Oedipus: Fate Is Unavoidable :: Oedipus Rex, Sophocles

Oedipus: Fate is Unavoidable No matter what anyone tries, no matter what anyone does, no matter what anyone believes they have accomplished, they have not controlled fate. Fate is uncontrollable. Much like betting on a  ³sure thing ² and knowing in the back of your mind that there are infinite factors in the outcome--anything could happen. It ¹s unfortunate that the people of Ancient Greece sanctioned the concept of fate. In the Era of Enlightenment the idea of God-controlled fate was finally challenged with the notion of self-fulfilled destiny; until then, men turned to prophets and oracles. In the play Oedipus, by Sophocles, there was a ongoing synergy between fate and knowledge that was constantly rejected. Oedipus, the main character, struggled to dominate his own destiny, but ironically fell back into his bizarre misfortune that was in the end, inevitable. Misfortune, false realities, deception: all a result of Oedipus knowing too much and at the same time too little of his true lot in life. Knowledge was what nurtured him into false pretenses. Knowledge was a false pretense. By knowing that his parents were out of harms way, namely his, he knew that his prophecy would not come true. He knew that as long as his father was still alive and he was married to a woman not even related to his mother, he would not bear the offspring that  ³men would shudder to look upon. ² It was the epitome of irony for Oedipus to know his fate, and try to avoid it with the  ³knowledge ² that he had obtained: "My father was Polybus of Corinth, my mother the Dorian Merope, and I was held the foremost man in all that town until a thing happened- -a thing to startle a man, though not to make him angry as it made me. We were sitting at the table, and a man who had drunk too much cried out that I was not my father ¹s son--and I, though angry, restrained my anger for that day; but the next day went to my father and my mother and questioned them. They were indignant at the taunt and that comforted me--and yet the man ¹s words rankled...I sought where I might escape those infamous things--the doom that was laid upon me." When Oedipus fled from his parents, he started the chain reaction of ironic happenstance that would eventually direct him in a complete circle back

