what is the greek word for assignment

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How to Say Assignment in Greek

• assignation
• assimilated
• assimilation
• future research
• investigation
• once upon a time
• tell the difference

What is the translation of "assign" in Greek?

"assign" in greek, assign {vb}.

• volume_up αναθέτω

assignation {noun}

• volume_up ανάθεση

assignable {adj.}

• volume_up που μπορεί να αποδοθεί

assignment {noun}

Translations, assign [ assigned|assigned ] {verb}.

• open_in_new Link to source
• warning Request revision

assignable {adjective}

Context sentences, english greek contextual examples of "assign" in greek.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "assign" in a sentence, english how to use "assignation" in a sentence, english how to use "assignable" in a sentence, english how to use "assignment" in a sentence, synonyms (english) for "assign":.

• apportioning
• apportionment
• transferable
• transferrable
• appointment
• designation
• duty assignment
• assessment of prices
• asseveration
• assignation
• assimilation
• assistance in training

Do you want to translate into other languages? Have a look at our Tok Pisin-English dictionary .

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7.3: §133. Exploring Greek Prefixes

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• Page ID 79743

• Peter L. Smith
• University of Victoria via BCCampus

§133. Exploring Greek Prefixes

Summaries of the type just presented are always a little overwhelming. Let us look for some short-cuts and strategies for learning the list.

Tackle first those prefixes that are obvious. In addition to the five we encountered in §131 , you can deal easily with amphi- (“on both sides”) and peri- (“around”), which are quite uncomplicated. For the one, think of amphitheatre and amphibious ; for the other, perimeter, periscope, periphery, peripatet ic, and periphrasis. The prefix dia – is also fairly straightforward: diameter (“measure across”), diagonal (“through the angle”), diatonic (“through the tones”), diaphragm (“fence across”), and diaphanous (“showing through”). Like its Latin cognate, Greek pro- can mean “before” or “forward”: prophet (“before speaker”), prophecy, prophesy, proscenium, prostate, prophylactic, program, problem (see §137 ). Though they look much alike, hyper- (“over”) and hypo- (“under”) are easy opposites. English has the hybrids hyperactive (“That kid is hyper!” ) and hypertension , plus hyperbole, hyperbola, and hyperthermia (a hot-tub ailment). In contrast, hypo- yields hypodermic, hypothesis, hypochondria, and hypothermia.

In some usages, ana- and cata- are also opposites, meaning “up” and “down.” An anabasis (“going up”) is the opposite of a catabasis (“going down”), but those words are rare and exotic. More common are analysis and catalysis , where -lysis is a “loosening.” Anatomy makes sense as “cutting up.” The force of cata- is apparent in catastrophe (“turning down”), cataclysm (“flooding down”), cataract (“breaking down”), and catalepsy (“seizing down”), but it is less clear in catalogue . Don’t be surprised or discouraged if you have trouble making the semantic connection between certain Greek prefixes and some of their English derivatives.

The Greek prefixes apo- and ec- ( ex- ) correspond quite closely to their Latin cognates ab- and ex- . The meaning “away from” is clear in apostle or apostolic (verb base “send”), apogee (ἀπο-γη), and apostrophe (originally a rhetorical “turning away”). What is an apotheosis ? Something eccentric (ἐκ + κεντρον + -ικος) is “out of centre.” Can you work out the etymological meanings of eclectic , exodus , and ecdysis? The last is the action of the snake slipping out of its skin, or the larva shedding its cocoon. It was H.L. Mencken who used that notion to coin the impeccable Greek form ecdysiast , to describe a strip-tease dancer.

The difference between en- and epi- is basically the difference between in and on (or upon ). A condition that is endemic (< δημος) is more ingrained than one that is epidemic —though the latter may be more alarming. Relatively few English words are derived from en- : energy , enema , enthusiasm —originally, a feeling that one had a god (θεος) inside one’s body. There are many more from epi- : epigram, epitaph, epidermis, epiglottis, eponym, eponymous, ephemeral (< ἡμερα, “day”). An eponym is a famous or notorious proper name that has been placed “upon” some object, process, condition, concept, etc.: Braille, boycott, pasteurize, cardigan, quisling, valentine, roentgen, Alzheimer’s Disease . A mysterious 18th century English physician, the apocryphal Dr. Condom, may be the eponymous hero of the prophylactic rubber sheath—though that etymology was questioned in the Oxford English Dictionary.

There are only three prefixes on the list that have not yet been mentioned. Pros- (usually “in addition”) is quite rare, occurring in the words prosthesis and prosthetic —referring to an artificial limb or other device that is “placed in addition.” Meta- suggests a carrying over or beyond, like Latin trans- , and will sometimes connote change: metaphor, metamorphosis, metathesis, metastasis, metaphysics. Finally there is para- , which most often means “beside” or “alongside.” The paragraph originally got its name from the symbol (now ¶) that was “written beside” it in the margin. A paradox is an opinion that stands beside or contrary to the norm. A parapleg ic is one who has been struck at the side ( paralyzed ), as opposed to a quadriplegic , who has lost the use of all four limbs. Note also paraphrase , parallel (par-allel, “beside one another”), and paraphernalia , a word related to a bride’s dowry. In 20th century English, para- has been further extended in uses like parapsychology and paramedic.

There are some deceptive para- forms in English that have nothing to do with the Greek prefix. From Latin parare (“prepare”), Italian derived a combining form that meant a “shield” or “protection.” A parachute will protect us from falling, just as a parasol will shield us from the sun. A parapet (It. parapetto ) was originally meant to protect the chest (L pectus ). Because you have long since learned to take nothing for granted in word study, you won’t be surprised that English has two different forms spelled para- . It is certainly risky to leap to etymological conclusions merely on the basis of superficial appearances.

