Tragedy of Oedipus Rex Essay Example For Students

Catastrophe of Oedipus Rex Essay Creeks and Heilman composed Understanding Drama in 1948. Their joined understanding and endeavors in exploration of the play, Oedipus Rex, offer them the chance to become co-writers of their paper. Cederic Whitman, in 1951, likewise composed an article about Oedipus Rex entitled Sophocles: A Study of Heroic Humanism. Being distributed at Cambridge shows his insight and experience. The papers together clarify their convictions of Oedipus as a lamentable legend. In any case, Cecil Bowra, creator of Sophoclean Tragedy, distributed at Oxford in 1945, accepts that the job of the divine beings impacts the result of Oedipus Rex. Streams and Heilman in addition to Whitman consolidated effectively disprove Bowras faith in the job of the divine beings. We will compose a custom paper on Tragedy of Oedipus Rex explicitly for you for just $16.38 $13.9/page Request now Streams and Heilman accept that Oedipus is a genuine deplorable legend. They start to state that Sophocles decided to depict Oedipus as a genuine disastrous legend and an object of destiny. Oedipus wouldn't acknowledge the allegations Teiresias had let him know. Oedipus required verification. Conflicting with the desire of the divine beings, he looked to discover reality. Finding reality, he can no longer stand himself and gouged out his eyes and requested to be ousted. Since he attempted to battle his destiny, rather than running from the allegations, he is a saint for standing tall as he continued looking for reality. Cederic Whitman likewise accepted that Oedipus was a grievous legend. He accepted likewise that Oedipus was not an object of destiny, and that supporting himself made Oedipus a legend. Whitman understood that Oedipus can't be liable of the wrongdoings he submitted, on the grounds that he had done so accidentally. Whitman proceeds on that the divine beings can't be simply if Oedipus is ethically honest. To state that the divine beings helped Oedipus to murder his dad and wed his mom is crazy. It was Oedipus carelessness to the prophet that cursed him to his own fall. Bowra, against Brooks and Heilman and Whitman, accepted that the divine beings assumed a significant job in Oedipus Rex. Bowra accepted that Sophocles expected to show the divine beings at work. He continues saying that Oedipus is only a spoof. The divine beings embarrassed Oedipus to demonstrate the individuals that there is an exercise to be scholarly. There is without a doubt an exercise to be educated, however their divine beings don't exist, in this way the divine beings are not showing anybody a thing or two. Oedipus was an object of destiny, not an object of the divine beings. Bowra then said that Oedipus blinded himself to make harmony with the divine beings for his past activities. Sophocles built up that Oedipus didn't put stock in the divine beings. Streams and Heilman alongside Sophocles expressed that he blinded himself to spare himself from the mortification of his activities. Streams, Heilman, and Whitman all accept that Oedipus is a genuine terrible legend. Together they effectively discredit Bowras confidence in the divine beings. It is consistent with state that Oedipus is an awful saint rather than a toy of the divine beings. With their joined understanding, Brooks, Heilman, and Whitman introduced a great article demonstrating that Oedipus is a genuine unfortunate saint.

