Free Essays on The Fall Of King Oedipus

. He exhibits a supreme pride through his dialogue in the play, and his actions protest the gods' ultimate power. When Oedipus Rex begins, we find that a plague is consuming Thebes. Oedipus quickly sends Kreon to Delphi to receive the first oracle. Kreon explains that a great crime had been committed. The murderer of king Laios is in their city and until justice is given the plague will remain. So, full of his pride and himself, Oedipus begins his investigation with a promise, â€Å"I solemnly forbid the people of this country, /Where power and throne are mine, ever to receive /that man /...And as for me, this curse applies no less.† Oedipus is blind to the true nature of the situation and himself. He desperately wants to know, to see, but he cannot. At this point, it is obvious that Oedipus’s action must be to overcome his â€Å"blindness†. Ironically, into the play is introduced a prophet, Teiresias. He is physically blind but is a clairvoyant. He do es not wish to tell Oedipus the true nature of the situation and attempts to leave. Only upon insistent badgering ... Free Essays on The Fall Of King Oedipus Free Essays on The Fall Of King Oedipus The fall of King Oedipus Oedipus in Oedipus Rex by Sophocles is a tragic hero according to Aristotle in The Poetics. Aristotle said that Sophocles â€Å"drew men as they ought to be.† Therefore, Oedipus is not the victim of fate expressed in the oracles. His tragedy results from within his character. He is a man who, driven by his uncontrolled emotions and his fatal flaw harmartia of pride hybris, causes his own destruction. The city of Thebes suffers from this also. Once Oedipus recognizes what he has done and the audience also witnesses his recognition, both Oedipus and the city undergo a reversal of fortune. The audience experiences catharsis through pity and fear. One of the reasons for Oedipus’s downfall is his pride or hybris. Oedipus is a classic example of Aristotle's tragic man. Sophocles characterizes Oedipus through his actions and his words. He exhibits a supreme pride through his dialogue in the play, and his actions protest the gods' ultimate power. When Oedipus Rex begins, we find that a plague is consuming Thebes. Oedipus quickly sends Kreon to Delphi to receive the first oracle. Kreon explains that a great crime had been committed. The murderer of king Laios is in their city and until justice is given the plague will remain. So, full of his pride and himself, Oedipus begins his investigation with a promise, â€Å"I solemnly forbid the people of this country, /Where power and throne are mine, ever to receive /that man /...And as for me, this curse applies no less.† Oedipus is blind to the true nature of the situation and himself. He desperately wants to know, to see, but he cannot. At this point, it is obvi ous that Oedipus’s action must be to overcome his â€Å"blindness†. Ironically, into the play is introduced a prophet, Teiresias. He is physically blind but is a clairvoyant. He does not wish to tell Oedipus the true nature of the situation and attempts to leave. Only upon insistent badgering ...