In lieu of exercises for Chapter 21, look up some of the italicized English words that have appeared in this section. But don’t worry too much about Greek vocabulary that is completely unfamiliar. There is a strong likelihood that many of those strange-looking words contain Greek verb bases that we’ll meet in the next chapter. You may recall that it was hard to get full control of Latin prefixes until we had studied some verb roots. That problem applies also to our work in Greek.

Here’s another short and snappy assignment. Now that we’ve surveyed the whole field of Greek prefixes, how many English derivatives can you list from the noun ὀνυμα (ὀνοματ- )?

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It Came From Greek Mythology

Head of Athena; Stone Sculpture, circa 200 B.C.

Wikimedia Commons

"And when I was a schoolchild, I loved those old stories ... They have mystery, treachery, murder, loyalty, romance, magic, monsters—everything is in there. So I can’t remember a time when I wasn’t interested in mythology and that just continued when I was a teacher." — Rick Riordan,  Episode for Families: Percy Jackson & the Olympians: The Lightning Thief at the Met

Monsters, gods, and heroes ... all surefire favorites in the classroom and the stuff of Greek mythology. But Greek mythology offers so much more: inspiration for many works of art (both written and visual), insight into the human condition, a glimpse at an ancient people trying to make sense of phenomena they could not explain, and the source for many names and terms we use today. Your students might be surprised to find they're wearing shoes with the name of a Greek goddess (Nike), rooting for (or against) a team named after Greek gods (Tennessee Titans), and even listening to rock groups with mythological names (Styx).

The lessons in this unit provide you with an opportunity to use online resources to further enliven your students' encounter with Greek mythology, to deepen their understanding of what myths meant to the ancient Greeks, and to help them appreciate the meanings that Greek myths have for us today. In the lessons below, students will learn about Greek conceptions of the hero, the function of myths as explanatory accounts, the presence of mythological terms in contemporary culture, and the ways in which mythology has inspired later artists and poets.

Guiding Questions

What meanings did myths about gods, goddesses, and heroes have for the ancient Greeks?

What meanings do the Greek myths have for us today?

Learning Objectives

Describe the basic plots of several Greek myths.

Discuss three types of themes in Greek myths: stories about heroes, stories about "how it came to be," and stories about the consequences of unwise behavior.

Cite examples of contemporary use of terms from Greek mythology.

Analyze artistic and literary works based on or inspired by Greek myths.

Lesson Plan Details

Heroes were an important part of Greek mythology, but the characteristics Greeks admired in a hero are not necessarily identical to those we admire today. Greek heroes are not always what modern readers might think of as "good role models." Their actions may strike us as morally dubious. For example, in his encounter with the Cyclops, Odysseus helps himself to the giant's food without permission, attacks while the Cyclops is in a wine-induced stupor, and brags about blinding the one-eyed creature. This does not mean the Greeks admired thievery and bragging, however. What they admired about Odysseus, in this instance, was his capacity for quick thinking. Odysseus defied that which others would not (as is also shown by his desire to hear the Sirens' song) and pulled off great feats with panache and self-confidence.

Although myths convey exciting stories about gods and heroes, they are not equivalent to "stories" either in the modern sense of a deliberate fiction or the traditional sense of a folk tale or tall story. Rather, myths are traditional narratives often of gods, goddess, and heroes, great deeds and supernatural powers, that are passed down through various textual and visual sources and convey commonly held beliefs in a particular society about natural phenomena, historical events, and proper behavior. The lessons below will help students to understand this important distinction.

The Greek myths were not composed as stories for children. The Greeks were not shy about treating sexually explicit subjects. Although the links provided below are generally "cleaned up" versions of the myths, you should review all materials for appropriateness before presenting them to your students.

Not all Greek heroes were admired for the same reasons. Some, such as Odysseus, were admired for their resourcefulness and intelligence, whereas others, such as Herakles, were known for their strength and courage. Some were not particularly resourceful but depended on help to accomplish their tasks.

Whether or not a given action or quality was admired depended upon its ultimate results. Being headstrong might succeed in one instance but lead to failure in another. The Greeks held their characters accountable for their actions, and a hero might be punished as well as rewarded.

NCSS.D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time.

NCSS.D2.His.2.3-5. Compare life in specific historical time periods to life today.

NCSS.D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.

Note to the teacher: Be sure to review any material before distributing it to the class. While the Bullfinch versions of the Greek myths are generally "cleaned up," some versions you find may not be appropriate for your students.

• Review each activity in this unit, locate the tales you want to share with your class and select archival materials to use for Activity 5. If possible, bookmark these materials, along with other useful websites; download and print out selected documents and duplicate copies as necessary for student viewing.
• If practical, use your usual read-aloud time to share myths with the class. The tales chosen for this lesson are representative and widely available; however, other tales could serve the same purposes.
• The tales used in this lesson are available in many versions written expressly for younger readers. In the Other Resources section of this unit, you will find a list of recommended sources for Greek myths from EDSITEment-reviewed websites and links. Almost all of the tales mentioned in this lesson can be found in The Macmillan Book of Greek Gods and Heroes by Alice Low, illustrated by Arvis Stewart (New York: Macmillan Publishing Company, 1985). This volume contains a varied selection of short versions of tales that work as read-alouds and as a source for a study of comparative myth (this collection contains the Greek creation story and a tale about a great flood, for example). It is illustrated and often available in school libraries.
• Atalanta (Another version of this story is available on Odyssey Online.)
• Athena (Minerva) , includes the story of Arachne
• Echo and Narcissus
• Herakles (Hercules) (More on Herakles is available on Odyssey Online and The Perseus Digital Library .)
• Odysseus (Ulysses): Ulysses's Adventures
• The Return of Odysseus (Ulysses)
• Persephone (Proserpine) (Another version of the story is available on Odyssey Online.)
• The National Archives Teacher Resources , available through EDSITEment, offers a series of worksheets for analyzing primary source documents , including written documents, that you may wish to use or adapt to help students in reviewing the materials presented in this unit.

