Genealogy of the Titans and Gods in Greek Mythology

Genealogy of the Titans and Gods in Greek Mythology The genealogy of the Greek gods is complicated. There was not one uniform story all the ancient Greeks and Romans believed. One poet could directly contradict another. Parts of stories dont make sense, seemingly happening in reverse order or contradicting something else that was just said. You shouldnt throw up your hands in despair, though. Familiarity with the genealogy doesnt mean your branches always go in one direction or that your tree looks like the one your neighbor prunes. However, since the ancient Greeks traced their ancestry and that of their heroes to the deities, you should have at least a passing acquaintance with the lineages. Further back in mythological time than even the gods and goddesses are their ancestors, the primordial powers. Other pages in this series look at some of the genealogical relationships among the primordial powers and their other descendants (Chaos and Its Descendants, Titans Descendants, and Descendants of the Sea). This page shows the generations referred to in the mythological genealogies. Generation 0 - Chaos, Gaia, Eros, and Tartaros In the beginning were primordial forces. Accounts differ as to how many there were, but Chaos was probably the first. The Ginnungagap of Norse mythology is similar to Chaos, a sort of nothingness, black hole, or chaotic, swirling disordered state of conflict. Gaia, the Earth, came next. Eros and Tartaros may also have sprung into existence at about the same time. This is not a numbered generation because these forces were not generated, born, created, or otherwise produced. Either they were always there or they materialized, but the idea of generation involves some sort of creation, so the forces of Chaos, the earth (Gaia), love (Eros), and Tartaros come  before the first generation. Generation 1 The earth (Gaia/Gaea) was the great mother, a creator. Gaia created and then mated with the heavens (Ouranos) and the sea (Pontos). She also produced  but did not mate with the mountains. Generation 2 From Gaias union with the heavens (Ouranos/Uranus [Caelus]) came the Hecatonchires (hundred-handers; by name, Kottos, Briareos, and Gyes), the three cyclops/cyclopes (Brontes, Sterope, and Arges), and the Titans who numbered as follows: Kronos (Cronus)Rheia (Rhea)Kreios (Crius)Koios (Coeus)Phoibe (Phoebe],Okeanos (Oceanus],TethysHyperionTheia (Thea)Iapetos (Iapetus)MnemosyneThemis Generation 3 From the Titan pair Kronos and his sister, Rhea, came the first Olympian gods (Zeus, Hera, Poseidon, Hades, Demeter, and Hestia). Other Titans like Prometheus are also of this generation  and cousins of these early Olympians. Generation 4 From the mating of Zeus and Hera came: AresHebe the cup-bearerHephaestusEileithuia the goddess of childbirth There are other, conflicting genealogies. For instance, Eros is also called the son of Iris, instead of the more conventional Aphrodite, or the primeval and uncreated force Eros; Hephaestus may have been born to Hera without aid of a male. In case it is not completely clear where brothers marry sisters, Kronos (Cronos), Rheia (Rhea), Kreios, Koios, Phoibe (Phoebe), Okeanos (Oceanos), Tethys, Hyperion, Theia, Iapetos, Mnemosyne, and Themis are all offspring of Ouranos and Gaia. Likewise, Zeus, Hera, Poseidon, Hades, Demeter, and Hestia are all offspring of Kronos and Rheia. Sources Timothy Gantz: Early Greek MythHesiod Theogony, translated by Norman O. Brown

Free Online Public Schools for Alabama Students, K-12

Free Online Public Schools for Alabama Students, K-12 Alabama offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in Alabama. In order to qualify for the list, schools must meet the following qualifications: classes must be available completely online, they must offer services to state residents, and they must be funded by the government. Virtual schools listed may be charter schools, state-wide public programs, or private programs that receive government funding. List of Alabama Online Charter Schools and Online Public Schools Alabama ACCESS (off-site link) About Online Charter Schools and Online Public Schools Many states now offer tuition-free online schools for resident students under a certain age (often 21). Most virtual schools are charter schools; they receive government funding and are run by a private organization. Online charter schools are subject to fewer restrictions than traditional schools. However, they are reviewed regularly and must continue to meet state standards. Some states also offer their own online public schools. These virtual programs generally operate from a state office or a school district. State-wide public school programs vary. Some online public schools offer a limited number of remedial or advanced courses not available in brick-and-mortar public school campuses. Others offer full online diploma programs. A few states choose to fund â€Å"seats† for students in private online schools. The number of available seats may be limited and students are usually asked to apply through their public school guidance counselor. (See also: 4 Types of Online High Schools). Choosing an Alabama Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny. For more suggestions on evaluating virtual schools see: How to Choose an Online High School.

