Aristotle And Homers Tragic Hero - 1878 Words

In parts of the tragic anthology, Iliad, the author Homer allows the reader to distinguish the various types of heroes presented and the characters that each one of them shares. He succeeds in implementing stages of Aristotle’s poetic definitions of tragedy while shifting his characters to his own Epic Tragedy. The author also prepares the reader in comprehending the differences between his and Aristotle’s definition of the Tragic Hero. In this paper, principles in Aristotle and Homer’s Tragic Heroes will be presented in relation to Achilles and Hector. These two characters will also be compared and contrasted in order to highlight their tragic characters in the anthology. Achilles, a demigod with great strength focuses on his honor and†¦show more content†¦To emphasize, when Achilles pride is offended by the King of Achaeans, Agamemnon, Achilles decides to plot against his own army all in order to prove that Agamemnon is â€Å"a fool†¦ because he did not honor The best of all the fighting Achaeans (Achilles)† (pg. ). This shows to prove that, despite his marks as a great warrior, Achilles hot-headedness toward his companions comes forward as his major weakness which portrays him as a negative hero. On the contrary, Hector is viewed as a positive hero who is bestowed the honor by his countrymen to â€Å"fight in Troy’s first ranks† (pg.213) against the Achaeans, including the pride-seeking Achilles. Despite his infamous devotion to battles and wars, Hector’s tenderness and love for his family and companions grant him many admiration and honor from the people of Troy, although his main goal is to seek. This is in contrast to Achilles. To provide an example; The Trojans, upon Hector s arrival, were covered in joy as they â€Å"ran up to him† (pg. 208). He was shown to be an appreciated prince. Furthermore, as he meets with his parents, his mother offered â€Å"honey-sweet wine† to welcome his visit as well as pouring a â€Å"libation To Father Zeus first and the other immortals†.As she offers her son wine, she states: â€Å"and you are weary from defending your kinsmen†, contributing toShow MoreRelatedThe Fate Of The War1303 Words à ‚  |  6 Pageslabelled as ‘tragic hero’ in some sort. Aristotle’s sense of the tragic hero is: A virtuous man would not make a tragic hero; a total evil man cannot make a tragic hero; the tragic hero must fall as a result of a mistake he has made; the hero must recognize the mistake he has made(Poetics). Aristotle believes in reversal and recognition. A reversal is a change from one state of affair to it s exact opposite. A change from relatively happy circumstances to tragic ones. The tragic hero s mistakeRead MoreTragic Heroes of The Iliad and Oedipus Rex Analysis749 Words   |  3 Pagesof all time. A Greek philosopher, Aristotle, wrote his notion of classic from of heroism called tragic heroism in his work entitled Poetics. In Poetics, Aristotle explains that there are certain qualities that a tragic hero has that can qualify him or her as tragically heroic. Two Grecian literary legends, Achilles from Homer’s Iliad and Sophocles’s Oedipus Rex , fit the description of an Aristotelian tragic hero. Achilles, from Homer’s The Iliad, is a tragic hero. Achilles’s quick rage coincidesRead MoreComparison of Homer and Virgil’s Tragic Hero1908 Words   |  8 PagesVirgil’s Tragic Hero Homer, an ancient Greek epic poet, influenced many writers in the ancient Greek and Roman culture, particularly Virgil. Virgil, most famous for his epic poem The Aeneid demonstrates Homer’s influence through similar characters, mythology, and ideals. Homer in both his most famous works the Iliad and The Odyssey weaves poetry based on centuries worth of oral stories handed down and uses a sophisticated style of writing that is still recognized today. Although the tragic heroRead More Achilles: a Tragic Hero Essay example1166 Words   |  5 PagesAchilles as Tragic Hero In his classic work Poetics Aristotle provided a model of the tragic hero. According to Aristotle, the tragic hero is more admirable than the average person. This results in the tragic hero being admired by the audience. For the audience to accept a tragic ending as just, it is crucial that the tragic hero be responsible for their undoing. At the same time though, they must remain admired and respected. This is achieved by the tragic hero having a fatal flawRead More Reflective essays1316 Words   |  6 Pages The classic tragedy, as defined by Aristotle, has six major parts. These parts include a plot, characters, theme, melody, spectacle, and language. All stories, according to Aristotle must have a beginning, middle, and end, and must follow a logical sequence according to these six elements. nbsp;nbsp;nbsp;nbsp;nbsp;The plot is the series of events, or sequence in which the action of the play occurs. Plot must follow a cause and effect relationship, which follows a logical pattern. CharactersRead MoreIliad - Self image1193 Words   |  5 Pagesdouble spaced, 12 point, three pages minimum, four pages maximum. ( see page three of this document, AP Literature and Composition Draft Requirements) Choose ONE of the following questions Include a List of Works Cited 1. Tragic Hero: â€Å"Achilles is the first great tragic hero in world literature.