The Dramatic Irony in Oedipus the King

The Dramatic Irony in Oedipus the King Before taking a closer look on the identity of the protagonist and murderer, and having in mind that Oedipus the King is a very spacious and difficult to analyze play, including opportunities for discussion on quite a few topics, I have chosen to briefly focus on the dramatic irony used by Sophocles to disclose the characters’ identity throughout the play. In general, irony is a very common technique used in every drama work and it is usually used by the author at times when something dramatic is about to happen the existence of which is cleverly suggested through ironic behavior of the main characters and often includes symbols, comparisons and contrasts pointing to the main idea of the author. In this sense, Sophocles is really famous for his well-known techniques of using irony and skillfully combining it with intricate relations and symbols such as light, dark, morning and night in order to convey his idea. In addition, a dramatic irony could be present when the audience is aware of critical information that the characters are unaware of. In this play, the readers already know the real relations between Oedipus, Jocasta and Laius. A general symbol of the irony used in the play is the exultation of both Oedipus and Jocasta over the failures of the oracles prophecies, however in both cases these prophecies come true – Oedipus leaves Corinth only to find out after that he has actually found his real parents and Jocasta kills her son in order to find him later married to her and more alive than ever. In other words, each time a character tries to neglect and push away the predictions of the oracles, the audience already knows what? that their attempts are futile and in vain. This creates a clear sense of the irony used by Sophocles. An interest thing to note is the very manner in which Jocasta expresses her disbelief in oracles, which is quite ironic by itself. She describes the oracles as powerless in an attempt to comfort Oedipus, but immediately after that she prays to the very same gods whose powers she has just mocked. However, if Oedipus doesn’t trust the power of oracles, he definitely values the power of truth and equality. He firmly believes in his own ability to seek out the truth as a riddle-solver. This is direct contrast between Oedipus’s trust in prophecy and trust in intelligence. Having in mind that those two are complete distinct terms like science and religion, it is quite ironic that they both lead to the same conclusions and outcome. The truth revealed by Oedipus actually fulfills the oracles’ prophecy. Ironically it is Oedipus’s rejection of the oracles that discloses their power. The best example of dramatic irony however, is the frequent use of references to eyes, sight, light, and perception throughout the play. The dialogue between Oedipus and Tiresias reveals it: â€Å"have you eyes, / And do not see your own damnation? Eyes, / And cannot see what company you keep? † Those words by Tiresias prove the blind man’s prophetic powers, for he already knows that Oedipus will blind himself. Moreover, he continues: â€Å"those now clear-seeing eyes / Shall then be darkened†. Where do you think the irony here is? Sophocles actually suggests two different things. Firstly, Oedipus is blessed with the gift of perception for he was the only one able to answer the Sphinx’s riddle. Yet he cannot see what is right before his own eyes. He is blind to the truth, and the truth is all he seeks. Secondly, Tiresias’s presence as a blind man amplifies the irony in Oedipus’s mocking his blindness. He is a man who does not need eye sight to see the truth and Oedipus is just the opposite – he who can see with his eyes is blind to the truth standing before him. Interestingly enough, however, is that Oedipus switches his role with Tiresias, thus becoming a man who sees the truth and loses his sense of sight. This outlines the drama in the play. In addition, the sight theme is further carried on to another level when the Chorus is disgusted and refuses to even see Oedipus. He has polluted his own sight and body but at the same time he has done the same with others’ sights by his very existence. That is why when he enters blinded the Chorus shouts: â€Å"I dare no to see, I am hiding / My eyes, I cannot bear / What must I long to see†¦Unspeakable to mortal ear, / Too terrible for eyes to see†. Ironically, Oedipus has become the same disease that he wishes to remove from Thebes and has turned himself into a sight that is more horrible than the wasted farmlands and the childless Theban women. It is dramatic that when he becomes such a monster, he is already blinded. To finish with, I have thought about the influence that this irony has on the reader and the way it touches the reader’s own perception of Oedipus and his actions. How do you correlate the dramatic irony to the character of Oedipus? Does it change your initial emotion toward him or it further bolsters it? It is important what you generally think of Oedipus: Oedipus as incapable of doing anything to change his destiny and as a mere puppet of fate or Oedipus as a flawed character who is guilty of his own actions and as an instigator of all tragic events. I personally think that in this story you cannot escape fate no matter what you do. In an attempt to do so, both Jocasta and Oedipus change the whole structure of their families and threatening to ruin them. They have set the course of the story into action. His tragic end is not his fault for he is powerless against fate. Works cited Cameron Alister, â€Å"The Identity of Oedipus the King: Five Essays on the Oedipus Tyrannus,† New York University Press, 1968 Great Books of the Western World, â€Å"Aeschylus, Sophocles, Euripides, Aristophanes†, Encyclopedia Britannica, Inc, 1952 http://www. ripon. edu/academics/Theatre/THE231/PlachinskiR/oedipus/dramaticirony. html

Effects of Social Networking Sites Essay

As the world moves into the second decade of the 21 st century, one of the major markers of this era is the rise and use of online communities. In particular, a paradigm called Web 2.0 describes recent technologies that focus on networking mass numbers of individuals into distinct communities over the Internet (O’Reilly, 2007). Social networking sites (SNS) are online communities designed to connect individuals to wider networks of relationships, and are one major example of Web 2.0 applications. Sites such as Facebook have exploded in membership. In a short period of 2007 – 2010, Facebook estimates that its membership has grown from 50 million to over 400 million users (Facebook, n.d.). Online social networks are now an integrated part of daily life and compel questions of how these media platforms affect human development, relationships, and interaction. Teenagers are among the most avid users of technology in general and social network sites in particular (Lenhart, Madden, Macgill, & Smith, 2007b). Recent reports find that youth spend nearly 10 hours per day using some form of technology, with socially networked media playing a large role in their daily lives (Rideout, Foehr, & Roberts, 2010). New technologies are deeply intertwined with adult perceptions about teenage life. Mimi Ito and colleagues observe that, â€Å"Although today’s questions about ‘kids these days’ have a familiar ring to them, the contemporary version is somewhat unusual in how strongly it equates generational identity with technology identity† The clear finding is that today’s youth are increasingly connected to the world through socially networked media. While teenagers are engaged with technology, they are ever more disengaged from another major component of their lives – school. Read more:  The Effects of Social Media on College Students National analyses find that nearly 30% of high school students do not obtain their diploma on time (Cataldi, Laird, KewalRamani, 2009). High school completion rates are difficult to measure, but various