History Essay Example | Topics and Well Written Essays - 250 words - 1

History - Essay Example In 539 B.C., armies of King Cyrus swept into Mesopotamia and managed to capture Babylon. They then took over northern Mesopotamia, Syria, Asia Minor, Canaan as well as the Phoenician cities. Of importance to note is the fact that Cyrus the Great showed all his new subjects great kindness; and his good treatment to them played a significant role in holding his empire together. Cyrus also had an army of professional soldiers trained – sometimes they conquered without bloodshed. In order to connect their holdings, which were obviously extensive, the Persians built roads, with the Royal Road stretching from Asia Minor to the Persian capital, Susa. The Persians also set up wayside stations to supply king’s messengers with fresh horses as well as food and shelter. What is more is that the leaders who followed Cyrus did not cease to add to the Persian territory – they conquered a region northeast of Greece called western India, Egypt, as well as Thrace (Spielvogel 132). Another thing worth noting is what the rulers did to the Persian Empire when it became bigger and therefore very challenging to manage. The government needed reorganization to make it manageable, which King Darius did following his coming to the throne in 521 B.C.

Reading engagement article review Research Paper

Reading engagement article review - Research Paper Example The first article is titled Seven Rules of Engagement: What’s Most Important to Know about Motivation to Read by Linda B. Gambrell. In the article’s introduction, Gambrell argues against the relevance of instruction whose purpose is to provide students with decoding strategies and comprehension skills. She gives substance to her argument by citing a study carried out by the OECD in 2010 under the Program for International Student Assessment, which established that students with a high interest in reading recorded much better performance than children with little interest in reading (Gambrell, 2011). Gambrell simply corroborates what many teachers have already observed in their classrooms, that below grade level and struggling readers usually have little interest in reading activities due to lack of reading motivation. Gambrell, a professor of education at Clemson University in South Carolina, bases her article on research-based sources. She combines credible findings fr om studies carried out by institutions and organizations such as the International Reading Association, to research conducted by individual scholars, including those she carried out in collaboration with other researchers. For example, Essential Reading in Motivation, by Gambrell, Marinak, and Malloy provided the author with deep insights regarding the value of motivation in reading and literacy proficiency. The author goes a step further than most other authors have done when writing about the subject of reading motivation. She not only outlines evidence backing the importance of stimulating student motivation for reading in the classroom, but also provides simple strategies which teachers can use to help boost their students’ reading motivation. As a teacher with classroom experience, I recognize that there are numerous challenges marring the process of stimulating intrinsic motivation among disengaged readers. Teachers mostly learn methods of stimulating reading motivation through interaction with more experienced colleagues. However, they bear knowledge regarding only a handful of methods, of which they are not fully conversant (Guthrie, Wigfield & Von Secker, 2000). Therefore, Gambrell has lessened the burden teachers bear in this respect by outlining seven clearly explained evidence-based rules of boosting student reading engagement. Moreover, Gambrell, provides useful classroom tips of maximizing each of the seven rules of engagement (Gambrell, 2011). The second article that I selected which has high relevance to my case study topic is titled Putting the Fun Back into Fluency Instruction by Mary Ann Cahill and Ann E. Gregory. This article focuses on the value and strategies of using fun activities to enable lower grade students master fluency while reading. The article is not research-based, but derives content from observation of another teacher’s fluency teaching methods during a classroom session. However, the authors cite extensively f rom previous research in order to corroborate the methods applied by Mrs. Victoria in her class (Cahill & Gregory, 2011). I chose this article after noting that Mrs. Victoria’s method of stimulating reading fluency has a high potential for success for a number of reasons. Firstly, she takes time at the beginning of the process to ensure that her students gain a solid understanding of the true meaning of fluency. Mrs. Victoria recognized that merely

