Beowulf And Monster Essays - Beowulf, Geats, Anglo-Saxon Paganism

Beowulf And Monster Beowulf is the epic story of a young hero who battles the monster Grendel and his mother. Beowulf, a prince of the Geats, the son of Ecgtheow who voyages to Heorot, the hall of Hrothgar, king of the Geats and the great grandson of the hero . There at Heorot, Beowulf destroys the monster Grendal, who for twelve years has haunted the hall by night and slain all he found therein. When Grendal's mother, in revenge, makes an attack on the hall, Beowulf seeks her out and kills her in her home beneath the waters. There are many different events in this story. First, there is the pagan warrior system. In this system, the relationship between the lord and his men, known as the thanes, is very important. It is the responsibility of the thanes to defend their king and their lands and also to fight his wars whenever possible. The relationship between the lord and the thanes is one of mutual trust and respect. The warrior vows his loyalty to his lord and eventually becomes his companion. In return, the king/lord is responsible for repaying these men for their favors and eventually provide for their households. He offers them shelter, helmets, gold rings, bracelets, swords, beer, mead, and a home. (Norton, 23.) In the warrior society, there are two forms of retribution, quiet vengeance and the wergild or the "man price" (Norton, 23.). A killer is responsible for paying for the death of a warrior, by paying a member of his family: "Each rank of society is evaluated at a definite price, which has to be paid to the dead man's kinsmen by the killer who wishes to avoid their vengeance - even if the killing has been accidental." (Norton, 23.) There are also the ideas of fate and courage portrayed throughout the story of Beowulf. The warriors believe that fate controls their lives and their beings. Beowulf, the ultimate hero, shows this trait throughout Grendel's attack and also in his battle with Grendel's mother after her vengeful attack on the hall of Heorot. He even tells Unferth, the boastful warrior, of his fate before defeating Grendel, when Beowulf says, "Fate often saves an undoomed man when his courage is good." (Norton, 34.) After, Beowulf's successful victory over Grendel, the warriors enjoy their feast and then settle down for their night's rest in the great hall Heorot. They do not know that Grendel has a kin who will come that night to avenge his death. Grendel's mother then arrives and snatches the first person she sees and hurries back to the mere. When it is discovered that the man, who happens to be Hrothgar's dearest advisor, Aeschere is dead, everyone is sorrowful. Once again, all of Danes are now in sorrow for the death of Aeschere. Hrothgar mourns his friend's death, but Beowulf encourages him when he says to Hrothgar, "Sorrow not, wise warrior. It is better for a man to avenge his friend than much mourn." (Norton, 45.) Beowulf now attacks Grendel's mother and gives victory and freedom to the Danes over the monsters that have been plaguing them for over twelve years. Hrothgar is described as a "hoary warrior". (Norton, 45.) He is old, tired and cannot control his kingdom. His thanes can boast, but cannot face the monsters that try to overthrow his kingdom. Not only does Beowulf shows his courage and his fighting ability as a young warrior, but in the end of the poem, at an old age, he again shows his courage by attacking the dragon who eventually takes his life. At the time he is about to attack the dragon, Beowulf says, "In my youth I engaged in many wars. Old guardian of the people, I shall still seek battle, perform a deed of fame, if the evil-doer will come to me out of the earth-hall." (Norton, 59.) Beowulf's successor is Wiglaf. Wiglaf is the young warrior who sticks by Beowulf's side while he fights with the dragon. Wiglaf is very similar to Beowulf in that he is also courageous and is humble. He is very courageous and shows his courage when he tries to help Beowulf attack the dragon.

Early Colonial Courtship Rituals

Early Colonial Courtship Rituals Colonial CourtshipCourtship in the colonies was a strictly supervised tradition based only upon proper appearances and what the colonists knew from their (or their relatives') previous lives in England. Although not highly regarded because of the tremendous lustful temptations involved, many colonists viewed it as a necessary evil that would produce marriages that would eventually bring the ever-desired "healthy family" situations (i.e. many children) that supposedly gave character to the colonies, especially in the south.A colonial courtship did not really begin until the process of finding a match had been completed to the satisfaction of the town's standards. During the sixteenth and seventeenth centuries, English methods of matchmaking were, for the most part, divided into two categories: higher class and lower class. Because the higher classes were rich and often had much political power, they were allowed by their own political standards to find matches more freely than those i n the lower classes.English: Male (right) and female (left) Phidippus ...Therefore, many sons and daughters of the higher classes were able to make a match through love, as long as their chosen lover was one of proper consequence. This potential spouse was evaluated by the mother and father, and if seen to be of proper financial security and political position, the match would be readily agreed to. However, in lower classes, the majority of marriages were arranged by well-meaning parents wishing to give their children the best possible life. Since many of the colonists in the New World were not rich and supported themselves through farming or industry work, their matchmaking were grounded in those of the English lower classes.The social aspects of courtship in the colonies varied from region to region. In New England, where its influences were highly Puritan, a courtship would be conducted during town get-togethers and church-coordinated events...

Learning Styles Comparison Essay Example | Topics and Well Written Essays - 1250 words

Learning Styles Comparison - Essay Example Their visual-spatial skills are also very high and they have a good eye for visual appeal and colour. They are also able to interpret body language as they pay close attention to everything and everyone around them (Wong, 2014). When studying, visual learners like using visual strategies. They like having things that they can see, and memorize as mental images. One will find that the visual learners’ text books and notes highlighted and notes written on the margins. They also like creating visual tools for studying like maps and chats. They read rapidly and require quiet reading areas. They also read for pleasure and relaxation and may spend long periods of time reading (Haggart, 2011). According to Van (2012), people have different learning styles due to their ability to acquire information, process that information and be able to retain it. There are three major learning styles; there is the visual, the auditory and the kinesthetic. The auditory learners learn by talking and listening. They speak extremponously and recall sounds they hear. They often forget the faces of people they meet but they rarely forget their names. They love working with languages and words and love reading plays and dialogs. When studying, they subvocalize either internally or externally so that they can be able to comprehend. They also like interrupting others when reading so that they can discuss the content or an issue that is disturbing them. They remember new words by sounding them phonetically. They love listening to music especially when studying and they recall what they have read by using mnemonics (Haggart, 2011). The kinesthetic learners require movements and touching objects when learning. In class, they are often off task, talking to their neighbours and walking around the class at every opportunity they get. They like figuring out things by themselves.

Charles Darwin's Work according to Popper, Kuhn and Van Fraassen Essay

Charles Darwin's Work according to Popper, Kuhn and Van Fraassen - Essay Example However, philosophers demonstrated interest in finding the truth in various components of life. Some philosophers have observed that Darwin arguments failed to provide concrete reasons while other believes that interpretation of the arguments should take their immediate context (Auletta, et.al.2011). Many philosophers have debated the views of Darwin pointing of the weaknesses as well as possibilities. The evolutionary biology has been subject to scientific tests and principles as well as theological thinking. This paper will explore the views of Popper, Kuhn, and Van in relation to Charles Darwin work on evolution. Karl Popper on Darwin Karl Popper viewed Science as a means of distinguishing theories from myths or traditional believes. The questions raised by people about aspects of life should be subject to scientific analysis. Darwin’s theory clashed with Biblical view of creation, subjecting it to Scientific proves. Popper observed that Darwin’s theory of evolution does not have components, which are subject to scientific measurement (Auletta, et.al.2011). For instance, the survival of species based on how fit they are, in relation to conformation to changes in environment does not contain any bit of science because no species can survive if it is weak. In Popper’s view, Darwin theory does not qualify as a science. Popper’s perspective of science in relation to Darwin theory appears in four steps; first problem selection, second creation of hypothesis in relation to problem solution, third is to test the theory presented, and lastly develop an argument about the result. The knowledge built through the scientific argument would eliminate errors created through criticism. This argument contends that knowledge does not occur through a single suggestion, but must command some universality on the theory introduced. In Popper’s view, the learning that the society acquires is through mistakes that people make. Thus, the separatio n of truth from myths in the scientific way must consist approving and disapproving the exiting view. Darwin’s theory argued that the emergence of creatures in the present world took place after other creatures suffered wastages of unimagined proportion. The theory does not explain the source of suffering thus subjecting it more questions based on scientific credibility. Popper argues that the purpose served by the creatures that led to their extinction must be provable. Popper believes that Darwin must have created a theological problem or unearthed an old problem that was not in focus (Radick, 2003). The outcome of suffering does not lead a viable species to overtake the present challenges, but the cause of the suffering must be evident. Thus, this argument proposed by Popper disapproves the work of Darwin on the following accounts: first, the argument does not contain any scientific element. That is a scientific element can be subject to test through comparison of the exis ting facts and the anticipated outcomes. Second, the argument put forward by Darwin refuted the ontological boundaries between the animal kingdom and humanity. Popper argued that the theory puts animals to appear more human while humans appeared more animal (Radick, 2003). The explanation of evolution as put by Darwin traces the beginning of life from scratches, which are not provable scientifically. The evolution of apes into human beings reduces science to myths. Critics have argued that Popper promoted non-revolutionary interests; however, his argument tends to demonstrate his feelings about the concept of evolution (Radick, 2003). Popper believes that a real world existed, independent of Darwin or human views. He

