antigone- a tragic hero essays

antigone- a tragic hero essays In the story Antigone, by Sophocles, Antigone is the tragic hero. By definition a tragedy is an extremely sad course of events or a fatal event and a tragic hero is a member of royalty. (Aristotle, p398). Antigones pride for her brother makes her a hero. She will not back down from anything when she is getting caught. Antigone is a mind-set person when it comes to getting things done her way. Not only is Antigone a hero to everyone else, she is also a hero to herself. After she is caught, She speaks with pride about what she has done. She says, I should have praise and honor for what I have done. All these men would praise me were their mouths not frozen shut with fear of you.(Antigone, p710, 98-100). In a way, she is boastful about breaking the law. She thinks she has done the right thing. Another heroic characteristic of Antigone is that she shows and immense amount of love. She makes sure she gets her brother buried no matter what the consequences are. But I will bury him; and if I must die, I will say this crime is holy (Antigone, p694, 55-56) Antigone says. Even when Ismene tries to take the blame for her brothers burial, Antigone takes all the blame. Antigone loved her family dearly. Antigone is also a determined person. After she put her mind to it, nothing could stop her from doing what she wanted. She even says, Creon is not strong enough to stand in my way. (Antigone, p694, 35). Even though the consequence was death, Antigone still goes through with it. Her determination and love for her brother gives her the courage to keep her pride. Antigones love, determination, and courage changes Creons way of thinking, but it was too late. She didnt allow anyone or anything to get in the way of her dreams. She always kept her pride and principles. Antigone really is a tragic hero. ...

Red Army Faction or Baader-Meinhof Group

Red Army Faction or Baader-Meinhof Group The left-wing terrorist group Red Army Factions main objective was to protest what they perceived as fascist-leaning and otherwise oppressive, middle class, bourgeois values of West Germany. This general orientation was coupled with specific protests of the Vietnam War. The group pledged allegiance to communist ideals and opposed the capitalist status quo. The group explained its intentions in the RAFs first communique on June 5, 1970, and in subsequent communiques in the early 1970s. The group was founded in 1970 and disbanded in 1998. According to scholar Karen Bauer: The group declared that ... its aim was to escalate the conflict between the state and its opposition, between those who exploited the Third World and those who did not profit from Persian oil, Bolivian bananas and South African gold. ... Let the class struggle unfold! Let the proletariat organize! Let the armed resistance begin!(Introduction, Everybody Talks about the Weather...We Dont, 2008.) Notable Attacks April 2, 1968: Bombs set off by Baader and three others in two Frankfurt department stores cause significant property destruction. At trial, Gudrun Ensslin, Baaders girlfriend and a committed activist, claimed the bombs were intended to protest the Vietnam WarMay 11, 1971: A bombing of US barracks killed one US officer and wounded 13 others.May 1972: Bombing of police headquarters in Augsburg and Munich1977: A series of killings designed to pressure the German government to release detained members of the Group take place, including the assassination of chief public prosecutor Siegfried Buback; the assassination of Dresdner bank; Hans Martin Schleyer, abduction of the head of the Germany Association of Employers and former Nazi party member.1986: Siemens executive Karl-Heinz Beckurts is killed. Leadership and Organization The Red Army Faction is often referred to by the names of two of its primary activists, Andreas Baader and Ulrike Meinhof. Baader, born in 1943, spent his late teens and early twenties as a combination of a juvenile delinquent and stylish bad boy. His first serious girlfriend gave him lessons in Marxist theory and later provided the RAF its theoretical underpinnings. Baader was incarcerated for his role in setting fire to two department stores in 1968, briefly released in 1969 and re-imprisoned in 1970. He met Ulrike Meinhof, a journalist, while in prison. She was to help him collaborate on a book, but went further and helped him escape in 1970. Baader and other founding members of the group were re-imprisoned in 1972, and activities were assumed by sympathizers with the groups imprisoned founders. The group was never larger than 60 people. The RAF After 1972 In 1972, the groups leaders were all arrested and sentenced to life in prison. From this point on until 1978, the actions that the group took were all aimed at gaining leverage to have the leadership released, or protesting their imprisonment. In 1976, Meinhof hung herself in prison. In 1977, three of the original founders of the group, Baader, Ensslin, and Raspe, were all found dead in prison, apparently by suicide. In 1982, the group was reorganized on the basis of a strategy paper called, Guerrilla, Resistance, and anti-Imperialist Front. According to Hans Josef Horchem, a former West German intelligence official, this paper †¦clearly showed the RAFs new organization. Its centre appeared at first still to be, as hitherto, the circle of RAF prisoners. Operations were to be carried out by the commandos, command level units. Backing Affiliation The Baader Meinhof Group maintained links with a number of organizations with similar goals in the late 1970s. These included the Palestine Liberation Organization, which trained group members to use Kalashnikov rifles, at a training camp in Germany. The RAF also had a relationship with the Popular Front for the Liberation of Palestine, which was housed in Lebanon. The group had no affiliation with the American black panthers but announced their allegiance to the group. Origins The groups founding moment was in a demonstration in 1967 to protest the elitism of the Iranian Shah (king), who was visiting. The diplomatic visit drew large grounds of Iranian supporters, who were living in Germany, as well as opposition. The killing by German police of a young man at the demonstration spawned the June 2 movement, a leftist organization that pledged to respond to what it perceived as the actions of a fascist state. More generally, the Red Army Faction grew out of specific German political circumstances and out of broad leftist tendencies in and beyond Europe in the late 1960s and 1970s. In the early 1960s, the legacy of the Third Reich, and Nazi totalitarianism was still fresh in Germany. This legacy helped shape the revolutionary tendencies of the next generation. According to the BBC, at the height of its popularity, around a quarter of young West Germans expressed some sympathy for the group. Many condemned their tactics, but understood their disgust with the new order, particularly one where former Nazis enjoyed prominent roles.