independent studies also suggest that nearly one-third of students ultimately drop out of school (Barton, 2005). When one compares these competing aspects of teenage life – technology versus education – a simple strategy clearly emerges. Perhaps if educators begin to integrate social technologies into learning, they will increase student engagement and achievement in school. Heeding the call of scholars (i.e. Jenkins, 2006; Ito et al. n.d.) recent policy and research efforts are now racing to develop new social media platforms and technologies for learning. For example, the  Federal Department of Education and organizations such as the MacArthur Foundation have invested millions of dollars to build social media platforms, video games, and other digital tools for learni ng (Whitehouse, n.d.). Despite the optimism that social media tools might improve student engagement and learning, the stark reality is that these new technologies often conflict with the practices of K-12 schools. Surveys find that the vast majority of school district leaders believe social technology can improve student learning. However, these same district administrators typically block student access to online resources like social network sites (Lemke & Coughlin, 2009). The decision to ban students from accessing social network sites underscores a major conundrum for educators. Online social networks widen a students’ access to resources and social support and may have beneficial effects on their development. Conversely, as student access to the world widens they are inevitably exposed to potentially negative material and interactions. The simplest strategy to limit liability and safeguard school districts is to ban access to these new digital tools. However, such policies neglect the potentially large benefits of using social media in the classroom. To alleviate this dilemma, educators and policymakers need a deeper understanding of social media and youth. Several questions are critical in the area of youth learning with social technologies, including: †¢ Which youth are using particular social technologies? †¢ How do they use these technologies to communicate, develop relationships, socialize, and learn? †¢ What are the effects of these technologies on youth development? †¢ What are the effects of these technologies when applied in educational contexts such as the classroom? In this dissertation, I explore these questions by examining a particular technology: the social network site. Communities such as Facebook and MySpace mediate teenage life, affecting how youth communicate and learn from one another. In addition, social networks are intertwined into just about every major online community today (Livingstone, 2008). These factors make SNS a particularly salient focus for evaluation. Throughout the following chapters I examine different questions surrounding the phenomena of social network sites and teenage youth. In Chapter 2, I review the extant research literature that examines SNS. I consider several controversies around SNS and youth: (a) What kinds of youth are using social networking sites? (b)  Does student participation in these online communities affect their privacy and social relationships? (c) Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? (d) Does SNS use affect student grades and learning? The review highlights how research in this field is only just emerging. The few stud ies that examine social network sites are mainly exploratory. However, media researchers have a rich history of scholarship from which to draw new insights. I integrate previous thought on Digital Divides, Psychological Well-being, Social Capital Theory, and Cognitive and Social Learning theories to guide SNS researchers in future studies. In Chapter 3, I present an empirical analysis using a national dataset of teenagers from the Pew Internet & American Life Project (Lenhart et al., 2007b; Pew Internet & American Life Project, n.d.). In this study, I ask whether demographic variables such as education, socioeconomic status, and access to the Internet are significantly related to whether teenagers participate in social network sites. This line of analysis is typical of digital divide studies that examine whether particular populations have less access to new technologies. If new technologies do have positive benefits for individuals, but under- represented populations do not have access to such tools, there are tremendous issues of equity and access yet to be addressed (Jenkins, 2006). Most studies of digital divide and SNS examine adult and college-age populations. I present an analysis of teenage populations to examine their usage patterns. The results of this paper highlight how the association between demographic indicators and social media use are weaker in 2007 than seen in earlier studies. Teenage youth of all backgrounds increasingly find ways to connect with others using social network sites. In Chapter 4, I consider a question of particular importance to teachers and education leaders. Through a large-scale experiment, I examine whether using social network sites in urban classrooms has any causal effect on students’ social capital, engagement with school, or academic achievement. I build an experimental social network site that approximates the functionality seen in sites such as Facebook and MySpace. The key difference in this experimental condition is that the site is private to two urban, school districts and explicitly for use to exchange educational information. Working with 50 classrooms and nearly 1,400 students, I utilize a cluster-randomized trial,  where class periods are randomly assigned to use the experimental site. Employing this randomized trial design, I find that an academic social network site does not necessarily improve student engagement with their peers, their classes, or increase student achievement. However, I find exploratory evidence that existing social network sites such as Facebook and MySpace improve students’ feelings of connection with their school community. The study offers evidence for one compelling idea: Perhaps schools should attempt to leverage students existing social networks, rather than block access to them or impose their own. In Chapter 5, I outline what is needed in future research about social network sites, and new technologies in general, to better inform the policies and practices of schools, educators, parents, and those interested in youth development. In particular, previous scholarly thought has focused on either a technologically deterministic or social agency perspective. Technological determinism suggests that a media tool itself affects social outcomes such as learning, but a long history of research underscores the fallacy of this philosophy. Scholars who focus instead on social agency, explore how individuals use new technologies in cultural and social contexts. However, this stream of research neglects rigorous evaluation of how new media affect youth. Both perspectives in isolation offer incomplete analyses o f how new media, such as SNS, impact youth. I argue that future researchers must develop and test finer hypotheses that simultaneously consider the technological affordances of social network sites, the social and cultural institutions within which SNS are used, and the actual interactions between individuals that occur in these online communities. The chapters in this dissertation examine the phenomena of social network sites and youth through different but complementary lenses: theoretical, descriptive, and experimental. The summative contribution of these analyses is a deeper picture of how teenage youth use SNS and its effects on their academic and social development. The studies show that youth of all backgrounds are increasingly connected via online social networks. The empirical analyses also show that social network sites are no silver bullet for improving learning in high school classrooms. The technology itself does not improve learning, but