Ezekiel Essay example -- essays research papers

Ezekiel meaning the quality of God, is one of the four more prominent prophets in the Old Testament. Ezekiel was the child of a minister named Buzi. Very little is thought about Ezekiel’s youth; significantly more is know after the age of twenty-five. Ezekiel was kidnapped in the bondage of Jehoiachin, around eleven years before the demolition of Jerusalem. He was one of the numerous individuals from a network of Jewish individuals who chose the banks of the Chebar, a stream of Babylon. Ezekiel started forecasting in 595 B.C, and completed the process of forecasting in 573 B.C. Ezekiel forecasted for a period that kept going around twenty-two years. Ezekiel was a hitched man however little else is thought about his family life, he likewise had a house in his place of outcast. His better half passed on an abrupt demise during the attack of Jerusalem. He lived among the highest point of his allies in a state of banishment, and their older folks talked with him on all issues. Ezekiel lived in a period of worldwide emergency and struggle. Assyria was the politically influential nation in the zone under the standard of Tiglath-pilesar III. In 724 B.C Israel seethed war upon Assyria, and Israel was no counterpart for Assyria. In 627 B.C the remainder of the capable Assyrian ruler, Ashurbanipal kicked the bucket. Directly after the passing of Ashurbanipal, Babylon under Nabopolassar needed freedom from Assyria. In 612 B.C the Assyrians under Nineveh gave up to the rising Babylonians. In 605 B.C the Babylonians were at war against the Egyptians. The Babylonians won and they built up themselves as the main force in the territory. During the entirety of this Judea aligned with the Babylonians and with this Judea kept her freedom. During the only remaining century before Judea was devastated it was controlled by four rulers and of those rulers, everything except Josiah were evil. Josiah was focused on God and drove Judea to him. All the others didn't regard the a dmonitions of Ezekiel and Jeremiah from God, and the leaders of Judea decided to oppose God. God rebuffed Judea by sending Nebuchadnezzar’s armed force to pulverize the country of Judea and smooth the city of Jerusalem. God showed up first to Ezekiel in a tempest cloud; God was situated on a seat encompassed by cherubim. He told Ezekiel to go to a â€Å"impudent kids and stiffhearted† and He gave Ezekiel a look to eat, demonstrating Ezekiel complete recognizable proof with God’s Word. After Ezekiel came back to the individuals in Tel-Abib, God addressed Ezekiel once more, advising Ezekiel to be a â€Å"watchma... ...all the individuals Ezekiel was abnormal yet God didn't accepted, In God’s eyes, Ezekiel was honest, pardoning, submissive, and had perseverance. He was reliable, persistence, devoted, and lenient. Ezekiel was honest in all that he talked in light of the fact that the entirety of his words were from God. Ezekiel was pardoning and open minded of God when God chose to take Ezekiel’s spouse away to come to a meaningful conclusion. Ezekiel was dutiful as he obeyed God’s each and every order including not grieving when his better half kicked the bucket. God gave Ezekiel heaps of perseverance since he prophetized for more than twenty-two years. With his continuance, demonstrated he was consistently reliable and dedicated. God should have simply needed Ezekiel what to state or do, and Ezekiel would finish the errand without grumbling. Ezekiel was exceptionally tolerant despite the fact that God didn't permit him to represent seven and a half years and he conformed to that. Ezekiel’s passing is obscure, however an antiquated Jewish convention expresses that Ezekiel was murdered by his own kin due to his proclaiming. Ezekiel’s body is accepted to be covered on the banks of the Euphrates, in the current city of Kifl, only south of the old city Babylon. The tomb is said to have worked by Jehoiachin.

Opera

Opera One of my housemates here in Boston is a grad student at the MIT Media Lab, which is great for me because it gives me an excuse to go visit what I brazenly call The Birthplace of All Things Good and Awesome (Im working on a shorter, catchier title). Aside from the brilliantly practical solutions, inspiring innovations, and the mind-blowing leaps I only dimly grasp, Ive been following the Opera of the Future project with growing anticipation. If youre unfamiliar with the decade-long project, let me sum it up for you: Opera + Robots = WIN. Okay so its a lot more complicated than that, blending human performances with a sprawling, robot-controlled set in a disembodied performance that integrates with and enhances the living performers rather than overshadowing. Its the vision of Media Lab Professor Tod Machover, who has already done groundbreaking work developing a new generation of digitally integrated musical instruments. But hey, why dont I let Professor Machover speak for himself. You can read a great article on the Opera of the Future over on the MIT News Office site. And hey, while were all waiting for the Opera to show up a little closer to home, why not help the Personal Robotics Group train the next generation of social robots from the comfort of your browser? Play Mars Escape.

Case Study Approach Is Often Associated With Descriptive...