Red Army Faction or Baader-Meinhof Group

Red Army Faction or Baader-Meinhof Group The left-wing terrorist group Red Army Factions main objective was to protest what they perceived as fascist-leaning and otherwise oppressive, middle class, bourgeois values of West Germany. This general orientation was coupled with specific protests of the Vietnam War. The group pledged allegiance to communist ideals and opposed the capitalist status quo. The group explained its intentions in the RAFs first communique on June 5, 1970, and in subsequent communiques in the early 1970s. The group was founded in 1970 and disbanded in 1998. According to scholar Karen Bauer: The group declared that ... its aim was to escalate the conflict between the state and its opposition, between those who exploited the Third World and those who did not profit from Persian oil, Bolivian bananas and South African gold. ... Let the class struggle unfold! Let the proletariat organize! Let the armed resistance begin!(Introduction, Everybody Talks about the Weather...We Dont, 2008.) Notable Attacks April 2, 1968: Bombs set off by Baader and three others in two Frankfurt department stores cause significant property destruction. At trial, Gudrun Ensslin, Baaders girlfriend and a committed activist, claimed the bombs were intended to protest the Vietnam WarMay 11, 1971: A bombing of US barracks killed one US officer and wounded 13 others.May 1972: Bombing of police headquarters in Augsburg and Munich1977: A series of killings designed to pressure the German government to release detained members of the Group take place, including the assassination of chief public prosecutor Siegfried Buback; the assassination of Dresdner bank; Hans Martin Schleyer, abduction of the head of the Germany Association of Employers and former Nazi party member.1986: Siemens executive Karl-Heinz Beckurts is killed. Leadership and Organization The Red Army Faction is often referred to by the names of two of its primary activists, Andreas Baader and Ulrike Meinhof. Baader, born in 1943, spent his late teens and early twenties as a combination of a juvenile delinquent and stylish bad boy. His first serious girlfriend gave him lessons in Marxist theory and later provided the RAF its theoretical underpinnings. Baader was incarcerated for his role in setting fire to two department stores in 1968, briefly released in 1969 and re-imprisoned in 1970. He met Ulrike Meinhof, a journalist, while in prison. She was to help him collaborate on a book, but went further and helped him escape in 1970. Baader and other founding members of the group were re-imprisoned in 1972, and activities were assumed by sympathizers with the groups imprisoned founders. The group was never larger than 60 people. The RAF After 1972 In 1972, the groups leaders were all arrested and sentenced to life in prison. From this point on until 1978, the actions that the group took were all aimed at gaining leverage to have the leadership released, or protesting their imprisonment. In 1976, Meinhof hung herself in prison. In 1977, three of the original founders of the group, Baader, Ensslin, and Raspe, were all found dead in prison, apparently by suicide. In 1982, the group was reorganized on the basis of a strategy paper called, Guerrilla, Resistance, and anti-Imperialist Front. According to Hans Josef Horchem, a former West German intelligence official, this paper †¦clearly showed the RAFs new organization. Its centre appeared at first still to be, as hitherto, the circle of RAF prisoners. Operations were to be carried out by the commandos, command level units. Backing Affiliation The Baader Meinhof Group maintained links with a number of organizations with similar goals in the late 1970s. These included the Palestine Liberation Organization, which trained group members to use Kalashnikov rifles, at a training camp in Germany. The RAF also had a relationship with the Popular Front for the Liberation of Palestine, which was housed in Lebanon. The group had no affiliation with the American black panthers but announced their allegiance to the group. Origins The groups founding moment was in a demonstration in 1967 to protest the elitism of the Iranian Shah (king), who was visiting. The diplomatic visit drew large grounds of Iranian supporters, who were living in Germany, as well as opposition. The killing by German police of a young man at the demonstration spawned the June 2 movement, a leftist organization that pledged to respond to what it perceived as the actions of a fascist state. More generally, the Red Army Faction grew out of specific German political circumstances and out of broad leftist tendencies in and beyond Europe in the late 1960s and 1970s. In the early 1960s, the legacy of the Third Reich, and Nazi totalitarianism was still fresh in Germany. This legacy helped shape the revolutionary tendencies of the next generation. According to the BBC, at the height of its popularity, around a quarter of young West Germans expressed some sympathy for the group. Many condemned their tactics, but understood their disgust with the new order, particularly one where former Nazis enjoyed prominent roles.

Semiotic interpretation of an image Essay Example | Topics and Well Written Essays - 1000 words

Semiotic interpretation of an image - Essay Example With the signs in photos open for interpretation, an observer can be able to appreciate the denotative and connotative signification. The caption that has been provided is a photo of the Olympic event. It captures the moment where the participants involved are awarded with medals after victory in the sports they had participated. When awarding the Olympic participant, the protocol is that the winner is awarded with a gold medal then the first runner up is awarded with silver followed by brass for the second runner up. After receiving the medals, the next stage involved playing of the national anthem in front of everyone. Only the person who takes the gold is awarded the chance of having his or her country’s national anthem played. From the background of the picture provided, there is a possibility of stating that the event is not a recent one and may have taken place somewhere in the middle 1900s. An aspect that brings out the background of the photo is the ‘black power’ salute that the two of the participants posed. During the 1960’s, there were many instances where the black Americans fought against what they believed to be racism from the original citizens in the country. From this, it is clear to deduce that the time the Olympic event in the picture is taking place might be the 1968 summer Olympics. This aspect then is possible to award the photo with both the denotative and connotative values (Bathes, 35). There is a connotative value that the ‘black power salute’ poses awards the photo. This value is in the unity of the black Americans. The two Olympic participants can be said to be sending a message to the other black people. The message here is not only directed to the black Americans but to all the black people all over the world since Olympics is an international event. The first African country to participate in the Olympics was South Africa in the year 1904; this was under the

Matrix Organisation Structure Essay Example | Topics and Well Written Essays - 1000 words

Matrix Organisation Structure - Essay Example Davis and Lawrence (1977) had defined matrix as, ‘any organisation that employs a multiple command system that includes not only a multiple command structure but also related support mechanisms and an associated organisational culture and behaviour patterns’ (qtd. by Miner, 2007; p.254). Such structure is adopted by organisations involved in complex nature of business or operations. For example, armed forces, construction industries, management consulting firms etc adopt matrix organisational structures. Matrix organisational structures are said to have evolved many decades ago; and the most quotable example is the result of President John F Kennedy demand that stated, ‘a man on the moon within ten years’ (Norton, 2007; p.82). As shown in the figure, under each function, managers responsible for various functions simultaneously report to the functional head as well as a project manager. Each project manager is responsible for similar or specific activities c arried out in each function. So, this is two-dimensional role for project managers as well as managers of specific function. It is generally opined that matrix structures are easier to be implemented in smaller organisations, but many large organisations have successfully adopted matrix organisational structures across the globe; few examples include Microsoft, Intel, BMW, Procter & Gamble (Galbraith, 2008). Galbraith asserts that matrix runs on social capital, personal networks and reasonable levels of trust (2008; p.209). Factors that impact success of matrix structure include organisational culture, leadership, communication, planning and coordination, and even HR practices. Huffmire and Holmes (2006) quote Intel as a perfect example stating, ‘Intel has a matrix organisation structure on top of a divisional on top of a functional organisation structure, yet it works, because Intel has a culture of excellent team work (p.64). Secondly, strong leadership at the top of matrix structure is extremely important because the most common issue that surfaces matrix structure include conflicting interests and approaches by equally competent and expert personnel. Leaders should be able to build trust and gain acceptance by all team members. Leaders’ knowledge and expertise are required for providing training and infrastructure to sustain the matrix. Leaders’ role is crucial in managing power distribution and goal and role clarity. Role of communication in matrix structure is at various levels such as formal and informal communication as well as cross-functional coordination. For example, BMW adopts cross-functional career development practices that facilitate movement of people upwards and lateral in order to improve their interpersonal network and informal communication (Galbraith, 2008). From planning and coordination perspective, matrix structures require alignment of goals of different functions with organisational goals. To achieve this, matrix organisations follow a joint goal setting processes and effective joint planning activities. In matrix organisations, all human resource practices foster team working culture, as seen in Goldman Sachs (Galbraith, 2008). Matrix organisation

