Looking At Heroic Code In The Iliad English Literature Essay

Looking At Heroic Code In The Iliad English Literature Essay In book 9 of The Iliad, the greatest example of heroes, Achilles, questions in mid-way about the heroic code. However, it is just a shattering start for the process in seeking another point of view about what and how to construct a real hero. Through a miserable loss and ability to relate to other characters in the book, finally, Achilles ends up that process with a lesson: Rather than the honor gained in the battle, a hero is also inspired by the connectedness to other people, fighting for the survival of their city, families and companions. Achilless suspicion about the true value of heroic code brings up a new perspective to the Iliads readers, showing them how the heroic world may look from the position outside it. Initially, it seems to make sense that Nothing is worth my life, not all the riches/ They say Troy held before the Greeks came, (9.415-16) Achilles said, when he has plenty of possession, and those honor-conferring material gifts are not a worth-while compensation for the loss of his life on the battle. Also, it is hard to object when he criticizes the pointlessness of the heroic system: Coward and hero get the same reward:/You die whether you slack off or work. (9.326-27) However, those arguments are only subjective and associated with blindness. The speech of Phoenix, one of the ambassadors and Achilles beloved old tutor, fully answers Achilles concern and points out what Achilles cannot see. He tells the story of Meleager, a man who was wronged and refused to defend his country. He retired in his room wi th his beloved wife and stayed out of the fighting until the moment when his city was about to be destroyed. He realized that his wifes safety could be threatened if his country lost in the war. Therefore, he returned to battle and fought for his city, but at that point Meleager just won little honor. Phoenixs story responds to Achilles accusation that gifts are inadequate compensation for fighting by showing that there are still other reasons besides honor why people lose their lives for fighting. That is because of their family, their close friends, and any bonds of friendship in a small community. At this point, the family concept and the interrelation between individuals become revealing as an integral aspect of heroic code. This idea slowly develops in further Book through Achilles relationship to others on a personal basis. It is only after Patroclus death that Achilles realizes what is missing in his previous accusation, which also highlights those above newfound perspectives of human connectedness. A hero, of course, must fulfill his status in combat on the battlefield, to get honored for himself; besides, it is stressed that he has to respect his family, show loyalty to his friends, and protect his comrades. Achilles learns this precious lesson after a miserable loss: A mist black grief enveloped Achilles/He scooped up fistfuls of sunburnt dust/And poured it on his head, fouling/His beautiful face à ¢Ã¢â€š ¬Ã‚ ¦ (18.23-26) The word envelope is used sophisticatedly as, like a letter is covered underneath another thick paper, Achilles gets stuck in a confusing thinking stream about if his own honor is an ultimate purpose he is seeking for throughout all his lie, or his close relationship with companions matters more to his true heroic value. He gets lost. He conflicts with himself. The image of self-w illed man with strong accusation at the beginning disappears; instead, that man is acting unconsciously: He scooped up fistfuls of sunburnt dust/And poured it on his head, fouling/His beautiful face à ¢Ã¢â€š ¬Ã‚ ¦ (18.24-26) Beautiful face is a nice metaphor for the image of an ideal hero which Achilles mistakenly overvalues for himself, and dust can be understood as the force for Achilles to break against that monument and reach the underneath true heroic code. Now, Achilles begins to see life and relationships with other people from a mortal point of view. Patrocluss death is a strong reminder of those other reasons for fighting that Achilles forgets in his initial undermining of honor. In a material human world, heroes may treasure the reward and social status as a consequence of winning the fighting, but they are also motivated by the patriotism for the city they protect and by the love for family and friend they deeply involve. Family and deep bond of friendship also take part in constructing the moral aspect in a real heros character. This excites the readers profoundly besides many bloody brutal killing scenes throughout the book. In the scene Priam takes ransom to demand Hectors corpse back for a proper burial, the readers can witness a new side in Achilles behavior that never plays out before: full of sincere kindness and sympathy. Compared with the intense savagery when Achilles cruelly drags Hectors corpse around the walls of Troy, this move entirely surprises the readers. Priam huddled in grief at Achilles feet, cried/ And moaned softly for his man-slaying Hector. (24.547-49) Homer uses the verb huddle, somehow in contrast with high status of Priam, a king, to demonstrate that death is no barrier to the honor and glory achieved in life. Priams begging does not dishonor him; instead, he does that in the name of his family member. This action truly captures Achilles pity and breaks down his resistance. Achilles knows that his fate is to die at Troy and never return home in Phthia. He realizes how