social media might help students become more connected and engaged with their school communities. The implications for educators and  schools are numerous. Problems such as student disengagement with education are profoundly significant issues, and additional research is needed to better understand how online networks influence youth development and learning. The current tools of teenage communication go by a peculiar set of names. Wall Posts, Status Updates, Activity Feeds, Thumbs Ups, Facebook Quizzes, and Profiles are some of the ways that youth today communicate with one another. These tools are features of social network sites (SNS), such as Facebook and Myspace. SNS are part of a suite of recent web applications, also called social media, which utilize Web 2.0 principles. The term Web 2.0 defines websites that are designed to: (a) rely on the participation of mass groups of users rather than centrally controlled content providers, (b) aggregate and remix content from multiple sources, and (c) more intensely network users and content together (O’Reilly, 2007). People use these web applications to interact in hyper-aware ways and the scale of this mass communication phenomena is significant. As of May 2009, Facebook ranked as the 4 th most trafficked website in the world and Myspace ranked 11 th highest (Alexa, n.d.). That high school youth are connected to these global online communities is both a frightening prospect for parents and educators and an intriguing area for social science research. Educators and parents in the United States face difficult quandaries concerning students and SNS. No one denies that youth use these technologies to communicate with the world, and they do so with high frequency and intensity (Lenhart et al., 2007b). Many scholars suggest that students learn in new ways using social media and that educators should embrace these new platforms (Ito et al., n.d.; Jenkins, 2006). In a recent national survey, the vast majority of school district leaders report that they view social media as a positive development for education (Lemke & Coughlin, 2009). Nevertheless, 70% of districts also report that they banned all access to SNS in their schools. Despite the clear understanding that social media can be vital to student learning and digital literacy, educators currently struggle with how to comply with regulations like the Children’s Internet Protection Act (CIPA), as well as overcome general fears about student interactions in social network sites. To inform both the policy concerns of district leaders and  the local practices of teachers and parents, research is needed to understand how youth use SNS and what effects it has on their social and academic development. In this chapter, I consider several key controversies around youth usage of SNS, and review relevant research that begins to inform these debates. I first define the media effects framework and outline how this research tradition attempts to understand the effects of new technologies on social outcomes. Second, I define social network sites and describe studies that capture how youth use these technologies to develop relationships, hang out with friends, and learn new skills. Third, the chapter reviews relevant research that informs several controversies concerning SNS and adolescents. I also connect these contemporary debates with previous scholarly thought about students’ out-of-school time (OST) and traditional concerns about the effect of technology on learning. The specific controversies reviewed are: †¢ What kinds of youth are using social networking sites? †¢ Does student participation in these online communities affect their privacy and social relationships? †¢ Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? †¢ Does SNS use affect student grades and learning? Finally, I outline the overall condition of research on SNS and youth. The current state of the literature is suggestive of the effects on adolescent social and academic development, and primarily consists of ethnographic and cross-sectional data. I outline the future questions that will be critical for the field and suggest relevant methodological directions to move this emergent research stream forward. What Can We Learn from a Media Effects Framework? Many of the controversial questions concerning social network sites ask what kinds of effects these technologies have on youth development. Given this focus, I work primarily from a media effects tradition of research. Media effects scholars examine the outcomes that arise when people use new technologies. Talking about effects engenders important theoretical discussions that must be laid clear when examining studies. Most significantly, the term implies a focus on causality. Studies in this framework imply that a media form, or the features of the technology, causally influences some outcome (Eveland, 2003). The structure of questions from this perspective is usually in the form of: Does media affect learning? Does television influence student achievement? Or do social  net work sites affect the psychological well-being of adolescents? Media effects scholars in a variety of fields have quickly come to realize that the answers to these questions are more complex. Very rarely, if ever, is there a direct causal relationship between a technology and a social outcome such as learning (Clark, 1983; Clark, 1991; Schmidt & Vandewater, 2008). Early media questions often used a technological framework or object-centered approach (Fulk & DeSanctis, 1999; Nass & Mason, 1990). Such a perspective assumes and tests whether a technology itself causally affects a social outcome. For example, in Education a major question of technology research is whether media affects learning. Education researchers now firmly conclude that media does not affect student learning (Clark, Yates, Early, & Moulton, In Press). Numerous studies show that the media tool neither improves nor negatively impacts learning when compared to the same teaching strategy in the classroom (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney et al., 2004; Clark, 1983; Clark, 1991). What matters is not the computer, but the learning behaviors that occur within the software or educational program. T he findings of non-significant media effects on student learning do not mean that technology has no influence. For example, Richard Mayer (2001) shows through a series of experiments that the design of a multimedia presentation affects student learning of a topic. Putting words and pictures closer together on the screen, when they are relevant to each other, helps students retain more knowledge than when the elements are placed further apart on the screen. These results do not validate a technological orientation, where one expects that the computers themselves improve learning. Rather, the pedagogical strategy of placing relevant words and images together in a presentation affects cognition. Media researchers understand that the features of a technology afford certain possibilities for activity. A multimedia video on the computer allows one to design words and images on the screen, while a computer simulation might guide a learner using models of real-world cases. A media tool allows for different possible learning behaviors (Kozma, 1991). This subtle difference in theoretical orientation is what scholars call an emergent perspective (Fulk & DeSanctis, 1999) or a variable-based approach (Nass & Mason, 1990). Scholars using an emergent or variable-based approach view technology as a structuring factor. Features of  a technology, not the technology itself, enable and constrain how one uses that tool. Conversely, social forces such as cultural norms and behavioral practices influence how one ultimately uses a technology. William Eveland (2003) offers five characteristics of media effects research that help define how studies take into account both technological and social variables. Media effects studies have: (1) A focus on an audience, (2) Some