Sophocles’ Oedipus Cycle †Antigone, as a Feminist Essay -- Antigone E

Sophocles’ Oedipus Cycle – Antigone, as a Feminist Throughout history, women have always stood in the shadows of men. In many cultures, the role of women has always been to be seen and not heard. As one of the first feminists in world literature, the character Antigone, of Sophocles’ Oedipus Cycle, displays fine characteristics of a great female leader in order to stand up against male dominance for her religious, political, and personal beliefs. When the king denies her brother, Polynices, proper burial, Antigone goes against state law by burying him herself in order to protect heavenly decree and maintain justice. In doing this, she steps out of her place as a woman in a male dominated society. In order to characterize Antigone as a feminist, it is important to study Antigone’s early childhood, which displays the origins of the characteristics found in her that make her a feminist. In Oedipus of Colonus, Sophocles illustrates these qualities that Antigone possesses. During the first twenty years of her life, Antigone spends her time secluded from society with her blind, exiled father, Oedipus. Sophocles sums up her childhood in the following soliloquy by Oedipus: "Since her childhood ended and her body gained its power, has wandered ever with me, an old man’s governess; often in the wild forest without shoes, and hungry, beaten by many rains tired by the sun; yet she rejected the sweet life of home so that her father should have sustenance" (Fitts 104). Because she is secluded, Antigone never has to take her place in society as a woman. Without a female role model to show her how a woman is supposed to act, there is no one to raise her as a woman. She spends her days taking care of her blind father and leading him. Sh... ...Creon, when she kills herself causing Creon to lose. Creon at this point has caved in by deciding to bury Polynices and free Antigone, but it is too late. She dies an honorable death for future feminists. Since Sophocles wrote Antigone, there have been thousands of literary works about feminists and their movement to let their voices be heard over men. Through her strong will and bravery, Antigone made her political, religious, and personal beliefs seen. She died in order to win against men even when no one else would stand up to male dominance. For these reasons, Antigone is a prime example of a great feminist in world literature. Works Cited Fitts, Dudley and Robert Fitzgerald. The Oedipus Cycle. Trans. Sophocles. Florida: Harcourt Brace & Company, 1977. Sophocles. â€Å"Antigone.† Literature and the Writing Process 5th ed. New Jersey: Prentice Hall. 1999.