desperate his father, Peleus, feels once he knows that heart-breaking news of his son, which might happens to Priam if Achilles does not return Hectors corpse to him. And Achilles cried for this father and/ For Patroclus. The sound filled the room. (24.550-51) Just only any object that is visible and have weight can fill up a space, but Homer uses that verb for the sound to show that, this time, Achilles tear has value because he already learns his mistake in self-absorption and changes himself to care for other peoples feelings. Finally, he reaches to his identity as a mortal, letting go of his previous bitter outrage, and sharing the grief of loss with other mortals. Generosity, or forgiveness, also constructs a real hero. This is a precious lesson that Achilles learns till the end. The Iliad, set aside all of the brutal killing scenes, is a work deeply concerned with the true value of heroic system. Specifically, the questioning of Achilles in Book 9 brings up a new insight for the Iliads readers. The heros brilliant performance in the battlefield is fundamental to maintain his status. Furthermore, he had to fulfill his responsibility in accordance with his family, friends, and community in general.

Local and State Education Agencies Essay

Dear Colleagues, The purpose of this document is to provide a stand-alone guide for local and state education agencies faced with the task of designing a new or upgrading an existing automated student information system. While based on a chapter from the Student Data Handbook for Elementary, Secondary, and Early Childhood Education, this guide contains additional information from a variety of resources, most of which are cited in the text. Included in the contents are guidelines, checklists, and real-life examples. This document was commissioned by the National Education Statistics Agenda Committee (NESAC) of the National Forum on Education Statistics (a part of the National Cooperative Education Statistics System) and funded by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Through contract with the Council of Chief State School Officers (CCSSO) and NCES funding, this document was developed by Barbara S. Clements of Evaluation Software Publishing, Inc. It is an adaptation of the chapter, Building a Student Record System, contained in the Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. Beth Young of NCES and Oona Cheung of CCSSO provided overall guidance to and management of this activity. Comments on the text were gratefully received from state and local education agency staff including Raymond Yeagley, Rochester (NH) School District, Lee Tack, Iowa Department of Education, Bethann Canada, Virginia Department of Education, and Carol Hokenson,  Minnesota Department of Children, Families, and Learning. Design assistance was provided by The Creative Shop. The original Student Data Handbook was developed in 1994 by NCES. It was the result of the collaborative effort and work of NCES staff and contractors, the NESAC Student Data Task Force, local, state and federal education representatives and researchers from around the country. We hope this document will provide you with useful and interesting information to aid in designing your automated student record system. The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comment or suggestions about this or any other NCES product or report, we would like to hear from you. Introduction The national focus on student outcomes has placed an additional burden on our nation’s schools, school districts, and state education agencies, for they must monitor the achievement of individual students, as well as groups of students, and show that all students are meeting high standards for learning. An education organization’s ability to meet this challenge is affected by the organization’s access to complete, accurate, and timely information about its students. This booklet has been developed to help education organizations plan and implement efficient systems for maintaining and using individual student records so that effective decisions can be made for the benefit of the students. Many schools, school districts, and state education agencies already collect and use data effectively. However, the proliferation of new reporting requirements and dramatic changes in technology have had a profound effect on the need for student data and the education community’s ability to manage student records. Purchase of more powerful computer hardware and software and the reconfiguration of information systems have become essential components in efforts to meet the needs of all students. There is probably no single best information system solution that can meet the needs of all 90,000+ public schools, 16,000+ school districts, 27,000  private schools, and 57 education agencies in states and outlying areas. However, there are certain steps that could help all education organizations to determine the best solution for their particular situations. This booklet can lead education organization decision-makers through the process of making the best and most cost-effective decisions about information management systems devoted to individual student records. Building an Automated Student Record System describes steps that are useful for education organizations to follow when planning for, designing, and implementing an automated student record system. This booklet should be particularly useful if your school or district is moving from paper records to automated student records or if you are