Conflicting Perspectives Essay Example for Free

Conflicting Perspectives Essay â€Å"An important outcome of studying this elective is the realisation that all representations of perspectives are designed to provoke an intended response. † To what extent does this statement relate to your study of at least one of Hughes’ poems and one related text of your own choosing? In some texts authors have the intention to evoke a personal understanding in the audience. However, the personal experience varies between each individual creating conflicting ways in response to a text. These responses to the messages from the authors are shaped through personal experience and values of the individual. The notion of conflict within perspectives is evident in â€Å"Birthday Letters† by Ted Hughes especially in the poems â€Å"Fulbright Scholars† and â€Å"Sam† as well as in Michel Gondry’s film â€Å"Eternal Sunshine of the Spotless Mind. † The conflict within memory and connections leads to a representation of their conflict in perspectives. The nature and strength of memories is to some extent subjective in relation to events, situations and people. Hughes proves this idea of selective memory through the use of rhetorical questions asked in his first poem Fulbright Scholars such as â€Å"where was it, in the Strand? † and â€Å"was it when I bought a peach? These questions are evidence of his disordered memory. Hughes perspective of Plath is somewhat subjective as he remembers vague details of particular moments and her â€Å"Veronica Lake bangs. † In his second poem â€Å"Sam† depicts the same events as Plath’s poem â€Å"Whiteness I remember† but showing his conflicting interpretation of Plath’s memory. The two poems prove conflicting ideas through the tempo of the first paragraphs and Hughes ongoing use of caesura. Although Plath interprets the event to be a â€Å"great run† and â€Å"high as the roofs† conflicting this idea Hughes describes it as dangerous and Plath having â€Å"lost (her) stirrups. The text â€Å"Eternal Sunshine of the Spotless Mind† proves memory to be a selective sense; the character Joel displays merely a memory of selective moments, objects and feelings of his past relationship with Clementine. The key motifs are birthday presents and certain outings. The fallibility of memory can lead the distortion of connections between memory and reality. The author intends to create a particular emotional response to the text that is represented through a connection between the audience and their perspective of the text. The connection between the perspectives in â€Å"Eternal Sunshine of the Spotless Mind† show the author is being balanced and unbiased. The perspectives of both the character is shown equally to the audience, forcing and internal response in each individual. In â€Å"Fulbright Scholars† Hughes repetitively uses â€Å"you† to simultaneously speak to Plath as well as the audience, to create a more intimate connection with the text. This continues into his next poem â€Å"Sam† alongside alliteration and assonance in the line â€Å"horribly hard, swift river† increasing the intensity for the audience. In the final stanza Hughes personifies Sam as himself, and positions the audience as Plath. In the line â€Å"you strangled me† he uses accusatory language to gain an emotional response and connection from his audience, which relates back to the publics perceptions of him during this time. It is clear that all authors create their texts to gain a reflection the audience towards the text. Each text is a representation of the author’s perspective response to their memory, creating an emotional connection to their audience, which provokes an internal response. The connections made are used to intensify a reaction within each individual.

The Journey of Self-discovery Brian Moores The Luck of Ginger Coffey E

The Journey of Self-discovery Brian Moore's The Luck of Ginger Coffey When Ginger Coffey brought his family to Canada from Ireland, little did he know that he would attain partial triumph by discovering "himself and the refugee among the lame and the old". With the aid of those around him, Coffey pursued personal freedom and status in his adopted country. He stumbled through a journey of self-discovery while materialism obstructed his vision. The importance of his family rooted Coffey to his homeland and to his moral values while he tried to discover himself as an immigrant. All the world appeared hostile to Ginger Coffey when he tried to carve a niche for himself in this new country, for he felt insecure as a New Canadian—and he was faced with midlife crises to boost. As a schoolboy, Coffey had been warned by old Father Cogley that boys who didn’t settle like everyone else would sink in this world and the next, "because that class of boy is unable to accept his God-given limitations†¦has no love of God in him†¦is an ordinary, lazy lump and his talk of finding adventures is only wanting an excuse to get away and commit mortal sins." (The Luck of Ginger Coffey, 18) Coffey dreamed of a world in which "all men had reached the top of the hill; there were no dull jobs, no humiliating interviews, no turndowns; no man was saddled with ungrateful daughters, there were unlimited funds to spend†¦You were free." (40) Indeed, Coffey was a dreamer who longed for personal freedom. Having hopped from job to job because he detested being a "glorified office boy," (13) Coffey could not face the "misleading facts of a life" (7) and he was unprepared to scale the steep ascent to a successful career. While hunting for a job, Ginger Coffey no... ...use she needs [him]; it’s knowing [he] and she will still care about each other when sex and daydreams, fights and futures—when all that’s on the shelf and done with." (243) Mingling amongst the "lame and the old," Ginger Coffey saw reflections of himself as a New Canadian everywhere. He had learned that life was the victory, and that going on was the victory. The little triumphs in life have liberated him. Coffey, in his adjustment period as an immigrant, has found materialism to have a negative impact on his life. Concerned with the welfare of his family, Coffey was able to discover his tender-most self. Certainly, the weak and the poor have acted as the best guides for Ginger Coffey who, through a tumultuous journey, found himself at last. Work Cited Moore, Brian. The Luck of Ginger Coffey. Boston and Toronto: Atlantic-Little, Brown and Company, 1960.

