The Anti- Corruption Of Bangladesh - 1510 Words

Since the independence, Bangladesh has achieved commendable progresses in terms of socio-economic and governance. Corruption is still a major obstacle towards development and good governance. There have been several institutions in the country established to fight corruption in the country. The Bureau of Anti-Corruption (BAC) was established in 1957, during which Bangladesh was East Pakistan. This bureau was the first institution established to fight corruption. Corruption was identified as a crime under the Code of Criminal Procedure, 1898 as well as Prevention of Corruption Act 1947 and the Anti-Corruption Act 1958. Unfortunately none of the above was effective to address the issue of corruption in the country. During 1990’s and 2000s†¦show more content†¦According to this amendment the organization had to seek government approval to investigate and file a case, therefore it limited the operational capacity of the commission. Based on the complaints from the lawmake rs from all over the country, an amendment was made that allowed the commission to be more independent and not subjected to the government approvals for their investigation. Although the commission is independent by law, in practice the politicians and civil society have turned their attention to the selection process of the commission leadership. (Global Integrity, 2010) According to Hechler et.al (2011), the commission has been active during the tenure of the caretaker government and has filed many cases including top political leaders. However, due to the elections in December 2008, many cases were dropped. In 2010 a set of recommendations were proposed that could limit the powers of the commission by providing a provision of seeking approval from the government prior to the investigation, which was withdrew through campaigns by civil society and media. (Transparency International, 2012) The Office of Comptroller and Auditor General (OCAG), the Supreme Audit Institution (SAI) of Bangladesh is tasked to audit government receipts, and public spending and to determine if the expenditures have produced value for money in government offices, public bodies and statutory organizations. The Comptroller and

How Karl Marx Accounts for the Industrialization of...