Errors of Attribution

With reference to research discuss two errors in attributions. (22 marks) The Attribution Theory is a concept of social psychology that makes reference to how individuals feel the need to provide ‘cause to the events around us’. Fritz Heider first proposed the theory ‘The Psychology of Interpersonal Relations (1958), which was later developed by others such as Harold Kelley and Bernard Weiner. The developed definition of this theory refers to the role of our minds in relation to our social behaviour. There are two main categories within this particular theory, Situational factors, which refer to how one’s environment and external circumstances can influence an individual, whilst Dispositional factors refer to our personality and our traits, factors that are to do with us as people. The Self- Serving Bias focuses on the way in which we as individuals tend to associate successes with our internal ability and characteristics and equating failures to external factors. The reason that this is seen as a common human tendency is because people acknowledge success as a way of positively influencing their self-esteem levels. This bias can affect our opportunities to learn from our mistakes and improve- by refusing to accept responsibility for our failures, our skill levels remain unchanged. Although this bias can be recognized in people throughout modern day society, Lewinsohn et al (1980) proposed that the bias will have the complete opposite effect on people who have a low self esteem or see themselves in a negative light. All successes are seen as luck rather than ability, whilst failures are seen as dispositional factors, generally seeing stupidity as the sole factor for their mistakes. Ironically, Lewinsohn suggests that depressed individuals will see themselves more realistically, making more practical attributions about their personality than a ‘normal’ person will. A study that was carried out by Johnson (1964), demonstrated a Self Serving Bias through teaching. Participants (psychology students) taught two children how to multiply numbers by 10 and 20. The study was done in two phases through a one-way intercom. The first phase was to teach them how to multiply by 10, the second, by 20. After each phase, the participants were able to access the worksheets that the children used and were told to evaluate the children’s progress. The worksheets had been constructed in such a way that pupil A gave the correct answers in both worksheets, and depending on the circumstance, pupil B either did badly in both worksheets, or did badly for the first and improved in the second. The participants were therefore asked to assess their teaching abilities based on the pupils’ results. What Johnson found was that in the situation where pupil B improved, the participant saw this improvement as an indication of their abilities as teachers. When pupil B did not improve, the participants blamed the failure on the pupil’s lack of ability. Wolosin, Sherman and Till (1973) is another classic example of a study examining the self-serving bias. Participants in this study partook in a decision-making activity, in which they chose geographical locations where they believed they were most likely to meet a friend. In the first phase, the participant was performing the task whilst co-operating with another individual. The second phase consisted of the participant competing against the individual. After these two experiments were completed, the participants were given feedback. In the co-operative phase, the participant assumed more responsibility when they received positive comments, in contrast with the participants who received negative or neutral feedback. This again reiterates the point that individuals will exhibit self-biased attributions, whilst in circumstances of failure; they will provide situational factors for their lack of success. Although there is evidence to support this error of attribution, there are also contradictions to the theory. Zuckerman (1979) argued that this bias depends on our desire to maintain our self-esteem. He reasons that it we attribute our successes to dispositional factors it improves our self-esteem, whilst if we deny responsibility to failure, we are protecting our self-esteem, therefore suggesting that it all depends on the individual. Cross-cultural examination also shows that the bias is consistent. Heine (1999) and Kashima & Triandis (1986) used studies to support the theory. They found that in collectivistic cultures such as Japan, members are far less likely to attribute success to dispositional factors compared to individualistic cultures such as the US or the UK. Kashima & Triandis found that when Japanese and American participants were asked to remember slides from unfamiliar countries, Americans tended to attribute success towards their ability, whilst the Japanese attributed failure to lack of ability. This study therefore shows that there is definitely a link between maintenance of self-esteem and self-serving bias, in individualistic cultures. Fundamental Attribution Error (FAE) refers to the tendency for individuals to view behaviour as a significant factor. Therefore, we tend to overestimate dispositional factors and underestimate situational factors when attempting to explain behaviour in a member of society. The reason for this attribution error, is because generally, we focus more on the individual in the specific situation, which leads to us making judgments and decisions relating to their personality- internal attributions, simply because we do not have enough information on their character to make a balanced assessment. Lee Ross first introduced this term in 1977 defining it as ‘The tendency to underestimate the importance of situational determinants and overestimate the degree to which actions and outcomes reflect the actor’s dispositions. Napolitan and Goethals (1979) examined the theory by asking student participants to talk individually to a woman told to behave either aloof and critical or friendly and warm. The first batch of participants were told that she was acting spontaneously, whilst the other half was told that she was instructed to behave in a certain way towards them. Interestingly, the knowledge of her instructions versus spontaneity had no effect on the participants, all of whom attributed her behaviour to internal dispositional factors rather than situational. Another classic demonstration of the study was by Jones and Harris (1967). They hypothesized that people would attribute apparently free-chosen behaviour to disposition and instructed behaviour to situational factors. This was investigated by asking participants to read a series of Fidel Castro essays, some of which were pro and others were anti Fidel Castro. After reading these essays, the subjects were asked to rate the attitudes of the writers. When the subjects believed that the writers had chosen freely on their position on Castro, the participants naturally assumed that the essays reflected the genuine attitude towards Castro. However, even when the subjects were told that the writers had no choice, they still believed that the essays reflected their actual views on Castro. This supports the error of attribution because despite the fact that the participants knew that the writers were heavily constrained by the situation, the subjects still chose to attribute their views to dispositional factors. Cultural variance may affect the Fundamental Attribution Error, as members from individualistic culture have a higher tendency to commit this error compared to members from a collectivistic ulture that are less prone to it. Miller (1984) supports this argument as he found that children from western cultures make dispositional attributions whilst children from India make situational attributions, particularly when explaining the actions of someone who has done wrong. Moghaddam (1998) also stated that the FAE was due to ‘pervasive individualism' of modern western culture. Reference: http://education. calumet. purdue. edu/vockell/edPsybook/Edpsy5/edpsy5_attribution. htm http://changingminds. org/explanations/theories/attribution_theory. tm http://en. wikipedia. org/wiki/Attribution_(psychology) http://changingminds. org/explanations/theories/fundamental_attribution_error. htm http://changingminds. org/explanations/theories/self-serving_bias. htm http://ibpsychologynotes. files. wordpress. com/2011/02/04-discuss-two-errors-in-attributions. pdf http://en. wikipedia. org/wiki/Fundamental_attribution_error http://ion. uwinnipeg. ca/~clark/teach/1000-050/Ch18-social. pdf http://en. wikipedia. org/wiki/Self-serving_bias http://www. psychwiki. com/wiki/Self-serving_bias