† Discuss the conflicts of Achilles as developed by Homer and how the author finally resolves them. 2. The Wrath of Achilles: The entire epic is framed within the Wrath of Achilles. Why? How does the poetRead MoreAristotle s The Oresteia And Sophocles The Three Theban Plays1342 Words   |  6 PagesThe tragic self which appears in Aeschylus’s The Oresteia and Sophocles’ The Three Theban Plays, is a self which is caught between the choice of two evils and between following natural and civic laws. However, the philosophical self in Aristotle’s The Nicomachean Ethics focuses on choice as well, but the choice of the highest good such that the fundamental aim of the self is happiness and to become rational human beings. The topic of choice also relates to the discourse between fate and free willRead More Comparing the Hero in Sophocles Oedipus the King, Homers Odyssey, and Tans Joy Luck Club2133 Words   |  9 PagesHeros in Sophocles Oedipus the King, Homers Odyssey, and Tans Joy Luck Club      Ã‚  Ã‚  Ã‚  Ã‚   In world literature, there are two types of archetypal protagonists, the mythic hero and the tragic hero. Mythic heroes, like Homers Odysseus, represent the combination of superhuman virtues and human imperfections. These traits create a supernatural adventure with a realistic character. The mythic hero is favored by divine powers and eventually achieves a certain goal or completes a certain journeyRead MoreAn Ideal Hero: Greek vs. Roman Essay1527 Words   |  7 Pages b. 4 ages as decline: Golden (peace), Silver (seasons farming), Bronze (war), Iron (mining, deforestation, crime). 4. Dominant and alternate cultural themes in the Iliad Audience: upper-class men Purpose: cultural propaganda. Greek Heros= models of courage skill to men (what to be) women (what to look for- sense of security). a. Dominant Theme: warrior code of personal honor and glory b. Contrasting themes: Family principle, simple country life vs. war, admiration of enemiesRead MoreEssay A Historical Biography of Alexander the Great4466 Words   |  18 Pagespoetry, and drama. His most famous teacher was Aristotle, who taught him philosophy, ethic, politics, and healing, all of which became very important to him in later in life. Aristotle also gave Alexander his precious copy of Homers The Iliad, and this was the book that Alexander carried with him to India. It has also been said that Alexander looked up to him like a father. One point that the two differed on was the status of foreigners. Aristotle saw them as barbarians, like what most Greeks thought

Customer Eccentricity Free Essays

The core idea is to maximize customer value while minimizing waste. Simply, lean means creating more value for customers with fewer resources. A lean organization understands customer value and focuses its key processes to continuously increase it. We will write a custom essay sample on Customer Eccentricity or any similar topic only for you Order Now The ultimate goal is to provide perfect value to the customer through a perfect value creation process that has zero waste. To accomplish this, lean thinking changes the focus of management from optimizing separate technologies, assets, and vertical departments to optimizing the flow of products and services through entire value streams that flow horizontally across technologies, assets, and departments to customers. Eliminating waste along entire value streams, instead of at isolated points, creates processes that need less human effort, less space, less capital, and less time to make products and services at far less costs and with much fewer defects, compared with traditional business systems. Companies are able to respond to changing customer desires with high variety, high quality, low cost, and with very fast throughput times. Also, information management becomes much simpler and more accurate. A BRIEF HISTORY OF LEAN Although there are instances of rigorous process thinking in manufacturing all the way back to the Arsenal in Venice in the 1450s, the first person to truly integrate an entire production process was Henry Ford. At Highland Park, MI, in 1913 he married consistently interchangeable parts with standard work and moving conveyance to create what he called flow production. The public grasped this in the dramatic form of the moving assembly line, but from the standpoint of the manufacturing engineer the breakthroughs actually went much further. Ford lined up fabrication steps in process sequence wherever possible using special-purpose machines and go/no-go gauges to fabricate and assemble the components going into the vehicle within a few minutes, and deliver erfectly fitting components directly to line-side. This was a truly revolutionary break from the shop practices of the American System that consisted of general-purpose machines grouped by process, which made parts that eventually found their way into finished products after a good bit of tinkering (fitting) in subassembly and final assembly. †¦ The problem with Ford’s system was not the flow: He was able to turn the inventories o f the entire company every few days. Rather it was his inability to provide variety. The Model T was not just limited to one color. It was also limited to one specification so that all Model T chassis were essentially identical up through the end of production in 1926. (The customer did have a choice of four or five body styles, a drop-on feature from outside suppliers added at the very end of the production line. Indeed, it appears that practically every machine in the Ford Motor Company worked on a single part number, and there were essentially no changeovers. When the world wanted variety, including model cycles shorter than the 19 years for the Model T, Ford seemed to lose his way. Other automakers responded to the need for many models, each with many options, but with production systems whose design and fabrication steps regressed toward process areas with much longer throughput times. Over time they populated their fabrication shops with larger and larger machines that ran faster and faster, apparently lowering costs per process step, but continually increasing throughput times and inventories except in the rare case—like engine machining lines—where all of the process steps could be linked and automated. Even worse, the time lags between process steps and the complex part routings required ever