Learn About Orb Weaver Spiders, Family Araneidae

Learn About Orb Weaver Spiders, Family Araneidae When you think of a spider, you probably picture a big, round web with its resident spider poised in the center, waiting for a hapless fly to land in the webs sticky strands. With few exceptions, you would be thinking of an orb weaver spider of the family Araneidae. The orb weavers are one of the three largest spider groups. The Family Araneidae The family Araneidae is diverse; orb weavers vary in colors, sizes, and shapes. The webs of orb weavers consist of radial strands, like spokes of a wheel, and concentric circles. Most orb weavers build their webs vertically, attaching them to branches, stems, or manmade structures. Araneidae webs may be quite large, spanning several feet in width. All members of the family Araneidae possess eight similar eyes, arranged in two rows of four eyes each. Despite this, they have rather poor eyesight and rely on vibrations within the web to alert them to meals. Orb weavers have four to six spinnerets, from which they produce strands of silk. Many orb weavers are brightly colored and have hairy or spiny legs. Classification of Orb Weavers Kingdom - AnimaliaPhylum - ArthropodaClass – ArachnidaOrder – AraneaeFamily - Araneidae The Orb Weaver Diet Like all spiders, orb weavers are carnivores. They feed primarily on insects and other small organisms entrapped in their sticky webs. Some larger orb weavers may even consume hummingbirds or frogs they’ve successfully ensnared. The Orb Weaver Life Cycle Male orb weavers occupy most of their time with finding a mate. Most males are much smaller than females, and after mating may become her next meal. The female waits on or near her web, letting the males come to her. She lays eggs in clutches of several hundred, encased in a sac. In areas with cold winters, the female orb weaver will lay a large clutch in the fall and wrap it in thick silk. She will die when the first frost arrives, leaving her babies to hatch in the spring. Orb weavers live one to two years, on average. Special Orb Weaver Adaptations and Defenses The orb weavers web is a masterful creation, designed to ensnare meals efficiently. The spokes of the web are primarily non-sticky silk and serve as walkways for the spider to move about the web. The circular strands do the dirty work. Insects become stuck to these sticky threads on contact. Most orb weavers are nocturnal. During daylight hours, the spider may retreat to a nearby branch or leaf but will spin a trapline from the web. Any slight vibration of the web will travel down the trapline, alerting her to a potential catch. The orb weaver possesses venom, which she uses to immobilize her prey. When threatened by people or most anything larger than herself, an orb weavers first response is to flee. Rarely, if handled, will she bite; when she does, the bite is mild. Orb Weaver Range and Distribution Orb weaver spiders live throughout the world, with the exceptions of the Arctic and Antarctic regions. In North America, there are approximately 180 species of orb weavers. Worldwide, arachnologists describe over 3,500 species in the family Araneidae.

MOD 3 SLP SECURITY AND DOMESTIC ANTI-TERRORISM Essay

MOD 3 SLP SECURITY AND DOMESTIC ANTI-TERRORISM - Essay Example 67). It is reported that the armed gang has held hostage teachers and students; and have so far killed five students and one teacher. The key individuals are; the principal of the Shining Star Elementary School, the emergency manager of the county, the mayor of the town location, and the county supervisors chairman. The school principle is responsible for initiating the response and the management approaches for addressing the gang attack crisis. The principle is the contact person in charge of events that occur in the school, that he/she bares the responsibility of initiating the first emergency response. In the first scenario, the principle should contact appropriate agencies that handle crisis involving armed gang attack on institutions. The police department should be informed to ensure effective handling of investigation, negotiation and criminal aspects of the attacks. The principle should inform the local authority officials, so as to provide leadership to the surrounding community during the attacks. Hospital emergency staffs should be informed that as they provide treatment and counseling to the traumatized and injured victims. â€Å"The press must be given enough access to the accident scene† (Seeger, 2008, p. 128). The emergency manager of the county should arrive immediately at the scene of armed gang attack. The manager will aim at coordinating the effects of other agencies in ensuring the safety and wellbeing of the victims of the attack, during the hostage duration and after their release. The safety of the members of the public should also be ensured by â€Å"the responsibilities of the emergency manager† (Friedman, 2011, p. 73). They should not be too close to the gang attack scene, because they can be fired at by the gang members. The public should access the rescue process through the news media at home. The emergency manager must contact all the agencies

EmotionaI Intelligence (EI), Management, and Leadership-Sheila Essay

EmotionaI Intelligence (EI), Management, and Leadership-Sheila - Essay Example This is not an easy task since the current generation is full of competition. People are ever competing against one another for things such as promotions, jobs and resources (Bateman & Snell, 2007). Hence, in a move to achieve my objective, I ought to perform much better than my competitors. Apart from providing an analysis of emotional intelligence on leadership, the study attempts to relay some of the requirements that one ought to have in a move to succeed in the world of business. Leadership is quite dynamic and in order for one to be a good leader, he or she ought to be as dynamic as leadership itself. During the 20th century, for an organization to achieve success, managers were to focus mainly on the company’s organization scale in addition to properly defining the levels of authority (Ashkenas et al., 2002). This is not the case anymore since when the 21st century set in, so did a number of changes, for instance technology. In relation to studies conducted by Ashkenas et al.(2002), it is because of technology that there was rapid change in the ways of doing business. This is because unlike in the past, not only is there quick customer response but also flexible strategies in addition to rapid product development. Due to this analysis, it is evident that in the next five years there will be certain changes as well. Hence, in order to achieve my objective, I have to be up to date with the current changes as they take place. In my opinion, once I become the vice president of a hospital, my roles would not be quite difficult. This is because my current profession is quite similar to that of a vice president of a health organization; the only difference is that there will be more staff to manage and delegate duties. This is because just like the vice president, in my current profession I am also in charge of the organization’s