A Kindergarten Lesson Plan on Addition and Subtraction

In this sample lesson plan, students represent addition and subtraction with objects and actions. The plan is designed for kindergarten students.  It requires three class periods of 30 to 45 minutes each. Objective The objective of this lesson is for students to represent addition and  subtraction with objects and actions to understand the concepts of adding to and taking from. The key vocabulary words in this lesson are addition, subtraction, together and apart. Common Core Standard Met This lesson plan satisfies the following Common Core standard in the Operations and Algebraic Thinking category and Understanding Addition as Putting Together and Adding To and Understand Subtraction as Taking Apart and Taking From sub-category.   This lesson meets standard K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or  equations. Materials PencilsPaper  Sticky notesCereal in small baggies for each childOverhead projector Key Terms AdditionSubtractionTogetherApart Lesson Introduction   The day before the lesson, write 1 1 and 3 - 2 on the blackboard. Give each student a sticky note, and see if they know how to solve the problems. If a large number of students successfully answer these problems, you can begin this lesson midway through the procedures described below. Instruction   Write 1 1 on the blackboard. Ask students if they know what this means. Put one pencil in one hand, and one pencil in your other hand. Show students that this means one (pencil) and one (pencil) together equal two pencils. Bring your hands together to reinforce the concept.Draw two flowers on the board. Write down a plus sign followed by three more flowers. Say aloud, â€Å"Two flowers together with three flowers make what?† The students should be able to count and answer five flowers. Then, write down 2 3 5 to show how to record equations like this. Activity   Give each student  a bag of cereal and a piece of paper. Together, do the following problems and say them like this (adjust as you see fit, depending on other vocabulary  words you use in the math classroom): Allow the students to eat some of their cereal as soon as they write down the correct equation. Continue with problems such as these until the students feel comfortable with addition.Say 4 pieces together with 1 piece is 5. Write 4 1 5 and ask the students to write it down too.Say 6 pieces together with 2 pieces is 8. Write 6 2 8 or the board and ask the students to write it down.Say 3 pieces together with 6 pieces is 9. Write 3 6 9 and ask the students to write it down.The practice with addition should make the subtraction concept a bit easier. Pull out five pieces of cereal from your bag and put them on the overhead projector. Ask students, â€Å"How many do I have?† After they answer, eat two of the pieces of cereal. Ask â€Å"Now how many do I have?† Discuss that if you start with five pieces and then take away two, you have three pieces left over. Repeat this with the students several times. Have them take out three pieces of cereal from their bags, eat one and tell you how many are left over. Tell them that there is a way to record this on paper.Together, do the following problems and say them like this (adjust as you see fit):Say 6 pieces, take away 2 pieces, is 4 left over. Write 6 - 2 4 and ask the students to write it as well.Say 8 pieces, take away 1 piece, is 7 left over. Write 8 - 1 7 and ask the students to write it.Say 3 pieces, take away 2 pieces, is 1 left over. Write 3 - 2 1 and ask the students to write it.After the students have practiced this, it’s time to have them create their own simple problems. Divide them into groups of 4 or 5 and tell them that they can make their own addition or subtraction problems for the class. They can use their fingers (5 5 10), their books, their pencils, their crayons or even each other. Demonstrate 3 1 4 by bringing up three students and then asking another to come to the front of the class.  Give students a few minutes to think of a problem. Walk around the room to assist with their thinking.Ask the groups to show their problems to the class and have the seated students record the problems on a piece of paper. Differentiation In step four, separate students into tiered groups and adjust problems based on complexity and number of steps. Support struggling students by spending more time with these groups and challenge advanced students by asking them to experiment with different types of counting, such as with their fingers or even with each other. Assessment   Repeat steps six  through eight together as a class at the end of math class for a week or so. Then, have groups demonstrate a problem and do not discuss it as a class. Use this as an assessment for their  portfolio or to discuss with parents. Lesson Extensions   Ask students to go home and describe to their family what putting together and taking away means and what it looks like on paper. Have a family member sign off that this discussion took place.

