Comitum princeps tu mihi eris: Rape and the Distribution of Auctoritas in Ovid's Fasti

In Ovid’s Fasti, the rape narratives of Callisto, Lara, Flora, and Carna contain the common themes of the distribution of auctoritas and/or the subversion of auctoritas. While all four characters are victims of rape, Callisto loses auctoritas as a result of her rape by Jupiter, whereas Flora and Carna gain auctoritas from their rapes by Zephyrus and Janus respectively. Since Ovid associated Augustus with Jupiter on more than one occasion in the poem, it appears that readers were meant to see a parallel between Jupiter’s dealings with auctoritas in these narratives and Augustus’ exercise of his auctoritas over Rome. Zephyrus’ and Janus’ bestowal of auctoritas upon their victims was intended to be a foil for Jupiter’s denial of auctoritas to Callisto and strict regulation of his own auctoritas, which Lara’s narrative exemplifies, in order for Ovid to criticize the overwhelming nature of Augustus’ auctoritas, as well as specific Augustan policies.

Paradigms and prisons: a narrative of translation and transformation : my hero's journey from "at-risk" youth to teacher/learner in a jail setting /

All life is suffering. Life is the pursuit ofhappiness. These are two foundational Buddhist dictums that, in their simplicity, I have entirely misunderstood regarding their depth, misreading them as contradictory. Indeed, my superficial interpretations led me to Thoreau's life ofquiet desperation and deep depression. We come to know and bring understanding to our lives by storying them. My own Hero's Journey, the path from my egoic selftoward the universal Self, can be understood as the resultant translations and transformations. Inevitably each of us is involved in such a story, though most are unaware of the stages along our own Hero's journey. ' Narrative honours writing as a means of knowing. The contemplative reflection allows insight into our imprisoning paradigms, beliefs, behaviours, and blind spots. My research revisits and explores nodal experiences along my Hero's Journey through 4 categories: self, society, soil, and Self. While the value of this process of narrative inquiry lay in its ability to come to know and understand one's self, perhaps its greater value is of a more universal nature. My inquiry, while adding to the body of academic educational narrative literature, may also illuminate a path to educators, students, and all interested, encouraging a response to the call of their own Hero's journey. I am a teacher/learner in a jail setting, working with youth between the ages of 12 and 18 who have committed crimes such as armed robbery, assault, rape, and murder. As this thesis follows my continual development from egoic self/teacher/learner to universal Self/Teacher/Learner, it also enables me to both consciously and unconsciously open the ways in which I expand my care, compassion, and love to work with at-risk youth.