Rational Self-Sufficiency and Greek EthicsThe Fragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy. Martha C. Nussbaum

Ethics ◽  
1988 ◽  
Vol 99 (1) ◽  
pp. 136-146 ◽  
Author(s):  
Nicholas P. White
Keyword(s):  
Greek Tragedy ◽  
Self Sufficiency

The Orchestra as Acting Area in Greek Tragedy

Ramus ◽  
1985 ◽  
Vol 14 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Graham Ley ◽  
Michael Ewans
Keyword(s):  
Greek Tragedy ◽  
Close Relation ◽  
Central Problem ◽  
Classical Drama ◽  
Considerable Experience

For some years past there has been a welcome change of emphasis towards the consideration of staging in books published on Greek tragedy; and yet with that change also a curious failure to be explicit about the central problem connected with all stagecraft, namely that of the acting-area. In this study two scholars with considerable experience of teaching classical drama in performance consider this problem of the acting-area in close relation to major scenes from two Greek tragedies, and suggest some general conclusions. The article must stand to some extent as a critique of the succession of books that has followed the apparently pioneering study of Oliver Taplin, none of which has made any substantial or sustained attempt to indicate where actors might have acted in the performance of Greek tragedy, though most, if not all, have been prepared to discard the concept of a raised ‘stage’ behind the orchestra. Hippolytus (428 BC) is the earliest of the surviving plays of Euripides to involve three speaking actors in one scene. Both Alcestis (438 BC and Medea (431 BC almost certainly require three actors to be performed with any fluency, but surprisingly present their action largely through dialogue and confrontation — surprisingly, perhaps, because at least since 458 BC and the performance of the Oresteia it is clear that three actors were available to any playwright.

CONCEPTUAL POSITIONS OF MODERNIZATION OF EXISTING INEFFICIENT DISTRICT HEATING SYSTEMS

2017 ◽  
pp. 11-21
Author(s):  
Ye.Ye. Nikitin
Keyword(s):  
Energy Efficient ◽  
Mutual Influence ◽  
District Heating ◽  
Current Status ◽  
Cognitive Approach ◽  
Heating Systems ◽  
Energy Management Systems ◽  
Current State ◽  
Self Sufficiency ◽  
District Heating Systems

The current situation in the sphere of district heating is analysed on the basis of use of the cognitive approach. The presence of closed chains of cause-effect relationships of negative factors and conflicts of target settings of the subjects in the field of district heating is shown. The conceptual model of energy efficient modernization of district heating systems is proposed. This model includes indicators of the current status of heat sources, networks and heat consumers, energetic and economic models, restrictions, procedure of forming and analysis of the mutual influence of the recommended projects. The quantitative data on indicators of the current state of district heating systems of the cities of Ukraine are presented. The interrelation between indicators of the current state and projects of energy efficient modernization of district heating systems is shown. Assessment of energy self-sufficiency of municipal district heating systems on condition of thermal modernization of buildings is carried out. The creation of energy management systems at the district heating enterprises is proposed. Bib. 6, Fig. 7, Tab. 5.

Reading and Interpreting Variants inCome and Go,Va-et-vientandKommen und Gehen

2015 ◽  
Vol 24 (1) ◽  
pp. 75-86
Author(s):  
Pascale Sardin
Keyword(s):  
Greek Tragedy ◽  
French Translation ◽  
The Uncanny ◽  
Famous Paper ◽  
Textual Variants ◽  
Insight Into

This paper focuses on textual variants in Come and Go, Va-et-vient and Kommen und Gehen and considers these variants as thresholds (Genette, 1997) into these works. This paper aims to show how Beckett's self-translating process, which was prolonged and complicated in the case of his plays when he directed them himself, produces a number of possible textual confusions, but also how these complications constitute insight into the Beckettian text. Indeed variants and rewritings point to moments in the writing and rewriting process when Beckett met ‘resistant vitalities’ mentioned by George Steiner in After Babel (1975). To illustrate this, I study Beckett's first ‘dramaticule’, Come and Go, by examining its pre-texts, the French translation, and Beckett's production notebooks for Kommen und Gehen. In these texts, I explore the motifs of death and ocular anxiety, as studied by Freud in his famous paper on ‘The Uncanny.’ I show how the Freudian uncanny actually reveals the parodic archaism of Beckett's drama, as a parallel is drawn between the structure of Beckett's play and Greek tragedy. Beckett's sometimes ‘messy’ rewritings in Come and Go, Va-et-vient and Kommen und Gehen served the performing intuitive perception in us of death, an issue explored here through the trope of femininity. Furthermore, comparing Beckett's Come and Go and Va-et-vient makes it easier to see Beckett progressing towards what Deleuze called a ‘theatre of metamorphoses and permutations’ in Difference and Repetition – a monograph published in France the very year Come and Go was first produced (1966).

Otherness in More’s Utopia

Moreana ◽  
2016 ◽  
Vol 53 (Number 205- (3-4) ◽  
pp. 73-94
Author(s):  
Guillaume Navaud
Keyword(s):  
Foreign Policy ◽  
Major Part ◽  
Point Of View ◽  
Way Of Life ◽  
Old World ◽  
Self Sufficiency

Utopia as a concept points towards a world essentially alien to us. Utopia as a work describes this otherness and confronts us with a world whose strangeness might seem disturbing. Utopia and Europe differ in their relationship to what is other (Latin alienus) – that is, that which belongs to someone else, that which is foreign, that which is strange. These two worlds are at odds in regards to their foreign policy and way of life: Utopia aspires to self-sufficiency but remains open to whatever good may arrive from beyond its borders, while the Old World appears alienated by exteriority yet refuses to welcome any kind of otherness. This issue also plays a major part in the reception of More’s work. Book I invites the reader to distance himself from a European point of view in order to consider what is culturally strange not as logically absurd but merely as geographically remote. Utopia still makes room for some exoticism, but mostly in its paratexts, and this exoticism needs to be deciphered. All in all, Utopia may invite us to transcend the horizontal dialectics of worldly alterity in order to open our eyes to a more radical, metaphysical otherness.

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

Sign in / Sign up

Export Citation Format

Share Document