Oedipus As A Great Representation Of Aristotle s...

Oedipus is regarded as a great representation of Aristotle’s characterization of the tragic hero. He is able to accomplish this task because of his ability to demonstrate virtue of wisdom regardless of the flaws and the challenges he endures. Introduction Aristotle demonstrated the creation of a plot in literature. The method Aristotle adopted to create a plot involved the use of tight nexus of ignorance whereby the word Harmatia was mistranslated. The technique of plot creation enables an author to come up with a realistic illustration to demonstrate a real life experience. A realistic tragic story should not have tragic pleasure. The nature of a tragic story lacking the ability to change the order of events enables the readers not to experience emotional distancing The way Sophocles Oedipus exemplifies the definition of a tragic hero by Aristotle’s is broad. According to Sophocles Oedipus, the definition of Aristotle hero is viewed as someone of a high position who is of valuable qualities in terms of character and moral values. The person does not commit mistakes of his own. Aristotle’s defines tragedy as a very important act done as results of sympathy, and fear (Peter, 2005). Tragedy hero is also described as a person of nobility during birth that brings about certain flaws that would results to his failure. The situation is referred to as Harmatia. It is also indicated that true tragic hero also go through peripeteia. It is also revealedShow MoreRelatedAmerican Literature11652 Words   |  47 PagesChristian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personal narratives captivity narratives jeremiads written in plain style Effect: ï‚ · ï‚ · instructive reinforces authority of the Bible and church Historical Context: ï‚ · ï‚ · a person s fate is determined by God all people are corrupt and must be saved by Christ Rationalism / Age of Enlightenment period of American Literature - 1750-1800 Content: ï‚ · ï‚ · ï‚ · ï‚ · national mission and American character democratic utopia use of reason

Definition and Examples of Paragraphing in Essays

Paragraphing is the practice of dividing a text into paragraphs. The purpose of  paragraphing is to signal shifts in thinking and give readers a rest.   Paragraphing is a way of making visible to the reader the stages in the writers thinking (J. Ostrom, 1978). Although conventions about the length of paragraphs vary from one form of writing to another, most style guides recommend adapting paragraph length to your medium, subject, and audience. Ultimately, paragraphing should be determined by the rhetorical situation. Examples and Observations Paragraphing is not such a difficult skill, but it is an important one. Dividing up your writing into paragraphs shows that you are organized, and makes an essay easier to read. When we read an essay we want to see how the argument is progressing from one point to the next.Unlike this book, and unlike reports, essays dont use headings. This makes them look less reader-friendly, so it is important to use paragraphs regularly, to break up the mass of words and to signal the making of a new point. . . . An unparagraphed page gives the reader the feeling of hacking away through a thick jungle without a track in sight—not very enjoyable and very hard work. A neat series of paragraphs acts like stepping stones that can be followed pleasurably across the river.(Stephen McLaren, Essay Writing Made Easy, 2nd ed. Pascal Press, 2001) Paragraphing Basics The following principles should guide the way paragraphs are written for undergraduate assignments:​ Every paragraph should contain a single developed idea...The key idea of the paragraph should be stated in the opening sentence of the paragraph...Use a variety of methods to  develop  your  topic sentences...Finally, use  connectives  between and within paragraphs to unify your writing... (Lisa Emerson, Writing Guidelines for Social Science Students, 2nd ed. Thomson/Dunmore Press, 2005) Structuring Paragraphs Long paragraphs are daunting—rather like mountains—and they are easy to get lost in, for both readers and writers. When writers try to do too much in a single paragraph, they often lose the focus and lose contact with the larger purpose or point that got them into the paragraph in the first place. Remember that old high school rule about one idea to a paragraph? Well, its not a bad rule, though it isnt exactly right because sometimes you need more space than a single paragraph can provide to lay out a complicated phase of your overall argument. In that case, just break wherever it seems reasonable to do so in order to keep your paragraphs from becoming ungainly.When you draft, start a new paragraph whenever you feel yourself getting stuck—its the promise of a fresh start. When you revise, use paragraphs as a way of cleaning up your thinking, dividing it into its most logical parts.(David Rosenwasser and Jill Stephen, Writing Analytically, 5th ed. Thomson Wadswort h, 2009) Paragraphing and the Rhetorical Situation The form, length, style, and positioning of paragraphs will vary, depending on the nature and conventions of the medium (print or digital), the interface (size and type of paper, screen resolution, and size), and the genre. For example, paragraphs in a newspaper are quite a bit shorter, typically, than paragraphs in a college essay because of the newspapers narrow columns. On a website, paragraphs on the opening page may consist of more signposts than would be typical in a printed work, allowing readers to select which direction to track via hyperlink. Paragraphs in a work of creative nonfiction will likely include transitional words and sentence structures not often found in lab reports. In short, the rhetorical situation should always guide your use of paragraphing. When you understand paragraph conventions, your audience and purpose, your rhetorical situation, and your writings subject matter, you will be in the best position to decide how to use paragraphs strategically and effectively to teach, delight, or persuade with your writing. (David Blakesley and Jeffrey Hoogeveen, The Thomson Handbook. Thomson Learning, 2008)​ Editing by Ear for Paragraphs We think of paragraphing as an organizational skill and may teach it in conjunction with the prewriting or planning stages of writing. I have found, however, that young writers understand more about paragraphing and cohesive paragraphs when they learn about them in conjunction with editing. When developing writers know the reasons for paragraphing, they more readily apply them in the editing stage than in drafting. Just as students can be trained to hear end punctuation, they can also learn to hear where new paragraphs start and when sentences are off the topic.(Marcia S. Freeman, Building a Writing Community: A Practical Guide, rev. ed. Maupin House, 2003)