How Karl Marx Accounts for the Industrialization of Society Sociology has been classified as the last in a long line of emerging scientific disciplines which people have developed and explored in order to make sense of their world. Early theories such as the positivist approach of Comte, the functionalist views and the conflict perspectives of Karl Marx have offered a view of why human beings behave as they do and how they fit together in society. In the eighteenth and nineteenth century European societies experienced major changes due to the industrial revolution. These changes included a radical change in the economy, and many changes to aspects of society. Although it can be argued†¦show more content†¦Marx came up with â€Å"The materialist theory†. The materialist theory of history starts from the proposition that human beings are creatures of need, and hence that the material side of human life physical needs and economic action to satisfy them is primary and basic. Marx states in his materialist conception of history sited in (Karl Marx, selected writings), that men in society enter into fixed relations that they are indispensable from and have no choice over. These relations of production are parallel to a stage of development of their material powers of production. Moreover these relations of production constitute the economic structure; which is the foundation of society which legal and political superstructures are formed on. Due to this Marx states that the mode of p roduction in the material life determines society. In other words, it is not the ideas or indeed values of human beings that cause social change, it is prompted primarily by economic influences. Thus the transition from Feudal to industrial is marked by economic contradictions. The Feudal era was a time when communities were smaller (rural) and people worked the land to support their family. It was therefore an agricultural time where goods and services were solely produced to meet basic needs for local demands, for example the familyShow MoreRelated Discovery Of Society Essay2659 Words   |  11 PagesWhat is the meaning of society? It’s a simple word but with a very complicated definition. Society is our own everyday reality. It’s features such as economics, culture, language and philosophy is what unites individuals and creates a society. In the book, â€Å"The Discovery of Society†, written by Randall Collins and Michael Makowsky we are able to capture the ideas and beliefs of a variety of social thinkers. All of these thinkers had a different perspective towards what a society needs to survive andRead MoreKarl Marx and Andrew Carnegie Compare and Contrast1025 Words   |  5 PagesExpository Essay #2 Compare and Contrast Essay: During the nineteenth century, Karl Marx and Andrew Carnegie had definite opinions about the affects of industrialization on society. A greater understanding of their views on history and humanity can be gained by comparing and contrasting two written artifacts: The Communist Manifesto and â€Å"Wealth.† In 1848, Marx, a German philosopher, wrote a supposedly scientific account of his perspective on history entitled The Communist Manifesto. As a materialistRead MoreKarl Marx Alienation Theory Essay1536 Words   |  7 Pagescentury, industrialization has played an important role in supporting the economy of numerous countries. Industrial factories are essential to our societies and ways of life due to its ability to create various goods and services needed for sustaining our ever-growing wants and necessities. In a capitalist society, there are clear winners and losers, but not all societies follow this economic system. In some cultures, communism otherwise known as socialist party reign dominance and controls how productionRead MoreThe Life Of Karl Marx And Max Weber1834 Words   |  8 Pagesbirth to some of the greatest modern theories to explain society. The early stages of the discipline were particularly concerned with how societies are constructed; the means in which people or ganize themselves into living systems and how these structures and systems are maintained. The evolution from basic understandings of society as being controlled by abstract supernatural beings to a more articulate and factual explanation of society as an organized system of human relationships can be understoodRead MoreSoc101 Refection Paper. Department Of Economic Social1967 Words   |  8 PagesCBC TV series, ‘The Fifth Estate’ that attempts to investigate the tragic Rana Plaza accident. The crew led by Mark Kelley and ex-designer for Walmart, Sujit Sennik discovers a ledger pulled from the rubble that they use to piece together clues of how the supply chain for Canadian retailers work. From the information available, they figured out that the fast fashion industry was well-aware that they would have to pay the price of cheap manufacturing in some other way – through the negligence of rightsRead MoreSoviet Style Planning For A Communist City Essay2007 Words   |  9 Pageshowever, the current planning environment we live in could accurately predict its development. Alexei Gutnov was the author of an Ideal Communist City a book written to examine the past errors and current errors of planning taken place in capitalistic societies whilst giving advice on what the future for a communist city should look like. The obvious differences between Western style planning and Soviet Style are evident at least until 1990’s. Soviet style planning could be characterized as many thingsRead MoreLiberalism And Its Impact On Society882 Words   |  4 PagesSometimes their reasoning is clouded by their personal beliefs and they fail to look at the bigger picture. Liberalism is the ideology that would best fit society because its principles’ advocate for equality, tolerance of all, and individualism. Liberals believe in freedom from tyranny or unwarranted government intervention and that the well-being of society comes from competition amon g self-interested people (Classical Liberalism Lecture). Traditional liberalism came about during the industrial revolutionRead MoreKarl Marx and Max Weber Different Views on Capitialism3012 Words   |  13 PagesIntroduction of Karl Marx and Max Weber Theories Karl Marx and Max Weber speak about capitalism and social class. They both agree that modern methods of organization have tremendously increased the effectiveness and efficiency of production. However they both have different concept of theories. Karl Marx speaks about Alienation and Critique of Capitalism .Marx argued that this alienation of human work is precisely the defining feature of capitalism. He regards alienation as product of the evolutionRead MoreHow the Social Importance of Religion Has Receded with Modernity1617 Words   |  7 Pageshas always been of high social importance and influence within civilization and their society. This essay will argue that as modernity has progressed the social importance of religion has receded, but the gradient of this recession and by how much varies upon the society. Modernity typically refers to a â€Å"post-medieval historical period, one marked by the move from feudalism toward capitalism, industrialization, secularization, ratio nalization, the nation-state and its constituent institutions† (BarkerRead MoreTo What Extent Was the Chinese Revolution, 1927-1949, a Socialist Revolution as Defined by Marx?4672 Words   |  19 Pages1927-1949, a socialist revolution as defined by Marx? This investigation will be comparing classical Marxist doctrine with Mao Zedong thought and the Chinese revolution, to see the extent that the revolution adhered to Marxist doctrine. Classical Marxism will be defined by the works of Karl Marx and Fedrich Engels and Mao Zedong thought will be defined by the works of Mao Zedong. The primary sources used for this essay are Selected Work of Mao Zedong and Marx and Engels: Selected Works. To investigate

