that Laertes gave him when he was a little boy. He tells Laertes how he has avenged himself upon the suitors. Laertes and Odysseus have lunch together. Dolius, the father of Melanthius and Melantho, joins them. While they eat, the goddess Rumor flies through the city spreading the news of the massacre at the palace. The parents of the suitors hold an assembly at which they assess how to respond.Halitherses, the elder prophet, argues that the suitors merely got what they deserved for their wickedness, but Eupithes, Antinous’s father, encourages the parents to seek revenge on Odysseus. Their small army tracks Odysseus to Laertes’ house, b ut Athena, disguised again as Mentor, decides to put a stop to the violence. Antinous’s father is the only one killed, felled by one of Laertes’ spears. Athena makes the Ithacans forget the massacre of their children and recognize Odysseus as king. Peace is thus restored. *All summaries from SparkNotes. com

My School Essay

I,________,have been a part of the _________School District my entire life. For me school has been a mixture of emotions. Some years I loved school and learning and other years I hated school and felt as if I would never amount to anything. The movie Stand and Deliver made me wonder how much better of a student I could have been if all my teachers cared as much as Mr. Escalante. In elementary school I had mixed emotions. I loved school up until about 3rd grade but then I started to hate school. It became harder for me to get good grades and I felt dumb. Many of my teachers also had my sister, who was an A+ student so they would always make statement about how I should follow in her footsteps and such. But I was never as smart as her or good at school like she was. Once I was in the 3rd grade I began to struggle with all subjects except reading, once this struggle began I started to care less about school and grades. Middle school is where things began to turn around for me. In the 6th grade I had Mr. Pollock as one of my teachers. He was the most caring teacher I have ever had,  he showed me I could do anything I put my mind too and he pushed me to succeed the way Mr. Escalante pushed his students. In the movie Mr. Escalante says â€Å"Students will rise to the level of expectations† and this is exactly what my teacher did to me, he set the expectations high and then pushed me to exceed them. High school was another good experience. I always was a â€Å"teacher’s pet† and got good grades without really trying. I never studied while in high school and was very involved in extracurricular activities. This was good for me then but has caused me problems now. Now that I am in college and have to study and really work hard I don’t do as good as I would like. In my opinion my past schooling has set me up to fail in college. Even though I was taught the things I needed to be taught. I didn’t learn to push myself. I got by either just barely or passing with flying colors†¦ I, Thanh Nguyen, I have been grown up in Vietnam, so I went to elementary, middle, high school there. And the education is a lots harder here in States. For me school has been a mixture of emotions. Some years I loved school and learning and other years I hated school and felt as if I would never amount to anything. In elementary school I had mixed emotions. I loved school up until about 5rd grade but then I started to hate school In my opinion my past schooling has set me up to fail in college. Even though I was taught the things I needed to be taught. I didn’t learn to push myself. I got by either just barely or passing with flying colors†¦