Case study approach is often associated with descriptive and explanatory research. The research problem is usually â€Å"how† and â€Å"why† problem, thus resulting in a descriptive or explanatory study (Cooper Schindler, 2011). How or why questions are being posed, when the focus is on a contemporary phenomenon within some real life context. Case studies usually provide qualitative rather than quantitative data for analysis and interpretation (Yin, 2003). Case study refers to qualitative, analysis of case studies, and field-based construction. It also a description of a management situation. Case study involves data collection through verbal reports, personal interviews, or observation as the primary data. The main feature is the intensity of the study of the object, individual, group, organization, culture, incident, or situation (Ghauri Grà ¸nhaug, 2010). A combination of both semi-structures and open-ended or unstructured interviewing was carried out and a variety of organizational documentary records and observations were gathered to collaborate evidence and the data can be triangulate (Yin, 2003). The characteristic of research designs serves as a background for considering the specific designs for case studies. Case study may be progress in a variety of ways. According to Yin (2003), there are six types of case study, defined along two definitions: 1. In terms of the number of cases: single or multiple. 2. In terms of the purpose of study: explanatory, descriptive,Show MoreRelatedPatient-Centered Medical Homes1462 Words   |  6 Pagescompensated for their care coordination work. Care coordinators are most often registered nurses who through their work that aligns with ACA engage in quality improvement work, cost-effectiveness measures, and patient advocacy. 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Bullying Is Becoming A Growing Problem - 876 Words

Bullying is becoming a growing problem among teens, parents, and society over all. Bullying has always been around and it is a problem many individuals fight to end every day. Bullying has become one of the leading causes of depression among teens and it is also a leading cause of suicide between young adults. Adults are to be blamed for bullying and cyberbullying amongst children and teenagers. Parents or guardians should get educated in the subject in order to educate their children. Whether it be in person or through a social network bullying is a problem that has to come to an end. Bullying is presented every day in various forms. A bully is a person who purposely hurts another individual physically and or emotionally. A bully finds pleasure in doing wrong to others. Bullying is an unwanted violent behavior that presents itself amongst school children and teens. Bullies act mean and hateful towards others with no good reason other than liking the sense of power and control they have over others. Hurting someone makes a bully feel good about his actions. A bully does not see that his behavior is not only hurting his victim in the moment but it is also creating permanent damage to its victims. With the internet so accessible nowadays bullying has increase in a whole new level. Online, people have more opportunities to bully through cyberbullying. Cyberbullying has become an easy way for bullies to do their harm. Bullies see cyberbullying as an easy place toShow MoreRelatedBullying Is Becoming More Spread At An Alarming And Dangerous Rate Essay1152 Words   |  5 Pages Bullying in schools is becoming more spread at an alarming and dangerous rate. Specifically,School systems that are commonly viewed as excellent sources of receiving education are becoming a host of parasitic bullying, negatively affecting students learning environments. 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THESIS: Bullying has increased

Teacher Leadership Does Culture Make a Difference Free Essays

string(89) " see themselves as leaders because they think they are lone instructors \( Lieberman et\." Introduction Research about educational leading theoretical accounts and teacher leading has largely been done in western contexts such as the USA, the U.K and Australia ( Dimmock A ; Walker, 2000 ) . One job of reassigning educational constructs from the West is undervaluing the impact of civilization on the successful execution of a policy in a context where the civilization is different ( Goh, 2009 ) , because taking an organisation is interwoven with the civilization of those supervised ( Busher, 2006 ) . We will write a custom essay sample on Teacher Leadership Does Culture Make a Difference or any similar topic only for you Order Now In some contexts, the organisational construction of an establishment differs from that of the state. In such a instance, pedagogues are most likely to confront challenges when using leading manners that differ from what is considered the norm in that cultural context ( Law A ; Glover, 2000 ) . Cultural diverseness has been associated with differences in universe positions that have bearing on behavioural differences ( Tajfel A ; Turner, 1986 ) . These differences manifest themselves into comprehending oneself as a member of one group and the perceptual experience of others as foreigners ( Giles, Wiemann A ; Coupland, 1991 ) . This necessitates more cross-cultural surveies because most of the surveies about civilization come from the concern field ( Dimmock A ; Walker, 2000 ) . In educational establishment, leaders ‘ apprehension of their ain cultural background and that of their module is indispensable because many educational establishments now have staff from different civilizations ( Slethaug, 2007 cited in Walker A ; Riordan, 2010 ) . This is peculiarly true in the field of TESOL in the Arabian Gulf where most module members are non- Arabs and the direction is largely Western. This instance survey purposes to research the interrelatedness between teacher leading and civilization at a multicultural English Department at an establishment of higher instruction in the State of Qatar. Literature Reappraisal: Surveies that examine leading from an Arab position have been conducted entirely in the Fieldss of concern and cross-cultural psychological science. There are legion models for analyzing and comparing cultural values at the social degree and their impact on household, instruction, workplace, and province ( Hofstede, 2001 ) . Research refering to the Arabian Gulf derives from either the work of Geert Hofstede ( Dedoussis, 2004 ) or from the Globe Project ( Abdallah A ; Al-Homoud, 2001 ) . These surveies have been criticized for 1 ) trying to homogenise the different civilizations ( Walker A ; Dimmock, 2000 ) , 2 ) issues associating to informations aggregation, analysis, and cogency ( Smith et al. , 2007 ) , 3 ) the alteration in values because of economic development ( Inglehart A ; Baker, 2000 ) , 4 ) and using these findings to a national degree without accounting for single and organisational differences ( Robertson et al. , 2001 ) . In this vena, Theoretical model 1.1 Teacher leading: There is no clear cut and agreed upon definition for the term ‘teacher leading ‘ . The deficiency of consensus on a definition for the term can be attributed to the fact that it is wide and includes many facets ( York-Barr A ; Duke, 2004 ) . The same position is shared by Lord and Miller ( 2000 ) who province that there is deficiency of apprehension of the term teacher leading and how it works. The focal point of the construct instructor leading is based on the capableness of instructors in holding and giving input on issues related to the school, which are non merely associated with decision makers and directors ( Harris A ; Muijs, 2003 ) . The leading functions assumed by instructors can be formal or informal ( Katzenmeyer A ; Moller, 2001 ) . Undertaking informal instructor leader functions includes, among other things maps done by the instructor inside the schoolroom such as planning lessons, pass oning ends, oversing the pupils, and making a pleasant acquisition environment ( Berlinger, 1983 cited in Muijs A ; Harris, 2003 ) . Taking the enterprise and sharing experiences with other instructors are besides illustrations of informal instructor leading. On the other manus, being in a formal instructor leading place involves duties associated with occupation rubrics such as coordinators, supervisors, course of study experts, or caputs of sections ( York- Barr A ; Duke, 2004 ) . Keeping such occupations normally consequences in traveling off from the schoolroom ( Ash A ; Persall, 2000 ; Katzenmeyer A ; Moller, 2001 ) . A teacher leader could hold no teaching responsibilities so that s/he engages to the full in his/ her leading place, or learn full-time while executing leading undertakings, or have reduced learning burden to set about the extra leading responsibilities ( Lord A ; Miller, 2000 ) . Some research workers like Katzenmeyer and Moller ( 2001 ) believe that instructor leaders lead both inside and outside the schoolroom and this leads to lending to the wider community. This will take to betterment in educational patterns. Based on this definition, the function of a teacher leader is non merely confined within the schoolroom context and but goes beyond it in doing a alteration and act uponing others. The range of much of the definitions of the term instructor leader discussed is limited to what instructors do indoors, outside the schoolroom, and the positive results of teacher leading on pupils ‘ accomplishment. A more comprehensive and delineated apprehension of the construct is covered in Leithwood ‘s et. Al ( 2003 ) survey in which they categorized leading. Some of the aspects covered in their survey and did non have as much attending in the literature were: personality, orientation to people, and communicating accomplishments. ( finish ) – from Patricia The inclination in the literature is to associate teacher leading with administrative functions in stead of informal functions performed in the schoolroom. Danielson ( 2006 ) is of the sentiment that formal instructor leading functions designated by disposal do non represent existent leading. True leading is the self-generated response to a demand which is initiated by the instructor. For the intent of this survey, teacher leading refers to instructors ‘ ability to take outside the schoolroom without holding a formal occupation rubric. 