expectation of influence, (3) A belief that the influence is due to the form or content of the media or technology, (4) An understanding of the variables that may explain the causality, and (5) The creation of empirically testable hypotheses. A focus on audience compels researchers to understand the characteristics of the youth who use SNS. Knowing who uses, or does not use, social network sites is an important sociological question for scholars of digital divide. In addition, Hornik (1981) notes the possible differential effects for disparate populations, â€Å"If communication researchers have learned anything during the previous three decades, it is that communication effects vary with members of the audience† (p. 197). Current media studies also focus on the form or content of a technology, and move away from making black-box comparisons between technologies. Questions that ask whether Facebook is related to lower grades, or if MySpace is unsafe for children, are broad and uninformative directions for future media effects studies. Instead, the pivotal questions explore how the features of SNS enable or constrain behavior. Future media studies about SNS and youth should not frame questions using a technologicall y deterministic perspective where one expects the technology to cause an outcome. Instead, media scholars identify how youth interaction, communication, and information sharing are the critical variables in understanding SNS effects on social and academic outcomes. This understanding of media effects research helps define finer-grained hypotheses of why a tool like SNS might affect student development, under what uses, for whom, and when. What are Social Network Sites and How Do Youth Use Them? When a teenager joins a site like Facebook they first create a personal profile. These profiles display information such as your name, relationship status, occupation, photos, videos, religion, ethnicity, and personal interests. What differentiates SNS from previous media like a personal homepage is the display of one’s friends (boyd & Ellison, 2007). In addition to exhibiting your network of  friends, other users can then click on their profiles and traverse ever widening social networks. These three features – profiles, friends, traversing friend lists – represent the core, defining characteristics of social networking sites. One will notice that SNS also include other media tools such as video and photo uploading and many websites now employ social networking features. For example, YouTube is primarily a video sharing service, but users can add others as their friends or subscribe to a member’s collection of videos. Using boyd & Ellison’s (2007) definition, YouTube can be included as a type of social network site. As resear chers examine the effects of SNS on social behaviors, they will undoubtedly come across these blurring of technologies. Sonia Livingstone (2008) notes that SNS invite â€Å"convergence among the hitherto separate activities of email, messaging, website creation, diaries, photo albums and music or video uploading and downloading† (p. 394). This convergence of technologies may complicate what one means by the term social network site. Amidst the sea of what websites can be termed SNS, the technical definition of social network sites still provides a shared conceptual foundation. Comparing across common features – i.e. profiles and friend networks – researchers can begin to understand how various communities co-opt these characteristics to create entirely new cultural and social uses of the technology. Patricia Lange’s (2007) ethnographic study of YouTube shows that users deal with issues concerning public and private sharing of video. Some YouTube users post videos intended for wide audiences, but share very little about their own identities. Their motivations might be to achieve Internet fame and gather viewers. Other members upload videos intended for a small network of friends and may restrict the privacy settings to only allow access to those individuals. The concepts of friend and social networ k for these users are entirely distinct. Dodgeball, an early and now defunct mobile-SNS, is another social network site that has been studied. In Dodgeball, a user broadcasts their location via cell-phone to their network of friends:

It is Time for New Entrepreneur to Develop the Upper...

Jeff was an excellent entrepreneur, but now that the development of the product had started, and Palm would soon be launching the product, the first job that Jeff would need to do was to create an upper management. It was getting essential, as Jeff would otherwise be forced to do everything by himself, which would be disastrous. He was clearly good at designing and development of the product. His various market contacts, and his reputation in the market would mean that he would also be very effective at getting funding. With these two key activities addressed, he must now find one or more managers who would be willing to handle the other key areas namely sales and marketing, financing and a good liaison to communicate with other partnering†¦show more content†¦This would have several benefits, first is that the reps would be pretty adept at reading the market and would effectively come up with bright and novel ideas, as well as discover the subtle market changes. The other b enefit is that the reps would be thorough of the product specifications and features- their individual growth curves would be much better by the time they are in the initiation phase of the sales growth curve. This will result in a much better understanding of the market and the product leading to short lagging times in the cash inflow. Do note that the skills required for a renaissance rep, namely, communication within the organization, tolerance to ambiguity, deep interest in the product technology and extracting valuable information from the customers is exactly what would be needed for the job of surveying the marketplace, and even systematically finding new segments of the market. This early recruitment would ensure that they are the first to find the cellular market. Once the product is passed the beta phase, he would already be in the latter stages of the initiation phase, but still he should avoid using his resources in sales yet. He should let the renaissance reps continue with their role, and since he had partnered up with Tandy, he should use their distribution channels to broaden the list of potential customers. He shouldn’t rush to start selling to the stores, and this would put a little financial pressure.Show MoreRelatedSmall Business Strategy And Offer A Model Approach1352 Words   |  6 Pagesbusiness is to gain and sustain a competitive advantage. This activity can be difficult and time-consuming, especially for a small business where there are many businesses already established in the same industry. Unfortunately, some new business owners do not understand how to gain a competitive advantage or they fail to recognize how important doing this can be for the success of their company. Some new ventures do not secure a market position where there is a reasonable chance of success. OtherRead MoreChallenges of Strategy Implementation1316 Words   |  6 Pagesstudy by Michael Beer and Russell A. 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Essay about Womens Rights Movement - 833 Words