Investigation of Natural Moral Law Essay examples - 581 Words

Investigation of Natural Moral Law The roots natural law can be found in the ancient Greek and Roman world. In this essay Thomas Aquinas and moral law theory will be highlighted. St Thomas Aquinas (1224-1274), was an important Christian philosopher and theologian who’s ethical theory is absolutist and deontological, which means that it is focused on the ethicacy of actions. In his work, summa theologica, Aquinas described natural law as a moral code existing within the purpose of nature, created by God: ‘Law is nothing else than an ordinary of reason for the common good promulgated by the one who is in charge of the community’ Primary and secondary precepts Whether or not an act†¦show more content†¦He maintained that humans were orientated towards the achievement of perfection and that they could never knowingly pursue evil. Sin consists of Gods intention for humans. To choose an apparent good is an error, because it isn’t really good for us. E.g. an adulterer commits adultery because he believes it is good. This is an error of reason, because adultery prevents humans from being closer to what God intended. In similarity, in the example of a child watching TV rather than getting an education, the child believes that watching TV in large amounts is good, although in fact less time should be given to such things and more to learning. To correctly choosing the right thing to do isn’t easy because we are tempted to do what we like doing rather than doing what may be truly good. Exterior and interior acts To act is a good way for the wrong reason is to perform a good exterior act but a bad interior act e.g. helping elderly cross the road is a good exterior act, but to help them to impress someone is a bad interior act and is wrong. The act should be done out of charity and not for the sake of admiration by others. On the other hand, good intentions don’t always lead to good actions. 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Wangari Maathais Unbowed Essay - 1077 Words

Wangari Maathai’s Unbowed exhibited a story of a fight for human rights, the struggle and hardships of discrimination, and the pursuit of a human being believing in what is right. After reading Unbowed it really shed some light on previous historic events and political leaders she had in common with. I found that Maathai drew many comparisons to Gandhi and Nelson Mandela. Two leaders that both fought for equality for their people Unbowed drew similarities to Marcos â€Å"The Fourth World War,† when Wangari explained Kenya’s rapid change in the early 1960’s and Alice Conklin’s â€Å"A Mission to Civilize.† These are just some of the main themes that I found coincided with the Wangari Maathai’s Unbowed. The reason I believe Maathai is similar to†¦show more content†¦(Mandela pg.294) Mandela was the first democratic President of South Africa. Both leaders took action to develop a democratic country and became well known politica l leaders of their respective countries. Like Mandela, Maathai was dealing with a corrupt government that both leaders felt needed change. Wangari Maathai brought about this change with her Green Belt Movement. She felt that action needed to be taken to prevent rainfall from washing out vital crops that affected the communities in Kenya and other African countries. This movement not only brought on the planting of trees and crops throughout the land but it helped her to understand the problems that were arising in Kenya. This is where she learned of the corruption of the Kenyan government and how it was affecting her people. This is when she truly found that their needed to be action taken to make a change for Kenya. One example of Maathai taking action against the Kenyan Government was in 1989 when Daniel Arap Moi was President of Kenya. He planned on building a skyscraper in Nairobi’s Uhuru Park, which brought great concern to Wangari. She took action by writing to politici ans, companies, along with the media to exploit the nonsense of constructing this building. This is where I initially drew my comparisons to her and Gandhi. She knew that something had to be done to protect the park, like Gandhi, when she was ignoredShow MoreRelatedColonialism and Oppression in the African Diaspora Essay938 Words   |  4 PagesColonialism and Oppression in the African Diaspora The Kenyan feminist and environmental activist, Wangari Maathai, explores the legacy of colonialism and oppression in her native country through her moving 2006 memoir, Unbowed. Maathai explains that over the course of the nineteenth and early twentieth centuries, Africa experienced a massive influx of white settlers. In an effort to solidify control over recently acquired colonies, many European powers had encouraged large numbers of their ethnicallyRead MoreColonialism and Oppression in the African Diaspora Essay2014 Words   |  9 PagesArguably, the effects which Europe’s global colonialism have had on women of the African diaspora can be most easily seen on the African continent. Kenyan feminist and environmental activist, Wangari Maathai, explores the legacy of colonialism and oppression in her native country through her moving 2006 memoir, Unbowed. Maathai explains that over the course of the nineteenth and early twentieth centuries, Africa experienced a massive in flux of white settlers. In an effort to solidify control over recently