Great Ideologies Stemming Out From Chaos Essay

Thomas Hobbes, Jean-Jacques Rousseau and Thomas Paine, three great political philosophers, all view the nature of man and society as anarchical, which is a state of lawlessness or political disorder due to the absence of governmental authority, making it â€Å"war of all against all†. The utopian society of individuals enjoys complete freedom without government, wherein there is a display of a lack of morality for most of the time. In the Leviathan, Thomas Hobbes presented the political state as a Leviathan—a sea monster. As a metaphor for the state, it is described as a replica of a person whose body is made up of all the bodies of its citizens, who are the literal members of the Leviathan’s body, and placing the sovereign as the head. In order for them to escape this natural condition, the people in the state constructed the Leviathan through social contract wherein they give up certain natural rights and transfer them to another person of authority. In turn, the power of the Leviathan protects them from the abuses of one another. The source of inequality comes from the scarcity of resources. If one looks around at other animals—Hobbes specifically notes ants and bees—they appear to live harmoniously with one another without any sort of state or society. If they can do so, then why can’t men who are, after all, â€Å"animals† themselves? Hobbes discussed several reasons as to why men cannot live this way: the main one being that men are rational creatures. If we lived in some pre-societal concord with others, reason would always devise ways for us to cheat and make ourselves better off than others in order for us to survive. Furthermore, as we humans possess speech, we are able to mislead one another about our wants and desires. Hobbes also claims that animals naturally agree with one another while humans do not, and the reason for this essentially is because man is competitive in nature and therefore views everyone around him as a threat. Therefore, the government is created to provide order and regulation. For Hobbes, the best form of government is monarchy for four reasons: first, since humans will always choose the private over the public good, the best way to ensure peace when choosing a sovereign is to have these united. And by the outweighing of private good over public ones, infighting and corruption within government is encouraged. Second, having a secret counsel is allowed in a monarchy as opposed to in a democracy or aristocracy. Third, a monarchy is more consistent: since the monarch is one person and humans are not perfectly consistent, the commonwealth changes only as human nature dictates. In a democracy and aristocracy, because more natural bodies compose the sovereign, the commonwealth is more subject to human inconsistency as well as the inconsistency that comes from a change in the makeup of the sovereign, which happens with each election cycle or new member of the aristocracy. Lastly, infighting or warring factions caused by envy, self-interest, or any other human imperfections cannot be seen in a monarchy. On the other hand, Jean-Jacques Rousseau views the government as an abomination because it interferes with the nature of man. His aim is to examine the foundations of inequality among men, and to determine whether this inequality is authorized by natural law. He attempts to demonstrate that modern moral inequality, which is created by an agreement between men, is unnatural and unrelated to the true nature of man and that it is necessary to consider human nature and to chart how that nature has evolved over the centuries to produce modern man and modern society. Like Hobbes, he describes man as just another animal, and this proves to be very important. The distinction between human and animal was used both to justify man’s possession and use of the Earth’s resources, and to explain why humans apparently have certain unique capabilities, such as reason and language. He further expounds that man is like yet unlike other animals, due to the unique way he develops. And as time goes by, human faculties were being fully developed. To be and to appear became two different things. Man became subjugated by a multitude of new needs, especially by his need for other men. Man became a slave to men as one takes pleasure in domination and tries to be their master. However, this is only true for the rich. When the powerful claims a right to another person’s goods, such as the right of property, the inequality can lead to a state of war. Therefore, the rich tried to persuade the weak, who were indeed easily convinced, to unite with them into a supreme power to institute rules of justice and peace. Men ran towards their chains in the belief that they were securing their freedom, while those who did know about the deceit thought that they could trade part of their freedom for security. Although his idea sounds wrong, it essentially represents a point at which the self-preservation and pity of savage man are perfectly balanced with the acute regard for oneself in relation to others of modern man. Some aspects of reason and communal life are good, but they are still potentially destructive. In criticizing civility and concern for others as negative features of society, Rousseau goes against the good manners and civility that are generally seen as restraining the savage features of man, as he feels that there is nothing to restrain in natural man, and civility only makes men compare themselves to one another. As for Thomas Paine’s The Rights of Man, he justifies the principles of modern republican governments. He attacks the notion of monarchy and privilege and argues that each generation has the right to establish its own system of government. No nation can legally be ruled by a hereditary monarchy because government is for the living and not the dead. No generation has the right to establish a government binding on future generations. He argues that humankind can reach its full potential under republican governments which would allow individuals to live free of privilege and caste. To sum it all up, Thomas Hobbes, Jean-Jacques Rousseau, and Thomas Paine put forward an idea of how the government sprung from inequality and lack of a central world authority. For Hobbes, an absolute monarchial government ruled by one person only, is necessary to fulfill the society’s need for order and the regulation of its people so that society can avoid from spiraling into anarchy. As for Rousseau, a government having biases towards the rich while deceiving the poor was created so that the insecurities of the people would force them in order to perpetuate inequality which make them dependent on the government, giving it more power. Lastly, for Paine, a representative and democratic government is formed to protect the people’s rights to be protected and to safeguard them from the threat of chaos, allowing the people to create an environment where they can mature and achieve their potential. Despite the differences in some parts of their ideologies such as the sources of inequality and the roles of the government, a single goal is presented—that is, for the creation of a concept of government in order to prevent the society from turning back to its nature of anarchism. While Hobbes’ â€Å"one-man rule† could lead to abuse of power, his intention is for this monarchial type of government to administer order and self-preservation in the society. As for Rousseau, the maintenance of an inequality between social classes assures the stabilization of finite resources and society itself. Lastly, for Paine, his ideal world of a representative-democratic government lies on the belief that environmental influences create the individual and that a benevolent form of government can bring about human happiness. Putting them together, their main objective can be viewed as the organization and harmonization of society so as to push it towards progression. References: (n.d.). Rights of Man. Retrieved December 20, 2012, from http://www.enotes.com/rights-man salem/rights-man SparkNotes Editors. (n.d.). SparkNote on Discourse on Inequality. Retrieved December 20, 2012, from http://www.sparknotes.com/philosophy/inequality/