Tuesday, November 2, 1920, the day women voted for the first time. The New York Times called it, â€Å"The greatest voting day in the city’s history.† It was a wonderful day for women all across the country. All of their hard work had finally paid off. The Women’s Rights Movement changed the way women were seen. Before the passage of the 19th Amendment, women in many states were not given the right to vote. The Women’s Rights movement was caused by many factors, greatly impacted the society of the early 1900s and changed American society forever. Women were traditionally seen as the weaker sex – second-class citizens with a lower social status than men. A woman’s place was in the home. Men did the â€Å"heavier† labor, like plowing and hunting.†¦show more content†¦She modeled her Declaration of Sentiments after the Declaration of Independence. The first line of the Declaration of Sentiments and the Declaration of Independence only differed in two words, â€Å"and women†. At the convention, the women signed their names on the document. As one of the youngest signers to the Declaration of Sentiments, Charlotte Woodward became the only signer to see her dream come alive at the ballot box. To discourage the women from taking any further actions, newspapers across the country published and ridiculed the Declaration and its signers. Embarrassed by the bad publicity, several women decided to withdraw their name. However, most women were still willing to fight for their cause. The tea party on t hat hot summer afternoon started an ongoing fight for women’s equality. â€Å"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex† (U.S. Constitution). These are the words that women across the country were fighting to hear. Congress passed the 19th Amendment on June 4th, 1919 and sent it to the states. 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A Good Man is Hard to Find by Flannery OConnor Essay

A Good Man is Hard to Find by Flannery OConnor In the short story, A Good Man is Hard to Find, the main character is the grandmother. Flannery OConnor, the author, lets the reader find out who the grandmother is by her conversations and reactions to the other characters in the story. The grandmother is the most important character in the story because she has a main role in the stories principal action. This little old lady is the protagonist in this piece. We learn more about her from her direct conversation with the son, Bailey, her grandchildren, June Star and John Wesley, and the Misfit killer. Through these conversations, we know that she is a lady raised from a traditional background. In the story, her attitude changes†¦show more content†¦I believe that the cat was the only thing that showed her love and attention. Her only son, had a family of his own, her grandchildren were older now, and she felt like she was not important to them anymore, and the children?s mother was involved with the baby. By bringing t he cat, she felt like she would not be lonely. The reader can also tell that the woman is extremely prejudice. She refers to the black child as a ?cute little pickaninny? and a nigger. You can also tell a lot about the old woman by what she is wearing. In the car, she wears white gloves, a sailor hat, and a navy blue dress. She states that the prominent clothes are worn so that if anything happens, the people that find her body will know that she was a lady (Page 427). I think she wore this outfit so that she could think she was something she was not. It is clearly seen that in her youth, she lived in prosperity. She had everything from youthfulness to money and to love. Now, she almost dreaded life because her beauty and youthfulness were gone. She would talk about her past because it would take her away from the misery of the present. One of the most important scenes in the story takes place in the vehicle. The grandmother spots an old family graveyard that once belonged to a plantation. She tells the children that the gravesShow MoreRelatedA Good Man is Hard to Find by Flannery OConnor1196 Words   |  5 PagesA prolific writer, famously known as Flannery O’Connor in 1953, wrote the short narrative titled â€Å"A Good Man is Hard to Find† (Scott 2). However, it was published two years later in 1955, in her second collection of short stories. This particular collection presented the author as a key voice in the ancient American literature world until she met her sudden death in 1964 when she was only 39. The collection also won her tremendous fame, especially concerning her unmatchable creativity and masteryRead MoreA Good Man is Hard to Find by Flannery OConnor748 Words   |  3 PagesFlannery O’Connor’s Southern Gothic short story, â€Å"A Good Man is Hard to Find,† is o ne of sudden violence; although, it begins rather uneventful (Kaplan 1). Bailey, his wife, and their children, John Wesley, June Star, and a baby boy, are all looking forward to a trip to Florida. Grandmother, Bailey’s mom, wants to go to east Tennessee to see her relatives, not Florida. She uses an article in the newspaper that tells of an escaped criminal, the Misfit, which is headed to Florida to try to persuadeRead MoreA Good Man Is Hard to Find by Flannery OConnor645 Words   |  3 PagesA Good Man â€Å"She would have been a good woman†¦if it had been somebody there to shoot her every minute of her life† (Gardner). Flannery O’Connor’s â€Å"A Good Man is Hard to Find† tells of Bailey, his wife, their three children and Bailey’s mother all heading to Florida for vacation. In this paper I will summarize the story, and discuss the irony of the story and the morality and religion in the story. The family, Bailey, his wife, three children and his mother, are set to go on vacation to FloridaRead MoreA Good Man is Hard to Find by Flannery OConnor 664 Words   |  3 PagesIn the story â€Å"A Good Man is Hard to Find† Flannery OConnor uses the grandmother as a person who gets what she wants. At first she doesnt want to go to Florida she wants to visit her relatives in Tennessee. We also learn she is manipulative when she tries to change Baileys (her son) mind. Whenever something doesnt go her way she wants she isnt pleased. She uses the story of the Misfit to scare the family so that they would go to Tennessee. Something else the grandmother says about herself inRead More The Journey in A Good Man Is Hard to Find by Flannery OConnor690 Words   |  3 PagesThe Journey in A Good Man Is Hard to Find by Flannery OConnor In A Good Man Is Hard to Find, Flannery OConnors character searches for grace and redemption in a world full of sin. Grimshaw states, each one, nonetheless, is free to choose, free to accept or reject Grace (6). The Grandmother in A Good Man is Hard to Find, is on a journey for grace and forgiveness in a world where the redemption she is searching for proves to be hard to find. The Grandmother often finds herself at oddsRead MoreEssay on A Good Man is Hard to Find by Flannery OConnor1564 Words   |  7 PagesA Good Man is Hard to Find by Flannery OConnor A Good Man is Hard to Find is an extremely powerful commentary that elucidates Flannery OConnors opinions about religion and society. Like the majority of her other works, A Good Man is Hard to Find has attracted many interpretations based on Christian dogma (Bandy 1). These Christian explications are justified because Miss OConnor is notorious for expressing Catholic doctrines through her fiction. Once she even remarked I see fromRead MoreA Good Man is Hard to Find by Flannery O’Connor Essay1033 Words   |  5 Pages â€Å"A Good Man is Hard to Find,† written by Flannery O’Connor tells the story of a dysfunctional family headed to vacation and their inevitable death. The family, including their matriarch, the grandmother, represents the delusion perfection that many modern Christians have. The family displays an extreme sense of vanity, self-centeredness, and disobedience during the first half of the story. The first half of the story does not follow a specific pattern nor does it hold significance to the family’sRead MoreA Good Man is Hard to Find by Flannery OConnor Essay1959 Words   |  8 Pages Who is the Misfit? In the short story, â€Å"A Good Man Is Hard to Find† a family comprising of a grandmother, a father, three children, and a wife is headed on vacation has the misfortune of meeting a murderous band of serial killers. The Misfit and his band of serial killers are recently escapees of a federal prison. In the following paragraphs this paper looks into the issues of, what one would do in a situation such as that and the background of the the family and murderers as well. The MisfitRead More Symbolism in A Good Man Is Hard to Find by Flannery OConnor1038 Words   |  5 PagesUse of Symbolism in A Good Man is Hard to Find by Flannery OConnor A Good Man is Hard to Find by Flannery OConnor is a short story that depicts a familys vacation to Florida that turned into an abysmal tragedy when they met with the Misfit, a convict who escaped from prison. This story is meant to be interpreted as a parable, whereby OConnor made skilful use of symbolism to bring about messages such as the class-consciousness and the lack of spiritual faith that exist amongst human. Read MoreA Good Man Is Hard to Find by Flannery O’Connor Essay1612 Words   |  7 PagesIn the short story A Good Man Is Hard to Find, written by Flannery O’Connor, the theme that the definition of a ‘good man’ is mysterious and flawed is apparent. The reader must realize that it is difficult to universalize the definition of a good man because every person goes through different experiences. Thus, these experiences affect his or her viewpoint and in turn flaw ones view on a good man. O’Connor conveys this theme through her excellent us e of diction, imagery, foreshadowing, and symbolism