The Theoretician and the Experimenter - Eugenics and Francis Galton Essay

The Theoretician and the Experimenter - Eugenics and Francis Galton - Essay Example He tried to apply this concept in understanding heredity and in the future prospect of manipulating it to gain social goals. And the basic premise of his theory was that the environment of a human being had no influence on his character or intelligence (Cowan, 516). Marks has described Eugenics as an attempt to interpret, â€Å"cultural history in fundamental biological terms† (650). Galton’s thought is further explained by Marks by introducing Galton’s belief that â€Å"cultural ‘progress’ was driven principally by the birth rate of geniuses regardless of any other social processes† (650). Between 1910 and 1930, Eugenics had dominated all research works and beliefs in the field of genetics and biology but after this period, the entire concept was questioned and almost discarded (Marks, 650). Galton had conceptualized Eugenics as the science of cultivating â€Å"better men and women,† on the similar lines of cultivating â€Å"better plants and animals† (Farrall, 111). Farrall has observed that for Galton, Eugenics was â€Å"the basis of a scientific religion, which could lead to the Utopian situation where problems such as alcoholism, criminality, disease and poverty had disappeared† (111). Galton thought that once he could find out the exact ways in which intelligence and behavioural characteristics transmitted from parents to children, such social engineering will be made possible. The motivation for Galton to develop Eugenics was a belief that â€Å"statistics would solve the problem of heredity and that heredity, once understood, could be used to resolve the political and social contexts that plague the race of men† (Cowan, 510). Thus Galton wanted to create a â€Å"perfect Eugenic state† (Cowan, 510). The first question that he started with, was, â€Å"can extraordinary intellectual gifts be inherited?† (Cowan, 510). He started his work by â€Å"counting the number of men listed in a biographical dictionary who were relatives of someone else on the list† and then based on this, he published the book, â€Å"Hereditary Talent and Character†.  Ã‚  

