Greek Eros and Philia Love Magic

Greek Eros and Philia Love Magic Classical scholar Christopher Faraone writes about love among the ancient Greeks. He looks at evidence from erotic charms, spells. and potions to form a mixed picture of what relations between the sexes were really like. In this article, we use Farones information to explain the common uses of love magic between ancient Greek men and women. But first, a small digression to introduce terms used for love: Brotherly Love; Gods Love; Romantic love; Parents Love The following online discussion argues that the reason English speakers are confused about love is that we dont have enough words for it. Writer A:I recently read: Sanskrit has ninety-six words for love; ancient Persian has eighty; Greek three; and English only one.The author thought it was symbolic of the devaluation of the feeling function in the West. Writer B:Interesting, but I think English speakers do know the 96 forms of love - they just jam it into one word! The Greek words were eros, agape, and philia, right? See, we all use those definitions, but in the same word. Eros is a romantic, sexual hormone-raging love. Agape is a deep, connecting, brotherly love. Philia is a...hmm...I think necrophilia and pedophilia explain it.That is why we are all confused over what love is, since we have dozens of definitions for it! Agape and Philia vs. Eros We native speakers of English distinguish between lust and love but tend to get confused when we look at the Greek distinction between: eros andagape orphilia Affection as Love While it is easy to understand agape as the love one feels towards friends, family, and animals, we think of the mutual affection we feel towards our mates as different. Affection and Passion The agape (or philia) of the Greeks included affection, and also the sexual passion felt towards our mates, according to the University of Chicagos Christopher A. Faraone. Eros, however, was new, disorienting passion, conceived of as an attack of unwelcome lust, aptly represented as inflicted by the arrow-wielding god of love. Black and White Love Magic When we talk about black magic, we mean spells or voodoo practices designed to hurt someone else; by white, we mean spells or charms whose aim is to heal or help, often connected with medicinal herbs and other holistic or non-traditional healing practices. From our perspective, the ancient Greeks used black and white magic to arm themselves in the arena of love. Black magic: There were magical effigies much like those used today by practitioners of voodoo. The practitioner of this aggressive magic would cast an incantation and poke or burn the effigy in an effort to affect the person represented. The intention was to make the woman represented suffer the pangs of lust to the point that she would leave her family. The practitioner might invoke Eros, Pan, Hekate, or Aphrodite.White magic: Practitioners applied herbs to make an errant lover return or to restore harmony to a dysfunctional relationship. She might invoke Selene, Helios, or Aphrodite. Both types of love magic usually involved spells or incantations, but the type were referring to as black is more closely related to curse tablets than the other, more benign, love magic. The difference between these two types of magic is based on the difference between the two types of love, eros and philia. Gender-Based Love Magics Faraone distinguishes these two types of love, eros and philia, and their related magics as overwhelmingly gender-based. Men used the eros-based agoge spells [agolead] designed to lead women to them; women, the philia spells. Men used the spells to make women burn with passion. Women used the spells as aphrodisiacs. Men tied up their effigies and tortured them. They used incantations, tortured animals, burning, and apples. Women spread ointments on the clothing of their mates or sprinkled herbs in food. They also used incantations, knotted cords, and love potions. Theocritus Iunx The gender division isnt absolute. The iunx is said to have been a small, sexually rapacious bird which Greek men would tie on a wheel and then torture, in the hopes of filling the objects of their lust with burning, irresistible passion. In Theocritus second Idyll, its not a man, but a woman who uses an iunx as a magical object for an agoge spell. She repeatedly chants: Iunx, bring my man home. Mythology and Modern Love Magic in Pill Form While the agoge spells, the ones men usually used on women, resemble voodoo and seem like what we call black magic, the philia spells could also be deadly. As is the nature of many herbs, you only need a little. When the mythological Deianeira used the centaurs ointment on Hercules garment, it was as a philia spell, to keep Heracles from abandoning her for his new love, Iole (cf Women of Trachis). Although we do not know, perhaps a drop would not have killed him; however, the amount Deianeira used proved fatal. The ancient Greeks did not distinguish magic from medicine, as we claim to do. The need for erotic (whether agoge or philia) magic has long extended into domestic life where the wife of an impotent man (or the man himself) might invoke a bit of philia magic. Viagras popularity attests to the fact that we still practice magic miracle cures. Source Faraone, Christopher A., Ancient Greek Love Magic. Cambridge: Harvard University Press, 1999.