Euthanasia Utiliarianism and Morality of Death Essay

Im not afraid of being dead. Im just afraid of what you might have to go through to get there† (Pamela Bone). The sense of dying or losing a loved one is a conception that has plagued any family member at some time or another. How will one deal with the struggle of burying their loved one, the bills, and not waking up and seeing them or calling them every day? More so, will that person be in the pain when they leave their physical form? Euthanasia, or assisted suicide, gives a person the chance the take the ending of their life into their own hands and make, an otherwise undefined, decision of how he/she would want their final moments to be. In this paper I plan to display that based on the utilitarian perspective, Rachels’ writings,†¦show more content†¦From a religious (specifically, Christian) standpoint, God is in total control. He will decide when their daughter able to heal or pass, as life is a gift from him and there should be no other beings tampering with that gift (Rachels 100). Some people might argue that nurses and medical personnel are not permitting God’s will when they are interfering in giving artificial feeding/breath rather than letting God’s decision to save or take the child. So, when can it be a mercy killing? In this case, would it be for the child that probably has no perception of good or bad, just wailing when something is painful? Or would it be the expense and emotional duration of pain on the parents. So many factors contribute to the arguments for and against euthanasia. Several ‘types’ of euthanasia can be explicated and classified into advantageous and detrimental reactions based upon the morality and philosophy of the persona surrounding the forms. Active euthanasia refers to the deliberate act of ending a patient’s life. This can be done via parenteral injection of lethal amounts of drugs (Ebrahim 73). In, hopefully all, cases of active euthanasia, this is administered b y a physician. So, where does the harm come from this? Just like in Sigmund Freud’s case, he was being consumed by cancer and needed a way out (Rachels 100). In today’s society, health care workers look to a Living Will or, if available, get the