African religion and christianity Essay Example for Free

African religion and christianity Essay Although Africa was not a plain or bear continent, Africans had their way of life, structure of government, religion, economic activities, education,systems of marriage and development plans for their societies, nevertheless the British brought their systems which conflicted with Africans established way of life, this was because the British, as many other European powers were economically depressed and Africa appeared to be the only way out.The British wanted to pass the three C’s; Commerce, that is to make money through acquisition of free labour form Africans, raw materials for their industries as industrial revolution back in Britain was rapidly taking place, market for their surplus production; Christianity to save Africans as alluded in the Gospel of Saint Mark 16 versus 5 Go ye to the entire world, baptizing all men in the name of Jesus. †Explorers such as David Livingstone, Vasco Da Gama, Portuguese Diego Cam and Arabs with Muslim faith had missionary zeal. The last C is for Civilization, they wanted to civilize Africans in terms of education, culture and many other aspects I will bring out later in this essay. RELIGION Black`s Law Definition of religion; This is man`s relation to Divinity, reverence, worship, obedience, and submission to mandates and precepts of supernatural or superior beings. In a broad sense, it includes all forms of belief in the existence of superior beings exercising power over human beings by volition, imposing rules of conduct with future rewards and punishments. AFRICAN RELIGION Awolalu defines African religion as â€Å"†¦largely written in the people’s myth and folktales, in their songs and dances, in their liturgies and shrines and in their proverbs and pithy sayings. It is a religion whose historical founder is neither known nor worshipped; it is a religion that has no zeal for the membership drive, yet it offers persistent fascination for Africans, young and old.† The African traditional religion was not homogeneous as the communities had different ethnic background thus the religious practices such rituals varied one community to the other. It is worth noting that it was oral, not scripted or written and was passed from one generation to the other by word of mouth as I earlier alluded in the Awolalu definition of religion. Within their organized societal structures, Africans believed in supernatural beings together with ancestral spirits.The ancestral spirits were believed to link the living societal members to the gods. We all agree that one cannot talk about African religion without African values as they are intertwined and inseparable. African religion was embedded in moral values or codes or standards which were believed to originate from God through the ancestral spirits, these values when followed or observed one would be rewarded with maybe good harvest from their cultivation of land or increased number of a flock of cattle. When these values have violated the culprits were reprimanded, for instance, adultery was highly condemned therefore in case a member engaged in it he or she could be punished by God through the ancestral spirit. This punishment could be through the infliction of sickness to the culprit or barrenness. The concept of values is a vital point as one talks of the African religion. African religion is drawn from the African values. The African religion had some institutions which presided over religious functions, these institutions were believed to communicate directly to ancestral spirits (living dead) who in turn would communicate to the gods and grievances of the living societal members would be heard. In the Kenyan context, these institutions include Orkoyot of the Nandi, Oloibon of the Maasai, Seers, Diviners, and Rainmakers depending on the ethnic communities which they came from. These institutions apart from the veneration of the ancestors, they blessed warrior before going for war, advised the political leaders, offered sacrifice to god and conducted rituals for the culprits who violated moral values in the community. The gods had some specific names for instance, in Kenyan context, we had Enkai for the Maasai, Encore for the Abagusii, Mulungu for Akamba, Asis the Nandi, Ngai for the Agikuyu and Nyasaye for the Luo. There were specific worship places which were regarded as holy, this places included shrines, mountaintops some special trees such as mugumo, hills, and some caves. The diversity of the names given to gods and places of worship, show the lack of uniformity in the African Religion. This concludes that Africans were of different ethnic background and had their own religion, gods, and religion as a community. CHRISTIANITY This is a religion based on the life, teachings, and practices of the person of Jesus Christ. The origin of Christianity is drawn from a character, believed to be the Son of God. It is a religion more about the relationship between one and Jesus rather religious practices. A Christian, as the name suggests is a follower of Christ. The origin of Jesus of extra-ordinary or Supernatural happening as it is believed He was conceived by the power of Holy Spirit and born of a Virgin. This small description ascertains the definition of religion as I had earlier defined it. Christianity is practiced through reading the Bible and attendance of services for the Protestants and Mass for the Catholics. The religion is scripted or written in the Bible which is the reference for all who ascribe to Christianity. It contains all the rules guidelines, commands that Christians should observe their entire life. These guidelines govern human relationship to one another and their relationship to their God.there no diverse Christians as all of them draw their beliefs from Jesus Christ through reading and exercising their beliefs from the Bible.Christianity is a homogeneous religion or rather uniform. There are institutions such Priests, Bishops and Catholic Fathers who lead other Christians in worship. These people undergo theology training for them to undertake their duties. There are specific places of worship where Christians congregate. These places are Churches or Chapels. THE CHRISTIAN MISSIONARIES. They mainly to spread Christianity and Commerce†¦Dr. David Livingstone, I go back to Africa to make an open pass for Christianity and Commerce.† The first encounter is dated from the 15th Century. The Portuguese Christianity introduction to Africans in the East African Coast. This, however, had very little success. By 19th Century Christian missionaries arrived in East Africa they included: 1.The Holy Ghost Fathers 2.The Church Missionary Society 3.The Methodist Fathers 4.The Mill Hill Fathers THE ENCOUNTER I) Source/origin of Religion The Africans believed that their religion was sourced from god, who they believed long before their ancestors’ existence. The British Missionaries conflict with Africans by telling them about the existence of a God who had a son and lived among us many years ago. The religion of British was written (Bible) thus one had to have the ability to read and write in order to understand it, whereas that of African was passed from generation to generation by oral tradition. There is an introduction of a new system of identifying the origin of religion which conflicts with the African system. II) Places of worship The Africans revered in special caves, Mountaintops, hills, Forests, Special trees (mugumo) and shrines. The British tell Africans that they should worship God places called Churches. This encounter shows that there is a bit of clashing as the African places were very clearly defined and preserved by the community members. The British also seized African land to construct churches or chapels, Africans, as a result, became very hostile as they had distinct worship places which occurred naturally. They believed that their land was for cultivation and a gift from their gods. III) The Practices of Religion The Africans practiced their religion by reverence to their ancestors, offering human and animal sacrifices and invoking the ancestral spirits. They offered sacrifices in order to get favors in terms of harvest. The African worship was communal that is, all community members used to convene to pray for rain and ask for the wellness of the community. The British religion had an aspect of confession of one`s sins before worship, repentance, and forgiveness of sin are granted. This aspect of forgiveness of sins lacks in the traditional African religion, one had to be punished for wrongdoing. British missionary religion brings out an aspect of offerings in terms of money and tithe which is ten percent of one`s total earnings. IV) Religious leaders In African religion, worship was led by Diviners, Rainmakers, and Seers who were considered righteous. The work of religious leaders was taught through apprecentiship and was hereditary from specific clans in the community. There were certain clans from whom diviners would descend. They were highly respected in the community. The British Christian religious leaders attend school to be trained mainly on theology. They study formalities of worship and nature of God. Any member of Christian family can become a religious leader although there are some myths which say one has to be ‘called’ by God. The Christian leader has to have the ability to read and write so as to pass the scriptures to his congregation. V) Uniformity of Religion As I handled earlier in this essay, the African traditional religion was diverse from one ethnic community to the other due to the linguistic differences, migration patterns and origin. Christianity is introduced as a homogeneous religion as the author of it is Jesus Christ, a common ancestry and reference point for all Christians. The diversity of worship is dismantled by the British introduction of this even religion. As I have pointed above there are distinct differences between Traditional African Religion and the British Christianity and how both systems fought to outdo the other. The African religion had deep roots in the society as it was passed orally through stories, myths, riddles and proverbs which were very appealing to the audience. These deep roots were however uprooted as change is inevitable in every circumstance. As an old adage, ‘one man’s meat is another man’s poison.’ The British struck the Africans struck back but were easily overpowered, and gave in. The British were gradually using religion as a tool to pass several other systems to the Africans. Education which traditionally was based on oral tradition was easily eliminated as most Africans wanted to quench their thirst for knowledge, for those who resisted religion soon began to embrace this Whiteman’s way of worship.