1.2 Factors act uponing instructor leading 1.2.1 Teachers ‘ ain perceptual experiences and those of other co-workers of teacher leading The teacher leading literature reveals a figure of hindrances that make exerting teacher leading hard ( Katzenmeyer A ; Moller, 2001 ) . Barriers to teacher leading can be instructors themselves. Teachers may non see themselves as leaders because they think they are lone instructors ( Lieberman et. You read "Teacher Leadership Does Culture Make a Difference" in category "Essay examples" Al, 2000 ) . This reflects some instructors ‘ strong belief that being a instructor involves learning merely and the undertaking of a school disposal is to pull off and take ( Barth, 2001 ) . Another related aspect is the premise that it is portion of the instructor ‘s occupation to implement programs devised by others higher up in the school direction ( Boles A ; Troen, 1996 ) . Colleagues can suppress exerting teacher leading when they are non accepting and supportive of teacher leading enterprises ( Little, 2000 ) by doing teacher leaders feel isolated ( Katzenmeyer A ; Moller, 2001 ) . However, co-workers can besides be a encouraging factor of teacher leading and this will be discussed in the following subdivision. 1.2.2 Collaboration and collegiality Collegiality and coaction have both been identified as factors lending to instructors ‘ authorization and committedness ( Fullan, 1994 ; Jarzabkowski, 2000 ) . A sense of collegiality leads to trueness, trust, and a sense of community ( Katzenmeyer A ; Moller, 2001 ) . Collegiality and coaction are used interchangeably in the literature and there is a deficiency of consensus on their specific significance. Hargreaves ( 1994 ) is a good instance of point as he suggests that assorted signifiers of collegiality and coaction exist and each has a different intent. He farther notes that collegiality as a term lacks lucidity. aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ 1.2.3 Professional development Within the literature, it is argued that instructors ‘ battle in professional activities support their leading functions. Effective instructor leaders strive to better their instruction accomplishments ( Katzenmeyer A ; Moller, 2001 ) . These professional development activities should besides concentrate on facets refering to instructors ‘ leading functions ( Harris A ; Muijs, 2003 ) such as presenting workshops, carry oning action research, and join forcesing with others ( Katzenmeyer A ; Moller, 2001 ; Sparks, 2002 ) . Formal professional development activities include go toing workshops and conferences whereas informal 1s involve reading about issues related to professional development country of involvement and be aftering with instructors ( Ackerman, Katzenmeyer A ; Moller, 2001 ) . The principals ‘ function is to recommend instructors ‘ professional development by offering clip and resources ( Muijs A ; Harris, 2003 ) . Developing instructors Ã¢â‚¬Ë œ leading accomplishments will enhance/ optimise the likeliness that staff members will be successful when taking on a leading function ( Danielson, 2006 ) . 1.2.4 School civilization and the function of the principal 1.3 Why should teacher leading be promoted? One statement for advancing teacher leading is affecting instructors in the decision-making procedure will take to doing more informed determinations. Teachers have a deep apprehension due to their day-to-day contact with pupils ( York-Barr A ; Duke, 2004 ) . Another statement in favour of implementing teacher leading is to increase instructors ‘ feelings of ownership ( ibid ) . This alteration in instructors ‘ function is needed because their feeling of impotence affects their functions and standing ( Moore, 2001 ) . Teachers ‘ engagement in determination devising makes them less disposed to experiencing they are inactive victims ( Barth, 2001 ) . She states that instructors would experience as a consequence of such authorization as â€Å" a excellent citizen in the school house instead than stay the subsidiary in a universe full of superiors † ( ibid, p. 445 ) . Teaching is a lone occupation and making an environment where instructor leading is encouraged will ensue in making a more professional work environment ( ibid ) . Research findings besides show that teacher empowerment encouragements instructors ‘ confidence and sense of fulfilment at work which play a function in better public presentation as a resulted of being extremely motivated ( Katzenmeyer A ; Moller, 2001 ) . Methodology: Qatar background info The English Department investigated in this survey is multicultural. There are over 120 module members from 25 different states. However, the huge bulk are British and American. The direction squad consists of the Head of Department and five other coordinators, four of whom are westerners. These coordinators assist the Head of Department ( HOD ) on different issues and these five make determinations on all affairs refering to academic, administrative, and forces personal businesss. The following degree of direction includes four degree supervisors ( in-between directors ) – one supervises each degree of the plan. All Faculty service in one of the five commissions and this constitutes 10 – 20 % of their one-year assessment class. The coordinators make determinations in their countries through audience with their commission members. Faculty ‘s engagement in determinations refering to policy is done indirectly through their commission work. Their direct engagement is by finishing studies, being portion of focal point groups, and giving feedback on the different countries of the plan. Decisions and of import intelligence are communicated to Faculty and staff through electronic mail and Blackboard. A instance survey was employed in the survey because it â€Å" involves the survey of an issue explored through one or more instances within a delimited system. † ( Creswell, 2007 ) . Yin ‘s definition- what is the edge