Social Loafing Free Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Social Loafing. Answer: Introduction This topic presents an overview on Social Loafing and perceptions of students on group assignments. The biggest issue which was found was the allocation of grades by the members of the group. Students had the perception of receiving the same grades in the group assignment despite the effort (LaBeouf, Griffith and Roberts, 2016). It was noticed that both the faculty and students had a hitch in working on group assignments in online and distance learning assignments because of time zone differences and fewer interactions between the students. Hence the main objective of the whole research on social loafing is to raise practical issues by both faculty and students while assigning and working on group assignments (LaBeouf, Griffith and Roberts, 2016). The aim should be to overcome the weaknesses and analysing the benefits of the group task and improving the student's performance on such assessments. Social Loafingis the phenomenon that describes that every person exerts less effort to achieve a goal when working as a group rather than individually. This is why it is seen that groups are at times less productive than the individual performance (Jassawalla, Sashittal and Sashittal, 2009). Research shows that there is some level of social loafing within every group, whether adaptive or non-adaptive. Research on social loafing was started with a rope pulling experiment of Ringlemann. Ringlemann effect shows the inverse relationship between the size of the team and the work done. In his rope pulling experiment, it was noticed that when the number of people was increased there was a decrease in the group performance. In another experiment where he provided motive power for a flour mill, he showed that as and when more men were added each man started to depend on another man to finish the desired effort (Jassawalla, Sashittal and Sashittal, 2009). The main cause of social loafing comes from a feeling of an individual that his/her effort will not matter in the group effort. Literature Review Review of literature shows various case studies on general topics of group work and assessment. The Benefits of group work have been defined both in general and specific contexts. Major benefits are: Students can gain an insight into group academics. Tackling comprehensive assignments. Developing interpersonal skills. Exchanging each other's point of view. Identification and analysis of a problem, if any in the task assigned. Enhances motivation and increases the level of achievement in comparison to individual work. Increases thought process (Jassawalla, Sashittal and Sashittal, 2009). Educational reformer and American Psychologist John Dewey believed that the group work is a learning process is a key element in the education rather than just the resulting knowledge set (Jassawalla, Sashittal and Sashittal, 2009). Hence various researchers have concluded that group work is very beneficial and relevant across vocational and academic settings. Causes of Social Loafing: Equitable Contribution: Team members feel that every individual in the group is not putting as much effort as required and with this feeling each and every individual puts in less effort which ultimately results into low performance from the task (LaBeouf, Griffith and Roberts, 2016). Lessened contingency between input and outcome: In large group sizes individuals feel lost in the crowd and feel less motivated. They contribute less as they feel that in the group their effort will not be recognized in comparison to the individual performance (Aggarwal and O'Brien, 2008). They feel they are losing their uniqueness, individuality, and the recognition through their contribution. Lack of Evaluation: Less self awareness is shown working in the group environment (LaBeouf, Griffith and Roberts, 2016). Sub-maximal goal setting: Team members feel that there is a set level which the group needs to achieve hence they feel that can work less rather than the desired effort. Unequal distribution of compensation: In every workplace compensation comes in monetary terms and promotions and in academics, it comes in the form of positive feedback and grades (Aggarwal and O'Brien, 2008). In the group task individuals start feeling that the compensation has not been equally distributed amongst the group members and hence they start withdrawing their individual efforts. Non- Cohesive group: It is important to have high quality relationships and strong bonds amongst the team members, if this is lacking social loafing will be more because the individuals will not be concerned about letting down each other's image (Aggarwal and O'Brien, 2008). Preventing Social Loafing: In order to limit the effects of social loafing a team leader should be selected and he/she should follow a set of guidelines to initiate team members efforts in achieving the goal. Few guidelines are mentioned below: Develop rules of conduct: Ground rules should be set at the beginning to prevent loafing and will help all the team members to achieve the set objectives and performance goals (Mello, 2000). Create appropriate group sizes: Do not create large groups where people feel lost in the crowd resulting in less motivation. Establish individual accountability: Expectation from each individual should be set at the beginning so to avoid being held for poor work done. Write a team contract: To avoid confusion and miscommunication it is good to write a team contract including important pieces of information such as group expectations, individual responsibilities, methods of discipline and forms of group communication (Mello, 2000). If every member will have their set of responsibilities he/she will not hold any other member for his/her portion of responsibility. Highlight Achievements: The team accomplishments should be highlighted in the eyes of the management (Mello, 2000). The meetings should be done and closed by highlighting their success. Establish task importance: Team members should be given the opportunity to show their willingness to finish the task within the given timeframe. Conclusion A major finding from the above study is that most of the students do not want to engage themselves in the group assignments (Reid and Wilson, 2005). A certain majority of people also feels that working in a group enhances teamwork and develops communication skills. A lot of communication strategies have been involved for working on group and individual assignments while seeking input and support from peers. Social loafing is a transmittable and culminating behaviour (Teng and Luo, 2014). Those who have found the chance to participate in social loafing will always want to repeat it. Hence, to avoid this similar action the faculty and instructors should create a positive approach and develop the required skills and knowledge (Teng and Luo, 2014). Most importantly they should strive to create positive group learning experiences while achieving group goals. References Aggarwal, P. and O'Brien, C. (2008). Social Loafing on Group Projects: Structural Antecedents and Effect on Student Satisfaction.Journal of Marketing Education, 30(3), pp.255-264. Jassawalla, A., Sashittal, H. and Sashittal, A. (2009). Students' Perceptions of Social Loafing: Its Antecedents and Consequences in Undergraduate Business Classroom Teams.Academy of Management Learning Education, 8(1), pp.42-54. LaBeouf, J., Griffith, J. and Roberts, D. (2016). Faculty and Student Issues with Group Work: What is Problematic with College Group Assignments and Why?.Journal of Education and Human Development, 5(1). Mello, J. (2000). Commentary on Cheating Goes Hi-Tech: Combating Academic Dishonesty While Developing Assignments That Enhance Student Learning.Journal of Management Education, 24(6), pp.741-744. Reid, K. and Wilson, G. (2005). Learning by doing.ACM SIGCSE Bulletin, 37(1), p.272. Schindler, S. and Reese, G. (2017). Social Loafing in the Refugee Crisis: Information about Existing Initiatives Decreases Willingness to Help.Societies, 7(2), p.13. Teng, C. and Luo, Y. (2014). Effects of Perceived Social Loafing, Social Interdependence, and Group Affective Tone on Students Group Learning Performance.The Asia-Pacific Education Researcher, 24(1), pp.259-269.