Use of Metaphor in The Big Sleep :: sleep

Use of Metaphor in The Big Sleep Raymond Chandler wrote The Big Sleep as a piece of hard boiled detective fiction. This style was a reaction to the high style of detective stories such as those involving Sherlock Holmes and Miss Marple. Writers often set hard boiled detective novels in a gritty world where everyone has a past. In The Big Sleep, Chandler keeps this edgy, lower class tone right down to the objects he utilizes for comparisons in his metaphors. Chandler is highly precise in his word choice and diction. Through his language his is able to craft a world that I as the reader am able to visualize. When I see this world, I see a black and white world filled with real characters who live life on the mean side of the streets. When I first read The Big Sleep as a reader who pays little attention to style, I was practically unaware of Chandler's precision in creating this mental image for his reader. However upon a second read, I began to notice that the reason I was able to have such a vivid mental image of this hard edged world is that Chandler's detail and imagery maintains this picture right down to his metaphors. Part of the attempt of hard boiled detective novels is to be more realistic partly in response to the audience the fiction was being written for which was a more working class audience that read magazines in which these writers often published this fiction. So, Chandler to be true to both his audience and the genre utilizes commonplace objects in his metaphors. This can be seen in metaphors such as "like the buzzing of bees" (218) which is not only a sound which any audience would most likely be familiar with but also a rather plain description utilized to create the metaphor unlike one that might be placed in a romantic poem for instance. Some of the other commonplace metaphors that Chandler use include: "like a window-dresser getting the effect of a new twist of a scarf around a dummy's neck" (225), "as if I was some kind of strange beast escaped from a traveling circus" (207), "like light filtered through an aquarium tank"(8), "like wildflowers fighting for life on a b are rock"(7), "like a fresh fall of snow at Lake Arrowhead" (17) "like a puppy at the fringe of a rug"(20), "like a footbridge over a gully" (33).

Improving Listening Skill

NGO TH? THUY DUNG DH27AV03 TOPIC: IMPROVING LISTENING SKILL FOR SECOND-YEAR STUDENTS OF FOREIGN LANGUAGE FA CULITY IN BANKING UNIVERSITY abstract introduction literature review History of listening english skill A brief review of literature related to language listening english methods shows that â€Å"leran more about this in smart talk- a comprehensive set of tools to help you build stronger relationships and overcome communication obstacles† (Lisa B. Marshall,2012. P. 4)In real-life listening situations(Louanne Piccolo,2012,para 1) most of the spoken language we listen to is informal, spontaneous and can contain many features like slurred speech, colloquial vocabulary and incorrect grammar. Listeners usually know in advance something about what is going to be said as they expect to hear something relevant to the context in which they find themselves. Speakers usually direct what they are saying at the listener and take the listener's character and intentions into account wh en speaking.Naturally, listeners are normally speakers as well as we usually respond to what we are listening to by taking part in the conversation or by answering questions. A small amount of the listening we do is done blindly through listening to the radio or talking on the phone. However, most of the time, there is something or someone to look at that is linked to what is being said. Listening in the Classroom is not the same as real-life listening but is as realistic a simulation of real-life listening as possible.Listening activities should be training students and preparing them for effective functioning outside the classroom. They should also provide students with practice in coping with some features of real-life situations. Types of Listening Activities No overt response activities: Students do not have to do anything in response to the listening text. Often students' facial expression and body language will betray what they have understood. Activities of this type include storytelling, listening to songs or watching movies and videos. Short response activities:Students don't only have to give responses verbally but can also respond by performing a task in response to instructions, ticking off items on a worksheet as they hear them being said, ticking off true/false answers in response to statements or writing down missing words from cloze exercises. Long response activities: Students can engage in answering questions verbally about a listening text, taking notes from a mini-lecture by rewriting what you said in different words to the ones you used or writing a brief summary of a listening text. ( Larry M.Lynch,2000, para. 2) Study exploring listening english methods Slow your listening down. Take a minute to breathe and think about listening and to be aware and present. Listen from your head to your toes. Listen as if what you are hearing could change your life. Factoid: We speak an average of 120 words per minute, but listen four times faster. Your mind fills the gap by thinking of other things and wandering off. Stay focused. Slow down your listening and listen more than you talk. Pay attention. Watch out for shiny objects! Stay focused.Don’t get distracted, but rather offer a statement of observation. For example: say, â€Å"It sounds like you’re angry† (or sad/upset/frustrated, etc. ). Listen and watch for the tone of voice, body language, and facial expressions of the person you’re talking to. (fred crane, 2000, p. 1) Get clarification. Listen first, then, ask questions. Find a way to understand their story – their facts, their feelings, and their perceptions. Say, â€Å"Tell me more,† or clarify by saying, â€Å"help me understand,† or â€Å"do you mean to say that†¦? † If you still don’t understand, ask again in a different way.Sometimes you may need to ask for different words. My daughter may say something like, â€Å"the thing didn’t work and it’s just not fair! † I may have to ask her to find a different word to use for â€Å"thing† to understand what she is trying to communicate. Paraphrase. Repeat in your own words what was said to make sure you understand. Try this paraphrasing technique: â€Å"What I hear you saying is†¦Ã¢â‚¬  or â€Å"So you are saying that†¦Ã¢â‚¬  And then check for understanding. Say, â€Å"Is that right? † After listening carefully, respond genuinely. Don’t fake it.An insincere response is worse than no response. Give non-verbal communication. Use eye contact and head nods to show your concern and interest. And, here’s a tip: a response that demonstrates you really weren’t listening is not a good response. A simple change in the way we listen will change the way we understand and how we respond. Active listening will increase the odds of success at understanding what the real issue is. This may take some practice, but you will get bet ter at it, and it may even transform a relationship or two. ( Betty Lochner on August 11, 2011)