Activity 1. Rick Riordan Discusses Mythology

As an introduction to this curriculum unit, and as a way of leveraging student interest in the Percy Jackson books and movie, have students watch this video of Rick Riordan, author of the award-winning children's book series Percy Jackson and the Olympians . (Note this can be done as homework the night before class.) Here are some questions for students to answer.

• What is the appeal of mythology according to Riordan? What does Hemingway mean by the “mutability” of myths? Ask students to give their own examples of “mutability”.
• Why did Riordan make Percy the son of Poseidon rather than Zeus?
• Ask students to give examples of the influence of Greek or Roman mythology in the present day world.
• Why did Riordan set the first scene in his novel at the Metropolitan Museum?
• What connection does Riordan draw between Greek gods, comic book superheroes and today’s teenagers?

Activity 2. Heroes Then and Now

Shortly before introducing Greek hero tales, give students a day or two to each identify a contemporary hero. Students can use print or other media as their source, but they should be prepared to explain what makes that person a hero.

Encourage students to share their stories of contemporary heroism. Compile a list of characteristics of our contemporary heroes. Enter these characteristics in the first row of this accompanying PDF chart . Beside the characteristic, cite the individual who fits the characteristic and what s/he did to exemplify that characteristic.

Explain to the students that they will study hero tales from Greek mythology to see which qualities of heroism do and do not match our contemporary ideas.

Share some Greek hero tales with the class; if practical, use your usual read-aloud time for this. The following stories could be introduced on consecutive days.

• Offer this hypothetical situation to the students: You're trapped in a room with your greatest enemy, who has the only key and superior strength. How would you get out? Now share the story of Odysseus and the Cyclops . What personal traits allowed Odysseus to escape? What personal traits got him into (or might get him into) trouble?
• For another take on the Greek hero, share the tale of Odysseus and the Sirens. Odysseus simply must hear the Sirens' song, because no other mortal has heard the song and survived. Though Odysseus's strength of character (and physical strength) fails him when confronted with the Sirens' song, his wits save him thanks to his pre-arrangements to prevent escape. In the process, Odysseus learns about himself.
• Ask the students to brainstorm a list of chores they would really hate to do (even worse than the chores they already do). Then read the story of Hercules and the Twelve Labors. The EDSITEment resource The Perseus Digital Library has an illustrated online exhibit about Hercules that includes a retelling of the Twelve Labors. How would the students like to do Hercules's chores? What personal traits allowed Hercules to succeed? What personal traits got him into trouble?
• For a tale with a female heroine, read the story of Atalanta from the EDSITEment resources Bullfinch's Mythology . In what ways is she like and unlike a male Greek hero?

Working as a class, compile a list of the characteristics Greeks admired in a hero. Add the information to the chart as with the contemporary heroes. How does a Greek hero compare to a modern hero? Are any of the traits identical? Who on the student list of contemporary heroes most closely resembles a Greek hero? What contemporary person (not necessarily an actor) would students choose to play the various parts in a movie of the tales you've shared?

For additional hero tales, share stories about Perseus, Jason, or Theseus.

Activity 3. Behave Yourself

In their mythology, poetry, and plays, the Greeks held characters accountable for their own choices, actions, and behavior. As you read any or all of the following stories to the class, help students understand that these stories teach lessons about behaviors that were considered disagreeable or foolish by the Greeks.

• Ask the students about echoes they have heard. Where was the best echo they have ever heard? What causes echoes?
• Tell the tale of Echo and Narcissus available through the EDSITEment resource Bullfinch's Mythology . In what way was having to echo a fitting punishment for Echo? How does this tale explain what causes echoes? How did the story dramatize poor behavior?
• If desired, offer this writing challenge to students, based on an assignment conceived by poet Kenneth Koch. Begin by reviewing some examples of ways Echo communicated effectively using only an echo. Can your students (working alone or in pairs) create a dialogue that makes sense in which one party can only echo? Give some straightforward examples, such as: Teacher: Here is the assignment you will do. Student: Will do! Ask the students to suggest examples of this sort. Next, offer a variety of other possible echoes: Part of a word: Student #1: Who is doing the report on Narcissus? Student #2: Us. A homophone for a word: Student #1: Is that Billy I hear? Student #2: Here! Ask the students to suggest examples of this sort. Then give them the opportunity to write their own dialogues (or poems, where the ending of one line is echoed at the beginning of the next). When the students have finished, give volunteers the opportunity to perform their dialogues.
• Share with the class this definition of narcissism drawn from a standard print or online dictionary: "too much interest in and admiration for your own physical appearance and/or your own abilities." Then ask students, if someone is termed a "narcissist", what would that mean? Can the students name a fictional character from any medium who could be called a narcissist? Is that a trait we admire in people?
• Relate the tale of Narcissus . Have students examine Caravaggio’s painting of Narcissus from the Web Gallery of Art site. As students, was Narcissus's fate a fitting end for him? How did the story dramatize his arrogance and the consequences of this behavior?
• Tell the tale of Phaethon, available through the EDSITEment resource Bullfinch's Mythology . Have students look at the interactive version of Peter Paul Rubens’ painting of the Fall of Phaeton at the National Gallery of Art Classroom. Ask students, was Phaeton's fate a fitting end for him? How did the story dramatize his youthful rashness and its consequences?
• Share the lesson of Icarus  in the DAEDALUS story available through the EDSITEment resource Bullfinch's Mythology . As students, was Icarus's fate a fitting end for him? How did the story dramatize his inappropriate choices?