Learning Difficulties: Causes

Learning Difficulties: Causes Learning Difficulties LO. 1 Explain what is meant by learning disabilities, and outline their possible causes and manifestations. The term and definition of learning disability has its controversies and ambiguousness and the term means different things to different people having various cultural and medical connotations. Individuals identified as having learning difficulties are recognized and understood by the communities in which they live, the personal services they need, and the kind of support they expect. Yet, generally Learning Disability can be defined as a cognitive disorder that adversely affects peoples ability to interpret visual and auditory information or to link different pieces of information from different parts of the brain to integrate them in a coherent manner. There is thus an apparent lack of integration and coordination of information (see Emerson et al., 2001). These limitations as revealed through learning disabilities can be manifested as specific difficulties with coordination, attention, spoken and written language, or even self-control. Difficulties in learning also affect schoolwor k and can lead to impediments in learning to read and write. According to the Department of Health, Learning Disability can be defined as A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with, a reduced ability to cope independently (impaired social functioning) and which started before adulthood, with a lasting effect on development. (DOH, 2001 p14) Specifically in Scotland the term learning disability is used to describe: those with a significant, lifelong condition that started before adulthood, that affects their development and which means they need help to understand information, learn skills and cope independently. (Scottish Executive, 2000) According to the British Institute of Learning Disabilities, (BILD), Learning Disability is just a label. BILD points out that the term learning disability is being increasingly replaced by the term learning difficulties and as given by the Warnock Committee learning difficulties is a term used to cover specific problems with learning in children that might arise as a result of a number of different factors, eg medical problems, emotional problems, language impairments etc (BILD, 2005). There can be different types of learning disabilities that can be categorized into three broad groups:Learning Disabilities related to developmental speech and language disorders. Learning Disabilities associated with academic skills disordersLearning Disabilities associated with coordination disorders, learning handicaps and problems in integration of informationFor deciding that someone has learning disabilities, three diagnostic criteria are used: Intellectual Ability Legislative definitions of learning disability Social competence. Learning disability can also be classified into two main categories and the causes can be genetic or environmental. Learning disability can occur due to several different types of causes. Impairments causing learning difficulties can occur before, after or during birth. Before birth reasons can be congenital and include Down syndrome, Turner syndrome, Hurler syndrome or Fragile X syndrome. Oxygen deprivation during birth and postnatal illnesses, brain injury or meningitis can lead to learning disabilities and impaired cognitive development. Environmental factors leading to learning disabilities can include infections, trauma, drugs or social deprivation and neglect (Watson, 2003). As we have already mentioned particular types of learning disabilities are associated with particular kinds of manifestations and specific learning characteristics. LO.2 Estimate the prevalence of learning disabilities and appreciate the impact that this may have on professional health care practice. The incidence and prevalence of learning disability is difficult to determine as the only manifestations of learning disability that can be detected at birth are clear syndromes like Down syndrome and the majority of infants with learning disabilities go undetected till much later. Delays in childrens cognitive development help ascertain whether they have learning disabilities. Prevalence of a disease or a general condition is the estimation of the number of people affected as a proportion to the general population. If IQ is used as an indicator of learning disability, then many people with learning disabilities go unaccounted for. Administrative prevalence of any such condition refers to the number of people that are provided with some form of service from caring agencies. The general consensus is that the overall prevalence of moderate and severe learning difficulties are 3-4 people per 1000 in the general population (DoH, 1992). The prevalence of severe to moderate disability has been recorded at 3.7 per 1000 population whereas the prevalence of mild learning disability seems to affect 20-30 per 1000 of the general population. Further it has been observed that among 3-4 persons in 1000 within UK suffering with learning disabilities nearly 30% report severe or profound learning problems. Within the group of individuals suffering from severe learning difficulties most also suffer from multiple physical and sensory impairments as also behavioral difficulties. These individuals require lifelong support to maintain themselves and to achieve a level of lifestyle. Emerson et al (2001), have suggested that within UK there are some 230,000-350,000 persons with severe learning disabilities, and around 580,000-1,750,000 persons with mild learning disabilities. They also suggest in their study that there are differences in male and female prevalence rates and incidence of disabilities with males showing higher prevalence than females. Enable et al. (2003) have suggested that the number of people with learning disabilities has increased by 1.2 % a year over the last 35 years and since 1965 the number of people with severe learning disabilities has increased by 50%. There are many controversies on the validity and use of epidemiological data and on prevalence and incidence rates of learning disabilities. All children with learning disabilities are not reported and in most cases it is difficult to understand the symptoms of learning disability until at a much later stage. One of the major problems is the argument that collection of data on disabled individuals invariably leads to labeling and brings in concerns as to whether such discrimination is useful or necessary. However some scholars have argued that labeling helps in identifying the disabled individuals and ensures that special needs of such people are met through adequate care provisions. Incidence rates and prevalence data on learning disabilities are helpful in clinical practice as it provides an estimate of the nature and extent of support that healthcare services should be prepared to provide. LO.3 Describe how people with learning disabilities have been misunderstood in the past and how this may affect contemporary provision of health care for them. Attitudes and beliefs about people with learning disabilities have changed rapidly in the last few decades and have consequently shaped healthcare provisions available to this group of people. Models of social inclusion and community care have replaced traditional models of institutional care and there is more emphatic appreciation of civil and human rights of individuals with learning disabilities. It has been argued that the rate of change in services to disabled individuals has been slow in Scotland as compared to other parts of Britain, but this has also helped enable accurate assessment and greater response to fulfilling needs of people with learning disabilities. Social care policies by the Department of Health, legislative definitions of learning difficulties along with human rights campaigning for such people and increased spread of awareness that learning disability is more of a convenient label, have altogether led to improved conditions and stronger commitments to provide a more person centered approach to care than before. People with severe or moderate learning disabilities were regarded as mentally deficient or retarded and since the implementation of the Mental Deficiency Act in 1913, it was recommended and all mentally retarded be categorized according to the level of disability and by 1929 100, 000 mentally retarded individuals were institutionalized in the UK. Although in the early 19th century, institutional care for patients with learning disabilities aimed at modifying or changing mental defect, this was quickly replaced by a philosophy of control and coercion in custody. The initial institutionalized colonies were changed to long term hospitals following the NHS 1946 Act. By the 1950s and 1960s the concept of custodial institutionalized care for learning disabilities was questioned and there was an eventual introduction of community care. In 1971 the White Paper Better Services for the Mentally Handicapped was introduced in Great Britain and the care philosophy was led by the concept of normalization rather than segregation. This was aimed to increase social participation and greater social roles of individuals with learning disabilities to integrate them in mainstream society. The contemporary provision of health care as set by the Department of Health or NHS gives emphasis to schedules of community care, social inclusion and social participation of individuals with learning disabilities and discourages institutionalization. LO.4 Define the concept of inclusion and identify barriers that serve to exclude people with learning disabilities from mainstream services. Introducing the strategy for services supporting people with learning disabilities in England, the Department of Health (2001) has described social inclusion in the following words:Being part of the mainstream is something most of us take for granted. We go to work, look after our families, visit our GP, use transport, go to the swimming pool or cinema. Inclusion means enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in the local community.'(p24) People with learning disabilities have long been marginalized and excluded from society not only regarding social issues but also indirectly on decisions about their own lives. The Human Rights Act 2000 has also stressed on the basic fundamental rights of such individuals and this has given them a voice and strength in society. Whether it is choice of career or access to health services, the individuals with learning disabilities now have many options, and varied preferences. According to Jenkins et al (2003), an inclusive approach recognizes that formal and informal elements of the wider society need to change or adapt to enable excluded people to use opportunities and services. This explains the general approach in providing care to individuals with learning disabilities and the aim is to help them adapt and merge with the mainstream society with increased opportunities and special services. Yet there are major barriers to providing such individuals with the advantages of normal provisions and services. Some of these barriers include the nature of the problems that can involve severe physical or mental impairment. Factors identified as impediments to social inclusion of learning disabled individuals can be the process of labeling itself which discriminates socially healthy individuals from the disadvantaged ones. Although labeling has it won advantages, identifying individuals as disabled can lead to special exclusion and discrimination in areas of jobs, lifestyle or social participation. Although the situation has drastically improved after recognition of human rights needs of the learning disabled, the disadvantaged peoples own low levels of motivation, heightened social anxiety, discomfort in social participation, feelings of inferiority and practical problems in not being able to perform normal physical activities are common barriers to a health social life for these