Learning and Teaching Standard Grade Physical Education

This assignment will look into the effectivity of collaborative group work during theory lessons in Standard Grade Physical Education ( SG PE ) by presenting and set uping a constructivist larning environment within my schoolroom. The assignment will place the methods used and the ensuing informations from this short survey and highlight hereafter development chances.IntroductionHaving ne'er officially been taught how to learn theory lessons for certification Physical Education I found myself following a standardized lesson format where the students faced the instructor, waiting for the transmittal of cognition ( Sotto 1994 ) . I found my lessons followed a similar, basic construction in which I would: Set out my purposes and aims for the lesson, refer back to old work covered and identified my learning purposes. I would explicate the current subject and inquire for pupil treatment sing anterior cognition. I would supply an academic undertaking related to the subject. I would summarize what has been covered and how it will associate with the following lesson/series of lessons. The lessons were planned harmonizing to the section medium and long term programs to guarantee the content was covered at the designated clip graduated tables, something indispensable for Standard Grade Physical Education, peculiarly due to the obvious scrutiny force per unit areas. My perceptual experience of these lesson were that they were successful as they had fluctuation in footings of the degree of treatments taking topographic point and types of undertakings related to the content, coupled with the fact that my formal scrutiny consequences from learning this manner were really good, ( harmonizing to SQA statistics ) . However, I felt the demand to research different methods of learning to guarantee that as a professional, I was run intoing the acquisition demands of the students in my category and developing my ain instruction competences. I was doubting that the method of learning nowadays within my schoolroom at this clip was supplying a ambitious adequate context for the students in my category, hence I was acute to look into other larning methodological analysiss. One method that interested me was the cultivation of a constructivist schoolroom. In this assignment I will detail the methodological analysis adopted to implement the rules of constructivism, supply account sing the necessary intercession that was required and highlight the students ‘ perceptual experience sing this new larning methodological analysis and what they felt the impact to their acquisition was.Data CollectionIn this survey it was necessary to utilize two chief types of informations aggregation. First, the usage of picture entering to capture group treatment, group job work outing undertakings and concluding presentations. The 2nd method of informations aggregation was in the signifier of written information via larning logs, rating signifiers specifically associating to the group presentations and concluding subject rating questionnaires. This written information was designed to place the students ‘ perceptual experience of the subject ; how it was planned, carried out and what the students felt were the chief strengths and failings of wor king this manner and critically place the impact on their acquisition. I felt that the informations aggregation methods were appropriate to the undertaking and provided relevant informations. However the deepness of information was the cardinal facet of the whether the chosen methods were effectual or non. For illustration, the larning logs were one facet of the written informations that provided the most dissatisfactory quality of information and one method that I may non utilize in the hereafter, the students did non lucubrate on the replies to the inquiries and did non supply me valid and utile information. The usage of picture recording was wholly new to me in a schoolroom scene and one time the students were used to working with a picture recording equipment it provided some first-class information and provided a true penetration into the group puting. The questionnaires provided me a valuable penetration into the students ‘ ideas and feelings about how successful this subject was and this method allowed me to measure the overall attack. As with any type of research, the method chosen will hold strengths and failings. I have summarised these below in tabular arraies 1 and 2:Strengths & A ; Weaknesses of Video Camera RecordingsTable 1Strengths Failings Enables all state of affairss to be invariably reviewed. Beginning of jobs can be diagnosed. Behavioural forms of instructor and students can be seen. Forms of advancement over long periods can be clearly charted. Can be really conspicuous and distracting. If camera is directed by operator, it will merely enter that which he or she deems to be of importance ; operator acts as editor. ( Beginning: Hopkins 2002 ) The usage of picture recording allowed me to garner information straight associating to the group treatment ; it encapsulated the nature of the treatments and provided a footing from which the particular discourse could be analysed. This was improbably helpful when the existent quality of treatment was scrutinised.Strengths & A ; Weaknesses of QuestionnairesTable 2Strengths Failings Easy to administrate ; quick to make full in Easy to follow up Provides direct comparing of groups and persons Provides feedback on: Attitudes Adequacy of resources Adequacy of instructor aid Preparation for following session Decisions at terminal of term. Datas are quantifiable Analysis is clip devouring Extensive readying to acquire clear and relevant inquiries Difficult to acquire inquiries that explore deepness Effectiveness depends really much on reading ability and comprehension of the kid Children may be fearful of replying honestly Children will seek to bring forth ‘right ‘ replies ( Beginning: Hopkins 2002 ) I felt that the terminal of topic rating questionnaire provided me with an penetration into the positions of the students and provided me with a footing to work from. The feedback from the students was utile as it gave me an apprehension of their perceptual experience of my schemes and provided me with way for future development. The consequences from the pupil rating signifiers ( both group and self rating ) provided me with quantitative informations that could be fed back to the students during the plenary session at the terminal of the block, this information was utile as it provided information on the group scores and informed the students which group they thought provided the best presentation. ( See appendix? ? for this information ) . Both methods of informations aggregation provided valid and utile information which was analysed and used to inform the participants ( and myself ) of the consequences of working this manner. There was qualitative informations produced in the signifier of the transcripts which were annotated and via the terminal of subject student rating questionnaires. They were scrutinised to place relevant information that could inform farther pattern. Quantitative information was produced by the students in the signifier of their appraisal of each others ‘ presentations and from their ain ego rating signifiers. This information was straightforward to analyze and as mentioned provided an built-in portion of the plenary session.RationaleLearning TheoriesHaving gained about 10 old ages of learning experience I found myself in an unusual place where I was approximately to get down a new subject with my S3 SG PE category with no existent program to map out the advancement of the category ‘ acquisition and apprehension of their new subject. I felt aroused and terrified in equal steps of following a constructivist attack ; nevertheless I felt comforted by the sum of research I had undertaken in following this attack and felt confident of the benefits that the students would derive from larning this manner. To state I had no existent program in topographic point would non be purely true as in my head I had a mental image of how I would wish the way of larning to take but as will be seen subsequently in this survey this is the Southern Cross of the instructor releasing control of their schoolroom and inquiring the students to take charge of their ain acquisition as at times it will take you to some surprising topographic points. ( Clarke, 2005 ) . One critical constituent of this impression was organizing my schoolroom to guarantee the students co-operated in a collaborative mode in little groups. Wood ( 1998 ) summarises Vygotsky ‘s position of acquisition as â€Å" co-operatively achieved success † and this is something that I as a practioner wanted to research farther. I felt the rule of co-operation was something that I did of course, nevertheless, after probe I realised that the co-operation I assumed was happening, was between the students and myself as category instructor and non the students with their equals. Vygotsky suggests that kids learn by direction from others and the acquisition procedure is strengthened if the undertaking is learnt in a co-operative mode. After scrutiny, I felt that for the benefit of my pattern I had to look into different methods of learning theory lessons in PE to guarantee that â€Å" existent acquisition † can take topographic point ( Sotto 1994 ) . Literature from Learning and Teaching Scotland ( LTS, 2009 ) environing Curriculum for Excellence ( aCfE. ) highlights the importance of using active and collaborative acquisition methods to heighten the larning experience based on rules of Assessment is For Learning ( AiFL ) . This provided me with the drift to critically analyze my attacks to learning. After reading Brooks and Brooks ‘ ( 1999 ) description of the constructivist schoolroom and besides the impact constructivist rules can hold on the effectual usage of formative appraisal ( Clarke, 2005 ) I wanted to look into the application of such rules and mensurate the impact this would do on my instruction. As Clarke ( 2005 ) high spots, some practioners avoid hazards due to being â€Å" embedded in old ways of learning † and I was determined non to go such a instructor, I planned to make this by consistently releasing control of the way of larning to the students. I wanted to look into the chance of the students taking charge of the way of their acquisition by passing over every bit much control to the category in a move towards making a constructivist larning environment. I organised the students in to groups of four, seeking to guarantee each group was every bit diverse as possible in footings of academic ability and friendly relationship groups. I wanted to guarantee that the members of the group would non be over familiar with each other as that may impede the quality of the work produced ( Azmitia & A ; Hesser, 1993 ) . It was critical that the students understood and appreciated that there would be a alteration to their ‘normal ‘ lesson format and this afforded me the chance to supply an account of why I was following a constructivist manner and why I was seting them in charge. Bruner ( 1990 ) provides the undermentioned rules of constructivistic acquisition: Direction must be concerned with the experiences and contexts that make the student willing and able to larn ( preparedness ) . Direction must be structured so that it can be easy grasped by the student ( coiling administration ) . Direction should be designed to ease extrapolation and or make full in the spreads ( traveling beyond the information given ) . Advocates of a constructivistic attack suggest that instructors should foremost see the cognition and experiences of their students. The school course of study should so be built so that students can spread out and develop this cognition and experience by linking them to new acquisition. Whereas, candidates of the behavioral attack, on the other manus, advocate first make up one's minding what cognition or accomplishments students should get and so developing course of study that will supply for their development. ( Huitt, 2009 ) . I was really witting of being true to the Bruner ‘s above rules as I wanted to guarantee I knew all the necessary and relevant information sing the students ‘ old experiences related to this subject. To make this I met with the Biology section. There are natural crossing overs between Biology and PE and this meeting allowed me the chance to size up the subject content in the S1-3 course of study and utilize this information to estimate a starting point for the first brainstorming undertaking. I wanted the students to show â€Å" preparedness † to larn ( Bruner, 1990 ) . Using a model developed by Dunn and Larson ( 1998 ) to explicate the procedure of implementing simple degree engineering course of study, Alesandrini and Larson ( 2002 ) specified 10 events that provide the foundation for a constructivistic attack to learning and larning. These 10 events were so categorised into five chief constituents of an effectual constructivistic lesson/ series of lessons: probe, innovation, execution, rating, and jubilation. This became the foundation of my attack to cultivating a constructivist larning environment and the specific attack will be detailed within the timeline subdivision of this ego survey. The first undertaking for the students was to come up with a subject rubric through a whole category verbal treatment ( they agreed upon â€Å" Body in Action † ) and became the focal point of this group work session, to my surprise this subject rubric was non excessively dissimilar from the class stuff in PE which asks students to look into The Human Body in Action, ( it became clear that this subject rubric was besides the same rubric the Biology section uses-possible happenstance? ) . The students were so given two undertakings ; one an person undertaking which was to finish a acquisition log ( See appendix? ? for further inside informations ) the 2nd undertaking was a group undertaking that involved the students brainstorming about the subject content around this new rubric. This session was filmed and the resulting discourse was transcribed and analysed. See appendix? ? for illustrations of pupil work from these insight Sessionss. From this analysis it became evident that the quality of the group treatment I had hoped the category would accomplish was manner below the expected criterion. This critical incident became the focal point of my first intercession as it challenged my thought by coercing me to look into the ground why the initial group work was of such a hapless criterion. To antagonize this I investigated comparings with the work undertaken by Mercer ( cited in Wegerif et al 1999 ) it became evident that the quality of treatment could be categorised as what Mercer describes as â€Å" disputational talk † . This type of talk is characterised by dissension and individualized determination devising. There were few efforts to pool resources, or to offer constructive unfavorable judgment or suggestions. Disputational talk besides has some characteristic discourse characteristics notably short exchanges dwelling of averments and counter-assertions ( Mercer, 1996 ) . This was demonstrated by the deficiency of verbal interaction of group 2 and the independent determination doing made by JW who interestingly was the member of the group keeping the pen, suggestions were seldom offered and when this occurred the suggestions made were met with neglect instead than enthusiasm to research the thoughts further ( See appendix? ? for the annotated trascipt ) . Therefore, it was necessary to place why this was go oning and how I could better the quality of group treatment. The precedence for me as a practioner was to seek and place methods whereby the group work undertaken started to come on towards â€Å" explorative talk † ( Mercer, 1996 ) . This highlights the implicit in rule that Gillies and Khan ( 2007 ) commentate on that students need to be explicitly taught how to work successfully in groups. Therefore before I could continue look intoing the cultivation of a constructivist schoolroom, I had to look into how to promote each group to work co-operatively. This was done by using the rules environing successful group work as studied by Gillies ( 2004 ) , these were: Actively listening to others ; Deciding struggles democratically ; Sharing thoughts Working with others to measure the group ‘s advancement. I set the category three distinct job work outing challenges in an effort to better their abilities to work together ; two in groups of eight and one in the original groups of four. I felt this attack was non merely relevant to this age group but related to the research undertaken by Gillies would give some really promising consequences. It was my purpose to guarantee that the nature of these job work outing undertakings forced the groups to interact in a constructive mode by supplying co-operatively achieved aims. All members of the group were every bit of import to the success of work outing the undertaking, therefore it was necessary that all positions were considered but more significantly valued. Decisions had to be made on a democratic footing which involved all members of the group working together to make the common end, this would merely be achieved by actively listening to each other and making understandings that all members were consulted upon, but more significantly agreed upon. It was at this point I assessed the impact of these Sessionss by analyzing the treatment of group two to place the degree of betterment made, this was critical to guarantee that the students were in a place to transport on with their undertaking work. From my analysis it was evident that there was now an betterment in the type of treatments the group were involved in ; sufficient plenty for me to be confident that the move towards utilizing constructivist rules with this category was traveling to be good for the students. ( See appendix? ? for annotated transcript ) . This meant that I could once more follow the constructivist principle with assurance.TimelineProbeSession 1 Class organised into groups. Explanation given to pupils to inform them that they were in charge of their acquisition for this block. Class treatment sing subject rubric. Session 2 Each group brainstorms and enter a list of words / footings they feel are associated with the subject rubric â€Å" Body in Action † . Session 3 Spider diagram / head map is produced by each group detailing what they feel are the relevant countries of probe. Session 4 Amalgamation of all four programs by B Sloan to place 4 subject countries. Intervention Session 1 Due to the hapless quality of treatment taking topographic point, it was necessary to work on the groups abilities to co-operate and work in a collaborative mode. Intervention Session 2Invention and Initial ImplementationSession 5 Group set a mini undertaking to set up if any betterment had been made in footings of collaborative group work. Sufficient betterment made and each group selects project focal point. Session 6 Group probe work at library. Session 7 Group probe work at library utilizing computing machines.Further Implementation and EvaluationSession 8 1st bill of exchange of presentations, polish and initial rating.CelebrationSession 9 Concluding presentations