After hearing these stories, ask students to name some character traits the Greeks did or did not admire. Create a list of students' suggestions; adjust the chart from Activity 3 as needed.

Activity 4. How It Came to Be

Greek myths often attempted to explain mysterious elements of the natural world. How did the Echo story explain what causes an echo? How did the Phaeton story explain how the sun moves across the sky and why the land of Libya is a desert? Spiders have adapted to catch prey through the creation of webs. How does the story of Arachne explain the origin of spiders?

Many of the constellations, such as those associated with the astrological signs, are named after characters from Greek myths. What signs of the zodiac can the students name? Does anyone in the class recognize any of the zodiac constellations? How does the story of Cassiopeia , in the "Perseus and Atlas" segment of Chapter XV, available through the EDSITEment resource Bullfinch’s Mythology , explain a constellation?

The Constellation Table at the site The Constellations , allows students to read about many constellations, generally with information from the Greek stories about how the constellation came to be.

Activity 5. It Came from a Myth (Part 1)

Display an appropriate selection of the following images from EDSITEment-reviewed resources in the classroom (or in the computer lab, if practical). Conduct a scavenger hunt by numbering the images and giving the students a list of the characters portrayed in the artwork. How many characters can the students identify?

Atalanta's Race against Hippomenes , on  The Fitzwilliam Museum , University of Cambridge , UK. (Image of Atalanta racing against Hippomenes with golden apples.)

The Constellation Cassiopeia , on Mythical and Geographical Names

• Daedalus and Icarus by Anthony Van Dyke from the Art Gallery of Ontario website and The Fall of Icarus by Peter Breughel from the Web Gallery of Art . (To find this image, enter “Daedalus and Icarus” into the title field of Internet Art Gallery’s search engine .)
• Herakles Fighting the Hydra , on The Perseus Digital Library
• Odysseus and Polyphemos , on The Perseus Digital Library
• Odysseus, tied to mast of ship with wax in ears, and the attack of the Sirens: Thebes, c. 480–470 BCE , available on British Museum, Research .

These are just a handful of the images available online, and you can find many more by searching the Perseus Digital Library . When you have chosen a selection of images, share them with the class, and discuss any images that students find especially interesting or in some way troubling.

Activity 6. It Came from a Myth (Part 2)

Mythological terms are common in contemporary society. For example, an odyssey is a voyage, as well as a minivan! As students learn more about the characters of Greek mythology, they may be surprised to discover many familiar words derived from myths.

Working in small groups, students can use print or online sources to fill in as many blanks as possible on a chart like the one below. (NOTE: Depending on the class, it might be advisable for the teacher to attempt this search first to gauge how difficult it will be and to be prepared to direct students.) Most of the terms can be found in a standard collegiate dictionary; while some contemporary uses will not be included in the dictionary, such as Amazon .com or the Tennessee Titans, many of these will be known to the students. Where the technology is available, students can search online at Encyclopedia.com or Factmonster , both links from the EDSITEment resource The Internet Public Library, or the searchable Perseus Encyclopedia , found on the EDSITEment resource The Perseus Digital Library .

Groups can be assigned specific terms or everyone can attempt everything. Set a time limit for research before students begin the assignment.

Note: Chart is available as a PDF that you may wish to download and reproduce for student use.

Activity 7. Myth as an Inspiration for Art and Poetry

Students have now seen examples of the influence of Greek mythology in art, language, science, and commerce. Share with students some of the ways that mythology has also been the inspiration for later works of fiction and poetry.

First, share with your class the paintings by Anthony Van Dyke Daedalus and Icarus and by Pieter Brueghel the Elder, Landscape with the Fall of Icarus available through the Web Museum of Art a link from the EDSITEment resource Internet Public Library. Give students time to study the paintings in detail. Can they figure out what Daedulus is telling Icarus in the Van Dyke picture? Why is the Brueghel painting called “Landscape with the Fall of Icarus”? (Note the single leg of Icarus falling into the water in the lower right hand corner of the painting.) Does anyone in the painting seem to be paying attention to Icarus’s plunge into the water? How prominent has the painter made the event of Icarus’s fall? What meanings do such details suggest?

Now read to the class the poems by W.H. Auden “ Musee des Beaux Arts” available on the Harpers.org and a poem by William Carlos Williams, “ Landscape with the Fall of Icarus ,” available on the EDSITEment-reviewed Academy of American Poets .

Does Williams capture the feeling of the painting? How do Brueghel and Williams reinterpret the myth of Icarus for their own times? How have these artists "made the myth their own": understood it, interpreted it, and somehow extended its meaning?

• Ask students to create original writing inspired by myth. Each student should choose a character from Greek mythology and tell the character’s story looking for a different take, as Breughal did, or put the mythical character in a new situation. Before writing, students could discuss how Brueghel and Williams made mythology relevant to their own times, and what mythological themes and meanings are still relevant for the world students live in now.
• narcissist 
• Students interested in the use of mythological terms in astronomy should check out Mythical and Geographical Names  for an extensive list.
• Interactive Activity: The EDSITEment resource Odyssey Online offers a variety of activities for elementary and middle school students to explore, including games. Through the site, you can also find information on many mythologies for students interested in comparative myths.