Marketing Plan for Bata Essay Example for Free

Marketing Plan for Bata Essay In this total market demand, about 42% are brand-driven. And bata is covering about 12% of the organized footwear segment. Industry environment- Threat of new entrants- †¢There are many barriers to entry preventing new entrants from capturing significant market share. Large footwear producer enjoy economy of scale that create cost advantage over any new rival. †¢BIL differentiated it’s product from rivals product like Comfort (using dynamic spring pad that acted as cushion on the feet for women’s footwear), Wind (in build air technology that allowed feet to breath fresh air) etc. The capital requirements are a high entry barrier to a new firm to the industry. However, an existing shoe manufacturer may enter the athletic shoe industry simply by re-tooling their manufacturing plant. †¢Switching cost is very low for footwear industry because shoes are relatively inexpensive personal goods that are frequently replaced. †¢Access to distribution channel is barrier to entry because it is really difficult for a startup firm to get shelf space at major shoe retailer. But existing firm may use their existing connections to easily access shoe distribution channel. Bargaining power of buyer- †¢Bata is largest player in industry with 9-10%volume share and 60% market share in organized segment. It had a market share of 70% in canvas shoe segment and 60% in leather shoe segment. Their dominant market share give them power over buyer. †¢Bata is a big buyer of raw material who buys significant part of suppliers’ revenue. This in a way provides good bargaining power over suppliers. †¢As a part of its strategic decision Bata set up a rubber/canvas factory in Faridabad, Haryana in 1951. So it can threaten it’s supplier to integrate backward. Bargaining power of supplier- †¢Shoes are made of leather, rubber, nylon etc. These materials could be classified as commodities, where the manufacturing process adds the value. For this reason supplier have limited bargaining power over buyers. Threat of substitute product- †¢Consumer switched from one product to another if alternatives are available in same quality and performance range and have competing price or lesser price. BIL produces 10% of total hawai ranged from Rs. 35-110 while competing local brands were selling at Rs. 25-50. Again when global trade open then market flooded with many international brands having variety and competing price. Rivalry among existing firms- †¢Mostly numbers of competitors are stable, especially because of high entry barriers. This adds to the rivalry among existing firm. Manufacturers watch each other carefully and make appropriate countermove to match the competitors move. Leading competitor of BIL are Lakhani shoes, liberty shoes, action shoes, woodland, paragon and relaxo in organized segment. General environment- Demographic- †¢Indian market is highly fragmented between rural and urban market. Thus with the implementation of Marketing plan the company’s profit are expected to rise by 100. 30 crores compared to the actual profit that it will have without the implementation of marketing plan. Implementation controls: The progress can be measured on quarterly basis by comparing the company’s growth rate with that of the industry for that quarter The Capital Asset Pricing Model van be used where R(b) = R(i) + beta(R(i)) Here R(b) is the expected growth (here sales) for Bata India Ltd and R(i) is growth of the Industry. Beta is the equating factor that tell by how much the company has grown with respect to the industry.

High Schools That Work: Best Practices for CTE Essay example -- Educat

High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44. High Schools That Work: Best Practices for CTE Essay example -- Educat High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44.

