Is Achilles right when, in the Iliad XVIII and subsequently, he Essay

Is Achilles right when, in the Iliad XVIII and subsequently, he bitterly blames himself for the death of Patroklos? The main theme of the poem, which is declared at the very beginning is the ‘wrath’ of Achilles. From this we are taken on a journey of human and divine responses. This central theme empowers a magnificently ‘articulated composition out of confusion of battle’.[1] Events that take place during this journey allow Homer to display and develop, within the social framework of heroic honour, the ideas of conflict, isolation, and reconciliation. Within this essay I will try to address one such consequence, the death of Patroklos, and see who, what or why this death occurred. Several factors need to be addressed in doing this, divine and human intervention and re-evaluations of positions. The question of influence from the ‘divine machinery’ is a very interesting one, it could be argued that they are there to dramatise a view of the human condition in which man is a prey to conflicting amoral forces. The ‘will of Zeus’ was not the catalyst that brought about the downfall of Patroklos, the request from Achilles came prior to this. The poem from that request unfolds to provide a balanced, symmetrical prose, one that provides necessary casualties along the way. It is with certainty though that their ‘influence’ is felt and witnessed throughout this journey, one that Albin Lesky raises with much success. He suggests that that divine and human causation is felt throughout, ‘a warrior feeling an irresistible courage’, this courage is explained away with the gods. What Lesky then goes onto say is that the human and divine work along side each other, one strengthens the other and that ‘the whole world is full of their influence’. A great warrior could attribute his ‘gift’ to the gods, and when his greatness escapes him ‘they’ are to blame. But this does not clear man of his responsibility, what he does with these divine gifts are solely down to him. This brings me back to the question of who was to blame? It could be suggested that Apollo had a hand in this down fall, he is responsible in setting actions in motion (1.43-52) and then again (24.33-54). But again it can be said that this too was a reaction to earlier requests. What it does show however is the balance which Homer provides throughout the poem. Apollo’s ... ...eresting one, not until book twenty four does Achilles finally eat and when he does, with Priam it symbolises his outwardly change, ‘he is urging a mutual activity, a token of common humanity’[4] The conversation between Achilles and Priam is one of understanding and remorse. In Achilles’ treatment of Priam there is real magnanimity, his anger cools and he looks beyond it to a serene and steady acknowledgment that man can do no more than bear the random fusion of good and bad, and with food, eating means living, and even grief must yield to necessity. Amid the human hope and in the knowledge of imminent death, Achilles for the first time sees life steadily and sees it whole. Together the divine and human influence reveal in the poem a linear impetus that supplement the equilibrium and the symmetry. The result is a twofold construction that is together cruel and cordial, but work beautifully in taking us to a roller-coaster conclusion. --------------------------------------------------------------------- [1] Lesky, Divine and Human Causation in Homeric Epic [2] Taplin, Homeric Soundings [3] Rutherford, Homer (1996) [4] Taplin, Homeric Soundings (1992)