Recommended Websites

• National Archives Educator Resources
• Mythical and Geographical Names
• Artcyclopedia
• Bullfinch’s Mythology
• Caravaggio's painting of Narcissus
• The Cambridge Dictionary Online
• Encyclopedia.com
• Factmonster
• WWWebster Dictionary
• Metropolitan Museum Greek and Roman Collection
• New Greek Galleries
• Welcome to World Mythology Minneapolis Institute of Arts
• An audio retelling of the Phaeton story
• The Perseus Digital Library

Recommended Further Reading in Greek and Roman Mythology

• Aliki. The Gods and Goddesses of Olympus . Harper Collins, 1994.
• d’Aulaire,Ingri. D'Aulaire's Book of Greek Myths . Delacorte Books for Young Readers, 1992.
• Evslin, Bernard. Heroes, Gods, and Monsters of the Greek Myths . Scholastic Magazines, 1966
• Fisher, Leonard Everett. Theseus & the Minotaur . Holiday, 1988.
• Fleischman, Paul. Dateline: Troy . Candlewick, 2006.
• Philip, Neil. The Adventures of Odysseus . New Ed, 1997.
• Russell, William F. Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology, Specially Arranged for Children Five and Up by an Educational Expert . Three Rivers Press, 1992
• Sutcliff, Rosemary. The Wanderings of Odysseus . Laurel Leaf, 2005.
• Williams, Marcia. The Iliad and the Odyssey . Candlewick Press, 1996.
• Yolen, Jane. Wings . Harcourt, 1997.

Materials & Media

It came from greek mythology: worksheet 1, related on edsitement, live from ancient olympia, what makes a hero, in old pompeii, portrait of a hero.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 1. Introducing Psychology

Psychology is the scientific study of mind and behavior . The word “psychology” comes from the Greek words “psyche,” meaning life , and “logos,” meaning explanation . Psychology is a popular major for students, a popular topic in the public media, and a part of our everyday lives. Television shows such as Dr. Phil feature psychologists who provide personal advice to those with personal or family difficulties. Crime dramas such as CSI , Lie to Me , and others feature the work of forensic psychologists who use psychological principles to help solve crimes. And many people have direct knowledge about psychology because they have visited psychologists, for instance, school counselors, family therapists, and religious, marriage, or bereavement counselors.

Because we are frequently exposed to the work of psychologists in our everyday lives, we all have an idea about what psychology is and what psychologists do. In many ways I am sure that your conceptions are correct. Psychologists do work in forensic fields, and they do provide counseling and therapy for people in distress. But there are hundreds of thousands of psychologists in the world, and most of them work in other places, doing work that you are probably not aware of.

Most psychologists work in research laboratories, hospitals, and other field settings where they study the behavior of humans and animals. For instance, my colleagues in the Psychology Department at the University of Maryland study such diverse topics as anxiety in children, the interpretation of dreams, the effects of caffeine on thinking, how birds recognize each other, how praying mantises hear, how people from different cultures react differently in negotiation, and the factors that lead people to engage in terrorism. Other psychologists study such topics as alcohol and drug addiction, memory, emotion, hypnosis, love, what makes people aggressive or helpful, and the psychologies of politics, prejudice, culture, and religion. Psychologists also work in schools and businesses, and they use a variety of methods, including observation, questionnaires, interviews, and laboratory studies, to help them understand behavior.

This chapter provides an introduction to the broad field of psychology and the many approaches that psychologists take to understanding human behavior. We will consider how psychologists conduct scientific research, with an overview of some of the most important approaches used and topics studied by psychologists, and also consider the variety of fields in which psychologists work and the careers that are available to people with psychology degrees. I expect that you may find that at least some of your preconceptions about psychology will be challenged and changed, and you will learn that psychology is a field that will provide you with new ways of thinking about your own thoughts, feelings, and actions.

Psychology is in part the study of behavior. Why do you think these people are behaving the way they are?

• Dominic Alves - Café Smokers - CC BY 2.0; Daniela Vladimirova - Reservoir Dogs debate, 3 in the morning - CC BY 2.0; Kim Scarborough - Old Ladies - CC BY-SA 2.0; Pedro Ribeiro Simões - Playing Chess - CC BY 2.0; epSos .de - Young Teenagers Playing Guitar Band of Youth - CC BY 2.0; Marco Zanferrari - 1... - CC BY-SA 2.0; CC BY 2.0 Pedro Ribeiro Simões - Relaxing - CC BY 2.0. ↵

Introduction to Psychology Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

• Biblical Studies (Divinity)
• Getting Started with Greek/Hebrew Word Study

Biblical Studies (Divinity): Getting Started with Greek/Hebrew Word Study

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• Ancient Christian Commentary on Scripture
• International Critical Commentary (ICC)
• Interpretation
• Old/New Testament Library
• Reformation Commentary on Scripture
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• Reference Tools: Atlases, Dictionaries, Concordances, etc.
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Steps for Word Study: Reference Room

Steps for Word Study:

Reference Room Edition

Looking to dive deeper into your study of a passage? Even if you're just beginning to learn Greek or Hebrew, it can be helpful to your exegetical process to identify the Greek or Hebrew words being used in the English translation of the Bible you are reading. These steps will point you to books in the Divinity Library Reference Room and walk you through

(1) finding a word in a concordance,

(2) finding the Greek or Hebrew term that corresponds with the English word,

(3) finding a short definition of the word in a lexicon, and

(4) finding longer theological articles on the word.

Two numbering systems are used to identify the Hebrew and Greek words from which English translations have been derived. Knowing one or both of these systems can be helpful in utilizing the textual analysis tools. The Strong's numbers [S] are keyed to the  King James Version  and the Goodrick/Kohlenberger numbers [GK] are keyed to the  New International Version .

1. Find the number matching the ENGLISH word you're researching, using a concordance. This resource will also begin to tell you what other verses use the same (or related) words.