Definition and Examples of Trademark

Definition and Examples of Trademark A trademark is a distinctive word, phrase, symbol, or design that identifies a product or service and is legally owned by its manufacturer or inventor. Abbreviation, TM. In formal writing, as a general rule, trademarks should be avoided unless specific products or services are being discussed. Exceptions are sometimes made when a trademark (for example, Taser) is better known than its generic equivalent (electroshock weapon).The website of the International Trademark Association [INTA] includes a guide to the proper use of more than 3,000 trademarks registered in the U.S. According to the INTA, a trademark should always be used as an adjective qualifying a generic noun that defines the product or service [for example, Ray-Ban sunglasses, not Ray-Bans]. . . . As adjectives, marks should not be used as plurals or in the possessive form, unless the mark itself is plural or possessive (such as 1-800-FLOWERS, MCDONALD’S or LEVI’S). Examples and Observations Band-AidChap StickCrock-PotDolbyFormicaFreonFrisbeeHacky SackHooverJacuzziJeepJet SkiKleenexLoaferLycraMaceNaugahydePlaybillPopsicleRollerbladeSkivviesSporkTaserTeletypeVaselineVelcroWindbreaker Originally trademarks, these common names are now regarded as generic names: aspirinbundt cakecellophanedittodry iceescalatorgranolaheroinkerosenelinoleumLPminibikenylonpogosticktarmacthermostouch-tonetrampolinewedgieyo-yozipper

Landowner Responsibility in a Sharecropping Agreement Essay

Landowner Responsibility in a Sharecropping Agreement - Essay Example However, modern farming techniques, market forces, and variables that arise on an individual basis have added new dimensions to this age-old practice. Chemicals, fertilizers, pest control, and grain handling all need to be carefully considered. Who will stand the expense Who will maintain responsibility for management decisions For the landowner, these are important questions that need to be answered and agreed upon before entering into a 50/50 agreement with a tenant farmer. The primary responsibility of the landowner is to provide the land necessary to produce a crop. Cropsharing is used in the Midwest United States primarily for small grains such as corn and soybeans where the grains are rotated to maintain soil quality and reduce the threat of pests (Sadoulet, de Janvry and Fukui, 1997). In these cases, the landowner provides the land and the tenant provides the necessary equipment and labor needed to plant, care for, and properly maintain the fields of grain. Along with the land that the landowner provides, it is usually assumed that the owner has the responsibility to provide the tenant with unlimited access to the land as seen necessary by the tenant. The provision of the land, and access, is only the most basic responsibility that the landowner has. ... The most common complaint aired by landowners in a sharecropping arrangement is that the tenant does not involve the landowner in the ongoing process and fails to update the owner on the ongoing operation of the farm. Likewise, the major complaint from tenants is that the owner fails to involve themselves in the ongoing responsibility of making management decisions. The owner has the responsibility to himself, as well as the tenant farmer, to be pro-active in reaching out and continuing a dialogue. It is vital that the landowner spells out the exact terms and conditions of the agreement and attempt to foresee any problems or unexpected situations that may arise. The best and most binding agreements are done in writing. Although laws vary from state to state, oral agreements are usually only valid for a limited amount of time and often there is a conflict about what was originally said should a disagreement arise. Yet, with all the vulnerabilities that an oral agreement subjects the landowner to, a recent study at the University of Missouri showed that fewer than 35% of all sharecropping agreements are done in writing (Sadoulet et al., 1997). In a setting where trust has always been held in high esteem, it is sometimes awkward to initiate a written agreement. Landowners who are used to doing a deal on no more than a handshake should carefully consider all aspects of their responsibility and assure that it is fully understood by the tenant farmer. One aspect of the agreement is the responsibility for fertilizing the crop. In today's market, some farmers believe their land is more valuable than the machinery and labor provided by the tenant and insist on a yield ratio higher than 50/50. The landowner may be tempted to shift some of the operation's expenses to