individuals. The mindset of people towards disadvantaged individuals may be changing but needs to change even further. Several associated illnesses, physical, visual, language deficiencies, special health needs such as weight problems, requirements in special schools and education needs are also some of the barriers that impede the active participation of such individuals in mainstream society. LO.5 Identify the main additional health problems faced by people with learning disabilities, and the consequent challenges posed to mainstream health services. Some of the associated health problems in people with learning disabilities are Mental illness such as schizophrenia, anxiety and depression and also challenging behavior such as aggression and self-injury. Prevalence rates of mental health illnesses are greater among individuals with learning difficulties than among the general population. Learning-disabled persons are also categorized as mentally deficient or retarded as they may not be able to perform intelligence tests due to their learning problems. Thus such people may be categories as having severe intellectual difficulties resulting in subnormality or abnormality. Abnormal conditions are however more of psychopathic disorders found widely in these individuals. Epilepsy shows higher prevalence rates in persons with learning disabilities than in the normal population. The British Epilepsy Association has estimated that there are nearly 200,000 people with learning disabilities severely affected by the learning disability disorder. (BILD, 2001) Physical and Sensory disabilities are common in people with learning disabilities as visual and auditory impairments are common in such conditions. Hearing impairment is found in individuals with Downs Syndrome and these additional disabilities are also associated with the fact that the persons with learning problems do not get support as far as using other devices are concerned. Complex health needs are common among people with learning disabilities and issues such as weight problems, or lack of a balanced diet are barriers in the betterment of such individuals. Significant numbers of people with such conditions do not engage in required amounts of physical activities and there is also a general lack of awareness about the amount or nature of diet that should be taken for a sedentary life. This leads to further complications such as heart problems, kidney problems etc at a young age. Chronic dental problems, poor oral health and unhealthy teeth and gums are some of the common problems. Such individuals have untreated tooth decay that is prolonged and causes damage, as well as a very poor sense of oral hygiene with irregular or minimal brushing and cleaning of the mouth etc. This aggravates other associated health problems. Facing and consequently overcoming health problems are the major barriers and also the major challenges not only for individuals with learning disabilities but also for social workers, community healthcare professionals and the Department of Health as a whole.The concept of social inclusion necessitates that these related health problems should be considered. LO.6 Discuss the importance of working in partnership with people with learning disabilities, using advanced communication skills, and the concept of capacity to give informed consent, along with the potential impact this may have on professional health care practice. According to Dunbar, working in partnership with people with learning disabilities is an essential first step towards social inclusion of such individuals. He wrote, people with learning disabilities or a mental illness should be treated in the same way as other people, not in side rooms. this lessens the chance of the person being out of sight, out of mind (Dunbar, 2003). This possibility of discrimination of such individuals have led to the recognition of the need for improved training, services and communication skills to effectively support and help these individuals. Health care professionals caring for persons with learning disabilities are required to have positive attitudes towards their patients. However within the healthcare setting negative attitudes and discriminatory practices are common and several studies have reported that such individuals are deprived of health care facilities and do not receive the care they should receive. In certain cases, inappropriate and derogatory language is also used to describe such patients and there have been reports of denied access to aids such as glasses or hearing equipment that can improve the quality of life for such individuals. The NHS Executive (1998) has stated that nursing staff require special training opportunities to face and overcome their fears or prejudices towards people with learning disabilities in order that they may learn to treat them with respect and equally as they treat other normal patients. Nurses and other health professionals should always try to go beyond social obstacles and try to meet or associate with such individuals in normal social situations and recognize their needs and shed any notion of stereotypes. The White Paper The same as you (Scottish Executive, 2000) has placed great emphasis on the needs of individuals with learning disabilities and to treat them equally. These are: being at the centre of decision making and have more control over their care; being included, better understood and supported by the communities in which they live; having information about their needs and the services available, so that they can take part, more fully, in decisions about them; having the same opportunities as others to get a job, develop as individuals, spend time with family and friends, enjoy life and get the extra support they need to do this; and being able to use local services wherever possible and special services if they need them. (Scottish Executive, 2000) It is recommended that specialized training should be provided to nurses to help them explore strategies of care for learning disabled individuals. Assisting in enabling inclusion and stressing on a holistic improvement of health and lifestyle of the individuals are areas of focus in nursing for such people. However as individuals with learning disabilities usually show auditory or speech difficulties, communicating with them effectively is a major challenge for nursing professionals and requires special skills and training. Communication is essential as according to legislative policies informed consent of the individual as to what treatment he should be subjected to and what his decisions are, lie as the primary focus of treatment. This is both an ethical and legal requirement that individuals with learning disabilities should be made aware and be allowed to express their opinions on any treatment or health care procedures (Eldridge, 2003). Conclusion: In this article we discussed 6 learning outcomes related to the health care needs, definitions, legislative policies, social implications and challenges of individuals with learning disabilities. Bibliography Human Rights Act (1998) London: HMSO. Mental Deficiency Act (1913) London: HMSO. Mental Health Act (1959) London: HMSO. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office.Disability Discrimination Act (1995) London: HMSO. Scottish Executive (2002) Promoting health, supporting inclusion. Edinburgh: Stationery Office. National Health Service and Community Care Act (1990) London: HMSO. Department of Health (1999) Once a day. London: NHS Executive. DOH (1998) Signposts for success in commissioning and providing health services for people with learning disabilities. London: NHS Executive. DOH (1989) Caring for people: community care in the next decade and beyond. Cm.849. London: HMSO. DoH (1992) Social care for adults with learning disabilities. (Mental Handicap (LAC (92)15). London. HMSO. Dunbar, I. (2003) Inquiry under the fatal accidents and sudden death inquiry (Scotland) Act1976 into the death of James Mauchland. Sheriffdom of Tayside, Central and Fife at Dundee, Scotland. Emerson, E.; Hatton, C.; Felce, D. and Murphy, G. (2001) Learning disabilities: the fundamental facts. The Foundation for People with Learning Disabilities. London. Jenkins, R.; Mansell, I. and Northway, R. (2003) Specialist learning disability services in the UK. In: Gates, B. Learning disabilities: towards inclusion. Edinburgh: Churchill Livingstone. pp349-367. World Health Organization (1993) Describing developmental disability. Guidelines for a multiaxial scheme for mental retardation (learning disability), 10th revision, Geneva: WHO. Gates, B. (2000) Knowing: the importance of diagnosing learning disability. Journal of Learning Disabilities, 4(1) pp5-6. Enable (7 Oct 2002) Adults with Incapacity Act (2000). Available at, http://www.enable.org.uk/ld/awi/ Also Adults with Incapacity (Scotland) Act (2000) London: HMSO. Eldridge, P. (2003) Ethics and research involving people with learning disabilities. In: Markwick, A. and Parrish, A. Learning disabilities: themes and perspectives. Edinburgh: Elsevier Science pp65-80. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office. Hogenboom, M. (2001) Living with genetic syndromes associated with intellectual disability. London: Jessica Kingsley. Scottish Executive (2000) The same as you? A review of services for people with learning disabilities. Edinburgh: Scottish Executive. Watson, D. (2003) Causes and manifestations of learning disabilities. In: Gates, B. (ed) Learning disabilities: toward inclusion. Edinburgh: Churchill Livingstone. British Institute for Learning Disabilitieshttp://www.bild.org.uk/links/ Department of Healthhttp://www.doh.gov.uk The Scottish Executivehttp://www.scotland.gov.uk/ National Health Servicewww.nhs.uk

Due Diligence when You Buy Websites :: Sell Websites Buy Websites

Due Diligence when You Buy Websites Reprinted with permission of VotanWeb.com Due Diligence is the period when you will be able to access the company's books and records to verify that all of the information that you have been told thus far is true and accurate. Most often, people unwisely believe that Due diligence is simply the time to verify the financial position of the company. While this is true to some extent, a proper and effective Due Diligence goes way past the financials. Sure, you want to be certain that what you have been told is true but realistically even if the numbers are exactly as they were presented to you, then what? All you would have is a confirmation of the past but absolutely no inclination of what the future may hold for the company or the industry. The Right Approach To Due Diligence Is this the time to look for things that are wrong with the business? Is this the time to strictly verify numbers? Is this the time to disprove what you have been told by the seller? While each of these approaches is somewhat valid none are absolute. Sure, you will want to employ a part of each of these strategies but an effective Due Diligence is when you can really "check things out". Without question, your approach is to use this period to determine whether or not the future looks bright for the business and the industry. To do so, you must investigate far more than the financial aspect. Sure, the various financial statements will give you a picture of the past and perhaps a glimpse of the future but the past is over and done with. You must thoroughly review the company's sales, marketing, employees, contracts, customers, competition, systems, suppliers, and legal and corporate issues. You want to complete the Due diligence period knowing exactly what you are getting into, what ne eds to be fixed, what the costs are to fix them and if you are the right person to be at the helm to put the plans in place to make a great future for the business. In other words, learn everything before you buy! How Long Do You REALLY Need Every seller and every broker working for the seller will try to negotiate the shortest Due Diligence period possible. I have heard situations where this was limited to a week or so.