Leadership Managing Organization & Leading People- Assignment Help

Question: Conduct a leadership evaluation of your own leadership by doing the following: Reflect on the results of your Seven Habits Profile, including what those results might indicate about your leadership style. Evaluate three strengths of your leadership practice using a scholarly leadership theory. Evaluate three weaknesses of your leadership practice. Recommend three theory-based changes that you could make to maximize your success in managing organizations and leading people in the future. Answer: Introduction This paper will provide an insight to the personal leadership practice. This paper has undertaken a self assessment of leadership practice with the aid of specific tools. Seven habit profiles will be used in this case for evaluating the personal leadership practice (Buller, Schuler Schuler, 2000). Thus, this paper will help in identification of the strengths along with the weakness of the leadership practice. The discussion will be linked with the theoretical framework of leadership practice. Additionally, SMART goals will be set for facilitating personal development. Personal Leadership Evaluation Personal leadership evaluation is important as it will help in the identification of the strengths as well as limitations of the person. Therefore, the strengths need be capitalized and limitations need to be overcome for self development. This paper has focused on the self evaluation of the leadership style through conducting a self assessment of seven habits profile (Hiriyappa, 2009). Results of Seven Habits Profile Seven habits profile has been designed and proposed by Stephen Covey on the basis of the distinct phases of personal growth through these specific habits. In order to achieve personal growth, development of these seven habits is essential. Hence, it is important to assess my habits in order understand the need for improvement (Kreitner Kinicki, 2004). It has been found that in order to evaluate my seven habits; I had to put responses for 27 questions. The results of the seven habits profile are attached with this paper and this section will focus on discussing the results of the seven habits profile. Foundational habits: Emotional Bank Account: This is one of the most important foundational habits. The result demonstrates that I am quite good in keeping promises and honor other people. It also show that I prefer to not to talk negative things about people in their absence (Buller, Schuler Schuler, 2000). Life Balance: Life balance is an important aspect of life which is important to maintain. However, it has been observed that I have scored moderate in this category which implies that I am not able to maintain very good balance between work and personal life (McShane Von Glinow, 2000). Seven Habits: Be Proactive: Being proactive helps an individual to manage their activities better. I have scored well and there is lot of scope for improvement. It reflects that I have a moderate level of control on my life and activities. Begin with the End in Mind: It is essential to set a target for becoming successful. This habit indicates that one must be aware of the end or the ultimate position to achieve. It has also demonstrated moderate level of goal setting and planning activities. There is a lot of scope to improve my planning and organizing skill for ensuring success (Kreitner Kinicki, 2004). Put First Things First: Prioritizing is considered to be one of the most important success factors for the leaders. It is important to adopt the art of prioritizing things so that the entire process runs smoothly. It has been observed that I scored poor in prioritizing things which leads to a disorganized state. The results clearly indicates that the I need to put significant effort for learning the art of prioritizing work for ensuring completion of each activity on time. Think Win-Win: Thinking of win-win strategy refers to the attitude of an individual for considering benefits of others. It is very important to solve conflict by adoption of a win- win strategy which will satisfy both the parties. The results show that I am very good in resolving conflict by satisfying both the parties. It implies that I co-operate with others and concerned about the consequence of a decision for all the stakeholders (Hiriyappa, 2009). This is a very important trait for becoming a successful leader. Seek First to Understand: Interdependence is considered to be one of the most important aspects of successful leadership and personal development. The results of seven habits profile demonstrated that I am a very good active listener. It has been found that that I honor the feelings and idea of others. I am sensible and try to comprehend the perspective of other people. Additionally, while listening to someone I try to understand it from the perspective of that person instead of sticking to my point. Synergize: In order to become a successful leader it is very important to achieve participation of others. For making a project success, it is important to consider inputs from other people as it enhances creativity. From the seven habits profile, it is evident that, I do value as well as ask to share the insights of others. I strongly encourage other people to share their ideas and opinions regarding a particular decision or event. Thus, I am able to be creative while looking out for solutions and new ideas. Sharpen the Saw: This habit states that it is important to evaluate the ongoing activities along with the progress. It will be helpful in enhancing the personal development. It is true that development of new skills takes time and requires effective practice. Hence, evaluation of the ongoing practice will helps in learning the new skills fast (McShane Von Glinow, 2000). Analyzing the seven habits profile, it can be identified that I am consultative democratic leader. According to the leadership theories, democratic leadership style helps in effective decision making and improves cohesion among the teammates. The democratic leaders have been able to positively motivate others in order to achieve high level of co-operation from their end. The seven habits profile assessment has demonstrated that I encourage others to share their opinions. I respect the feeling of an individual and listen to their comments(Pencheon, 2000). I am a consultative leader as I prefer to consult others prior making decisions. I feel that it is important to consult others as it provides creative solutions and a new approach for a particular situation or event. As I found it helpful, I shall prefer to continue to be a democratic consultative leader (Bhatti, Maitlo, Shaikh, Hashmi Shaikh, 2012). Evaluation of My Leadership Practice The seven habits profile has significantly helped in comprehending my strengths and weaknesses along with the