Free Essays on Sound Of Music

Sounds of Music In music there are a variety of instruments that display the color of harmonies, when they are played in an orchestra or a band. The ranges of their sounds spans from the lowest pitch of a contrabass to the highest pitch of a piccolo. Moreover their classification derives by the group or section to which they belong. The classification of instruments in music is divided into three broad classes or families which are percussion, string and wind. Many instruments have more than one characteristic and fall into more than one class. The piano, for example, is a string instrument as well as a percussion instrument. Moreover in the group of percussion, the description of some of these instruments is very similar, since some of them consist of a drum shape. For example the typical description of any drum consist of a wooden cylinder that or hemispheres with calfskin stretched tightly one or both ends to form the head. In the performance of percussion instruments, there are several of them that are executed in two ways. For instance some of these instruments are played with the palms of the hands or by using wooden sticks. The procedure when playing with the palms of the hand is as follow: both hands tap or strike simultaneously the head of the drum. In order to produce a different sound at the same time, the performer places one hand on the calfskin of the drum while strikes it with the other. The strength of the strike depends on the type of dynamic the performer is using. A good example of this kind of instrument is the conga. The conga consist of a wooden cylinder that or hemispheres with calfskin that stretches tightly the ends of the cylinder to form the head. The tension of the head is control by rods and screws. The purpose of such tension is to produce different sounds or to tune the instrument. Another way of playing percussion instruments is by using wooden sticks. This is the case in th e drumset. The dr... Free Essays on Sound Of Music Free Essays on Sound Of Music Sounds of Music In music there are a variety of instruments that display the color of harmonies, when they are played in an orchestra or a band. The ranges of their sounds spans from the lowest pitch of a contrabass to the highest pitch of a piccolo. Moreover their classification derives by the group or section to which they belong. The classification of instruments in music is divided into three broad classes or families which are percussion, string and wind. Many instruments have more than one characteristic and fall into more than one class. The piano, for example, is a string instrument as well as a percussion instrument. Moreover in the group of percussion, the description of some of these instruments is very similar, since some of them consist of a drum shape. For example the typical description of any drum consist of a wooden cylinder that or hemispheres with calfskin stretched tightly one or both ends to form the head. In the performance of percussion instruments, there are several of them that are executed in two ways. For instance some of these instruments are played with the palms of the hands or by using wooden sticks. The procedure when playing with the palms of the hand is as follow: both hands tap or strike simultaneously the head of the drum. In order to produce a different sound at the same time, the performer places one hand on the calfskin of the drum while strikes it with the other. The strength of the strike depends on the type of dynamic the performer is using. A good example of this kind of instrument is the conga. The conga consist of a wooden cylinder that or hemispheres with calfskin that stretches tightly the ends of the cylinder to form the head. The tension of the head is control by rods and screws. The purpose of such tension is to produce different sounds or to tune the instrument. Another way of playing percussion instruments is by using wooden sticks. This is the case in th e drumset. The dr...