Developing Winning Competitive Strategies †MyAssignmenthelp.com

Question: Discuss about the Developing Winning Competitive Strategies. Answer: Introduction: In the near future, companies management teams will have to engage strategic actions in order to improve the profitability of their enterprises. The specific activities should include proper marketing methods, changing the commodity standard and performance to make the brand more appealing to the clients. As such, the specific business strategies will be the determinant of which of the premises within an industry will dominate the market since those that use efficient means will gain a competitive advantage over others. In the drones and camera industries, it is believed that quality will play a major role in determining who remains or quit the market due to the scale of sales (Thompson et al 2017). However, the sales volumes and market shares do not necessarily equate to the profitability since some companies produce very high quality which is affordable to only a few consumers but make bigger revenue than those selling at a price close to the expenditure used in the production of t he of the same. Consequently, at this stage when all operators in this market at the same position, some should start coming up with ideas on how to stand out based on research of the specific means they can take advantage of. Globally, it is estimated that the sale of wearable and/or mountable, miniature action-capture cameras is expected to grow at an annual rate of six to eight percent for next half decade that will then drop to a percentage of four to six in the five-year period after (Thompson et al 2017). Apparently, the estimate is not equally distributed in all regions since some may have a rate higher and others less than the figures given to represent the average. As such, it is assumed that the figures could change based on the perceptions that consumers get the product such that when they are satisfied, they make more purchases and vice-versa is true (Thompson et al 2017). As such, entrepreneurs should invest in a survey to understand what is likely to enhance the image of their brand to be advantaged over the others. It is assumed that the camera industry is likely to be a huge market with more players due to improvement in quality as well as low prices due to competition. As such, the current prediction will only be reliable given that the assumptions about the overall improvement in standards and lower remuneration as well as efficiency will keep improving. On the other hand, the drones are assumed to take the steady growth of two percent towards the second half of the century starting now in four regions of the planet as opposed to fourteen to twenty-one in the places where they have not been established yet (Thompson et al 2017). From tenth to the thirteenth year, the percentage increase will drop to twelve-and-a-half (Thompson et al 2017). Consequently, the next two years will lead to another decline to drop the percentage to four to six thus catching up with the range of the rest of the regions. Just like in the camera industry, the drones should only follow the given trends if the competing firms follow the same trends expected of a growing industry. Performance outcomes that signal management success There are two methods of evaluating management one of which is done by assessing the investor expectations such that if the set targets such as price and image rating and earning per share as well as the rules of engagement (Thompson et al 2017). Additionally, best-in-industry assessment is based on the performance of a specific company in comparison to others in the same industry such as the market management shares percentage controlled by the business (Thompson et al 2017). Setting strategic goals within a company is the basis of achieving what the company intends to. As such, decisions made should be effective within specific time-frames to ensure that the intended results are achieved (Thompson et al 2017). Consequently, the brand image and investment decisions should be within the specified time to allow for steady growth. Profits are made by the sales as well as other investments in the company such as equity markets. As such, if earnings per share, as well as sales targets, are met the desired revenue is automatically gained (Thompson et al 2017). In addition, when the brand name is improved, their share value increases which in turn increase the proceeds of the premises. References Thompson, A. A., Stapenbeck, G. J., Reidenbach, M. A., Thrasher, I. F., Harms, C. C. (2017). Glo-Bus: Developing winning competitive strategies. Participants Guide.

My Destiny free essay sample

The Destiny in My Hands I know that my destiny is in my hands. Everyone has a chance to do whatever they choose to do, whether it is to be great at basketball or excellent at playing the piano. Some people are born with certain gifts and some people have to practice that craft for countless hours. My destiny is unlimited. I chose not to limit myself to being perfect at one specific thing, but to be incredibly amazing at everything that I do. I wake up from the perfect slumber, to greatly bathe and get hygienically spotless, to leave the house to have a positive day. I walk with confidence and intelligence, yet without arrogance. I strive to improve my daily situation by facing everything with a positive attitude. I treat my destiny as a malleable piece of clay. I mold it every day to what I want it to be. We will write a custom essay sample on My Destiny or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Taking care of business in class and also being a young man of integrity, giving an example of how to behave mannerably and respectfully are ways to form my destiny into a successful and peaceful life. The dictionary definition of destiny is something that is to happen or has happened to a particular person or thing; lot or fortune. My definition of destiny is the results of the seeds you have sewn earlier. By getting a clear understanding of both of these definitions shows that a person’s destiny can be controlled by their own actions. The way that someone responds to another person can affect their own destiny. It is amazing that someone’s destiny can be affected positively and negatively. I am a firm believer in karma and fate; if you help someone they might help you or someone else in return. I was raised being taught to do things for others, not because you expect to receive something back, but because it is the right thing to do. If I make decisions like these, I will positively help mold my destiny. However, if you’re walking in the hallway and you chose to bully someone, this will leave a bad reputation, possibly destroying the good reputation that was once upheld. The seemingly minute things that I do in everyday life can have a grossing reputation that people relay to each other. I want to be honorably acknowledged when my name is mentioned. When there is a topic of discussion pertaining to recommendations, job positions, and other possible opportunities, I want to e positively recognized. Exhibiting the morals and values that I have developed continues to form my destiny. My cousin, Jesse Cole, is a motivational speaker and he spoke at an event that I attended a few years ago. During his speech he said, â€Å"Everything that I do from this point on must count†. He took on this motto for the rest of his life. Those words spoke volumes to me; so as a result, I then took on the same motto. I w alk my everyday life making sure that everything counts and profits me in a positive way, forming my more perfect destiny.