Franklin D, Roosevelt on the four freedoms(1941) Assignment

Franklin D, Roosevelt on the four freedoms(1941) - Assignment Example They include freedom of speech and expression where every human being was able to express him/herself all over the world. Second was the freedom of worship as one wish without any interference. He argued individual should be allowed to leadership from the Almighty. Third was the freedom from want which would provide peaceful coexistence among the world populace and the last freedom was the freedom from fear which would reduce disarmament among nations so as to reduce the fear that existed among the residents. The four freedoms influence history in the 20th and 21st centuries. The president was guided by the principles and help America out of seclusion to more ways of acceptance by other countries among them were the European nations during the war. Guided by peace message around the world, Franklin initiated peace talks with various nations’ and leaders such as Churchill that led to formation of the United Nations to monitor world peace. Franklin four pillars of freedom have also formed the major changes that occur around the world. In fact they have formed the major basic human rights in many constitutions. Many governments including the United States considers them to be the fundamentals of a democratic state in the modern era. Any government that denies its citizens the four freedoms is just but a dictatorship regime and is prone to be neglected by the major world nations. Hence, the four freedoms have greatly resulted into democracy and peace around the world. The source of the data enabled us to know exactly who presented the information since it was from a recorded video tape. We were also able to establish the emotions that was involved by Franklin in its quest to have a more better world that do not involved in constant wrangles. However, the source do have some weakness, for instance the author does not exist anymore hence we could not consult him to substantiate his ideas.