An Analysis of the Australian Curriculum Free Essays

string(100) " been developed to allow focus of content descriptions \(statements of required student learning\)\." Introduction With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007). The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. We will write a custom essay sample on An Analysis of the Australian Curriculum or any similar topic only for you Order Now The Australian Curriculums development has been that of promise and hopeful success (Brady Kennedy, 2010). The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly Gunther Gunther, 2012). Definition of curriculum Definitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent, with individual stakeholder inclusions of specific content. Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should consist of grammar, logic, mathematics and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) includes the study of grammar, literature and writing, mathematics and the ‘mother tongue’ as the basis for his definition. As a result both academics can be seen to desire the same thing, extensive discipline based study; however have both included individualities perceived important to themselves. In order to define its intent, the Australian Curriculum has attempted to simplify the term curriculum through an explanation of purpose and intent. The Australian Curriculum Assessment and Reporting Authority (ACARA) (2012a) simply define the Australian Curriculum as â€Å"†¦ what all students should learn as they progress through school †¦ † [as a] â€Å"†¦ foundation for their future learning, growth and active participation in the Australian Community† (para. 2). Through the defining of the curriculums purpose, the Australian Curriculum encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure. As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve learning areas with nationally significant individualities, through the incorporation of ‘Cross Curricular Priorities’. As a plan the Australian Curriculum has included ‘General Capabilities’ that ensure student future success with identified essential skills such as information and computer technology capability, ethics and intercultural understanding; amongst others (ACARA, 2012b) (appendix 2). Thus, the Australian Curriculum has defined itself as an individual curriculum idea through the incorporation of multiple intents within its structure. Development of the Australian Curriculum and curriculum models related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of support and enacted implementation have been made (Brady Kennedy, 2010). The Australian political structure and the level of authority the federal government has over state/territory and independent organisations over educational policy, may have been a contributing factor for this lack of committed development and intended eventual nationwide implementation (Marsh, 2010). Learning from previous governments’ attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of successfully gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010). The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady and Kennedy (2010) refer to as ‘hard policy’, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents. Brady and Kennedy (2010) state that no single form of curriculum model is commonly used by developers, therefore using specific components of different models and designing a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers have additionally used a fundamental aspect of an Objectives model of development (Brady Kennedy, 2010). The use of defined standards or content descriptions (Objectives model) as depicted by the national curriculum has been incorporated both after initial targeted discussion between stakeholders and before final consultation prior to publication (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision making in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation being undertaken. Structure of the Australian Curriculum The Australian Curriculum has been published on the Internet in order to allow maximum flexibility in viewing and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is currently broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA, 2012a; MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve). In order to differentiate different subject sub topics; strands and sub strands have been developed to allow focus of content descriptions (statements of required student learning). You read "An Analysis of the Australian Curriculum" in category "Essay examples" English for example covers three interrelated strands; language, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that students must be exposed to within each subject, strand and sub strand. The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is also available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including student work samples of content description attainment, which may negate any uncertainty surrounding student expected learning and eventual assessment practices the curriculum requires. Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, Aboriginal and Torres Strait Islander history and culture, Asia and Australia’s engagement with Asia and sustainability, will enable student relevance and address the issues that the students will face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subjects (ACARA, 2012e). The Melbourne Declaration (MCEETYA, 2008), incorporated a set of seven general capabilities that were deemed important for student future success by acting as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (ACARA, 2012b). Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of 21st century needs of today’s students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments’ educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008; Shelly et al, 2012). Therefore the Australian Curriculum set to include a series of â€Å"general capabilities† (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer technology (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as â€Å"essential in all 21st Century occupations† (p. 5). Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, speech to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Curriculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions. The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to succeed with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to adjust the delivery of content to the needs of individual students to allow for maximum learning successes. Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern Territory was using a curriculum document titled Northern Territory Curriculum Framework (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF being an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012). Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of desired student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully contribute in a competitive globalised world (ACARA, 2012b; NTCF, 2012). The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics – Foundation – Statistics and Probability, states that â€Å"[students] answer yes or no to questions to collect information† (ACARA, 2012c). In contrast, the NTCF outcome for Mathematics – Chance and Data, Key Growth Point two for foundation, states â€Å"learners use everyday language to state opinions on the possibility of a given event occurring† (NTCF, 2012). Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and length of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCF’s Australian Curriculum document implemented in semester two 2012. A quick glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Australian Curriculum implemented document totalling six pages for transition to year ten levels (Appendix 3 – further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to teacher instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum. Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady Kennedy, 2010) that enforces the use and implementation of the document nationally. By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular priorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominated globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australia’s diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework. The Australian Curriculum is at the precipice of complete national implementation. Only time will tell if it is successful in its attempts at creating a world class curriculum for Australia’s leaders of tomorrow (MCEETYA, 2008). References Australian Curriculum and Assessment Reporting Authority (ACARA) (2008, July 17). Professor Barry McGaw AO, welcome address, Queensland Consultation Forum [Streaming video]. Retrieved from http://www. acara. edu. au/news_media/vodcasts . html Australian Curriculum and Assessment Reporting Authority (ACARA) (2012a). Overview. Retrieved from http://www. australiancurriculum. edu. au/Curriculum/Overview Australian Curriculum and Assessment Reporting Authority (ACARA) (2012b). General capabilities in the Australian Curriculum. Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7- 9fdd00ecac82. Australian Curriculum and Assessment Reporting Authority (ACARA) (2012c). Foundation to Year 10 Curriculum (Mathematics). Retrieved from http://www. australiancurriculum . edu. au/Mathematics/Curriculum/F-10 Australian Curriculum and Assessment Reporting Authority (ACARA) (2012d). Diversity of learners. Retrieved from http://www. australiancurriculum. edu. au/Mathematics/ Diversity-of-learners Australian Curriculum and Assessment Reporting Authority (ACARA) (2012e). Cross Curriculum priorities. Retrieved from http://www. australiancurriculum. edu. au/CrossCurriculumPriorities Australian Curriculum and Assessment Reporting Authority (ACARA) (2012f). Content Structure (English). Retrieved from http://www. australiancurriculum. edu. au/English/ Content-structure Brady, L. Kennedy, K. (2010). Curriculum Construction (4th ed). Frenchs Forest, NSW: Pearson. Marsh, C. (2010). Becoming a teacher: Knowledge, Skills and Issues (5th ed). Frenchs Forest, NSW: Pearson. McMillan, J. (2010). Classroom Assessment: Principles and Practise for Effective Standards- Based Instruction. Boston, USA: Pearson Education. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Australia: MCEETYA. Northern Territory Curriculum Framework (NTCF). 2012). Retrieved from http://www. det. nt. gov. au/teachers-educators/curriculum-ntbos Rudd. , K, Smith. , S. (2007). New Directions for our schools. Canberra, Australia: Australian Labour Party. Shelly, G. , Gunther, G. , Gunther, R. (2012). Teachers discovering computers: Integrating technology in a connected world (7th ed). Boston, USA: Cengage. Wiles, J. (2005). Curriculum essentials: a resource for educators (2nd ed). Boston, USA: Pearson. Appendix 1 Wiles (2005) definitions of curriculum: Curriculum as Subject Matter The Curriculum should consist of permanent studies-the rules of grammar, reading, rhetoric and logic, mathematics and, at the secondary level, the greatest books of the western World (Robert Hutchins) The Curriculum must consist essentially of disciplined study in five areas: command of the mother tongue and systematic study of grammar, literature and writing, mathematics, the sciences, history and foreign language. (Arthur Bestor) The Curriculum should consist entirely of knowledge that comes from the disciplines (Philip Phenix) A Curriculum is a written document. George Beauchamp) Curriculum as a Plan The Curriculum is a planned program of learning opportunities to achieve broad educational goals and related objectives. (William Alexander) The Curriculum is all the learning of students that is planned by and directed by the school to attain its educational goals. (Ralph Tyler) The Curriculum is (a set of) planned and guided learning experiences for the learners’ continuous a nd wilful growth†¦ (Daniel and Laura Tanner) A Curriculum is a plan for learning. (Hilda Taba) Curriculum as an Experience A Curriculum is those experiences set up by the school for the purpose of disciplining students and youth in group ways of thinking and acting. (B. O. Smith, William Stanley, and Harlan Shores) The Curriculum is generally considered to be all the experiences that learners have under the auspices of the school. (Ronald Doll) The Curriculum is that series of things students and youth must do and experience. (Franklin Bobbitt) The Curriculum is the life and program of the school†¦ n enterprise in guided living. (Harold Rugg) Curriculum as an Outcome The Curriculum is a planned learning outcome for which the school is responsible (James Popham and Henry Baker) The Curriculum is a structured set of learning outcomes (objectives) resulting from instruction. (k. Howell, S. Fox, and K. Morehead) Appendix 1 Curriculum is concerned not with what students will do in the learning situation, but with what they will learn as a consequence of what they do. Curriculu m is concerned with results. (Maurice Johnson) Appendix 2 General Capabilities of the Australian Curriculum (ACARA, 2012b) Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7-9fdd00ecac82 Appendix 3 Comparison of Northern Territory Curriculum Framework (NTCF) and NTCF Australian Curriculum document. Figure 1: Demonstrates the amount of additional detail the NTCF document includes, in comparison to the NTCFs new Australian Curriculum document implemented in July 2012 (Note: NTCF does not have an independent History Curriculum) (ACARA, 2012; NTCF, 2012) How to cite An Analysis of the Australian Curriculum, Essay examples