more sophisticated information management systems culminating in computerized Materials Requirements Planning(MRP) systems . As Kiichiro Toyoda, Taiichi Ohno, and others at Toyota looked at this situation in the 1930s, and more intensely just after World War II, it occurred to them that a series of simple innovations might make it more possible to provide both continuity in process flow and a wide variety in product offerings. They therefore revisited Ford’s original thinking, and invented the Toyota Production System. This system in essence shifted the focus of the manufacturing engineer from individual machines and their utilization, to the flow of the product through the total process. Toyota concluded that by right-sizing machines for the actual volume needed, introducing self-monitoring machines to ensure quality, lining the machines up in process sequence, pioneering quick setups so each machine could make small volumes of many part numbers, and having each process step notify the previous step of its current needs for materials, it would be possible to obtain low cost, high variety, high quality, and very rapid throughput times to respond to changing customer desires. Also, information management could be made much simpler and more accurate. PRINCIPLES OF LEAN The five-step thought process for guiding the implementation of lean techniques is easy to remember, but not always easy to achieve: 1. Specify value from the standpoint of the end customer by product family. 2. Identify all the steps in the value stream for each product family, eliminating whenever possible those steps that do not create value. 3. Make the value-creating steps occur in tight sequence so the product will flow smoothly toward the customer. 4. As flow is introduced, let customers pull value from the next upstream activity. . As value is specified, value streams are identified, wasted steps are removed, and flow and pull are introduced, begin the process again and continue it until a state of perfection is reached in which perfect value is created with no waste. LEAN ACTION PLAN While every individual or company embarking on a lean journey will have different challenges based on their particular set of circumstances, there are several crucial steps th at can help reduce resistance, spread the right learning, and engender the type of commitment necessary for lean enterprise. Getting Started †¢Find a change agent, a leader who will take personal responsibility for the lean transformation. †¢Get the lean knowledge, via a sensei or consultant, who can teach lean techniques and how to implement them as part of a system, not as isolated programs. †¢Find a lever by seizing a crisis or by creating one to begin the transformation. If your company currently isn’t in crisis, focus attention on a lean competitor or find a lean customer or supplier who will make demands for dramatically better performance. Forget grand strategy for the moment. †¢Map the value streams, beginning with the current state of how material and information flow now, then drawing a leaner future state of how they should flow and creating an implementation plan with timetable. †¢Begin as soon as possible with an important and visible activity. †¢Demand immediate results. †¢As soon as you’ve got momentum, expand your scope to link improvements i n the value streams and move beyond the shop floor to office processes. Creating an Organization to Channel Your Value Streams †¢Reorganize your firm by product family and value stream. †¢Create a lean promotion function. †¢Deal with excess people at the outset, and then promise that no one will lose their job in the future due to the introduction of lean techniques. †¢Devise a growth strategy. †¢Remove the anchor-draggers. †¢Once you’ve fixed something, fix it again. †¢Ã¢â‚¬Å"Two steps forward and one step backward is O. K. ; no steps forward is not O. K. Install Business Systems to Encourage Lean Thinking †¢Utilize policy deployment. †¢Create a lean accounting system. †¢Pay your people in relation to the performance of your firm. †¢Make performance measures transparent. †¢Teach lean thinking and skills to everyone. †¢Right-size your tools, such as production equipment and information systems. Completing the Transformation †¢Convince your suppliers and customers to take the ste ps just described. †¢Develop a lean global strategy. Convert from top-down leadership to leadership based on questioning, coaching, and teaching and rooted in the scientific method of plan-do-check-act . Integrate Six Sigma, Lean and Kaizen People spend months drilling the Six Sigma process and statistical tools 1-Sample Sign Test This is used to test the probability of a sample median being equal to hypothesized value. H0: m1=m2=m3=m4 (null hypothesis) Ha: At least one is different (alternate hypothesis) How to cite Customer Eccentricity, Essay examples

3 Problems of Teaching Oral English free essay sample

Some students cant find the right word when they communicate with others in English with the results that they have the impression they are poor at oral English. On the other hand, because of these problems, some of the students might give up this opportunity to learn and practice oral English. With the time flying, they become afraid to talk out aloud in the class. As a result, the less they speak, the worse their oral English will be. For this problem I did sumo research. According to the research, with my knowledge and theory I learned in university,I want to share my own idoas with you. The following lists of statements mainly give us the reasons why same of the students want to learn oral English well: To be able to communicate with people all over the world in an international language. To be able to read and understand a wide range of English sources for future purposes. We will write a custom