system? Theoretical justification – why interpretative paradigm? Why non positivist paradigm? The participants in the survey were 10 Faculty members in an English Department of an Institution of Higher Education in the State of Qatar, a peninsula in the Arabian Gulf. The Western participants were British and American. The Arab Faculty members come from four different Arab states. The little sample size of the survey makes it hard to generalise the findings but should offer penetration into the function of civilization and its interrelatedness with the positions of teacher leading. Informed consent signifiers were sought from the participants. There was no demand to obtain permission from gatekeepers because my ain workplace was studied. To guarantee the privateness of the participants, anonym are used and the nationalities of the participants are non revealed in order for the respondents non to be easy identified. The end of a qualitative enquiry is to understand a phenomenon from the point of position of the participant and this can be achieved by holding a purposeful sample which ( Merriam, 2002 ) defines as pre-determining the indispensable standards for taking who is to be interviewed or sites to be observed ( ibid ) . The survey trying technique is purposeful since participants were chosen harmonizing to their nationalities and cultural backgrounds. Data Collection: I collected informations utilizing interviews because utilizing interviews enable respondents â€Å" to discourse their readings of the universe in which they live and to show how they regard state of affairss from their point of position † ( Cohen et. Al, 2007, p. 267 ) . Another advantage is during the interview, the interviewer can inquire follow-up inquiries to spread out on the issue, to seek elucidation, or to contextualize ( Books, 1997 ) . A semi- structured interview format was employed to â€Å" obtain descriptions of the life universe of the interviewee with regard to construing the significance of the described phenomena. † ( Kvale, 1996, p. 5- 6 ) . The interview had aˆÂ ¦aˆÂ ¦ . points. The instructors were interviewed separately. The interview inquiries were constructed by mentioning to relevant teacher leading literature. Interview inquiries were discussed with Faculty members with cognition and expertness in the country of civilization and edu cational leading to guarantee the face cogency. The interview was piloted with two participants who had the same features as the research participants. Prior to carry oning the existent interview, all interviewees were sent a screen missive explicating the intent of the survey which stated its wide subjects and included a petition to audio-tape. The single interviews lasted 40 proceedingss. To triangulate the informations, focal point groups were used as the 2nd informations aggregation tool. The intent of carry oning focal point groups is to obtain the corporate position of a group sing an issue ( Morgan, 1997 ) . Two focal point groups were conducted: one with Arabs and the other with Westerners. The written texts of both interviews and concentrate groups were sent to participants for intents of informations proof. The information was analyzed inductively because most qualitative surveies aim to bring forth new theories and accounts instead than get downing with a priori theories or hypotheses to turn out ( Gibbs, 2007 ) . The function of the research worker is really of import in the interpretative paradigm in both informations aggregation and analysis since the research worker is non detached from the subject of probe ( Cohen et. Al, 2007 ) . Social and educational research is viewed as â€Å" a societal activity that it is influenced by factors like political relations and power dealingss within the research context. † The values and motive of the research workers have consequence every bit good ( Blaxter et. Al, 1996, p. 15 ) . This necessitates the research worker to be automatic about his/ her impact on the survey ( Denscombe, 1998 ) . To this extent, I am cognizant of the possible influence of my cultural background on the survey. Research inquiries: Results A ; Discussion: Leading in category is â€Å" 2nd nature † to instructors Both Arab and Western staff members felt that it was normal to take in category and that it is the existent leading function for instructors. Informal leading functions identified by the respondents could be categorized into: instructors ‘ function, relationship with the pupils, and teacher personality. Teachers ‘ function in category was the focal point of most of the participants. Leadership facets identified under instructors ‘ function include: being a facilitator, patterning positive behaviour, set uping boundaries and pull offing category, consciousness of latest inventions and theories, accomplishing the ends and aims of the course of study. The function of being a facilitator, a function theoretical account, and successful direction were the lone functions mentioned by two participants. The 2nd class is relationship with the pupils. The survey sample mentioned motive, set uping trust with the pupils, cognizing pupils ‘ civilization and involvement, tra nsfusing regard in the pupils. The personality facet of a teacher leader as accessible was mentioned by one Western participant. One Arab participant provinces, â€Å" Leading in category is 2nd nature to instructors. † Another Western participant remarks, â€Å" Teachers are in