scope of developments. In order to become a successful leader, it is important to develop strategies on the basis of the present condition. Hence, this section will identify my strengths along with weakness in order to develop an effective plan for improving my leadership practice (Vecchio, 2000). Strengths The major strengths of leadership practice are: First of all, most important strength of my leadership style is my Win-Win negotiation strategy. It has been found that I prefer to satisfy both the parties who are engaged in the conflict. I focus on co-operating with others and listen to all the concerned people while making decision. It helps in resolving a conflict easily by satisfying both the parties which has a positive implication(Pencheon, 2000). Secondly, one of the most important strength of my leadership practice is I focus on listening to others perspective and ideas from their point of view instead of considering my perspective. It has been found that, when an individual feel valued, it makes him/ her more engaged into the work. It has been observed that it helps in enhancing creativity as well as productivity of a team. Hence, it will help in becoming a successful leader(Robbins, 2000). Third strength of my leadership style is I express my concern for others. I do keep promises and commitments which enhance my image and the followers trust me. I do share negative words regarding a person when he is not present. It makes me more trustworthy and responsible for leading a team. This trait helps me in motivating the followers in a positive manner (Schermerhorn, Osborn Hunt, 2000). In this context, participative leadership theory can be applied for substantiating the findings of the seven habits profile. In this section, major three strengths of my leadership style has been identified which can be explained with the theory of participative leadership. Participative leadership theory has focused on the study of a particular leadership style which considers view of others at the time of decision making (Schermerhorn, Osborn Hunt, 2008). The name itself suggests that, this leadership theory focuses on seeking participation of the people who get affected due to the decision made. According to this theory, when a leader makes decision without consulting with others, it may lead to issues as the leader may not consider all the pros and cons of the decision. Hence, it is better to involve all the concerned employees in the decision making process. Participative leadership theory is based on some assumption such as several people make better decision instead of one an d people are more committed to the activities where they are involved in the decision making (Kreitner Kinicki, 2008). Additionally, this theory believes that people are more collaborative while they are actively participating in the decision making process. A participative leader does not make autocratic decision and considers all the perspectives for reaching consensus. Analyzing my seven habit profile, it can be found that I am a participative leader. I consider perspective of all people for making final decision and adopt win-win negotiation strategy. My second strength states that I listen to others views and perspectives. This clearly reflects I am a participative leader. On the other hand, I have been able to exhibit my concern regarding others through keeping promises. Participative leader values other team members or followers and hence, from this analysis, it can be concluded that, I am a participative leader (Luthans, 2008). Weaknesses The major weaknesses of my leadership practice include the following: First of all, I am not good enough in maintain the balance between work and personal life. I get engrossed in my wok and ignore some personal engagements and duties. This may significantly affect the leadership style as I will be disturbed all the time. This may also lead to stress (Vecchio, 2000). Secondly, the seven habits profile has implied that I lack prioritizing skills. Hence, it has been observed that the important activities get lost due to the busy schedule and lack of planning. There are no specific goals set for a particular time. It is one of the major weaknesses which need to be improved (Robbins, 2000). Third, it has been identified that I give significant importance to others. Sometimes, it may lead to the internal conflict and delayed procedure as it will take more time to reach consensus if everybodys view is considered. Hence, it is important to have a little bit control over the entire procedure in order to ensure it is completed within time. Trait theory of leadership has focused on defining the specific traits of a leader which is essential for becoming a successful leader. Trait theory can be applied in order to substantiate the identified weaknesses of my leadership style. First of all, it can be found that the trait theory of leadership states that leaders are very intelligent and emotionally matured (Colbert, Judge, Choi Wang, 2012). Consequently, they will be able to maintain a balance between the work life and personal life. From the seven habit profile it has been found that, I have not been able to maintain balance between professional and personal life. It clearly reflects that I lack emotional maturity and desired level of intelligence for managing everything. Trait theories have clearly identified the characteristics that differentiate a leader from others. It has been found that job relevant knowledge, self confidence, intelligence help in managing tasks effectively. Hence, the leader is able to prioritize tasks efficiently and lead a group successfully (Kreitner Kinicki, 2008). However, it has been found that, I lack prioritizing skill which is essential for managing all the activities efficiently. It clearly indicates I lack job relevant knowledge and desired level of intelligence for prioritizing tasks efficiently. On the other hand, it has been identified that I give too much importance to others while making decision. According to trait theory of leadership, leader must be self confident and decisive. It means that, the leader will be able to make decision quickly. However, I give unnecessary importance to other people at the time of decision making which leads to delay the procedure and gives rise to internal conflict which is not desired at all (Robbins Judge, 2009). Recommendations for Personal Leadership Some recommendations can be given in order to overcome the limitations for personal development as a successful leader. It has been found that setting SMART goals will be helpful in achieving personal development. This section will provide some recommendations along with specific goals and specific activities. I must adopt the transformational leadership style which will help in managing my activities efficiently. Thus, I will be able to identify the desired changes and inspire the followers by establishing a clear vision. I must set examples for my followers and become their role model. Adoption of transformational leadership will significantly contribute in the enhancing the employee morale, motivation along with the performance of the followers. Thus transformational leadership style can help me in providing the desired spark and change in the organization. Additionally, I need to encounter challenging situation through innovation. Innovation clearly indicates creativity which wil l help in resolving an issue in a different manner. It is an important characteristic of a leader and for nurturing the creativity; I must keep myself updated regarding the surrounding activities. Thinking must be extensively practiced which will trigger the cognitive skills to come up with innovative ideas for providing a great solution. Hence, I need to consider various perspectives of a problem as well as solution. I must continue to listen to others and ask everybody to share their views as it can significantly contribute in managing people in an effective manner. The followers will feel