by each group. Session 10 Plenary session and proclamation of winning presentation.DiscussionAs stated antecedently Alesandrini and Larson ( 2002 ) specified 10 events that I have used as the foundation for my attack to constructivistic acquisition. These were:ProbeContextualising: As category instructor I explained the procedure to the whole category, so worked with students in little groups to assist them link their old experiences to the undertaking at manus. Clarifying: I asked the students to discourse the undertaking among themselves in their groups of four and as instructor I facilitated the students as they strived to find what they needed to cognize in order to finish the undertaking. Asking: During this phase the students begin the procedure of geting the necessary cognition and accomplishments they needed to finish the undertaking ; as category instructor I tried to ease this procedure by inquiring inquiries and assisting students place and understand believable resources.Invention and Initial ImplementationPlanning: Students in each group begin to organize their cognition and develop some initial programs as to how to near the undertaking. Gaining: Students develop a first bill of exchange or get downing merchandise that will run into the stated standards for the undertaking. Each little group will develop an original attack and no two will look precisely likewise.Further Implementation and EvaluationTesting: The students check their undertaking against the standards to see if it meets the specifications. It is expected that the first effort will necessitate some or several alterations. Modifying: Students rework their undertaking in footings of lacks they may hold identified. They so retest and modify until they have a finished undertaking that meets the declared standards. Interpretation: Pupils describe the value of the undertaking relation to their backgrounds and experience ; they portion this with their ain group. Reflecting: Students broaden their ratings of the undertaking and set it in larger context.CelebrationCelebration: Students present their undertakings to the larger group while the larger group acknowledges the value of the attempt and consequences of the group and assesses the public presentation of each group in 3 classs. Having now completed the subject, I asked the category to finish a questionnaire to estimate their response to this new attack ( appendix? ? ) . 11 out of 16 students noticed that the subject was different to the old 1. They noticed that: â€Å" more clip in schoolroom making group work † â€Å" we worked in groups more and Mr Sloan did less speaking! † â€Å" we had to make a presentation † â€Å" our presentations were filmed and we used the smartboards † â€Å" Body in Action was the first subject we have done that we really spoke about, the first 1 was done through practical work † â€Å" It was much more groupy and chatty every bit good as synergistic † â€Å" we spent a batch of clip in the schoolroom alternatively of making it outside † â€Å" we planned it as a category † When asked about what they enjoyed about the subject, they responded: â€Å" I enjoyed happening facts about the organic structure, I did n't cognize there were so many articulations. I besides liked the job work outing undertakings † â€Å" Bing able to larn a batch of things about the organic structure we did n't cognize † â€Å" Planning for our presentations and utilizing the computing machines to look into the bosom. I like watching the groups making their presentations † â€Å" Research for the presentations † â€Å" It was merriment! † â€Å" the subject was interesting † The students were besides given the chance to state what they did non bask about the subject. Very few responded: â€Å" sometimes my group mucked about and were lazy † â€Å" Being bossed about † â€Å" presentation was chilling † When asked about what they felt they learned from this subject they said: â€Å" A batch about the organic structure and how it works † â€Å" how the human skeleton is put together † â€Å" how the organic structure works during athletics and PE † â€Å" tonss about the bosom and lungs † When asked which subject was best for their acquisition, 12 chose Body in Action. Although there were clearly some students who did non prosecute with this subject every bit to the full as others, the bulk of students enjoyed it and agreed that it was good to their acquisition. The two most common subjects running through the student responses is their grasp of the chance to lend to the planning of the subject and the fluctuation of activities – particularly during the research prior to making their presentations, it is interesting that they value their engagement in structuring their ain acquisition so extremely and bask research work. My ain appraisal of the subject was similar to the students. I was encouraged and inspired by the results of the attacks used throughout. By merely get downing the subject from a somewhat altered point of view, the full acquisition procedure altered. Alternatively of stating the category what we were traveling to make, I was inquiring the category what they wanted to larn. At each phase, I felt this altered point of view raised the motive of the category which led to an highly dynamic and energetic schoolroom which was focused on larning. This acquisition, was besides much more varied than in the yesteryear. Equally good as larning the necessary facts sing the human organic structure, the students were besides developing their accomplishments, runing from working in a group, to planning and showing information. This is really much in line with the aims of aCfE. Those recommending a constructivistic attack should ever see that there are a assortment of rules from larning theories that can be utilised within application of constructivism. For illustration, when working on a student ‘s larning it is surely appropriate to learn a particular accomplishment utilizing direct direction, observe the students practising the accomplishment, and supplying disciplinary feedback to guarantee command starts to happen. The major issue is whether to get down with a course of study that is taught step-by-step in an inductive mode as suggested by the behavior theoreticians or to get down with the student ‘s cognition and apprehensions and assist the kid fill in spreads necessary to work out a situation-specific job as suggested by the constructivists. Principles of larning from an information treating position such as recognizing the bounds of short-run memory, supplying many chances for students to place the connexion between anterior cognition to current acquisition, and recognizing the demand for separated pattern can besides be implemented within a constructivistic attack. Again, the major differentiation is in where to get down: with a predesigned course of study or with the student ‘s experiences and cognition base. This so begs the inquiry, what is the right attack? In my position the reply is both! If we start with the student ‘s cognition base before we have established coveted terminal ends, there is a inclination to hold the students merely â€Å" do advancement, † thereby restricting students who are non adequately prepared. These students may develop equal thought accomplishments, but can hold big spreads in their cognition and accomplishments. On the other manus, if weA focal point merely on coveted terminal ends, particularly knowledge ends, without consideration of the student ‘s acquired cognition and background, we run the hazard of developing cognition and accomplishments that have no significance to the scholar and are hence easy forgotten.DecisionThe purpose of this ego survey was to critically reflect on my instruction pattern in order to place progressive paths with which my abilities as a practioner are enhanced. I attempted to make this by look intoing the u sage of collaborative group work during theory lessons in Standard Grade Physical Education through the debut and constitution of a constructivist larning environment within my schoolroom. I have adopted attacks that were different to my old pattern in a systematic manner, in order to dispute me as both a scholar and as a instructor. I have found myself trying to change over my schoolroom from an Orthodox ‘instructive ‘ one, to one based on the rules of constructivism within a collaborative group puting. The types of job work outing challenges I used acted as an debut into how group work can be developed but I am realistic plenty to understand that this should be an on-going procedure instead than a one-off speedy hole. These types of challenges will inform the students of the potency of group work but will non hold a durable consequence on future group work. For cardinal alterations to happen when these students work in groups there must be a alteration in the students ‘ mentality and this must be reinforced every lesson, therefore the success of this factor may be out with the parametric quantities or timescale of this survey. However, what encouraged me was that even after this short intercession I was pleased to describe that sufficient betterments had been made and the group work progressed to a point whereby the students produced some first-class presentations. This journey has non merely exposed the scholars to new methods of schoolroom working it has besides enabled me to travel out of my comfort zone and happen motive and challenge in following a new attack, something I have exhaustively enjoyed making. This journey has inspired me to keep the impulse gained by making this ego survey and place other countries of learning Physical Education that could profit from following this attack to acquisition.