Explain and critically assess Weber’s conception of power

Introduction This essay explains and critically assesses Max Weber’s conception of power. In the current study Weber is identified as manifesting both the Hobbesian and Machiavellian proto-realist perspectives: in conceptualising power as fundamentally connected to implicit threat and coercive force. Hence the current study outlines the ways in which Weber’s notions of power hinge largely on the state’s coercive capabilities, examining various forms of social, political, and cultural violence therein. Further, the current study draws comparisons between Weber and Marx, looking at the similarities and distinction between the two thinkers: concluding that Weber has a different and more complex understanding of class divisions and power struggles than Marx did. The Many Faces of Power: Legitimate Domination and Willing Subjugation The renowned German sociologist Max Weber came to prominence in the latter half of the nineteenth century, a time in which the politico-economic theories of his precursor Karl Marx were beginning to take hold in Europe; when the â€Å"the spectre of Communism†, as the Communist Manifesto termed it, was â€Å"haunting† the continent (Marx and Engels, 2012, p.33). Moreover, this was a time of great social and political transformation in the West, whereupon the overall character of European polities had been drastically altered by waves of democratic fervour and revolutionary violence. The Revolutions of 1848, for instance, represented the single most concentrated outcrop of political upheaval in the history of European politics. â€Å"The 1848 revolutions†, says Micheline R. Ishay, â€Å"were a watershed. In the most industrialized countries, they broke the liberal-radical republican alliance against legitimist regimes and catalysed the formation of the most radic al human rights perspectives of the century† (2008, p.121). In a very significant sense, said revolutions were a movement against the established power structures of the era. This was a time of great liberal reform and technological change; the social and political apparatuses by which international relations were hitherto understood were being fundamentally transformed – as were theoretical conceptions of power. Although the 1848 Revolutions were mostly checked and curbed within a year of their outbreak, the underlying sentiment and intellectual kindling had not been extinguished. Instead, it fomented in various forms: one of which would lead eventually to the rise of Communism in the early twentieth century. With such conspicuous changes in the makeup of political relations during the nineteenth century, there came concurrent shifts in critical perspectives on how and why such changes occurred. Marx had upheld a perspective that prioritised historical materialism and the fundamental primacy of class struggle as defining political relations. Power, for Marx, concerned the power of those capitalist elites who owned the means of production to exploit the workers whose labour literally made production happen. Marx’s political philosophy was extremely widespread, known even to those who abjured it. For Marx, power also has much to do with class divisions: particularly between those who ow n the means of production, the bourgeoisie, and the workers, or proletariat, who exchange their labour value for wages. Power is thus manifested in the oppression of the proletariat by the bourgeoisie – for whom the social and political structures are geared to preserve the status quo, keeping the workers in a state of social, economic, and political subordination. Marx’s understanding of power, then, is concerned with large scale social and historical forces, particularly as they relate to material and industrial relations in determining power and overall socio-political mechanics. Weber, on the other hand, developed an approach that varied from the Marxian mould, stepping away from the perceived predominance of grand overarching forces in determining social and political relations. As a result, Weber also moved away from Marx’s theory of the strict bourgeoisie/proletariat duality as being the dominant paradigm in political economy. The latter class division was, for Marx, the principle animus for change in capitalist societies. As a consequence, Marx’s conception of power cannot be separated from his overall understanding of the relationship between capitalists and workers. For Weber, socio-economic divisions, and their relations to power, are far more complex than those posited by Marx. Weber understood class distinctions as deriving from more than just an inequality in property relations; instead, Weber posited that it was the unequal distribution of power that resulted in social dividing lines. Power for Weber was, again, more intricate and mu ltifaceted than the kind Marx had proposed. Weber states that power is â€Å"the chance of a man or of a number of men to realize their own will in a communal action even against the resistance of others who are participating in the action† (1968, p.926). Already we can see that Weber’s rendition of power is more abstract and open to interpretation that that of Marx. Further, Weber’s conception of power is similar to modern critical formulations of same; where â€Å"power†, at its most fundamental, â€Å"entails the capacity of one actor to make another actor do something which they would not otherwise do† (Haugaard, 2004, p.304). Most importantly, Weber’s definition is very broad; it allows for application in a number of contexts: social, economic, political, cultural, familial, sexual, interpersonal, and many others. Violence and Coercion: the Centrality of Force in Power Relations Weber’s conception of power is â€Å"inextricably connected to violence and coercion† (Kreisberg, 1992, p.39). Such violence is articulated though various social structures, from the microcosm of the family to the macrocosm of the state. Weber consequently sees â€Å"subjects as being on the receiving end of structures of power† (Whimster and Lash, 2006, p.22). The interactions between these discrete structures of power allow for varying degrees of control over the exercise of violence: where certain individuals or groups have access to or are denied the means to exert their will. For Weber, such means obtain to ideas of legitimacy. Hence, for Weber, the question of power relate to issues about: â€Å"who controls the means of violence; who enjoys a monopoly over economic resources; who controls the legitimate means of political power; and finally who has control over symbolic force† (Turner, 2002, p.215). Social action is thus enabled by control of distin ct fields of power. The more such fields of power can be channelled and consolidated, the more power that obtains. This can be seen very clearly, for example, in the state’s exclusive mandate on legal violence (via armed forces, police, prisons, and so forth). Hence Weber defines the state as â€Å"that agency within society which possesses the monopoly of legitimate violence† (cited in Wanek, 2013, p.12). Accordingly, in Weber’s view, the implicit threat of violence perpetually underwrites the state’s authority. Thus Weber’s position anticipates Mao Zedong’s famous declaration that â€Å"political power grows out of the barrel of a gun† (cited in Wardlaw, 1989, p.43). For Weber, then, coercive force is fundamental to power. Put simply, coercion equates to influence; and influence is power. National political power is therefore structured on implied coercive mechanisms. Hence Weber avers that â€Å"if no social institutions existed that knew the use of violence, then the ‘state’ would be eliminated† (cited in Wagner, 2002, p.120). So conceived, the state is in itself a form of coercive apparatus. Because the state monopolises legal violence, the state is the primary source of power as such. This means access to power is achieved via access to and control over the mechanisms of state. Power is thus manifested in the specific structures on which the social order is based. However, Weber does not believe that power is constituted in coercive force exclusively. Instead, a dynamic of obedience obtains between the ruling class and those ruled: in which the latter group willingly obey their political leaders. Here, Weber’s conce ption of power becomes more complex, delineating ideas of legitimate domination. As Weber perceives it, social conformity, or, as he puts it, â€Å"performance of the command†, may â€Å"have been motivated by the ruled’s own conviction of its propriety, or by his sense of duty, or by fear, or by ‘dull’ custom, or by a desire to obtain some benefit for himself† (1968, p.947). The dominated thus inadvertently cooperate in their domination. Hence we can see that Weber’s conceptualisation of power echoes a Hobbesian perspective, which stresses a central causality between a â€Å"sovereign† power and popular subjugation (Sreedhar, 2010, p.33). Furthermore, state power and interest are related to a conflictual paradigm where self-interest and the will to domination are taken as a given. Weber thus articulates a realist perspective. In addition, Weber’s notion of legitimate domination somewhat chimes with Gramscian hegemony, in that power is constituted and reconstituted in various complex sites, working overall to legitimise the status quo. As a result of this, Weber is distinct from Marx in two very important ways: firstly, he sees power as more abstract, subtle, and complex than Marx does; secondly, he sees power as deriving from many different types of social phenomena – not just class struggle. Following this logic, Weber also applies the same extended complexity to the concept of the origin s of power. Thus, for Weber, power comes from â€Å"three different sources†: â€Å"class (economic power), status (social power), and parties (political power)† (Levine, 2006, p.6). As we can see, then, Weber’s conception of power is based on coercion, force, domination, social structures, and a quasi-hegemonic socio-political structure that promotes and induces willing subjugation in the populace. Weber’s ideas are clearly more reflective of realist political theory than of Marxian idealism, which posits utopic notions of eventual global socialist harmony. This is not to say that Weber wholesale rejects the Marxian position, he does not; rather, he accommodates Marx’s economic arguments in his overall politico-economic model. Further, he expands upon and problematises them. As one would therefore expect, much like his conception of power, Weber’s conception of class is far more nuanced and open to interpretation than that of Marx. For Weber, class pertains to the numerous potential relations that may obtain in a given economic market. In particular, this relates to relationships that arise between an individual, or a group, as concerns a given market. This means that different kinds of economic distinctions will give rise to specific forms of class relation – not just a worker/capitalist polarity. Weber sees class as a social concept that encompasse s numerous iterations within an overall economic purview. Such iterations include professionals, landowners, bankers, financiers, and many others (Hamilton, 1991, p.182). In sum, then, Weber recognises numerous different kinds of class distinctions, each with their own complex sets of power relations. This heterogeneity, in turn, adds complexity to the overall function of power in its specific fields and sites of operation. For Weber, then, power relates to a multiform phenomenon. In treating of the economic dimensions of power, Weber observes that the â€Å"typical chance for a supply of goods, external living conditions, and personal life experiences† are fundamentally determined by â€Å"the amount and kind of power, or lack of such, to dispose of goods or skills† for the sake of â€Å"income in a given economic order† (1968, p.927). Hence Weber observes a clear causal continuum between economic and other kinds of power, where one can come to necessitate (or, at least, facilitate) the other. Where Weber significantly diverges from Marx is in his posited importance of the modes of power that function semi-independently of economic considerations. Specifically, Weber places much emphasis on social status. â€Å"For Weber, status groups are collectives of people with similar lifestyles, and they often overlap with economic class position† (Levine, 2006, p.6). In other words, the socially powerful tend to be located in economically powerful cohorts; at the same time, those without social power tend to be associated with non-economically powerful cohorts. This last assertion can seem very similar to the Marxian view, of the powerful bourgeoisie and non-powerful proletariat. However, the important distinction in Weber’s position is that affinities are drawn more primarily from social, not economic, similarities. Put simply, for Weber, two individuals or groups with similar social lives but different economic statuses could cohere nonetheless; their social alignment supersedes their economic misalignment. The economic distinction is not, for Weber, as integrally conflictual as it is for Marx. This is not to say the Weber does not see class as an important social factor; rather, it to say that, unlike Marx, Weber does not see class struggle as the defining characteristic of history and society. He does not therefore adopt Marx and Engel’s famous assertion that â€Å"all history of all hitherto existing society is the history of class struggle† (2012, p.33). Hence, while Weber sees class as a significant variable in overall quality of life, in dictating one’s opportunities for advancement, for the acquisition of power, he does not identify a corollary primacy in class as catalysing social action and historical change. Friction between social forces – as embodied by class – is not the central source of social tension. This has to do with Weber’s complex and diverse view of class. Weber sees class as heterogeneous and thus not easily reducible to two opposing factions. Compared to Weber, Marx’s views of power and class are over ly reductive. Of the worker, Weber observes, his â€Å"interests† may â€Å"vary widely, according to whether he is constitutionally qualified for the task at hand to a high, to an average, or to a low degree†, meaning, in consequence, that â€Å"societal or even of communal action† from â€Å"a common class situation† is â€Å"by no means a universal phenomenon† (Weber, 1968, p. 929). In other words, the working class cannot simply be lumped together in a bloc group understood as sharing uniform priorities and ambitions. In many senses, that is, power moves beyond material and economic divisions; cannot be attributed to isolated causes and motivations. Conclusion In conclusion, Weber’s conception of power is much in keeping with that proffered by classical realists, where coercive force constitutes the primary hinge around which political power moves. By extension, other manifestations of power both derive legitimacy from, while at the same time reciprocally legitimating, the state: by functioning within its purview. Weber diverges from Marxian reductivism, rejecting the polarity of capitalist/worker class struggle and the primacy of historical materialism. Weber accordingly refutes Marx’s position that common class identity is sufficient to galvanise a homogenous intellectual action; he thus identifies many more lines of division between various social groups. For Weber, power is deeply related to social structures; indeed, power is seen to body forth though social structures, thereby keeping the popular masses in place. Interestingly, the power invested in said structures works, also, to instil a sense of obedience in the publ ic. The public therefore helps to perpetuate the status quo by conforming with, thus legitimating, the state’s exercise of coercive force. References Hamilton, P., 1991. Max Weber, Critical Assessments 2: Volume 2. London: Routledge. Haugaard, P., 2004. Power: A Reader. Manchester: Manchester University Press. Ishay, M. R., 2008. The History of Human Rights: From Ancient Times to the Globalization Era. Berkley, CA: University of California Press. Levine, R. H., 2006. Social Class and Stratification: Classic Statements and Theoretical Debates. Oxford: Rowman & Littlefield. Marx, K. & Engels, F., 2012. The Communist Manifesto: A Modern Edition. London: Verso. Sreedhar, S., 2010. Hobbes on Resistance: Defying the Leviathan. New York: Cambridge University Press. Turner, B. S., 2002. Max Weber: From History to Modernity. New York: Routledge. Wagner, H., 2002. War and the State: The Theory of International Politics. Michigan: University of Michigan Press. Wanek, A., 2013. The State and Its Enemies in Papua New Guinea. Richmond: Curzon Press. Wardlaw, G., 1989. Political Terrorism: Theory, Tactics and Counter-Measures. New York: Press Syndicate of the University of Cambridge. Weber, M., 1968. Economy and Society: An Outline of Interpretive Sociology, New York: Bedminster Press. Whimster, S. & Lash, S., 2006. Max Weber, Rationality and Modernity. Oxon: Routledge.