Reflective Essay: Reflection Techniques and Incidents

Reflective Essay: Reflection Techniques and Incidents Mohammed Islam Reflective Report Strategic Perspectives EXECUTIVE SUMMARY- This paper will provide a reflective analysis of personal experience from a MEGA learning exercise. The MEGA business simulation was undertaken by students from October 2014 to December 2014. It consisted of eight official game weeks with an initial two weeks provided as a practice period. Students were given the opportunity to form groups in order to complete the weekly strategic decisions within the simulation (see appendix). The report will incorporate relevant theories and concepts in relation to reflective analysis and discuss how reflective practice techniques can be useful in analysing the Mega Learning team experience. Moreover, three critical incidents (positive or negative) which have affected the team will be discussed. 1.0 INTRODUCTION- Reflective writing is a regular topic of conversation within academic literature. This is because the idea of reflection itself provides various benefits regardless of the context in which you decide to use it. By deciding to reflect on something an individual is able to look back at the scenario and analyse the situation. This provides the opportunity to determine what happened, why it happened and how it can be changed in the future if the scenario was repeated. Gibbs (1988) postulated that It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively. Reflective writing enables an individual to critically analyse a scenario and highlight experiences in a structured format. The writer is able to obtain further insights from a range of perspectives including academic literature and self-evaluation. By writing something down an individual has the opportunity to take into account further considerations and provide a deeper reflection of the experiences that have occurred (Schà ¶n, 1987). Thus, reflective writing will provide the ideal process in analysing the Mega Learning team experience. 2.0 Reflective Practise Techniques 2.1 CRITICAL INCIDENT TECHNIQUE- The Critical Incident Technique was developed in 1954 by John Flanagan with the assistance of various other collaborators. The model of reflection which was originally designed for job analysis purposes is an ideal process in analysing the Mega Learning Team experience. It is suggested that the technique consists of a set of procedures for collecting direct observations of human behaviour. This is done in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles (Flanagan, 1954: 327). I feel the critical incident technique will provide a simple yet effective method in analysing the team performance within the Mega Learning simulation. Predominantly it will enable myself and others in the group to identify significant incidents whether positive or negative that occurred during the course of the simulation. By having the opportunity to reflect on the simulation through this process, individuals will be able to foc us on specific incidents and therefore critically analyse each situation. Thus, providing a deeper understanding and outlook on what situations occurred, why they occurred and how the scenario can provide a basis to learn from if the scenario where to repeat itself. 2.2 LOGBOOK- The logbook/dairy provided group members the opportunity to record weekly entries throughout the simulation (see appendix 1). This consisted of information regarding the discussions that took place in relation to the simulation and the weekly results. Group members kept a record of what was discussed, who was designated what role and what the strategy/action plan was. I feel the logbook will prove to be an essential and effective tool in analysing the Mega Learning Team experience. It provides a precise verification of a process and assists in reflection of past actions, thus ensuring better decisions can be made in future situations (Schon, 1987). Moreover, it allows students to identify specific critical incidents and refresh our memories on when it occurred and what exactly happened. It provides a source of evidence which cannot be altered or tampered with. Therefore, an individual could not possibly say a situation did or did not occur if it is not listed within this document. Fu rthermore, the logbook required group participation which provided the opportunity for team members to communicate with each other. By taking part in the creation of the logbook, it will help me analyse the Mega Learning team experience more effectively. 3.0 Group Formation Group formation consisted of individuals writing down personal strengths and weaknesses on a piece of paper. This was done in order to form groups of individuals who possess a range of strengths and characteristics. However, initial groups were formed through familiarity as students chose to work with people they knew or had previously worked with. I chose to work with two other individuals who are studying the same course as me because I knew how they operate. I wanted to achieve the best grade possible and I knew that the other two individuals would place maximum effort into achieving this goal. The other team members were attracted through the use of the strengths and weaknesses technique. Our group were on the lookout for individuals with Finance and Human Resources as key skills in order to gain a competitive advantage within the simulation. After reflecting upon this, I feel the method of group formation was justified as there was mix of familiarity along with new additions. Th rough random selection of individuals you are not familiar with it is not guaranteed which type of individuals you will be working with. Therefore, you might have to work with people who do not intend to contribute or place maximum effort into achieving the best grade. Conversely, you may also be placed with brilliant individuals who bring a range of skills and maximum effort to the group. After initial struggles with clarity of individual roles within the team, specialist tasks were delegated to each member of the group. Each team member had a specific task which they had to complete every week. Myself and the rest of the group thought it would be best if everyone had their own task to focus on in order to achieve the best result within the simulation. After reflecting upon this, it is interesting to note that the delegation of roles links significantly to Dr Meredith Belbins (1981, 2012) team roles theory. By reflecting back at the scenario, I am amazed at how each individual un-intentionally falls into specific categories of Belbins team roles. No method was used by our group to match the delegation of tasks/individuals to the roles within Belbins theory. 4.0 Critical Incident 1 (Negative to Positive) Initially, along with the other team members I was very annoyed. I felt that the individual was not attempting to contribute at all in completing the simulation. The team member did not provide any ideas or come to the meetings having looked at the following weeks results. They would just agree with the ideas of the rest of the group but have no opinion themselves. This persisted for a few weeks until I decided to say something to the team member in question. Moreover, I decided to take it upon myself to ask them to contribute more to the group and assist in completing the simulation. I took on the role of the leader and delegated a specific role to the individual and advised them not to be afraid to voice their opinion. This situation correlates with Tuckmans (1965) theory of performing team development model. It relates to the forming stage, which suggests that there is a high dependence on a individual to become a leader for direction and guidance (Tuckman, 1965). Furthermore, this stage highlights the lack of clarity of individual roles and reliance on a specific individual for direction (leader). After delegating the role to the individual the team member blossomed to be a vital part of the team. The individual came to meetings prepared with answers and solutions and started to voice a opinion rather than just agreeing with the rest of the group. After reflecting on this incident and how the outcome came to fruition I would change my approach in future. I would look to intervene as early as possible to reap the rewards of the individuals contribution at a earlier stage. This will provide significant benefits for team and individual morale and therefore increase productivity and improve the results of the simulation. 