Try to vs. Try and

Try to vs. Try and Try to vs. Try and Try to vs. Try and By Maeve Maddox A reader asks, Would you consider a post on the difference between try and [do something] and try to [do something]? [] I hear and read more people using try and [do something] but that doesnt seem as logical as try to [do something].   Is there a difference between the two terms?   If not, is one to be preferred?   I’m always amused when objections to idioms are raised on grounds of logic. â€Å"Try and† followed by a coordinate verb is an idiom; idioms don’t have to be logical. Nevertheless, a lot of speakers object to the use of â€Å"try and do† instead of â€Å"try to do.† What do the authorities think? Merriam-Webster is unambiguously supportive: Almost all disparaging criticism of â€Å"try and† comes from American critics; British commentators have generally been tolerant. There appears to be no rational basis for hostility to the expression and no need to avoid it in appropriate surroundings. The OED includes an entry for â€Å"try and,† but still labels it as a colloquialism. OxfordDictionaries observes that â€Å"In practice there is little discernible difference in meaning, although there is a difference in formality, with try to being regarded as more formal than try and.† Even M-W, with the reference to â€Å"appropriate surroundings† implies that â€Å"try to† is preferable for formal use. But is there, as our reader asks, a difference between such wordings as, â€Å"Try and stop complaining† and â€Å"Try to stop complaining†? Fowler discerned a difference: Though â€Å"try to do† can always be substituted for â€Å"try and do,† the latter has a shade of meaning that justifies its existence; in exhortations it implies encouragementthe effort will succeed; in promises it implies assurancethe effort shall succeed. It is an idiom that should be not discountenanced, but used when it comes natural. A Columbo episode has the title â€Å"Try and Catch Me.† A rebellious teenager might respond to a request by saying, â€Å"Try and make me.† In discussing a modern painting, art critic Sister Wendy says, â€Å"I’ll try and make sense of it.† In each of these examples, the and conveys something to would not. Perhaps we can add â€Å"effort† to Fowler’s â€Å"exhortation and promises.† How correct is Fowler’s statement that â€Å"try to do can always be substituted for try and do†? As a rule, it has its pitfalls. For example, consider the following headline and sentence: Two Judges Try and Fail to Shut Down Union Rights It’s better to try and regret, than not to try and regret. In the first example, changing the â€Å"try and† to â€Å"try to† would leave the reader wondering why the judges tried to fail in their purpose: â€Å"Two judges try to fail to shut down union rights.† Changing â€Å"try and† to â€Å"try to† in the second example would result in the sentence, â€Å"It’s better to try to regret, than not to try to regret.† The original sentence, however, means something very different: â€Å"It’s better to try [to do something] and regret [having tried], than not to try [doing something] and [then] regret [not having tried].† The note at OxfordDictionaries includes an explanation as to why â€Å"try and† remains questionable in formal usage despite its ubiquity in conversation: The construction try and is grammatically oddin that it cannot be inflected for tense (e.g. sentences like she tried and fix it or they are trying and renew their visa are not acceptable, while their equivalents she tried to fix it or they are trying to renew their visa undoubtedly are). For this reason try and is best regarded as a fixed idiom used only in its infinitive and imperative form. Careful writers will continue to scrutinize their use of â€Å"try and† in formal contexts, but they can still feel free in conversation and dialogue to follow Fowler’s advice about using it â€Å"when it comes natural.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†For Sale vs. On SalePractice or Practise?

Dual Enrollment in High School and College

Dual Enrollment in High School and College The term dual enrolled simply refers to enrolling in two programs at once. This term is often used to describe programs designed for high school students. In these programs, students can begin working on a college degree while still enrolled in high school. Dual enrollment programs can vary from state to state. The names may include titles such as dual credit, concurrent enrollment, and joint enrollment.   In most cases, high school students in good academic standing have the opportunity to take college courses at a local college, technical college, or university. Students work with their high school guidance counselors to determine eligibility and decide which courses are right for them. Typically, students must meet eligibility requirements to enroll in a college program, and those requirements may include SAT or ACT scores. Specific requirements will vary, just as entry requirements vary among universities and technical colleges. There are advantages and disadvantages to enrolling in a program like this. Advantages to Dual Enrollment You can get a jump start on your college plans. By earning college credit while still in high school, you may be able to reduce the time and money youll spend in college.In many cases, a portion of the dual college/high school course tuition is paid for by the state or the local school board.The dual enrollment courses are sometimes offered right in your high school. This enables students to become familiar with the workload of a college course in the comfort of a familiar setting.Some colleges offer dual enrollment via the Internet. Disadvantages to Dual Enrollment It is important to look into the hidden costs and risks you may face once youve entered a dual enrollment program. Here are a few reasons why you should proceed with caution: Students may receive a textbook allowance, but others may have to pay for any textbooks. The cost of college books can be daunting. For instance, a college-level science book can cost more than one hundred dollars. You may want to research the cost of textbooks before you sign up for a specific course.If college courses are offered only on the actual college campus, the student will be responsible for travel to and from the campus. Consider the cost of transportation. You have to factor travel time into your time management considerations. Your tests can be more challenging, and you may suddenly have less time to study for them!College courses are rigorous, and students can get in over their heads sometimes. College professors expect increased maturity and responsibility from their students. Be prepared! By signing up for college courses before you’re ready, you may end up with poor grades- and those will stay on your college record forever.  Bad grades can wreck your colleg e plans. After you sign up for a college course and you start to feel like youre slipping behind, there are only two ways out: withdraw from the course or finish the course with a grade. Remember that your ultimate dream college will see both of these when you apply. Failing grades can make you ineligible for your dream college. Withdrawing from a course could make you ineligible to graduate from high school on time! Many college scholarships are designed for freshmen. If you take too many college courses while youre in high school, you could make yourself ineligible for some scholarships.Whenever you sign up for college credit courses, you are officially beginning your college career. That means you will establish an official record wherever you take courses, and you will have to provide college transcripts of those courses whenever you enter a new college- for the rest of your life. Whenever you change colleges, you will need to provide transcripts to a new college. If youre interested in a program like this, you should meet with your high school guidance counselor to discuss your career goals.