valued and thus my leadership style will be effective in organizational settings. Transformational leaders can bring significant changes for the organization as well as followers (Bass Riggio, 2006). SMART Goals SMART goals refer to the goals which are specific, measurable, achievable, and realistic and time- bound. For me, the SMART goals will be the following: I need to learn prioritizing works through use of Action Priority Matrix. Thus, I will be able to plan effectively and manager any kind of interruption and ultimately will be able to complete the task within the given time frame. This skill need to be improved within 3 months and there must be less number of cases where deadline is missed (Robbins, 2003). The second goal is to maintain a balance between the work life and personal life. This is also essential for managing stress (McShane Von Glinow, 2000). It is recommended that I must focus on developing planning and organizing skills. Additionally, I need to focus on the time management and planning activities in order to manage activities effectively. I must focus on the win-win negotiation strategy and it will be helpful in influencing other members. Specific Actions The specific actions of the leader for meeting the SMART goals are presented in this section: First of all, I need to get an insight regarding Action Priority Matrix. The subject must be studied and it needs to be applied in real life context for prioritizing activities efficiently. Thus, time management skill can be improved. In order to manage stress, I need to focus on giving importance to both work and personal life. For managing stress, I must be able to make some time for nurturing my personal interests and relaxation. Every day, to do list must be developed where I must allocate some time for the prioritized works and personal activities (Kreitner Kinicki, 2008). Conclusion It has been found that I am a participative leader. The major strengths and weakness of my leadership style has been assessed. Additionally, SMART goals are set for achieving personal development and improving leadership style. References Bass, B., Riggio, R. (2006).Transformational leadership. Mahwah, N.J.: L. Erlbaum Associates. Bhatti, N., Maitlo, G., Shaikh, N., Hashmi, M., Shaikh, F. (2012). The Impact of Autocratic and Democratic Leadership Style on Job Satisfaction.International Business Research,5(2). doi:10.5539/ibr.v5n2p192 Buller, P., Schuler, R., Schuler, R. (2000).Managing organizations and people. Cincinnati: South-Western College Pub. Colbert, A., Judge, T., Choi, D., Wang, G. (2012). Assessing the trait theory of leadership using self and observer ratings of personality: The mediating role of contributions to group success.The Leadership Quarterly,23(4), 670-685. doi:10.1016/j.leaqua.2012.03.004 Hiriyappa, B. (2009).Organizational behavior. New Delhi: New Age International. Kreitner, R., Kinicki, A. (2004).Organizational behavior. Boston: McGraw Hill/Irwin. Kreitner, R., Kinicki, A. (2008).Organizational behavior. Boston: McGraw-Hill Irwin. Luthans, F. (2008).Organizational behavior. Boston, Mass.: McGraw-Hill/Irwin. McShane, S., Von Glinow, M. (2000).Organizational behavior. Boston: Irwin/McGraw-Hill. Pencheon, D. (2000). Leadership and motivation.BMJ,321(7256), 2-2. doi:10.1136/bmj.321.7256.s2-7256 Robbins, S. (2000).Essentials of organizational behavior. Upper Saddle River, N.J.: Prentice Hall. Robbins, S. (2003).Organizational behavior. Upper Saddle River, NJ: Prentice Hall. Robbins, S., Judge, T. (2009).Organizational behavior. Upper Saddle River, N.J.: Pearson Prentice Hall. Schermerhorn, J., Osborn, R., Hunt, J. (2000).Organizational behavior. New York: Wiley. Vecchio, R. (2000).Organizational behavior. Fort Worth: Dryden Press.

Saturn Essays (728 words) - Astronomy, Planetary Science

Saturn Jessica Alcalde Earth and Space Saturn SATURN Saturn is the sixth planet from the sun and it is the second largest of the nine planets in the solar system. In Roman mythology it was believed to be the god of agriculture, he ate his children. Its Greek name is Cronos. Saturn is distinctively known for its ring system, which was first seen by Galileo in 1610. Of all the planets Saturn has the most moons, with a total of twenty-eight. Until recently, there were only 18 known moons that were orbiting Saturn. In the last ten months astronomers have discovered ten more, making the total twenty-eight. The diameters of Saturn's moons range from 20 to 5150 km. They are mostly made up of ice, gas and dust nebula form which the solar system was formed and from where the sun could not evaporate the frozen gases and ice. The five largest known Saturn moons are Mimas, Enceladus, Tethys, Dione and Rhea. Dione's surface is believed to be 40% rock material and it has many craters that have been caused by meteorite impacts. Many astronomers think that there is tectonic activity happening on Eceladus. Dion and Rhea look very similar on the outside because they are both very bright and wispy streaks on their surface, caused by ice from the interior that has moved to the surface. Last week, a Canadian astronomer named J.J. Kavelaars, discovered four of the ten new moons. These newly discovered moons are different from the other moons. The new ones are much smaller and their orbits are highly inclined relative to Saturn's rings and its equator. Also, they are highly elliptical. Some of Saturn's moons orbit in the same direction as Saturn and others go in the opposite direction. Because of the unusual orbit of some of the moons, many astronomers believe that Saturn captured these moons after it was formed 4.6 billion years ago. The density of Saturn compared to Earth is eight times less because Saturn is made up of mostly hydrogen. It has 88% hydrogen, 11% helium and also has methane, ammonia, ethane, acetylene and phosphine. Probes that have gone to Saturn have sent back images that show whirl winds and clouds in a deep haze. The enormous weight of Saturn's atmosphere causes the atmospheric pressure to increase significantly toward the center of the planet, where the hydrogen gas becomes condensed into a liquid. Toward the center of the planet, the liquid hydrogen is compressed into metallic hydrogen which is an electrical conductor. Electrical currents in this metallic hydrogen are what is the cause for the planet's magnetic field. At the center of Saturn, the core is thought to have a temperature close to 15,000? C. The average temperatures of Saturn's clouds are ?176 degrees Celsius. On Saturn, the time it would take to make a full rotation is ten hours and eleven minutes. Because of Saturn's fast rotat ion it concludes that the winds of Saturn's equator go as fast as 1060 mph. The rings of Saturn are named in order of their discovery. They were named after the letters in the alphabet. From the planet outward they are called D, C, B, A, F, G, and E rings. These rings are now known to comprise more than 100,000 individual ringlets. All of the rings of Saturn circle the planet. There are dark spots in some places on the rings and in the past have been mistaken for some of Saturn's moons. One of Saturn's moons Enceladus, is thought to give particles to one of the rings and they orbit together. Saturn's visible rings stretch out to a distance of 84,650 miles from the center of Saturn. But in some places the rings are only 5 miles thick. Saturn is definitely one of the more unique planets. Because of its distinctive ring system, and it's twenty-eight moons. From earth Saturn appears to look like a bight yellow object, one of the brightest in the sky. The sixth planet from the sun and it is the second largest of the nine planets in the solar system. In Roman mythology it was believed to be the god of agriculture, he ate his children. What a fantastic, great planet. Bibliography References http://www.jpl.nasa.gov/cassini/ http://encarta.msn.com/find/Concise.asp?ti=01369000 www.looksmart.com/eus1 www.astronomy.com www.universetoday.com www.nasa1.com Science