essay sample on 3 Problems of Teaching Oral English or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To have a better opportunity of employment, status, and financial reward in the job market in the future. To be able to read and listen to English media for information and pleasure. To pass the tests in the school. And pass the Entrance Examination. To survive abroad if given a chance to go to the West especially in English-speaking countries. From this survey we can see that students themselves need to learn English because most of them consider it as other purposes or they wish to improve their English ability to contact with international people. So students should learn to use language through communication. The task of language teachers is not to inforrn students of the language but to develop their ability to use the language far a variety of communicative purposes. II. Literature Review People found that some problems still existed in oral English teaching in the west region of our country. For example,the first one is putting more emphasis on examination rather than communication. The second one is neglecting the whole understanding of the text. The third one is speaking too much mother tongue in English teaching. The author conducted two oral tests for the students during the action research. From the test score, the author fully convinced that the students have been steadily making progress in their oral English during implement of their practice. The contents were convened into a written form with four aspects: pronunciation, intonation and rhythm; correctness; appropriateness; fluency. By comparison on these four aspects of the two tests, the evaluation is carried out obviously. In my experience of teaching, I fmd students actually have a strong desire to speak. They are reluctant to speak because they arc afraid of making mistakes and failing to find suitable words to express themselves well. If the teacher try to encourage them to speak by using as many ways as possible and creating a good language speaking environment, students will speak actively, willingly and naturally. speaking as one of the four skills, this can be mastered only through practice. Practice makes perfect. Language we used should be fluent and precise, the format should be correct, suit the requirements of the thesis, the structure should be complete, and the arguments should be sufficient and reasonable, the points should be very clear. It is well known that no student can be said to have learned an item of language until he or she uses it naturally and automatically irt an appropriate situation, and this should be the first importance in oral facility. We must make our daily talk accurate, fluent and appropriate. According to the oral English teaching, in west of China, middle school students are supposed to speak oral English in their daily life. At the first, students are expected to be able to express daily onversations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes prior preparation. Then, students are expected to be able to carry on conversations with native English speakers not only about daily life but also about social issues. Given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with one or t wo minutes preparation irt advance. III. Analyzing the Reasons of Poor Dral English in Middle School of West Region. . Too timid to speak aloud in the class One way to tackle this problem is to find the root of the problem and start frorn there. In fact, most of the students are afraid to speak aloud in English in their class, or they feel really shy about talking in front of other students, then one way to change this situation is a create and establish your own classroom way where speaking aloud in English is the norm. One way to do this is to distinguish your classroom with other classroorns by arranging the classroom tasks differently in groups, and you can also decorate the walls through English posters. At beginning you should encourage your students to speak in English whether their language is right or wrong, and encourage your students to ask questions in English. Of course, you should not give up this method by yourself. Giving positive feedback also helps shy students to speak more. Another way to get students motivated to speak more is to allocate a percentage of their final grade to speaking skills and let the students know they are being assessed continually an their speaking practice in class throughout the term. And encourage your students to speak out in English is to speak in English yourself as simple as possible in class. If you are shy about speaking in English, how can you expect your students to overcome their fears about speaking in English? Dont worry if you are not completely fluent or dont have that elusive perfect native accent, as Swain wrote We learn to speak by speaking and that goes for teachers as well as students. The more you practice the more you will improve your own oral skills as well as help your students improve theirs. . Boring activities make students keep silent A completely different reason for student silence may simply be that the class activities are boring or are pitched at the wrong 1eve1. Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are and all the students are really required to do is answer yes or no which they do quickly and then just sit in silence and avoid speaking more. So maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real need for communication. 3. Students dont know the importance of practice Sorne students do not know the importance of their own practice. Language- learning is just like learning swimming, you are not able to learn to swim by reading books. So is earning a language or skill, the most effective way is to practice it in the authentic situation with authentic media.