revising or replacing an existing system. In addition, you may find information that is useful if your state education agency is building a new student record system or expanding the collection of individual student records. Contents of this Booklet Included are twelve steps to consider when developing and  implementing an automated student record system. Many of these steps are relevant to the implementation of any administrative record system, but our focus here is on the special considerations relating to student records, including confidentiality and access. After a general discussion about student records and student record systems, each step is described. Examples, case studies, and checklists are included to help you work your way through the steps and make crucial decisions. Related resource documents will be described for some of the steps. It should be noted that this book is derived from a chapter that appears in the National Center for Education Statistics’ (NCES) Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. In addition, information from other documents developed or sponsored by NCES and the advisory group, the National Forum on Education Statistics, are referenced and parts included in this booklet. Each of these documents is described in the Resource List at the end of the booklet, along with ways to obtain copies of the printed documents or the online versions. Student record is, by definition, any written information about a student. Student records can be described in terms of their contents (e.g., courses taken, grade point averages), use (e.g., identifying students eligible for the free lunch program), and storage medium (e.g., a manila file folder). The maintenance of extensive, accurate, historical, and current data about individual students is essential to the functioning of schools and school districts, and can promote effective educational practices at all levels of the education system. The contents of the student record are determined by the uses of the records. Typical contents may include family information, courses taken and grades, special program participation information, immunization records, assessment scores, extracurricular activities, and other information that is used by the education system to promote student success and provide appropriate services. Some of this information should be standard across classrooms, schools, districts, and states, while other information can be unique to the particular classroom, school, or district. Student records are used for many important educational purposes, including instruction and guidance decisions; monitoring compliance with attendance and health laws; and administrative purposes, such as determining tuition status, scheduling students into classes, planning school bus routes, monitoring program completion, and completing reports for local, state, and federal authorities. The student record usually contains the information necessary for each of these purposes at the school or district level.  Instructional management systems are frequently linked to student record systems to provide more analytical capability for teachers and administrators. These systems allow for student learning plans, individualized education plans (IEPs), portfolios, and other student products to be stored and retrieved for instructional decision-making and achievement monitoring. A student record may be kept on file in a classroom, school office, school district office, intermediate agency, state education agency, or other approved location. The record may contain information collected from the student (or family); from teachers and other school staff; and from other sources outside the school, such as health care providers or testing companies. The record for a student may be stored in a central location (such as a school computer) for the convenience of anyone with authorized access and a need to obtain information; or there may be a separate paper or computer record maintained by each person who has contact with a student. Some parts of the record may even be stored outside the school, as happens when student health records are stored and maintained by the local public health service, or when state test scores are stored and maintained at the state education agency. No matter where the student records are stored, procedures must be in place to ensure that access is granted only to authorized individuals and that only authorized individuals have the capacity to maintain (update) the records. Student records traditionally have been kept only at the school or district level. In recent years, however, many state education agencies have begun to collect individual student records. State-level records typically consist of data about student characteristics, program participation and assessment results––a subset of the data usually maintained at the school and district levels. The purposes of state-level databases are to promote continuous improvement in schools, plan for program changes to help students achieve high standards, distribute funds, and hold schools and districts accountable for student achievement. Most of the information included in state-level databases comes directly from schools and districts, and the information may be transmitted electronically among levels of the state’s school system. In summary, a complete student record may be a single file, or it can be made up of several separate records, each with specific content or uses and each stored and maintained in a different way.