5.0 Critical Incident 2 (Negative) Initially, I did not mind taking a leading role within the simulation as I found it to be challenging. However, analysing the results and trying to decide the correct strategy became time consuming as well as stressful. Other team members were providing opinions and suggesting changes but were doing so without looking at previous results. Thus, providing random solutions which does not follow a strategy and may not result in a positive outcome. After the team meetings I also had to finalise the changes and submit the final decision. At the time the incident occurred I was attempting to make a decision which was challenging, I was unsure on why certain negative results had been occurring. I over-reacted and decided to make my feelings which I had been holding back for a number of weeks clear to the rest of my group. This was done in a unprofessional and aggressive manner as it was a heat of the moment response. After taking time to reflect upon this and although my team members were over reliant on me, I should not have reacted in the manner I did. I was getting frustrated of having to complete the majority of the workload myself and at the moment in time was struggling to understand a certain aspect of the simulation. However, I should have advised them of the way I feel in a considerate and professional manner. By doing this, I would have avoided the need for confrontation with the rest of the group. Through the use of Gibbs (1988) model for reflection (see fig 1), I have been able to reflect upon this incident and identify the things that I could have done differently. If the scenario arose again, I would approach the situation in a different manner to result in a positive outcome for the group. From this experience I have learnt that at times I can over-react or say something in a aggressive manner which may be taken in the wrong context by others. 6.0 Critical Incident 3 (Negative) I was extremely frustrated when I realised that someone had replicated my work and decided to complete the task that I was designated to do. Other members of the group all believed that they had completed the work which was delegated to them and the opposite person did the wrong task. This resulted in a group confrontation which caused friction between the group. I was adamant that I completed the correct task and I made this very clear. However, after reflecting on the scenario I have come to realise that the delegation of roles was not clarified or done clearly, Thus, causing confusion between the team members about who is doing what task. Before actually looking at what was discussed and designated the previous week, all group members including myself decided to jump to conclusions and become defensive. The whole group were very vocal that they had completed the correct task and therefore had no intentions in finding out how this occurred or if a solution can be identified. Looking back at this, I should have tried to control the situation instead of contributing to it and letting it get out of hand. By taking the time to reflect on this particular scenario I have come to realise that patience and understanding are key principles of effective team work. Everyone makes mistakes and by neutralising the situation a potential solution can be found in order to resolve the original issue. If I am faced with a similar situation again, I will look to my leadership skills to analyse and take control of the situation. This will allow me to turn a negative scenario into a positive outcome by providing a positive influence and sense of direction to the rest of my team members. Leadership is defined as being a process whereby one individual influences other group members towards the attainment of defined group and organisational goals (Barron Greenburg, 1990). Another definition of leadership is provided by Rollinson and Broadfield (2002) who postulates that leader ship is a procedure that enables a leader and other members of a group interact in a way which provides the significant individual (leader) to influence the actions of the rest of the group in a non-coercive manner. Thus, directing the team towards the achievement of specific aims or objectives (Rollinson Broadfield, 2002). 7.0 Conclusion In conclusion the Mega Learning simulation has developed a range of transferable skills including effective teamwork, strategic development and implementation and also reflecting thinking. I have improved my ability to work as part of a team, taking into consideration other individuals strengths and weaknesses and using them as a basis to achieve positive outcomes. Moreover, I have significantly improved my communication skills throughout the process which will benefit me greatly in future organisational and team activities that I undertake. The experience of the Mega simulation correlates to Kolbs Learning Cycle (1984), the first three elements consist of Concrete Experience, Observations and Reflections and Abstract conceptualisation (development of ideas) (Kolb, 2014). The influences of my learning experience will assist me significantly in future scenarios and this relates to the fourth element of Active Experimentation (Kolb, 2014). The ability to learn from experiences is an im portant life skill which contribute to the shaping of a individual. David Kolb postulates that Learning is the process whereby knowledge is created through the transformation of experience† (Kolb, 1984, p. 38). 8.0 BIBLIOGRAPHY Baron, R, A and Greenberg, J, (1990). Behaviour in organisations: understanding and managing the human side of work. Allyn and Bacon Belbin, M, (2012). Management Team: Why they succeed or fail. Second edition. Routledge, 2012 Belbin Associates. (2012).Belbin Team Roles.Available: http://www.belbin.com/rte.asp?id=8. Last accessed 1st Feb 2015 Buelens, M, Sinding, K., Waldstrom, C., Kreitner, R., and Kinicki, A. (2011) Organisational Behaviour, 4th Edition: McGrawHill Higher Education Flanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 51(4): 327–358. Gibbs, G, (1988), Learning by Doing. A Guide to Teaching and Learning Methods. FEU Kolb, D, A. (2014). Experiential learning: Experience as the source of learning and development(Vol. 2). FT Press, 2014 Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall Luthans, F. (2011) Organisational Behaviour: An Evidence-Based Approach, 12th Edition: McGrawHill McLeod, S, A. (2010) Kolb Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html McShane, S. L. and Von Glinow, M. A. (2012) Organisational Behaviour: Emerging Knowledge, Global Reality, 6th Edition: McGraw-Hill Rollinson, D Broadfield, A, (2002).Organisational Behaviour and Analysis: An Integrated Approach. Financial Times Prentice Hall. Schà ¶n, DA, (1987),Educating the reflective practitioner, Jossey-Bass. San Francisco. Tuckman, B, (1965). Development sequence in small groups. Psychological Bulletin 63: 384-399. APPENDIX 1: Log-book / Diary The aim of this is to give you guidance as to how to plan working together in your team for your first assignment. Develop an action plan by answering the following questions: What are we supposed to be doing? What action needs to be taken? By whom? What time scale? What support is needed from the rest of the team? What to do if a team member has a problem in completing his/her task? What to do with someone who will not do any work or will not work as part of the team? Time chart Team Members: a) Nisbah Marta Mohammed Lucio James If the following sheet is not enough – please use additional notes on black page per week – example is available on page 7 (The titles of the columns will be explained in the lecture/seminars.) Reflective ReportPage 1