Paper on US Presidential Campaigns

This has been the strangest of American election campaigns; the most exciting in 40 years in terms of the closeness of the contest, yet one in which both major candidates have utterly failed to capture the national imagination. The lead in the polls has changed hands half a dozen times since September and, even at this late stage, only the very bravest dare forecast the outcome. Campaigning, alas, tends to bring out the worst in Gore. As the standard-bearer of the incumbent party, he should have long since locked up this election. Yet his turgid style, his maddening tendency to condescension, and his craven unwillingness to depart from the script provided by his advisers have combined to squander the â€Å"peace and prosperity† factor that should have guaranteed victory. It should be said, too, that his Republican opponent, George W Bush, has improved considerably as the campaign has progressed. Not only has he won the personality contest, a vital component of any American election, hands down; he has held his own in the second debate, adroitly focused his attack on Gore's weak points, and avoided the gaffes that everyone expected. In short, he has done enough to make a plausible president. But that does not mean he would be a good president. His short attention span, his pervasive lacks of curiosity, his general lightness of being, remain unnerving. He has mastered his lines, but all too often does not seem to understand them. On the domestic front, Gore's ideas for using the massive budget surpluses ahead are far more convincing; his ideas on abortions, global warming, education, and campaign-finance reform more clearly address the problems facing America. Gore-appointed justices in the Supreme Court would offer added protection against a social lurch to the right. Al Gore believes that a woman should have a right to legal abortions, and that they should be â€Å"safe and rare.† Gore supports FDA approval of abortion pill Mifeprex and he wants to reinforce security around clinics to protect the doctors who perform abortions, and the patients who seek their services. â€Å"I think it†s up to the woman, and I strongly support a woman†s right to chose, and I support the FDA†s approval, assuming it†s safe for the woman who takes it,† said Gore. Bush on the other hand disagrees completely saying that the FDA†s decision was totally wrong. Ensuring Clean and Reliable Sources of Electricity: Al Gore's plan would ensure clean and reliable sources of electricity by enhancing our nation's capacities to reliably generate and distribute electricity and by providing market-based incentives to clean up aging power plants. Gore revived the issue of global warming, a subject from his past that he has generally ignored this year. Seizing on a new UN report asserting that pollution appears to be raising world temperatures, Gore tried to portray global warming as a populist issue. He called the effort to stop global warming a fight against big polluters, in an attack similar to those he has made on drug companies, insurance companies, & health-maintenance organizations. â€Å"It does not have to happen and won†t happen if we put our minds to solving this problem,† Gore said of the predicted rise in temperature and problems that would create. Gore†s turn to global warming suggests he now thinks he can use the subject to cast an unfavorable light on Bush, who has expressed skepticism about the danger. Bush says, â€Å"It†s an issue that we need to take very seriously. I don†t think we know the solution to global warming yet and I don†t think we†ve got all the facts before we make decisions.† In the field of education Gore says: â€Å"We can't reform education with half an agenda. We can't make education our top priority if huge tax cuts for the wealthy are already the first, second, and third priority. That's really the choice we face: a commitment to education for life or a set of priorities that could leave us with budget deficits for life.† He argues that if you drain the money away from the public schools for private vouchers, it hurts the public schools. George W. Bush has a narrower education agenda because his massive tax cut leaves few resources to invest in education. Vice President Al Gore supports reforms to eliminate gray areas in legislation. He backs McCain-Feingold Bill because it†s that important that all of the issues like prescription drugs for seniors that is opposed by the drug companies, will be easier to pass if we limit the influence of special interests. Whereas Bush supports an effort to ban corporate soft money & labor union soft money. Bush thinks that there needs to be instant disclosure on the Internet as to who†s given to whom. Gore supports using $2.2 trillion of the Social Security surpluses to shore up the program and pay down the debt, thus saving billions of dollars in interest, which can be redirected to ensuring the solvency of the Social Security trust fund until at least 2050. He supports the elimination of the Social Security earnings limit, which the president signed into law on April 7, 2000. Gore supports an increase in benefits for widows and eliminating the â€Å"motherhood penalty† — the resulting reduction in benefits for women who take time off from work to raise children. â€Å"I do not believe it's right to play games with Social Security or pit young against old in a scramble to fulfill extravagant and competing campaign promises,† he said in a speech in Kissimmee, in central Florida. â€Å"I believe we have to strengthen Social Security by giving unprecedented new opportunities for families to save more, invest more and get higher returns,† Gore said. Bush does not rule out the possibility of rising the eligibility age for baby boom-era recipients as part of trade-off for private investment accounts. Bush freely admits that he would rely on advisers. They are an indisputably reassuring bunch, led by Colin Powell, his likely Secretary of State, and Dick Cheney, his running mate and a former Secretary of Defense. But what if the advisers disagree? Again, I come back to Bush's lack of depth. The Republican might have won the campaign. But Gore deserves to win the election and the presidency; Gore†s views are clearly more logical and realistic to this country and that†s why I would vote for Gore.