Free Essays on Oedipus

Everyone has a family or at least knows a family, so everyone can relate to a story about family. â€Å"Regret, by Kate Chopin, and â€Å"My Oedipus Complex,† by Frank O’Connor, are two very different stories about the same thing – family. â€Å"Regret,† a tale about an older woman, who, never having married or had children, gets her first experience with them by taking care of her neighbor’s children for a short while, and â€Å"My Oedipus Complex,† a short story about a young boy who decides he is better suited to the affections of his mother than is his father, are two very different approaches to show the need for a complete family. The similarities between the two stories are easily appreciated. First, as I stated earlier, both of the stories are about families, and how the lack of, what most people consider, a â€Å"normal† and â€Å"complete† family causes problems. In â€Å"Regret,† Mamzelle Aurà ©lie completely lacks a family; she has never married, has never had children, and has only had one marriage proposal, which was promptly rejected. Mamzelle Aurà ©lie is not even properly a woman without a family; she much more resembles a man with her determination, man’s hat, army overcoat, and boots. Additionally, owning a farm, managing and employing people, and knowing how to use a gun are all traditionally men’s occupations (at least in the 1800’s). Certainly, she knows nothing about children and how to raise them, and that is the problem, at least on the surface. When presented with her neighbor’s children, Mamzelle Aurà ©lie doesn’t know how to care for them. In â€Å"My Oedipus Complex†, we see another incomplete family. The father is away at war, and the mother and son, Larry, are alone for long periods. Thus, the son becomes overly attached to the mother, and sees himself as her spouse. Certainly, the son becomes jealous of the father when he returns, and tries to make him leave so he again can be alone with his mother. Ho... Free Essays on Oedipus Free Essays on Oedipus â€Å"Gods can be evil sometimes.† In the play â€Å"Oedipus the King†, Sophocles defamed the gods’ reputation, and lowered their status by making them look harmful and evil. It is known that all gods should be perfect and infallible, and should represent justice and equity, but with Oedipus, the gods decided to destroy him and his family for no reason. It might be hard to believe that gods can have humanistic traits, but in fact they do. The gods, especially Apollo, are considered evil by the reader because they destroyed an innocent man’s life and his family. They destroyed Oedipus by controlling his fate, granting people the power of prophecy, telling Oedipus about his fate through the oracle of Apollo, and finally afflicting the people of Thebes with a dreadful plague. Fundamentally, by utilizing fate, prophecies, the oracle of Apollo, and the plague, the gods played a significant role in the destruction of Oedipus and his family. By controlling fate, the gods carry all the responsibility of Oedipus in killing his father and marrying his mother. They are the only ones who can control fate, and thus they are the only ones to blame for what happened to Oedipus. They could have made Oedipus’ life less miserable, but they decided to destroy his and his family’s life by this terrible fate without him committing a sin. â€Å"It was Apollo, friends, Apollo, who brought to fulfillment all my sufferings. But the hand that struck my eyes was mine and mine alone.† Oedipus blames Apollo for his two shameful crimes that caused his sufferings. On the other hand, he admits that the gods had nothing to do with his blindness, and that he’s responsible for that. Also, in the previous quote, Oedipus tries to diminish his shame by convincing his people that it is not his fault, but Apollo’s, for murdering his father and marrying his mother. The moral of this story is that human beings canâ €™t escape their fate, and thus it is not Oedipu... Free Essays on Oedipus Blindness is the downfall of the hero Oedipus in the play â€Å"â€Å"King Oedipus†Ã¢â‚¬  by Sophocles. Not only does the blindness appear physically, but also egotistically as he refuses to acknowledge the possibility of him actually being the murderer of Laius, the former King of Thebes. Coincidentally, he is also Oedipus’’s biological father. The use of light and dark in the play is strategically applied in order to better understand the emotion that lies within the characters. As blame is placed upon Oedipus for the murder of Laius, he blinds himself from the possible reality that he may be the killer. The people of Thebes are informed that there is an impending curse upon them as a result of the murder mystery of their previous king, Laius. In order to quicken the cure, Oedipus calls on Teiresias, the blind prophet to aide them. Excessive pride fuels his inability to believe the prophecy of Teiresias stating Oedipus is the killer, and that he has married his mother. â€Å"â€Å"Until I came –– I, ignorant Oedipus, came –– and stopped the riddler’’s mouth, guessing the truth by mother-wit, not bird-love.†Ã¢â‚¬  Because he continually boasts about how he has saved Thebes from the Sphinx, he believes that no one could know more than he, especially if he is the one to be accused of a crime he â€Å"â€Å"knows†Ã¢â‚¬  he didn’’t commit. In response Teiresias argues, â€Å"â€Å"You ar e please to mock my blindness. Have you eyes, and do not see your own damnation? Eyes and cannot see what company you keep.†Ã¢â‚¬  This is a pivotal component to the irony behind the idea of blindness throughout the play. Although Teiresias is physically blind, he is able to accept and â€Å"â€Å"see†Ã¢â‚¬  the truth, while Oedipus physically being able to see is left in the dark rejecting truth. The blindness of Oedipus leads to the darkness of Thebes also known as The City of Light. â€Å"â€Å"We cannot believe, we cannot deny; all’’s dark. We fear, but we cannot s... Free Essays on Oedipus In Sophocles,’ Oedipus the King, Oedipus introduces himself by saying â€Å"I Oedipus, whom all men call the great.† (8) Oedipus was a â€Å"great† man, but he also was cursed. He was cursed by the almighty god, Apollo, but he was too arrogant to believe the curse would be fulfilled. This story questions the everlasting mystery of â€Å"fate versus free will.† I will attempt to explain how Apollo’s curse, as well as Oedipus’ actions, ruined Oedipus’ life. Oedipus was cursed before he was born. He was cursed because Apollo thought Laius, Oedipus’ father, and his family, brought homosexuality to Greece. The curse said that Laius and his wife, Jocasta, would have a baby, and that baby would grow up and kill his father and marry his mother. When Laius and Jocasta heard this they gave Oedipus to a shepherd to leave on the top of a hill to die. The shepherd could not do this, so he gave Oedipus to another shepherd. That shepherd then gave Oedipus to the king and queen of Corinth, Polybus and Merope. When Oedipus grew older, an oracle told him about the curse. Oedipus did not want anything to happen to Polybus and Merope; he thought they were his real parents, so he left Corinth. While he was walking, a carriage was coming towards him. He was too arrogant to move, so as the carriage cam towards him somebody swung a club at him. Oedipus killed the men in the carriage, but one man who fled. One of the men he killed was his birth father Laius. Oedipus knew he was destined to kill his father, but he did not think twice about killing the people inside of the carriage. His arrogance and pride got the best of him. He felt since he was a prince he did not have to move for a carriage. This is the first example of Oedipus thinking he could outwit Apollo. Oedipus continued traveling until he reached the city of Thebes. When he arrived, there was a blight on the city. Oedipus asked how the blight could be removed and someone told him a riddle h... Free Essays on Oedipus In the play Oedipus written by Sophocles, fate and the Gods are often to blame for Oedipus’ terrible tragedy. If examined closer, however, it seems that with careful, logical thinking Oedipus could have saved himself a significant amount of trouble. Throughout the play there are choices places before the characters. Choices that ultimately will make or break the future of Oedipus. It was not fate that caused the downfall of Oedipus. It was the decisions that were made out of haste or pride. In Oedipus’ past we see that even he is aware that he has choice and free will; upon learning from an oracle that he will be the murderer of his father and sleep with his mother, he flees. He had the choice to talk to his family about the prophecy, but he chose to take matters into his own hands and ran. Oedipus’ step-father could have told him the truth in the beginning, but he chose to keep the fact that Oedipus was adopted to himself. This is just the beginning of a whirlwind of bad choices made in the light of haste and pride. â€Å"I must bring what is dark to light,† (line 134) Oedipus boasts loudly after learning the cause of the city’s plague. This illustrates the pride, and arrogance that Oedipus portrays. This pride blinded him from making a sound decision. When approached by Creon, the holder of the news from the oracle, Oedipus has the choice to speak with him in private. Instead Oedipus says proudly, â€Å"Let them all hear it.† â€Å"It is for them I suffer more than for myself.† (line 97). In his rush to impress his crowd, Oedipus has Creon spill the news over the entire crowd. We see that unfortunately, Oedipus is not the only one affected by these bad choices. Along Oedipus’ path of flight from Corinth, he stumbles on to King Laios and his men. The argument over who must cross first heats into a violent battle leavi... Free Essays on Oedipus Oedipus is a prime example of a tragidy, according to Aristotle’s definition in the â€Å"poetics†. Aristotle’s Poetics is considered the first work of literary criticism in our tradition. The couple of pages in the book mainly describe tragedy from Aristotle’s point of view. He defines tragedy as being an imitation of an action that is a whole and complete in itself and of a certain magnitude. Aristotle also points out terms such as catharsis, which can be said that is the purification of one’s soul. He argues in his Poetics that catharsis is achieved through emotions of pity or fear, which is created in the audience as they witness the tragedy of a character who suffers unjustly, but is not entirely innocent. Then he moves on to describing the main elements of tragedy. Such elements are: plot, character, language, thought, spectacle, and melody. Then he classifies these in three parts, the media, the manner and the objects. The language and melody constitute the â€Å"media†, in which they effect the imitation. Then there is the spectacle, which is the â€Å"manner†, and the remaining three, the plot, character and thought are the â€Å"objects† that are imitated. Aristotle considers the plot to be the most important of these elements. He describes the plot as not being a unity revolving around one man. Instead, he states that many things happen to one man, which may not always go together, to form a unity. At the same time, he says that among the actions that a character performs there are many that may be irrelevant to one another, but yet they form a unified action. Aristotle continues depicting the plot categorizing it in two manners: simple and complex. In a simple plot, a change of fortune takes place without a reversal or recognition. In contrast, in a complex plot, the change of fortune involves recognition or a reversal or both. To understand these ideas better he defines reversal and rec... Free Essays on Oedipus According to Greek mythology, the Sphinx, a creature that is part woman, part bird, and part lion, caused famine and disease in Thebes that could be ended only when someone solved her riddle. Oedipus traveled to Thebes and answered the riddle correctly. The citizens of Thebes consider him a hero because he restored harmony to their kingdom. Sophocles alludes to the riddle of the Sphinx several times in his play, Oedipus Rex. Since the riddle is a metaphor for Oedipus' life, it is ironic that he was able to answer the question. His revelation of the riddle of the Sphinx further supports the perspective of Oedipus as the archetypal tragic man. The sphinx asks, "What has four legs in the morning, two legs in the afternoon, and three legs at night?" Oedipus correctly answers "man", saving Thebes from the terrible drought and disease brought about by the horrible creature. The different times of day mentioned in the question actually represent different stages in life. In the morning, or childhood, humans crawl on their hands and knees. In the afternoon, or adulthood, humans walk on their own two feet, and at night, which represents old age, many humans rely on the aid of a walking stick, which represents a third leg. When the reader interprets the symbolism of the riddle, it becomes a metaphor for Oedipus' life. Like every human, he begins life as a baby, crawling on his hand and knees. As he grows older, he walks on two feet, becoming an independent man, and ruler of Thebes. In his old age, Oedipus must rely on a walking stick because he is blind. Like all huma... Free Essays on Oedipus Sophocles’ Oedipus, the King is a great representation of Greek tragedy and of the human experience. Within it, he explores the intricacies of human thinking and communication along with its ability to change as more information and knowledge is acquired. His primary focus as the story begins and progresses is the growth of Oedipus from an unintelligible and unenlightened mentality to its antithesis. Because the story was one familiar to most of its viewers in its time, there are certain things that they are expected to already know. Among them is the background to the legend. Most generally it was that it was prophesied that Laios and Jocasta, king and queen of Thebes, would give birth to a child who would grow up to murder his father and marry his mother. And, fearing the dreadful prophecy, that the parents nailed their first son's feet together (thus the name Oedipus, which means â€Å"swollen-foot†) and left him to die on a lonely moun-tainside outside the city. Moreover, that he was found by a wandering shepherd who took him to the nearby city of Corinth where he was adopted by the childless King Polybos and Queen Merope who raised him as a son and prince in the royal household. Then, when he was a young adult and first heard the prophecy, that he assumed that it applied to Polybos and Merope, the only parents he had ever known, and had fled Corinth and wandered aroun d Greece where he met a group of travelers and killed an old man who, unknown to him, was his real father, King Laios. Then, when he arrived at Thebes, he met the Sphinx, a monster who guarded the gates of the city and correctly answered its riddle and was rewarded with the title of king of Thebes and was given the hand of the re-cently widowed queen, Jocasta. The true horror in his life begins here because he has four children with her, An-tigone, Ismene, Eteocles, and Polyneices and fulfills the prophecy. The story begins after some time after Oedipus has taken ... Free Essays on Oedipus Whether or not Oedipus’ downfall should be attributed to his own free will or that of the gods can only be established by the reference point it is to be analyzed from. In the time of Dionysus and the day for which Sophocles wrote this tragedy one would have to assume Oedipus’s downfall was most likely meant to be attributed to the will of the gods. However, one must take into account the reference point of our modern thinking and knowledge of analytics and philosophy. From this vantage point it should only be reasonable that Oedipus’s downfall could be that of his own free will. There are many instances within the text of the play itself that give way to this analysis. The play starts off with King Oedipus talking with the people of his kingdom who have come to seek his help with the plague that has fallen upon them. The priest who has been chosen to speak for the group asks of Oedipus, â€Å"†¦O mighty King, we turn to you: Find us our safety, find us a remedy†¦Noblest of men restore life to your city!