Medical Term

Match each combining form with its closest de? nition. a. acanth(o) b. actin(o) c. aer(o) d. algio e. amyl(o) f. andr(o) g. athero h. bacill(o) i. bacteri(o) j. bar(o) k. bas(o) l. bio 1. The closest de? nition for light. ________________________________________ 2. The closest de? nition for air. ________________________________________ 3. The closest de? nition for pain. ________________________________________ 4. The closest de? nition for starch. ________________________________________ 5. The closest de? nition for life. ________________________________________ 6. The closest de? nition for masculine. _______________________________________ Page 2 7. The closest de? nition for bacilli. ________________________________________ 8. The closest de? nition for bacteria. ________________________________________ 9. The closest de? nition for weight. ________________________________________ 10. The closest de? nition for spiny. ________________________________________ 11. The closest de? nition for base. ________________________________________ 12. The closest de? nition for plaque ________________________________________ Match each combining form with its closest de? nition. a. blast(o) b. cac(o) c. calci(o) d. carcin(o) e. hem(o) f. chlor(o) g. chondrio h. chore(o) i. chrom(o) j. chrono k. chyl(o) l. chym(o) 13. The closest de? nition for calcium. ________________________________________ 14. The closest de? nition for cancer. ________________________________________ Page 3 15. The closest de? nition for cartilage. ________________________________________ 16. The closest de? nition for bad. ________________________________________ 17. The closest de? nition for immature cell. ________________________________________ 18. The closest de? nition for chemical. ________________________________________ 19. The closest de? nition for chlorine. _______________________________________ 20. The closest de? nition for dance. ________________________________________ 21. The cl osest de? nition for chyle. ________________________________________ 22. The closest de? nition for color. ________________________________________ 23. The closest de? nition for time. ________________________________________ 24. The closest de? nition for chyme. ________________________________________ Page 4 Match each combining form with its closest de? nition. a. cine(o) b. coni(o) c. crin(o) d. cry(o) e. crypt(o) f. cyan(o) g. cyc(o) h. cyst(o) i. cyt(o) j. dextr(o) k. dips(o) l. dors(o) 25.The closest de? nition for dust. ________________________________________ 26. The closest de? nition for secrete. ________________________________________ 27. The closest de? nition for bladder. ________________________________________ 28. The closest de? nition for cold. ________________________________________ 29. The closest de? nition for movement. ________________________________________ 30. The closest de? nition for blue. ________________________________________ 31. The closest de? ni tion for circle. ________________________________________ 32. The closest de? nition for right. ________________________________________Page 5 33. The closest de? nition for hidden. ________________________________________ 34. The closest de? nition for cell. ________________________________________ 35. The closest de? nition for thirst. ________________________________________ 36. The closest de? nition for back. ________________________________________ Match each combining form with its closest de? nition. a. dynamo b. electr(o) c. eosin(o) d. ergo e. esthesio f. ethmo g. etio h. ?br(o) i. ?uor(o) j. fungi k. galact(o) l. gen(o) 37. The closest de? nition for red. ________________________________________ 38. The closest de? nition for work. _______________________________________ 39. The closest de? nition for force. ________________________________________ 40. The closest de? nition for sensation. ________________________________________ Page 6 41. The closest de? nition for milk . ________________________________________ 42. The closest de? nition for electric. ________________________________________ 43. The closest de? nition for ethmoid bone. ________________________________________ 44. The closest de? nition for cause. ________________________________________ 45. The closest de? nition for ? uorine. ________________________________________ 46. The closest de? ition for fungus. ________________________________________ 47. The closest de? nition for ? ber. ________________________________________ 48. The closest de? nition for producing. ________________________________________ Match each combining form with its closest de? nition. a. echo b. erythr(o) c. geront(o) d. gluco e. gonio f. granulo g. gyn(o) h. home(o) i. hydr(o) j. hypn(o) k. iatr(o) l. ichthy(o) Page 7 49. Select the combining form that best matches the de? nition red. ________________________________________ 50. Select the combining form that best matches the de? nition age. _______________ _________________________ 1. Select the combining form that best matches the de? nition sugar. ________________________________________ 52. Select the combining form that best matches the de? nition sleep. ________________________________________ 53. Select the combining form that best matches the de? nition angle. ________________________________________ 54. Select the combining form that best matches the de? nition treatment. ________________________________________ 55. Select the combining form that best matches the de? nition women. ________________________________________ 56. Select the combining form that best matches the de? nition sound. _______________________________________ 57. Select the combining form that best