2. Find the GREEK/HEBREW term behind your English word, and continue exploring other Bible verses where the word appears, using one of these concordances:

3. Using the GREEK/HEBREW term you found during Step 2, use a lexicon to find a brief definition of the word:

4. Lengthy articles in English on the Hebrew/Greek word can be found in the following resources:

Steps for Word Study: Online

Online Edition

Are you a Hybrid student and wondering what to do about an assignment that asks you to interact with Strong's numbers? When you can't visit the Divinity School Library and build yourself a fortress of Reference Room books, there are a few important websites and tools that will help you walk through the same steps we've given on the left hand side of this page:

(2) finding the Greek or Hebrew term that corresponds with the English word,

Since Strong's numbers are the most common, we will be relying here on tools that interact with Strong's numbering system. The websites that incorporate Strong's numbers are Bible Study Tools ,  Blue Letter Bible , and Bible Hub .

1. Look up the Bible passage you are studying online with Strong's Exhaustive Concordance enabled using https://biblestudytools.com / Use either the King James Version or the New American Standard Bible to access the concordance. Look for the "Settings" icon:

Under Settings, select the checkbox that says "Strongs Numbers," and every word that has a corresponding number in the concordance will now be highlighted in blue.

2. Select any word highlighted in blue to see the concordance entry.  This will give you the  Strong's Number , the original  Hebrew/Greek term , and a list of additional Bible verses that use this specific word in Greek or Hebrew.

3. Using the Strong's Number you discovered in Step 2, search for the term using Blue Letter Bible 's lexicon:

The search results will include brief definitions of your term from the Brown Driver Briggs Lexicon (Hebrew) or Thayer's New Testament Lexicon (Greek).

4. Place a scanning request for an article on your Greek or Hebrew word from the Theological Dictionary of the Old Testament or the Theological Dictionary of the New Testament.

If you are a Hybrid student needing a scan from a DIVINITY book please contact Dean Hawkins .

List of Hebrew/Old Testament Texts using Strong's Numbers

Biblia Hebraica Stuttgartenisa  - Div Ref  BS715 1984 c.1

The Brown-Driver-Briggs Hebrew and English Lexicon  -  Div Ref  PJ4833 .B76 1996 c.1

A concise Hebrew and Aramaic lexicon of the Old Testament  - Div Ref  PJ4833 .H6 1978 c.1

CONCORDANCES: 

The Hebrew English The Hebrew English concordance to the Old Testamen t - Div Ref  BS1121 .K65 1998 c.1

The Englishmans̀ Hebrew and Chaldee concordance of the Old Testament -  Div Ref  BS1121 .E5 1980b c.1

WORD BOOKS:

Theological Dictionary of the Old Testament  - Div Ref  BS440 .B5713 1974

Theological Wordbook of the Old Testament   - Div Ref  BS440 .T49 1980

New International Dictionary of Old Testament Theology & Exegesis  - Div Ref  BS440 .N438 1997

List of Greek/New Testament Texts using Strong's Numbers

The Greek New Testament  - Div Ref  BS1965 2007b

Interlinear Greek-English New Testament  - Div  Ref  BS1965 1981 c.1

Greek-English L exicon of the New Testament : Based on Semantic Domains  - Div Ref  PA881 .G68 1988

The Vocabulary of the Greek Testament  - Div Ref  PA881 .M7 1997

CONCORDANCES:

 The Englishman's Greek Concordance : Numerically Coded to Strong's Exhaustive Concordance  - Div Ref  BS2302 .W495 1979

The Greek-English Concordance to the New Testament  - Div Ref  BS2302 .K657 1997

The New international Dictionary of New Testament Theology  - Div Ref  BS2312 .N48 1986

Theological dictionary of the New Testament  - Div  Ref  PA881 .T4713 1985

More tools for word study: Interlinear Bibles

An interlinear bible is a bible in the original text—in Hebrew, Aramaic, or Greek—which includes a translation of every word beneath it. This allows one to “read” the original and compare translations over time. 

Interlinear Testaments in the Library

Kohlenberger, John R., ed. The Greek New Testament : UBS4 with NRSV and NIV . Grand Rapids, Mich. : Zondervan, 1993. (Ref. BS1965.5 I5845 1993) Kohlenberger, John R., ed. The Interlinear NIV Hebrew-English Old Testament . Grand Rapids: Regency Reference Library, 1987. (Ref. BS715 1987) Mounce, William. Zondervan Greek and English interlinear New Testament (NASB-NIV). Grand Rapids, MI: Zondervan, 2008. (Ref. BS1965.5 2008)

Online Interlinear Bibles

Biblestudytools.com Interlinear Bible

NTL Interlinear and Reverse Interlinear Bible

Bible Hub Interlinear Bible

Tips for Using Biblical Commentaries

How to Use a Commentary and Avoid My Rookie Mistakes 

20 Tips on How to Use Bible Commentaries 

Catalyst Resources 

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Definition of assignment noun from the Oxford Advanced American Dictionary

Join our community to access the latest language learning and assessment tips from Oxford University Press!

• 2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

Nearby words

Browse Course Material

Course info.

• Prof. William Broadhead

Departments

As taught in.

• Ancient History
• European History

Learning Resource Types

The ancient world: greece, assignments.

The first and second writing assignments are provided for this course. Samples of student work are also available .

Due beginning of lecture 11.

How useful are the concepts of honor and glory in understanding the motivation of the heroes in Homer’s Iliad ?

How would you characterize the values that form the basis of Achilles’ decision-making in Books 1, 9, 18, and 24 of the Iliad ?

In what ways can Hesiod’s Works and Days be shown to be more concerned with moral than practical teaching?

Grading Criteria

Papers receiving high grades will excel in each of the following:

Argument and Structure

Your paper should seek to convince its reader of an argument, a thesis, offered in answer to one of the questions set. The thesis should be clearly stated in the introduction to the paper. The body of the paper should then seek to support your thesis by marshalling an abundance of evidence from the ancient sources in a clearly structured, coherent, and linear argument. Finally, a conclusion should remind your reader of the thesis you have been supporting and show how that thesis is relevant to a wider historical context. Remember throughout that your paper should be a work of critical analysis.