† (Oedipus the King Prologue 43-46). Oedipus knows it is his obligation as king to help his people so he ensures them he has already sent Creon his brother-in-law to the Oracle at Delphi to seek out the remedy of the plague. Creon returns to tell Oedipus that Apollo has commanded he take revenge on whoever killed the former King Laios. As any good king should Oedipus promises, â€Å"You shall see how I stand by you, as I should, To avenge the city and the city’s god†¦By avenging the murdered king†¦Ã¢â‚¬  (Oedipus the King Prologue 138-143). With the knowledge of the back story in mind this promise is obviously full of peripity and the first of the instances where Oedipus by his own free will leads himself to his eventual downfall. After the people of the land yield no clues to the identity of the murder Oedipus sends for the blind clairvoyant Teiresias, hoping he can shed some light on th... Free Essays on Oedipus Prophecies â€Å"Who is the man denounced by the prophetic voice from Delphi’s cliffs-the man whose blood-stained hands committed a nameless crime? Now is the time for him to run, faster than storm-swift horses. In full armor Apollo son of Zeus leaps upon him, with the fire of the lightning. And in the murderer’s track follow dreadful unfailing spirits of vengeance. The word of Apollo has blazed out from snowy Parnassus for all to see. Track down the unknown murderer by every means. He roams under cover of the wild forest, among caves and rocks, like a wild bull, wretched, cut off from mankind, his feet in pain. He turns his back on the prophecies delivered at the world’s center, but they, alive forever, hover round him. The wise prophet’s words have brought me terror and confusion. I cannot agree with him, nor speak against him. I do not know what to say. I waver in hope and fear; I cannot see forward or back. What cause for quarrel was there between Oedipus and L aius? I never heard of one in time past; I know of none now.(31-32)† The chorus is asking whoever killed Laius should leave before being found and killed as it says here â€Å"Now is the time for him to run, faster than storm-swift horses. In full armor Apollo son of Zeus leaps upon him, with the fire of the lightning. And in the murderer’s track follow dreadful unfailing spirits of vengeance.†(pg.31-32 chorus: line 4-8) Here it says that Zeus and Apollo will punish the murderer , so the murderer better run away from the gods. The chorus also says the murderer is hiding somewhere and Apollo made sure we know that he wants us to find him by any means necessary , as it says here â€Å"The Apollo has blazed out from snowy Parnassus for all to see. Track down the unknown murderer by every means. He roams under cover of the wild forest, among caves and rocks, like a wild bull, wretched, cut off from mankind, his feet in pain.†(pg. 31-32 chor... Free Essays on Oedipus Everyone has a family or at least knows a family, so everyone can relate to a story about family. â€Å"Regret, by Kate Chopin, and â€Å"My Oedipus Complex,† by Frank O’Connor, are two very different stories about the same thing – family. â€Å"Regret,† a tale about an older woman, who, never having married or had children, gets her first experience with them by taking care of her neighbor’s children for a short while, and â€Å"My Oedipus Complex,† a short story about a young boy who decides he is better suited to the affections of his mother than is his father, are two very different approaches to show the need for a complete family. The similarities between the two stories are easily appreciated. First, as I stated earlier, both of the stories are about families, and how the lack of, what most people consider, a â€Å"normal† and â€Å"complete† family causes problems. In â€Å"Regret,† Mamzelle Aurà ©lie completely lacks a family; she has never married, has never had children, and has only had one marriage proposal, which was promptly rejected. Mamzelle Aurà ©lie is not even properly a woman without a family; she much more resembles a man with her determination, man’s hat, army overcoat, and boots. Additionally, owning a farm, managing and employing people, and knowing how to use a gun are all traditionally men’s occupations (at least in the 1800’s). Certainly, she knows nothing about children and how to raise them, and that is the problem, at least on the surface. When presented with her neighbor’s children, Mamzelle Aurà ©lie doesn’t know how to care for them. In â€Å"My Oedipus Complex†, we see another incomplete family. The father is away at war, and the mother and son, Larry, are alone for long periods. Thus, the son becomes overly attached to the mother, and sees himself as her spouse. Certainly, the son becomes jealous of the father when he returns, and tries to make him leave so he again can be alone with his mother. Ho... Free Essays on Oedipus Lecture #2 - Oedipus the King A. Background: Play written between 441-427 B.C.; Greek theatre as an outgrowth of religious celebrations; competition; sets of four plays performed together, a trilogy of tragedies followed by a comedy (usually); (distinction between tragedy and comedy (Aristophanes)); Aeschylus, Sophocles, Euripides; many others lost; only partial records of these three. B. Much of what we know about how the Greeks themselves thought of tragedy derived from Aristotle. Speech in verse (metre, rhythm, music); scenery; masks; spectacle. Read definition from poetics (1). C. Catharsis (pity and fear) - "expurgation" vs. "establishment of equilibrium." D. Achievement of catharsis through plot, not through effects or characters. Tragedy is about the fortune or misfortune which human beings achieve or suffer (through action or happening at least). Reversals and recognitions (surprising, unpredictable events) key in producing pity and fear. Yet the plot must be complex yet tight, the events, including the reversals, a necessary result of other events - not just arbitrary buffeting at the hands of fortune. Oedipus the King is Aristotle's paradigm of a tragedy which works this way. E. Examples from the text: 1) Oedipus brought to Thebes (and to kill his father, marry his mother) by his attempt to avoid these eventualities. 2) Jocasta's attempt to put his mind at rest about killing his father - "don't believe seers, e.g. they were wrong about Laius being killed by his son" - the very thing that starts Oedipus on the suspicion that he is guilty. 3) Messenger's attempt to calm him re marrying mother - "not real parents" -catapults him closer to the realisation. Notion of irony - verbal ("I know the name, I never met the man") and actional (above). Many of the audience would have known the story all along. (But not all - see Aristotle.) ... Free Essays on Oedipus Whether or not Oedipus’ downfall should be attributed to his own free will or that of the gods can only be established by the reference point it is to be analyzed from. In the time of Dionysus and the day for which Sophocles wrote this tragedy one would have to assume Oedipus’s downfall was most likely meant to be attributed to the will of the gods. However, one must take into account the reference point of our modern thinking and knowledge of analytics and philosophy. From this vantage point it should only be reasonable that Oedipus’s downfall could be that of his own free will. There are many instances within the text of the play itself that give way to this analysis. The play starts off with King Oedipus talking with the people of his kingdom who have come to seek his help with the plague that has fallen upon them. The priest who has been chosen to speak for the group asks of Oedipus, â€Å"†¦O mighty King, we turn to you: Find us our safety, find us a remedy†¦Noblest of men restore life to your city!† (Oedipus the King Prologue 43-46). Oedipus knows it is his obligation as king to help his people so he ensures them he has already sent Creon his brother-in-law to the Oracle at Delphi to seek out the remedy of the plague. Creon returns to tell Oedipus that Apollo has commanded he take revenge on whoever killed the former King Laios. As any good king should Oedipus promises, â€Å"You shall see how I stand by you, as I should, To avenge the city and the city’s god†¦By avenging the murdered king†¦Ã¢â‚¬  (Oedipus the King Prologue 138-143). With the knowledge of the back story in mind this promise is obviously full of peripity and the first of the instances where Oedipus by his own free will leads himself to his eventual downfall. After the people of the land yield no clues to the identity of the murder Oedipus sends for the blind clairvoyant Teiresias, hoping he can shed some light on th... Free Essays on Oedipus Oedipus was a great man, and the devotion to his people proves this. For instance, when the city is overwhelmed by plague, Oedipus answers the call of his people and searches for the reason. â€Å"I know that you are deathly sick; and yet, Sick as you are, not one is as sick as I† (p 1257). Only to find the only way to save his city is by finding the killer of king Laios, an answer that Oedipus comes to find out he does not want to know. Teiresias, a blind man that is very wise tells Oedipus that he is the killer. â€Å"I say that you are the murderer whom you seek†(p 1264). As King, Oedipus could have paid no mind to such accusations. Instead, he upholds his honor by searching deeper for the truth. As a result of Oedipus’ search for the truth, he is faced with another problem. What if he really is the killer? Oedipus was told by Creon that the murderer of Laios would be â€Å"exiled† from the city! This meant that if it was him, this judgement would be placed upon him as well. Oedipus shows great courage in wanting to know the truth, no matter what it is. Many other leaders, past and present have been known to cover up such truths. We still do not know the true killer of John F. Kennedy because of the American government.... Free Essays on Oedipus The Guilt of Oedipus When reading Sophocles’ play, Oedipus the King, many controversial topics are presented throughout the entire piece. The major controversy in this play is whether or not Oedipus is responsible for his fate. After carefully examining this play, Oedipus is clearly not to blame for his tragic fate because the Gods had already predetermined his fate before the play even begins. Other reasons that he is not to blame are that his parents sent him to be killed as a young child and the shepherds did not kill him as they were ordered to. Throughout this paper, these arguments, along with excerpts from the play, will be used to defend Oedipus’ honor. The first point, and probably the most important one, is that before the play even begins, Oedipus’ fate is predetermined from the Gods. Apollo is the God that made the prophecy that eventually would come true. The prophecy made is clearly explained by Oedipus, towards the middle of the play: Apollo told me once- it is my fate- I must make love with my own mother, shed my father’s blood with my own hands. (1090-1092) This prophecy condemned Oedipus from his birth. This prophecy comes true and Oedipus kills his father and marries his mother. Oedipus is not to blame because he is under the assumption that Polybus, The King of Corinth, and Merope are his real birth parents. However, Laius, King of Thebes and killed by Oedipus, and Jocasta, Oedipus’ wife, are his real parents. Oedipus knows of the prophecy and he desperately tries not to let it come true and having the knowledge of who is real parents were, might have saved him from his agonistic fate. A second point showing Oedipus is not to blame is the fact that his real parents, Laius and Jocasta, sent him to be killed on the mountains of Cithaeron. Knowledgeable of Apollo’s prophecy, Laius and Jocasta desperately try to avoid it from coming true. They pin Oedipus’ ankles together and sen... Free Essays on Oedipus What Was Oedipus’s Crime? Oedipus, ruler of Thebes, murdered his father and married his mother. Such acts are almost always deemed unnatural and criminal; they are not tolerated within traditional society. A person who has committed these illegal acts of murder and incest would be considered a criminal, yet Sophocles’s character, Oedipus, is not guilty of either crime. Prior to the birth of Oedipus, a prophecy was spoken over Laius and his wife Jocasta. They were told that their son would one day be his father’s killer and would then marry his mother. In fear, King Laius and Queen Jocasta sent the baby Oedipus off with a slave to be killed. He was never killed, but rather was given to a childless king and queen which lovingly raised him. Oedipus was never factually told about his lineage. Later in his life, Oedipus was confronted by several unknown men while traveling. Upon confrontation, Oedipus killed all but one of the men in self defense. Unknowingly, Oedipus had begun to fulfill the prophecy for one of the men had been his birth father, Laius. While still traveling, Oedipus had come to the city of Thebes. There, he saved the city from the wrath of the Sphinx by solving her riddle. Seen as a savior by the citizens of Thebes, Oedipus was made king and subsequently, the husband of Jocasta. Oedipus and his wife-mother ruled together and had four children while never knowing of the true relationship between each other. As the tragedy comes to a close, the truth is revealed to Oedipus concerning his lineage and unnatural actions. Although the truth had been spoken to him about these matters previously, Oedipus had chosen not to believe and understandably so. True revelation comes to Oedipus through the same slave that had been ordered to kill him as a baby. Since Oedipus had no knowledge of his birth parents, he cannot be accused of knowingly fulfilling the prophecy. He had no understanding of Laius as his birth father upo...