The Mordern Student Do Not Respect Teachers

As the education is playing more and more important role in social life, one controversial issue comes up that whether nowadays students do not respect teachers as much as in the past. Admittedly, we are emphasizing that everyone is equal and stressing the right to express our ideas different from others. However, can we say that nowadays students do not respect teachers as much as in the past? Perhaps not. Despite of different people hold various perspectives, I, given this chance, prefer to assert that nowadays students respect teachers as much as in the past.My point of view, involves the fundamental and deep discussions as follows. To begin with, one should emphasize that nowadays people’s concerns about the education are becoming more and more than in the past. It is undeniable that the teachers play the vital roles in the education and get more respect than in the past. To make it more compelling, let me use more details to demonstrate it. As we all know, to make ourselv es more outstanding in this competitive society, we should study hard to compete with others. In addition, the teachers guide us in our study life and then we must respect teachers to gain the knowledge.However, in the past people always adopted several children and they main concerned about how to solve problem about the supplication of food instead of the education. Due to the change of importance of the teachers in the society, students would respect less than nowadays. Obviously, nowadays students respect teachers more than in the past. In addition, another essential and compelling argument that always deserves people’s attention is that the nowadays teachers have more abundant knowledge and more wide perspectives, and then students become more adore teachers than before.Both common sense and our daily experience inform us that with the development of science and technology, teachers have more ways to gain the knowledge than what I can imagine, such as searching Internet, devoting themselves in to the specific research and so forth. What’s more, the nowadays teachers gain the higher degree than before, such as masters and professors instead of the undergraduate. Nevertheless, in the past teachers always gained knowledge from books. Hence nowadays teachers will be more profound than the teacher in the past and gain more respect from students.Admittedly, there are some students do not respect teachers. However the number just occupies the small rate of all students. Furthermore we should acknowledge that there must students do not respect teacher in the past either. To sum up, some people might still remain unconvinced, but the reasons I have analyzed would make them more aware of the dimensions of this issue. Hence at last, there will be no doubt that the nowadays students do more respect teachers than in the past.

The Ethical Issues Of Procreation Essay - 1389 Words

Procreation is a beautiful miracle that God has blessed humans to perform. God granted us this blessing so we can reproduce our offspring and start families. However, not everyone has been blessed to be able to procreate an offspring and this can carry a heavy burden on almost anyone who is less fortunate. For these less fortunate people who are unable to procreate an offspring, there are other ways to overcome this devastating scenario. In our present day, there are numerous outlets and technologies people can take that can help assist them in creating an offspring. Whether it is intra-uterine insemination, which is conducted by sperm or egg donation, by in vitro fertilization or surrogate motherhood arrangements, there are different technologies in our present day people can choose when it comes to creating an offspring. What are these technologies and how do they work? Ethically, are these outlets and technologies the right thing to do? 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