matches the de? nition same. ________________________________________ 58. Select the combining form that best matches the de? nition granular. ________________________________________ 59. Select the combining form that best matches the de? nition water. _________ _______________________________ Page 8 60. Select the combining form that best matches the de? nition scaly. ________________________________________ Match each combining form with its closest de? nition. a. glyco b. idio c. immun(o) d. kal(i) e. karyo f. ket(o) g. kin(o) h. kyph(o) i. lact(o) j. atero k. lepto l. leuk(o) 61. Select the combining form that best matches the de? nition distinct. ________________________________________ 62. Select the combining form that best matches the de? nition immune. ________________________________________ 63. Select the combining form that best matches the de? nition potassium. ________________________________________ 64. Select the combining form that best matches the de? nition ketone. ________________________________________ 65. Select the combining form that best matches the de? nition nucleus. ________________________________________ 66. Select the combining form that best matches the de? ition sugar. ______________________________________ __ 67. Select the combining form that best matches the de? nition humpback. ________________________________________ Page 9 68. Select the combining form that best matches the de? nition white. ________________________________________ 69. Select the combining form that best matches the de? nition milk. ________________________________________ 70. Select the combining form that best matches the de? nition lateral. ________________________________________ 71. Select the combining form that best matches the de? nition movement. ________________________________________ 72.Select the combining form that best matches the de? nition frail. ________________________________________ Match each combining form with its closest de? nition. a. kinesi(o) b. lip(o) c. lith(o) d. log(o) e. lys(o) f. macr(o) g. medi(o) h. meg(a) i. melan(o) j. micr(o) k. mio l. morph(o) 73. Select the combining form that best matches the de? nition motion. ________________________________________ 74. Select the combi ning form that best matches the de? nition stone. ________________________________________ 75. Select the combining form that best matches the de? nition shape. ________________________________________ Page 10

Major Theme in Romeo and Juliet - Free Essay Example

Sample details Pages: 2 Words: 503 Downloads: 6 Date added: 2019/03/13 Category Literature Essay Level High school Tags: Romeo and Juliet Essay William Shakespeare Essay Did you like this example? William Shakespeare uses various events and characters like Romeo and Juliet, efficiently to convey that love conquers everyone. Throughout the play Shakespeare effectively shows how the love of Romeo and Juliet overcomes many things in the play. Romeo and Juliet risk their families’ reputation and even their lives, for love which causes the conflict in the play. This ultimately does cause the death of the two lovers but brings the families together in the end. This story shows how love triumphs over the terror of death. Romeo and Juliet are driven to love each other even though their families hate each other. This creates conflict and multiple deaths in the play. After the party in Act 1, Romeo goes to Juliet’s house to see her again later being warned that â€Å"If they do see thee they will murder thee. (2.2.70), but Romeo states â€Å"And but thou love me, let them find me here. My life were better ended by their hate†¦Than death proroguà ¨d, wanting of thy love† (2.2.69) Romeo feels so much love for Juliet that he is willing to die for her and he even says that if Juliet doesn’t love him back that he should die because his life would be meaningless. The topics of death and brutality tie in with Romeo and Juliet, and they are constantly associated with enthusiasm, regardless of whether that energy is love or despise. The association between abhor, viciousness, and passing appears glaringly evident. Don’t waste time! Our writers will create an original "Major Theme in Romeo and Juliet" essay for you Create order Love is the major theme in Romeo and Juliet, but a theme that is tied in with love is hate; emotion can overwhelmed someone and essentially blind a person from their actions. An example of this would be when Tybalt wants to kill Romeo in Act 1 because he was looking at Juliet. He describes Romeo as a â€Å"Slave†¦ Come hither, covered with an antic face, to fleer and scorn at our solemnity?† (1.5.54) He tells his slave to bring him his sword to kill Romeo but Lord Capulet refuses for Tybalt to kill Romeo stating â€Å"Verona brags of him†(1.5.67) Lord Capulet is basically telling Tybalt to calm down and control himself because he’s letting his emotions control him. Tybalt dies later and kills Mercutio which was foreshadowed in the end of Act 1 because of his immaturity. The incredible idea of affection can be found in the way it is portrayed, or, all the more precisely, the path depictions of it so reliably neglect to catch its sum. Now and again love is portrayed in the terms of religion, as in the fourteen lines when Romeo and Juliet initially meet. At others it is depicted as a kind of enchantment: Alike bewitchà ¨d by the charm of looks (2.Prologue.6). Juliet, maybe, most superbly depicts her adoration for Romeo by declining to portray it: But my true love is grown to such excess / I cannot sum up some of half my wealth (3.1.33– 34). Love, as it were, opposes any single similitude since it is too incredible to be so effectively contained or comprehended.