Oedipus Essay Essays - Oedipus, Jocasta, Sophocles, Operas

Oedipus Essay Oedipus Essay (Fate) Sophocles ?Oedipus the King? is a tragic play which discusses the tragic discovery of Oedipus that he has killed his father and married his mother. The story of Oedipus was well known to the athenian's. Oedipus is the embodiement of the perfect Athenian. He is self-confident, intelligent, and strong willed. Ironically these are the very traits which bring about his tragic discovery. Oedipus gained the rule of Thebes by answering the riddle of Sphinx. Sophocles used the riddle of the sphinx as a metaphor for the 3 phases of Oedipus' life and to futher characterized him as a tragic man. The Sphinx posed the following riddle to all who came to obtain the rule of thebes: ?What is it that walks on 4 feet and 2 feet and 3 feet and has only one voice, when it walks on most feet it is the weakest Oedipus correctly answered ?Man? and became the king of Thebes. This riddle is a metaphor for the life of Oedipus. As a child man crawls on his hands and knees this is the four feet to which the Sphinx refers. Also man is at his weakest as a small child. He depends solely on others for his nourishment and well being. Oedipus was the child of Jocasta and King Laius who was taken to the mountain by a shepard to be killed so the omen of the god apollo that Laius' son would kill him and lay with Jocasta would not come true. Oedipus was the weakest of his life at this point. If it has not been for the shepard spairing his life and giving him to Polybus to raise as his own Oedipus would have died. Man walks on 2 feet when he has matured. This is a metaphor for Oedipus when he reaches adulthood and leaves Corinth to escape the oracle. Oedipus meets up with a band of travelers and in a rage kills them. Inadvertently Oedipus has killed his own father. Oedipus then answers the riddle of the sphinx and becomes king of Thebes. By becoming king of Thebes he marries Jocasta the Queen of thebes and his own mother. Many years later after bearing children with Jocasta a plague kills many of the inhabitants of Thebes. Oedipus is told by the gods to find the killer of Laius. He is very dilligent in the inquiriy and finally comes to the horrible truth that he himself is the murderer. Jocasta kills herself at the horrible realization that she has layed with her son and Oedipus puts out his eyes at finally seeing the truth. This fulfills the final part of the Sphinx's riddle for Oedipus will have to walk with a cane for the rest of his life because of his blindness, this will give him the 3 f eet which man walks with at the end of his years. Oedipus used his intellect and diligence to answer the riddle of the Sphinx. Many of the most intelligent young men of thebes has been killed attempting to answer the riddle but Oedipus proved his intelligence superior to theirs. Oedipus uses the same intelligence and perseverence to find the killer of Laius. He does not give up his search even when Jocasta warns him to stop and let the matter rest. He calls the shepard and interrogates him till he discovers the horrifying truth that he is the killer. Oedipus' intelligence was ultimately his flaw. Also, if Oedipus had not had been as coarageous he would have have never ventured to answer the riddle of the Sphinx. Thus even though he had killed his father he would have never become king of Thebes and laid with his mother. In addition, if Oedipus had had the courage but not the intelligence the Spinx would have killed him for answering the riddle incorrectly. Sophocles used this to characterized Oedipus as a tragic man for he came abou t his tragic discovery not because of an evil act or an evil trait but because of the person he was. Oedipus traits which gave him riches and power ultimately led to his tragic ending. Also, the god apollo did not predestine that Oedipus would kill his father and marry his