Knee Injury Medical Treatment Case Study Example | Topics and Well Written Essays - 500 words

Knee Injury Medical Treatment - Case Study Example SH: the patient is the first born in a family of three siblings. Lives with the parents and two brothers. She is in college and is a sportswoman has been playing football since elementary schools, it has become her hobby as well as the reason she obtained a scholarship in the college. Her mother is a nurse while the father works as lecturer at a local college.O/E: The patient appears to be in pain (Davies et al. 2011, p.8). The knee appears deformed. The patella bone is visible towards the inner side of the thigh, medial and superiorly to the knee joint. Cannot move the affected leg which have started to swell around the knee joint. She is literary guarding any attempt to touch the affected leg.ROM: There is intense pain in each movement of the knee joint affected by the injury. Active: Flexion- Intense and unbearable painExtension: intense pain Abduction-, intense painAdduction- intense painMedial Rotation- intense painPassive: Flexion- intense painExtension- intense painAbduction- intense painAdduction- pain free movementMedial Rotation- intense painResistive: intense painExtension- intense painAbduction- intense painMedial Rotation- intense painPhysical assessment shows no other abnormality.Impression: Total Right knee-cap dislocation.Plan: Immobilise the knee joint. Prepare for x-ray to identify the position of the patella. Apply strong anti-inflammatory agents to reduce swelling.

Graduate Reflection Paper 2(b) Essay Example | Topics and Well Written Essays - 1250 words

Graduate Reflection Paper 2(b) - Essay Example Psychology plays a part in every aspect of leadership, especially when it is applied to employees and customers To keep employees and customers happy, psychology is usually employed. Psychology is also employed when companies go to a global clientele and they are working with people of different cultures. Another area where psychology is important is in the hiring of new employees. Dynamic leaders must understand what the company needs are and then find ways to screen candidates in order to find the best talent for all positions. Some companies rely on psychological concepts and testing to help them define whether the potential employee has the characteristics needed for the position. There are many concepts that use psychology as a base. As an example, Naisbitt and Aburdene (1990) spoke about the fact that most organizations need to capitalize on the benefits of diversity. The reason they must do this is because the way that diverse groups are able to work together will directly impact the productivity that can be expected from the employees. Psychological models will be important to use beaus they reinforce work with others and place building relationships as the most important aspect of dynamic leadership. As an example, Goethals (2005) understood that the model of psychodynamics used by Freud, was useful in studying leadership. In using Freuds theory, he learned that when someone is able to blindly obey a leader, it is because they had an "instinct to submit to authority" (Goethals, 2005, p. 99) and the leader had to assert their authority for it to happen. Another model that is important is the social-cognitive model. This model emphasizes the concepts of social identity and its interaction with a group. Many people find their social identity through interaction with their own groups or teams. This model emphasizes two specific processes that people go through to find their social identity" a0