Free Essays on Generation X

Generation X: Tales for an Accelerated Culture. By Douglas Coupland. (New York: St. Martin’s Press, 1991). Coupland illuminates the nineteen eighties by utilizing characters Andy, Clair, and Dag to construct a literary portrait of their generation. The job market, consumerism, and literary terms each contribute to identifying the 1980s generation that came of age. Generation X presents the post baby boomer generation who lost the â€Å"genetic lottery† causing job dissatisfaction, baby boomer resentment, and the search for something different. Dag’s story illustrates the X generation job market headed by those such as his boss, which Dag explains â€Å"Now, Martin, like most embittered ex-hippies, is a yuppie, and I have no idea how you’re supposed to relate to those people.† Dag furthers yuppie classification as, â€Å"Dickoids like Martin who snap like wolverines on speed when they can’t have a restaurant’s window seat in the nonsmoking section with cloth napkins† (21). As his story continues in the chapter titled â€Å"Quit Your Job† Dag reflects baby boomer resentment but first he explains to Dickoid Martin, â€Å"Well, if I’m going to quit anyway, might as well get a thing or two off my chest.† Following Dickoid’s (Martin) astonished response Dag asks, â€Å"do you really think we enjoy hearing about your brand new million-dollar home when we can barely afford to eat Kraft Dinner sandwiches in our own grimy little shoe boxes and we’re push ing thirty? A home you won in a genetic lottery, I might add, sheerly by dint of your having been born at the right time in history? You’d last about ten minutes if you were my age these days, Martin† (21). This story is especially important because it displays separation in occupational potential between the superior baby boomers vs. the inferior X generation. Most importantly Dag is unsatisfied with his job therefore providing an important aspect of his generation. A... Free Essays on Generation X Free Essays on Generation X Generation X: Tales for an Accelerated Culture. By Douglas Coupland. (New York: St. Martin’s Press, 1991). Coupland illuminates the nineteen eighties by utilizing characters Andy, Clair, and Dag to construct a literary portrait of their generation. The job market, consumerism, and literary terms each contribute to identifying the 1980s generation that came of age. Generation X presents the post baby boomer generation who lost the â€Å"genetic lottery† causing job dissatisfaction, baby boomer resentment, and the search for something different. Dag’s story illustrates the X generation job market headed by those such as his boss, which Dag explains â€Å"Now, Martin, like most embittered ex-hippies, is a yuppie, and I have no idea how you’re supposed to relate to those people.† Dag furthers yuppie classification as, â€Å"Dickoids like Martin who snap like wolverines on speed when they can’t have a restaurant’s window seat in the nonsmoking section with cloth napkins† (21). As his story continues in the chapter titled â€Å"Quit Your Job† Dag reflects baby boomer resentment but first he explains to Dickoid Martin, â€Å"Well, if I’m going to quit anyway, might as well get a thing or two off my chest.† Following Dickoid’s (Martin) astonished response Dag asks, â€Å"do you really think we enjoy hearing about your brand new million-dollar home when we can barely afford to eat Kraft Dinner sandwiches in our own grimy little shoe boxes and we’re push ing thirty? A home you won in a genetic lottery, I might add, sheerly by dint of your having been born at the right time in history? You’d last about ten minutes if you were my age these days, Martin† (21). This story is especially important because it displays separation in occupational potential between the superior baby boomers vs. the inferior X generation. Most importantly Dag is unsatisfied with his job therefore providing an important aspect of his generation. A...

Economics for Sustainability Essay Example | Topics and Well Written Essays - 2000 words

Economics for Sustainability - Essay Example This essay analyzes and discusses the sustainable development process, that has turned into one of the topics in contemporary economics. The researcher states that over the past several years, the Club of Rome indicated the limitations of economic progress emanating from scarcity of natural resources and environmental destruction. Over the years, economic activities of western industrial nations have been to shun these limitations. These countries have strived to establish conditions that could ensure sustainable development in an ecological and economic sense. In the modern economics, the emergence of the term ‘sustainable development’ has led to modifications in nearly each aspect of production and consumption patterns. The discussion of the concepts of sustainable development usually generates heated debates especially among the arguments of neoclassical economics and environmentalists. The researcher of this essay seeks to discuss the basic, mainstream economics conc epts agreeing or disagreeing with the core concepts of sustainability. In conclusion, the researcher of this essay discusses two perspectives, that have different arguments regarding sustainability, although there are various complementing arguments. Weak sustainability, described in the essay necessitates a high level of substitutability between natural and reproducible resources. However, strong sustainability supposes that these forms of capital are complements instead of substitutes in various production functions.

National Literacy Strategy Essay Example | Topics and Well Written Essays - 1000 words

National Literacy Strategy - Essay Example To address suggestions on improving the ways in which children learn to read, the National Literacy Strategy was conceived in 1998, but by 2003 it was evident that more new concepts were needed. Results indicated that areas of need for children learning how to read still existed. Marian Sainsbury, principal researcher at the National Foundation for Educational Research, includes in a Literacy Today article (2004) a survey of 4,671 children, Years 4 and 6 combined, comparing 1998 with 2003, which shows that in 2003 children were significantly less interested in reading and going to the library, more interested in watching TV [SEE chart, next page]. Children surveyed in 2003, "after five years of teaching according to the National Literary Strategy" (par. 11), did show more confidence and independence, but although there had been some improvement in reading skills for the pupils in England, by comparison, their enjoyment of reading was poor. Sainsbury notes that teachers rather than the children often choose the reading material for the "literacy hour" in some schools. This is a practice that might discourage a child's interest in further reading, since the child has no input. Children do prefer reading by themselves silently and at home, and giving them more choices in the school setting might well increase their interest level. In a University of Reading press release (2003... They were invited to discuss the subject further by writing brief papers, expressing their concerns. The published papers are presently available at www.ncll.or.uk. According to the press release, "The authors argue against attempts to analyse and categorise the novel, story or poem, to 'stick labels on it, teach-and-preach it into a coma . . . or kill it off altogether with some kind of test' " (par. 3). The effort to meet curriculum needs in the classroom in early education creates stress, and teachers don't feel they can give pupils more freedom to learn at their own pace because they have to meet certain standards. Some of the issues addressed by the Early Years Curriculum Group (2000) that continue to be relevant in 2006 are listed below. They confirm the need for a more relaxed setting: The current emphasis on literacy and numeracy is having a negative effect on some young children's earliest experiences, particularly in the maintained sector and most particularly in children's reception year (par. 1.2) There is substantial evidence from research in this country, and from overseas, that a later start to more formal aspects of language and literacy learning will lead to quicker gains in competence in reading and writing, and actually to higher standards at age nine or 10 (1.5). Reporter Wendy Berliner, in her Guardian article "War of Words" (2005), outlines the success of a Scottish reading program using synthetic phonics and discusses the pros and cons of the system. In 1998, three hundred Scottish children were taught to read using diverse programs. Of the three programmes followed, synthetic phonics showed the best results after seven years. The proponents of