Definite Fate in Ancient Greece Essays

Definite Fate in Ancient Greece Essays Definite Fate in Ancient Greece Paper Definite Fate in Ancient Greece Paper Fate has been an important concept that determines the lives of the people of Ancient Greece. During this time, it was widely believed that there was no escaping fate. Although, this knowledge is widespread and understood by many during this time, in stories such as the legend of Perseus, Homer’s the Iliad and Oedipus at Colonus it is shown that some characters would go to great lengths to alter their fate, even though they know such an aim is futile. At most, the interactions these characters have with the gods of this time allow for their pending fate to be prolonged. In all, fate in Ancient Greece is a phenomenon that cannot be escaped but through interaction and maybe relationship with the Greek gods, their fates may be extended. Ancient Greek’s believed that a person’s fate cannot be changed; regardless of the attempts made to try and change one’s fate. However, the outcome seems to return to the predestined fate that had been laid out beforehand. This is true for the case of Perseus. In the story, the oracle at Delphi prophesies and tells Akrisios, which is the father of Danae and grandfather of Perseus, that he will never have a son. And that his daughter’s son will kill him. Immediately, Akrisios makes an attempt to prevent this fate from happening. Fearing that the gods may kill him if he were to slay Danae, he â€Å"built a brazen chamber underground and there guarded Danae† (Lopez-Ruiz, 255). In order for Akrisios to not fall under his predestined fate he makes an attempt to change it by making sure his daughter does not get pregnant. Despite the widely accepted view of unchanging fate, he still makes the attempt. Later on in the story due to Zeus impregnating Danae the prophecy comes to fruition due to a god’s involvement. It was in an event that Perseus partook in that he mistakenly killed his father, â€Å"But in throwing in the quoit he struck Akrisios on the foot and killed him instantly† (Lopez-Ruiz, 256). In regards to unchanging fate, it is shown clearly that fate cannot be altered. Given the example of Akrisios, no matter what he tried his efforts were futile in deterring and inevitably stopping the outcome of the fate he was already predestined. In the ancient Greek world people accepted fate as an unchanging and predestined occurrence. Regardless of the choices a person makes during those times a person’s fate would not be altered. The outcome remains the same no matter the case or experience that the person goes through. In accordance with the previous statements, even though fate is an unchanging phenomenon in the ancient world, it is through divine intervention that we see some heroes have a sort of extension or prolongation to their predetermined fate. The gods seem to play a key role during the span of a person’s life up to the time they reach the â€Å"fate† that they are destined to achieve. The gods tend to act as intermediaries between fate and the people. Meaning, their underlying role is to have the peoples fate go through as predetermined but in ways that suit their views. They can choose the life the person is to live and hardships but the fate of the person is forever unchanged. For example, in Homer’s the Iliad, Zeus proclaims, â€Å"Ah me, that it is destined that the dearest of men, Sarpedon, must go down under the hands of Menoitios son Patroclus. The heart in my breast is balanced between two ways as I ponder, whether I should snatch him out of the sorrowful battle and set him down still alive in the rich country of Lykia, or beat him under at the hands of the son of Menoitios† (Book 16, lines 433-438). This may seem to be the opposite of the definition of fate by Zeus attempting to aid Sarpedon, however Zeus is thinking about whether or not he should save Sarpedon from death, and knowingly by doing this Zeus will be aiding in Sarpedon conquering his fate and staying alive. In the end, Zeus does not save Sarpedon and he dies. The importance of this shows the proof that regardless of intervention by the gods they only act as intermediaries of the fate of the Greek people. Zeus’ options were to intervene or not to. And Zeus chose not to, meaning that fate was already in play when he made his decision. Sarpedon was destined to die, and as fate would have it, he did die. As stated, the gods are important and act as the underlying factors between a persons predestined fate. This in turn shows that fate is not even controlled by the powerful gods of Greek times but by its own natural phenomenon. And that a persons defined fate is unchanging. The ancient Greeks acknowledged the fact that fate has its own sense of reality outside the individual and spiritual that shapes and determines human life. Ancient Greeks, portrayed fate as a horrifying and indomitable force. They believed fate was the call of action of the gods - an unopposable reality that the oracle at Delphi revealed to many. Oedipus, in Oedipus at Colonus deliberates multiple times over fate, before being granted a blessing to Oedipus. â€Å"When He pronounced those many evils to me / He also said that, after a long time, this should be a resting place / That I would come to a final country, where I should find / A seat of the solemn gods and a refuge for strangers† (Oedipus at Colonus, lines 87-90). This is the oracle’s prophesied fate of Oedipus, saying that he will go through many trials and hardships but that he would also arrive to a resting place. Oedipus accepts this because he believes it’s his fate, and the hope of the refuge gives him strength through the hardships. Just like popular belief in ancient Greek culture, accepting one’s fate is the norm because fate is law and unchangeable. Throughout this analysis, it is explicitly sighted that fate is an important concept towards Greek mythology. It is understood through Homer’s writings and other writers of the time that fate is a set and decided phenomenon that is unchangeable throughout the course of their lifetime. A god’s intervention has no effect on a person’s fate but tend to be the subject that runs the course of that fate. The Greek gods are the ones that hold the in-between outcome of each person’s fate. No matter what the circumstance is, fate is predetermined and will produce an outcome regardless. In all, neither gods nor humans can do anything to alter a person’s fate. People cannot try and alter their fate because in the end it returns to the same outcome and god’s are only able to prolong, aid, and ultimately lead to the finality of that person’s fate.

Life Cycle of Fireflies and Lightning Bugs

Life Cycle of Fireflies and Lightning Bugs Fireflies, also known as lightning bugs, are part of the beetle family (Lampyridae),  in the order Coleoptera. There are about 2,000 species of fireflies worldwide, with over 150 species in the U.S. and Canada.   Like all beetles, fireflies undergo complete metamorphosis with four stages in their life cycle: egg, larva, pupa, and adult. Egg (Embryonic Stage) The firefly life cycle begins with an egg. In mid-summer, mated females will deposit about 100 spherical eggs, singly or in clusters, in the soil or near the soil surface. Fireflies prefer moist soils, and will often choose to place their eggs under mulch or leaf litter, where the soil is less likely to dry out. Some fireflies will deposit eggs on vegetation rather than directly in the soil. Firefly eggs usually hatch in 3-4 weeks. The eggs of some lightning bugs are bioluminescent, and you may see them glowing dimly if youre lucky enough to find them in the soil. Larva (Larval Stage) As with many beetles, lightning bug larvae look somewhat worm-like. The dorsal segments are flattened and extend to the back and sides, like overlapping plates. Firefly larvae produce light and are sometimes called glowworms. Firefly larvae usually live in the soil. At night, they hunt slugs, snails, worms, and other insects. When it captures prey, the larva will inject its unfortunate victim with digestive enzymes to immobilize it and liquefy its remains. Larvae emerge from their eggs in late summer and live through the winter before pupating in the spring. In some species, the larval stage lasts well over a year, with the larvae living through two winters before pupating. As it grows, the larva will repeatedly molt to shed its exoskeleton, replacing it with a larger cuticle each time. Just before pupating, the firefly larva measures about  ¾ in length. Pupa (Pupal Stage) When the larva is ready to pupate, usually in late spring, it constructs a mud chamber in the soil and settles inside it. In some species, the larva attaches itself to a trees bark, hanging upside down by the hind end, and pupates while suspended (similar to a caterpillar). Regardless of which position the larva assumes for pupation, a remarkable transformation takes place during the pupal stage. In a process called histolysis, the larvas body is broken down, and special groups of transformative cells are activated. These cell groups, called histoblasts, trigger biochemical processes that transform the insect from a larva into its adult form. When the metamorphosis is complete, the adult firefly is ready to emerge, usually about 10 days to several weeks after pupation. Adult (Imaginal Stage) When the adult firefly finally emerges, it has only one real purpose, to reproduce. Fireflies flash to find a mate, using a species-specific pattern to locate compatible individuals of the opposite sex. Typically, the male flies low to the ground, flashing a signal with the light organ on his abdomen, and a female resting on vegetation returns his communiquà ©. By repeating this exchange, the male homes in on her, and the rest of the story is happily ever after. Not all fireflies feed as adults- some simply mate, produce offspring, and die. But when adults do feed, they are usually predacious and hunt other insects. Female fireflies sometimes use a bit of trickery to lure males of other species closer  and then eat them. Not much is known about firefly eating habits, however, and it is thought that some fireflies may feed on pollen or nectar. In some species, the female adult firefly is flightless. She may resemble a firefly larva but have large, compound eyes. And some fireflies dont produce light at all. For example, in the U.S., species found west of Kansas dont glow.

Personal Statement of Project Management Example | Topics and Well Written Essays - 500 words

Of Project Management - Personal Statement Example The course is suitable for individuals, who are from various employment backgrounds and have the ability, skills and knowledge to become a project manager. In this course I will get to understand the techniques and processes that are linked with project management. The process includes management of cost, time, quality, communication, risk and human resources. I will also get to understand the procurement process of the resources that are required for the completion of the project. The program also aims at training the individuals to lead a team and impart motivation skills (Northeastern University, 2013). Presently, responsibilities of project managers have increased over the years with the increase in number of failed projects. The failure or success company projects are dependent on the abilities and skills of the project managers. Products and services of a company needs get launched in the market in a particular period of time. If there is delay in the procurement process of raw materials then the launch of the products is hold back simultaneously. This delay in procurement process can be rectified by an efficient project by contacting a good supplier and convince them to supply the raw materials within a specified time so that the manufacturing process of the products are not hampered. Hence, in order to avoid disturbance in the manufacturing process companies needs to hire skilled project managers, who can effectively manage each step of the project (Northeastern University, 2013). The role of project managers is very challenging as the success or failure of projects is dependent on them. Appropriate sets of skill are required delivering vital projects on time within a particular budget. The project manager has to lead a large team where the team members have different though process and behavior; he has to lead and motivate them to do specific works for the successful completion of projects. The