GM crops Essay

For thousands of years farmers have used a process of selection and cross breeding to improve the quality of our crops. The problem with GM crops is that there is little known about what effect they will have in 20 years’ time. The genetic structure of any living organism is complex and GM crop tests focus on short-term effects. Not all the effects of introducing a foreign gene into the intricate genetic structure of an organism are tested. Will the pests that a crop was created to resist eventually become resistant to this crop? GM crops may also pose a health risk to native animals that eat them. The animals may be poisoned by the built-in pesticides. Tests in the U. S. showed that 44% of caterpillars of the monarch butterfly died when fed large amounts of pollen from GM corn. Very little scientific information exists about the risk of GM food on human health. One major report by Dr. Arpad Pusztai, explains how GM foods could trigger new allergies and contain toxins that may be harmful. Another concern is disease. Since some crops are modified using the DNA from viruses and bacteria, will we see new diseases emerge? What about the GM crops that have antibiotic-resistant marker genes? Marker genes are used by scientists to determine whether their genetic modification of a plant was successful. Will these antibiotic-resistant genes be transferred to microorganisms that cause disease? We already have a problem with ineffective antibiotics. How can we develop new drugs to fight these new bugs? Then there is always the possibility that we may not be able to destroy GM crops once they spread into the environment. Proponents of GM crops claim that advantages may be many, such as: Improved storage and nutritional quality Pest and disease resistance Selective herbicide tolerance Tolerance of water, temperature and saline extremes Improved animal welfare Higher yields and quality Cross-pollination is a concern for both GM crops and conventional breeding, especially with the more serious weeds that are closely related to the crops. With careful management this may be avoided. They are an ever-increasing problem and genetic engineering promises to stop it. But will genes from GM plants spread to other plants, creating superweeds and superbugs we won’t be able to control? When looking at the environmental impacts of grass- and grain-fed beef, â€Å"there is a 500% increase in greenhouse gas emissions for each pound of beef produced from grass-fed compared to grain-fed cattle. Uncontrolled nitrogen and phosphate release to the environment, 35% more water use, and 30% more land use for grass-fed cattle compared to grain-fed increases the environmental impact of strictly grass feeding. † Cholesterol content does not differ between grass- or grain-fed beef. Today, there is an estimated two-thirds of all our products in supermarkets contain genetically engineered ingredients, including; tortilla chips, drink mixes, taco shells, veggie burgers, muffin mix, and baby formulas. But only one-third of Americans are aware that their food contain genetically engineered ingredients, despite the findings of surveys that 85 to 90% of consumers want clear labeling of all genetically engineered foods. Because labeling is not yet required by government regulations, nor practiced by biotech companies, there is absolutely no way for consumers to know what it is that they are eating. The public has not been educated of the inadequacy of genetically modified ingredients in their diets and the possible risks that these foods may entail. The credibility of these geneticists is also questionable because almost all established molecular geneticists have some industrial ties limiting what they can research on, particularly with regard to safety. There is no way of knowing the overall, long-term effects of genetically engineered foods on human health. This unpredictability appears to be causing the most controversy over genetically modified foods, as there is insufficient evidence and need for further research. The effect of the insertion on the biochemistry of the host organism is unknown. The effect of the genetically engineered organism on the environment is unknown. The effect of eating genetically engineered foods is unknown. There is no basis for meaningful risk assessment. There is no recovery plan in case of disaster. It is not even clear, who, if anyone will be legally liable for the negative consequences. There are no consequences among scientists on the safety or on the risks associated with genetic engineering in agriculture. The international community is deeply divided on the issue. In addition to these, genetically engineered foods may cause the removal of important food elements. For example, genetic engineers may intentionally remove or inactivate a substance they consider undesirable in a food, which may have unknown but crucial qualities, such as cancer-inhibiting abilities. Examples such as this are perhaps especially frightening because of the potential to find cures to some of the illnesses and diseases that have already laid claim to many lives. Failure to do further research in this case would be a shame, as it could lead to an elimination of possible breakthroughs in medicine and health. The current state of biotechnology must be fixed because every living organism is affected by it because everything is composed of genes. If the food being consumed contains products of genetic modification, the public is at risk to the unpredictable effects on their own physiology and biochemistry-effects that may not be reversible. Not only could this cause problems in their own lives presently, but it could also affect future generations, in ways that are unforeseen yet preventable. Moreover there is not enough understanding of the principles of genetic engineering to categorize those genetic modifications that may pose a risk and those that may not because genes appear to react in diverse ways when spliced with other genes. Genes are a part of an extremely complex and interconnected network and are constantly reacting to their environment. Further research must be enacted, and biotech companies and the government must do their moral/ethical duty to inform the public, because ultimately, they are the ones making the decisions.