Knowledge and Understanding

Your paper should display a close knowledge of the ancient source(s) on which your argument rests: knowledge both of the details of relevant passages as well as of the work as a whole. Your ability to subject the sources to critical analysis and to come to your own understanding of their significance should also emerge clearly from your paper.

Quality of Writing

Your argument should be expressed in clear, concise, and readable English. There should be no errors of grammar, syntax, or spelling. Precision and elegance of expression will be rewarded.

Referencing

You must always acknowledge your sources. Every time you either quote directly from a source or even simply refer to a source, you must provide a full citation. Since this paper is intended to be written entirely from ancient sources, your citations will most likely be to Homer or Hesiod only. It is conventional in the field of ancient history to cite ancient authors in the text of an essay, not in footnotes or endnotes; so, for example: ‘Hesiod here reveals…….(Hesiod, Works and Days 246-260)’ or ‘The embassy to Achilles…….(Homer, Iliad 9.240 ff.)’. Since your paper should include an abundance of ancient evidence in support of your argument, there should be many such citations along the way.

Should you choose to consult modern sources in addition to Homer or Hesiod themselves, you must be sure to provide full references to those sources. Such references should usually be provided in footnotes.

Full referencing is the only way to avoid plagiarism. Any unacknowledged borrowing of ideas, arguments, or direct quotes - whether intentional or not - is plagiarism and must be avoided. If you are not sure what plagiarism is, go to the MIT Online Writing Communication Center and follow the ‘Citing and Using Sources’ link or see the Humanities Library’s publication, Plagiarism and How to Avoid It .

Using the Internet

There is much of use to the ancient historian on the internet. There is also a lot of nonsense. Feel free to use the internet; but be aware that you are responsible for being critical of the material you encounter there and will be penalized for making use of sites that spout nonsense. As with any source, you must provide full references to material you consult on the internet, including the title and author of the page in question, the date on which it was written or last updated, the URL, and the date on which you accessed the site.

Formal Presentation

All papers must comply with the following presentational guidelines:

• Papers must be 5 to 6 pages in length.
• Papers must be typed in 12-point Arial font, with 1½ line spacing.
• Standard margins (1.25" left and right, 1" top and bottom) must be used.
• Papers must be held together with a paperclip (Not stapled: all papers will be photocopied after initial grading for reference of the writing tutor).

Penalty for Late Submission

Papers are due at the beginning of the lecture on the scheduled due date. Any paper submitted after the beginning of the relevant lecture will be considered late by one day. Any paper submitted on the day after the due date will be considered late by two days, and so on. Unexcused late submissions will incur a penalty of one partial grade step (e.g. from A- to B+) for each day late. Only serious and documented circumstances will be accepted as excuses (e.g. serious matters of health or other personal emergencies). Late papers should be submitted to Prof. Broadhead’s mailbox.

Due beginning of lecture 26.

In what ways does Plutarch reveal his priorities as a writer in his lives of Lycurgus and Solon? How does his approach affect the use of his biographies as sources for early Sparta and early Athens? (Remember to consult the introduction to the lives by Stadter for help.)

Why have commentators so frequently been tempted to describe Solon’s reforms as ‘democratic’? (Use both Plutarch, Solon and the account of Solon in the Athenian Constitution , with the useful notes and introduction by Rhodes.)

You have by now read a fair amount of Herodotus’ Histories , from the stories about Croesus and the early tyrants to the battle narratives of the conflict between the Greeks and the Persians. You should have a pretty good sense of his method as a historian. How does his approach to writing history affect the value of his account of the Persian Wars? (You will probably find Marincola’s introduction to the Penguin translation a useful reference.)

Slavitt’s translation of Aeschylus’ Persians , as Slavitt himself explains in the introduction, is based on his own very particular interpretation of what Aeschylus might have been trying to convey with the original. Compare Slavitt’s translation to one other translation of Aeschylus’ Persians (try, for example, that on the Perseus Digital Library). Analyze the differences between the two translations and discuss the ways in which Greeks and Persians are portrayed in each.

Student Work

• Comparing Interpretations (Courtesy of Erika Erickson. Used with permission.) ( PDF )
• Socrates According to Plato and Aristophanes (Courtesy of Erika Erickson. Used with permission.) ( PDF )
• Paper #2 (On Plutarch) (Courtesy of Stephen Fredette. Used with permission.) ( PDF )
• The Center of the Greek World: The Myth and Reality of Delphi (Courtesy of Stephen Fredette. Used with permission.) ( PDF )
• Parallel Lives – a Historical Lesson in Ethical Behavior (Courtesy of Yelena Gorlin. Used with permission.) ( PDF )
• Hesiod’s Moral Teachings on Living (Courtesy of Rubaiyat Khan. Used with permission.) ( PDF )
• Hesiod’s Works and Days: Moral or Practical Teaching? (Courtesy of Panayiotis Mavrommatis. Used with permission.) ( PDF )
• Founding Democracy: The Democratic Character of Solon’s Reforms (Courtesy of Panayiotis Mavrommatis. Used with permission.) ( PDF )
• City-States and Alliances in Ancient Greece: Underlying Reasons of Their Existence and Their Consequences (Courtesy of Panayiotis Mavrommatis. Used with permission.) ( PDF )
• Is Really Achilles a Hero? (Courtesy of Efstathios (Stathis) Metsovitis. Used with permission.) ( PDF )
• Honor and Glory in the Iliad: Life After Death (Courtesy of Cheryl Texin. Used with permission.) ( PDF )
• Democracy: Starting with Solon (Courtesy of Cheryl Texin. Used with permission.) ( PDF )
• The Peloponnesian War: The Struggle for Security (Courtesy of Cheryl Texin. Used with permission.) ( PDF )

More From Forbes

Nyt ‘connections’ hints and answers for thursday, march 14.