Blooms Research and Response Essay

A psychologist in the early 1950’s by the name of Benjamin Bloom developed Bloom’s Taxonomy of Educational Objectives. This was developed as a tool for educators to classify learning objectives and skills for students (Larkin & Burton, 2008). This taxonomy has been used extensively by the health field, including nursing, to structure teaching plans and outcome testing. Blooms Taxonomy, consists of a hierarchy within 3 different domains of learning: cognitive, affective, and psychomotor (Larkin & Burton, 2008). According to the taxonomy there are several subcategories within the cognitive domain. The lowest aspect in the hierarchy for the cognitive domain is knowledge. One is expected to retrieve information from long-term memory. Using this in nursing would be the patient being able to recognize medication side effects associated with their medication regimen. Advancing up the pyramid is comprehension. This is when one is expected to construct meaning from oral, written, or graphic information. Using this in nursing the patient would be able to explain the importance of having clean hands while doing central line flushing. Application is next. The patient should be able to apply concepts to real-life situations. For example, the patient should be able to calculate a resting heart rate. The highest level in the cognitive domain is the evaluation. A nurse would be able to modify concepts to create an individual teaching plan to fit the particular patient situation. The nurse would be able to modify daily exercise regime to meet health goals. The second domain of learning is the affective domain. This domain centers around how people deal emotionally: including values, motivations, and attitudes. Receiving is at the bottom of the hierarchy. The nurse must be attentive to and aware of the opportunity for learning. A prime example of using this skill in nursing, the nurse will help the patient realized need for change in their lifestyle decision making. Near the top of the pyramid is organizing and conceptualizing, being able to organize values thru prioritization and through contrasting differing values. Examples for using this in nursing are being able to teach the patient to prioritize daily responsibilities to allow for time and stress management. The top of the pyramid in this domain is value concept; a value system that explains their behavior. When applying this to nursing the patient will be able to sustain healthy choices over time. The third domain in Blooms Taxonomy of Education is the psychomotor domain; how people use motor skills to complete or engage in a task. Imitation is the ability to imitate motor activity. Applying imitation to nursing the patient would be able to detect the proper site for blood glucose testing. Manipulation is next; where the patient follows instructions. A patient can assemble equipment for glucose testing. Naturalization is at the top of the psychomotor domain. The patient will have the necessary skills to complete the task without thinking about it. Using this in nursing the patient will be able to progress to unassisted mobility following orthopedic surgery through the use of exercise and physical therapy. Bloom’s Taxonomy is easy to understand and makes a logical progression from fundamental learning to complex. Using this taxonomy in the nursing teaching process can have long-lasting effects on improving the nursing practice (Larkin & Burton, 2008). References Anderson, L.W., Krathwohl, D.R., Airasian, P.W., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York. Addison Wessly Longman. Bloom, B., ed. (1956) Taxonomy of Educational Objectives. New York. Longman Krathwohl, D.R., Bloom, B.S., & Masia, B.B.,(1973). Taxonomy of Educational Objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay CO., Inc. Larkin, B. G., & Burton, K. J. (2008). Evaluating a case study using Bloom’s Taxonomy of Education. AORN Journal , 88(3), 390. Simpson E.J., (1972). The classification of educational objectives in psychomotor domain. Washington D.C., Gyphon House.

What I Have A Good And Bad Side - 1265 Words

Would I want to live to be 100? That’s an interesting question that’s very hard for me to answer each time I think about how to answer it. So, with most things in life, there’s a good and a bad side to most situations. But for me, with this certain topic, I’m not going to lie, I’m torn between which side to take. Over the years I’ve experienced some details to support these two sides of this topic ranging from music all the way to videos I’ve seen on YouTube. With each thing that I’ve experienced I took everything I was exposed into perspective and it just never really left my mind. I even thought about these involvements throughout my everyday life, making questions about what if. What I have to share with you, the reader, are my†¦show more content†¦A band instructor who got me thinking about the answer to this topic is Mrs. Rollins. I’ve been taking lessons from her for so many years, I meet her at an old age and when I graduated she was getting older slowly becoming deaf. What have I taken from taking lessons from her for so long? I’ve taken from Mrs. Rollins is that she always tied in Christianity to music in some shape or form. Whether it was a type of rest marked on the page to playing a piece of music that was way too challenging. Apart from music, she was full of life never worried about if her time was coming to an end. All she seemed to be worried about was playing music for the Lord and being faithful with the little. I think the moment that really just stood out to me is when I was listening to her play at a concert that she hosted. Her primary instrument is the trumpet and when she played at this concert it was the best Jazz music I have ever heard played on the trumpet. I didn’t know a person at her age could play an instrument this prodigious. It further makes my choice of which answer I agree with in my chosen topic much harder. The name of the band that I was so thankful for being a part of is the Christian Big Band. This Band was directed by my band instructor mentioned in the above paragraph, and we traveled all throughout South Carolina. Now this particular band played at churches that hired us, nurseries, and retirement homes. Through this experience of playing at all these