Egyptian Pyramids Essays - Giza Plateau, New Age, Free Essays

Egyptian Pyramids Essays - Giza Plateau, New Age, Free Essays Egyptian Pyramids The Egyptian pyramids have been the subjects of many outlandish claims and construction theories for centuries. The Great Pyramid for example has been associated with pyramid power, curses, Atlantis, the Bermuda Triangle, Biblical prophecy, Martian faces, advanced civilizations, space aliens, cavity resonators, and even levitation. It is not surprising that some that have proposed such theories have been dubbed pyramidiots. This paper will attempt to give a more logical solution to the methods ancient Egyptians may have had used, and the problems they may have had, using factual information, scientific evidence and a bit of common sense. It is time for a rational explanation of how the pyramids were constructedan explanation that relies on nothing extraordinary, technologically advanced, paranormal, supernatural, mystical, psychic, or extraterrestrial powers. The Egyptian pyramid's aesthetic beauty, its geometrical shape, its complex system of internal features, and the precision of its construction beckon us to search for a design scheme. It seems unlikely that the builders would have undertaken such a monumental construction project without a comprehensive plan. Unfortunately, no records, plans, blueprints, or direct accounts of the pyramid's construction have survived. There is no inscriptions or texts, and the names of the architects remain unknown. There is no way of knowing exactly how the ancient Egyptians built the pyramids, in a time of only primitive tools, and at best only simple machinery. There are many theories of how the Egyptians gained their knowledge of math and science to build these amazing structures. The blocks used to build the pyramids are composed of granite and or limestone; each single block has an estimated weight of approximately two and a half tons. Each block would to have been quarried or cut, and then hauled to the work site, and eventually placed in the correct position. The Egyptians had an amazing understanding of math, which helped them plan the erection of the pyramid, but the only driving force behind them was manpower. The actual people who built the pyramids were all voluntary workers; they were not slaves contrary to popular belief. New archaeological evidence shows that those who dragged and laid these two and a half ton granite slabs were condemned to an early grave, and they died with deformed bones and broken limbs. An Egyptian excavation recently uncovered the burial ground of hundreds of workers who helped to build the great pyramid for King Cheops 4500 years ago. Originally over one hundred and forty six meters high, it is the tallest of the three famous pyramids at Giza near the Nile delta. The workers burial ground is one kilometer west of the pyramid, close to their living quarters. Zahi Hawass, the Egyptian archaeologist leading the excavation says that most of the workers skeletons have abnormal outgrowths known as osteophytes, which are caused by chronic heavy labor. The joints of numerous bones show wear and tear and many bodies have damaged spines. Six skeletons have severed limbs or splintered feet. Workers died on average between the ages of thirty and thirty-five, compared to between fifty and sixty for members of nobility. They literally worked themselves to death, says Hawass. This evidence shows they did in fact use human power in the construction of pyramids but it does not explain how a group of men were able to lift a two and a half ton piece of rock. It also does not explain how these rocks were carried from the quarry, or how it was lifted up the pyramid, as it became taller. If one was to build a pyramid today assuming the slabs were already cut and ready to put together the fastest and easiest way to move them would be a crane. In order to get an exact placement of the slab it would take the crane nearly one day to position itself and drop the block in place. The pyramid Khufu has about two million three hundred thousand stone blocks; its dimensions are four hundred eighty one feet in height, seven hundred fifty six feet in length and its base covering a little over thirteen acres. The pyramid is a geometrical wonder it is absolutely level and perfectly square, the mathematical skills of the people are not at all contested, but