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Find the links between the words to win today's game of Connections.

Looking for Wednesday’s Connections hints and answers? You can find them here:

Happy Thursday, gang! I hope you’re having the most excellent week.

Today’s NYT Connections hints and answers are coming right up.

How To Play Connections

In Connections , you’re presented with a grid of 16 words. Your task is to arrange them into four groups of four by figuring out the links between them. The groups could be things like horror movie franchises, a type of verb or rappers.

There’s only one solution for each puzzle, and you’ll need to be careful when it comes to words that might fit into more than one category. You can shuffle the words to perhaps help you see links between them.

Each group is color coded. The yellow group is usually the easiest to figure out, blue and green fall in the middle, and the purple group is typically the hardest one to deduce. The purple group often involves wordplay, so bear that in mind.

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Select four words you think go together and press Submit. If you make a guess and you’re incorrect, you’ll lose a life. If you’re close to having a correct group, you might see a message telling you that you’re one word away from getting it right, but you’ll still need to figure out which one to swap.

If you make four mistakes, it’s game over. Let’s make sure that doesn’t happen with the help of some hints, and, if you’re really struggling, today’s Connections answers.

What Are Today’s Connections Hints?

Scroll slowly! Just after the hints for each of today’s Connections groups, I’ll reveal what the groups are without immediately telling you which words go into them.

Today’s 16 words are:

And the hints for today’s groups are:

• Yellow group — blockbuster triumph
• Green group — moves in an Olympic sport that’s played on the court and the beach
• Blue group — they sound like parts of a Hellenic language
• Purple group — they share a single-letter suffix

What Are Today’s Connections Groups?

Need some extra help?

Be warned: we’re starting to get into spoiler territory.

Today’s groups are...

• Yellow group — box office victory
• Green group — volleyball moves
• Blue group — homophones of Greek letters
• Purple group — ____-O

What Are Today’s Connections Answers?

Spoiler alert! Don’t scroll any further down the page until you’re ready to find out today’s Connections answers.

This is your final warning!

Today’s Connections answers are...

• Yellow group — box office victory (HIT, SMASH, SUCCESS, WINNER)
• Green group — volleyball moves (BUMP, SERVE, SET, SPIKE)
• Blue group — homophones of Greek letters (MOO, NEW, PIE, ROW)
• Purple group — ____-O (DADDY, DAY, JACKIE, JELL)

A pretty breezy game today, but I still made one mistake. That wasn’t enough to stop me from extending my overall win streak to six games. (Sidenote: hats off for the Pi Day reference. Well played.)

I got the purples first. JELL immediately caught my eye, with Jell-O being the first thing that sprung to mind. JACKIE (as in Onassis) confirmed that connection for me, and I quickly found Day-O and Daddy-O to round out the group.

From there, it was onto the greens and my sole mistake of the day. There was a red herring here, and if I’d figured out the yellow group first, that would not have been an issue. Alas, I included SMASH instead of BUMP for my first guess and that was incorrect. I resolved my error to wrap up the greens and the yellows.

I’m very glad I got those three groups first because I would not have stood a chance with the blues. I barely have a grasp of the Greek alphabet as is, so to have a group of homophones for those letters feels like a cruel and unjust punishment I was glad to avoid.

That’s all there is to it for today’s Connections clues and answers. Be sure to check my blog for hints and the solution for Friday’s game if you need them.

P.S. It’s been a minute since I included a music video at the end of this column for not good reason other than “I want to,” so here’s one for you. I’m going to see Queens of the Stone Age, my all-time favorite band, soon, so I’ve been delving back into Josh Homme’s oeuvre recently.

I was reminded of Them Crooked Vultures, his band with Dave Grohl and John Paul Jones. I love that group, and was lucky enough to see them in 2009. Here’s a groovy, bluesy song off their only album to date, just because:

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Definition of 'assignment'

Video: pronunciation of assignment

assignment in British English

Assignment in american english, examples of 'assignment' in a sentence assignment, cobuild collocations assignment, trends of assignment.

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Word of the Day

What it means.

Hegemony refers to influence or control over another country, group of people, etc.

// The two nations have for centuries struggled for regional hegemony .

See the entry >

hegemony in Context

“Beyond Hollywood’s scrambled economics, one of the biggest threats to its hegemony is social media—TikTok, Facebook, Instagram, and X-formerly-known-as-Twitter—with which it has always had an uncomfortable relationship, alternately its victim or master.” — Peter Biskind, The Hollywood Reporter , 26 Jan. 2024

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Face your fears.

• Arachnophobia is the fear of what multi-legged creatures?
• Ants Spiders
• Centipedes Octopuses

You know what it looks like… but what is it called?

You can make only 12 words. Pick the best ones!

Did You Know?

Hegemony refers to a kind of domination. It was borrowed in the mid-16th century from the Greek word hēgemonia , a noun formed from the verb hēgeisthai , “to lead.” At first hegemony was used specifically to refer to the control once wielded by ancient Greek states; later it was applied to domination by other political actors. By the 19th century, the word had acquired a second sense referring to the social or cultural influence wielded by a dominant entity over others of its kind, a sense employed by design scholar Joshua Langman when describing the use of found objects by French artist Marcel Duchamp (he of notorious readymade Fountain fame) as a means “to question and criticize the values of the artistic hegemony by eschewing craft entirely.”

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Unscramble the letters to create a synonym of hegemony : CASNYNDACE.

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