5 Non-Fiction Writing Tips for Authors - Writing Tips with Proofed

5 Non-Fiction Writing Tips for Authors - Writing Tips with Proofed 5 Non-Fiction Writing Tips for Authors It’s a little ambitious to talk about â€Å"non-fiction writing† in general. After all, â€Å"non-fiction† technically covers everything from school textbooks to deeply personal memoirs. But we’ve come up with a few tips that we think can help anyone who wants to become a non-fiction author. 1. Read, Read, Read! As with any kind of writing, the first step to becoming an author is to become a voracious reader. Heres a few books to get you started. Think about your favorite non-fiction books and what makes them great. Dip into some of the classic non-fiction works to expand your horizons. Find out what you enjoy reading, then use that as a starting point to develop your own authorial voice. 2. Types of Non-Fiction There are many different types of non-fiction. Some major varieties include: Academic textbooks Biographies and memoirs Manuals and technical guides Travelogues Recipe books Self-help guides Popular history and science books This isn’t a complete list by any means! If you want to write a dictionary, for example, you can do that too. The point is that, once you know the type of non-fiction you want to write, you should check out how other books in the same genre are written so you know what you’re up against! 3. Pick a Topic and Do Your Research Eventually, you’ll have to pick something you want to write about. Ideally, this will be something that you already know or care passionately about. This will make it easier once the hard work of doing research begins (e.g., reading existing books, searching news archives, interviewing people). But maybe you’ve always known that you want to write a book about toasters. And maybe you’re already an expert on heating bread. That’s a great start! But you still need to check your information and organize your research so you know what to include in your book. A basic model. Uneven browning. 4 out of 10. 4. Getting Creative? Non-fiction doesn’t have to be dry in order to be factual. In fact, some of the best non-fiction is exciting and emotive, making the reader feel like they are part of the action! The key to this is sticking to the facts, but also using a literary style to engage your reader. And you can apply creative non-fiction techniques to any genre, so if you want to style yourself as the Hunter S. Thompson of vegan recipe books, go for it! 5. Keep It Simple Unless you’re writing for a specialist audience, try to keep your language easy to understand. You might be an expert on your chosen topic, but the average reader won’t be. Think about who you’re writing for before you begin. And don’t be afraid to ask for feedback from non-experts while you’re working. It will make sure you get your ideas across effectively!

Decision Making, Decision Levels and Types of Problems Term Paper

Decision Making, Decision Levels and Types of Problems - Term Paper Example There are different levels of decision making and types of problems, different types of problems include semi-structured problem, structured problem, and unstructured problem. For every type of problem, there is a different level of decision to be taken and there is a different solution for each type of problem. Normally structured problem as easily solved as compared to the semi-structured and unstructured problems, the reason for that the problem identification is easy because the problem is well structured. The process through which humans resolve and perceive the distance between a current situation and a decided goal is called the problem-solving process. A person has to first identify the obstacles which he or she will face to reach the desired goal and after analytical thinking, a person can overcome these hurdles. (Hicks, 2004) When humans find a solution to a specific problem, they store this information in their memories to use them for future situations. When we closely analyze then we come to know that the steps involved in both decision making and problem-solving are identical and sometimes we use these terms interchangeably. (Skyttner, 2005) The purpose of the input phase is to have a clear understanding of a particular situation; we first recognize the problem or set of problems so that we have a clear picture in our mind. By identifying a problem means that we know to the distance between a present situation and our desired goal. The identification process of any problem is very important to talk to our selves and others. Normally we face four common types of situations. (Adair, 2007) 1. A situation in which we know that something is wrong and we need to correct it. 2. A situation in which we perceive something to be a real threat and we have to prevent it from happening. 3. A situation in which we simply accept the needs and invitations. 4. A situation in which we see something is really missing and it should be provided.