charge in category because they know who they are. † There are chances to take outside category but aˆÂ ¦ All participants in the survey irrespective of their cultural background did non tie in teacher leading with prima outside category. Leadership outside category is exercised through giving feedback on different issues associating to curriculum and other issues. Two Western participants expressed the position that â€Å" One of the sarcasms of instruction is that in order to hold a greater leading function you need to travel off from teachingaˆÂ ¦ You need to travel to disposal. † They expressed the sentiment that one time you have a formal leading function you can get down to do a difference outside the schoolroom context. The differences between the Arab and the Western participants emerged when replying this research inquiry. The Western participants ‘ responses focused on different facets associating to organisational civilization, and leaders ‘ personality traits that limit exerting leading in the Departmental degree. One American participant believes that it all depends on the leader of the plan and states â€Å" if instructors are allowed to follow their passion, they can go leaders in their ain countries. † Another British participant touches on the function of co-workers in furthering or hindering teacher leading. In the single interview, she maintains â€Å" with co-workers it is difficult to further some sort of leading because you feel intimidatedaˆÂ ¦ you have no right. † She stated the demand for regard of people ‘s age, gender, experience, place, and how long they have been in the Department. She is of the sentiment that â€Å" In some establishments, some co-workers may resent instructors doing determinations if they do non keep an official leading rubric. † Harmonizing to the participants, bitterness of co-workers taking on leading functions without holding a formal occupation rubric can be attributed to personality traits instead than social civilization. One British participant was of the sentiment that due to strong hierarchy in the Middle East direction systems teacher leading can non be applied outside the schoolroom. He believes that â€Å" If you try to interrupt into that hierarchy, you are short-circuiting the concatenation of bid. † All Western participants agreed on the demand to separate between stereotype and personal experience. An American respondent contends that â€Å" like any bureaucratic establishment, there are degrees that you can lift to where you wo n’t be resented. But one time you start acquiring past a certain degree bitterness will kick in. † The other three participants agreed with him on the demand to understand and cognize how to cover with hierarchies across different civilizations. The American warned that if people insist on making things the same manner they are done in their place states they â€Å" will run into a wall instantly. † The influence of the leader ‘s personality was identified by merely one participant who expressed the demand for leting instructors to â€Å" follow their passion † which will take to making unfastened duologue where people can experience free to show their thoughts. Most of the Arab participants besides believed that leading functions outside category were limited. One ground given was the fact that instructors are supervised by degree supervisors and coordinators and that a instructor ‘s function is to learn in category merely. Another ground identified was instructors felt everything was â€Å" spelled out â€Å" for them which leaves no room for instructors ‘ originative input. Those who believed in holding chances to take outside category maintained that denoting vacant degree supervisor and coordinator places reflected the Administration ‘s position that instructors are capable of taking leading functions. The Arab respondents expressed assorted positions about the function of co-workers in taking on leading functions outside category. While some respondents felt that their co-workers ( Arab transcripts ) . How to cite Teacher Leadership Does Culture Make a Difference, Essay examples

Neoplatonism Essay Example For Students

Neoplatonism Essay The Neoplatonic DoctrineAs defined by Funk and Wagnals, Neoplatonism is a type of idealistic monism in which the ultimate reality of the universe is held to be an infinite, unknowable, perfect One. From this one emanates nous (pure intelligence), whence in turn is derived the world soul, the creative activity of which engenders the lesser souls of human beings. The world soul is conceived as an image of the nous, even as the nous is an image of the One; both the nous and the world soul, despite their differentiation, are thus consubstantial with the One. The world soul, however, because it is intermediate between the nous and the material world, has the option either of preserving its integrity and imaged perfection or of becoming altogether sensual and corrupt. The same choice is open to each of the lesser souls. When, through ignorance of its true nature and identity, the human soul experiences a false sense of separateness and independence, it becomes arrogantly self-assertive and falls into sensual and depraved habits. Salvation for such a soul is still possible, the Neoplatonist maintains, by virtue of the very freedom of will that enabled it to choose its sinful course. The soul must reverse that course, tracing in the opposite direction the successive steps of its degeneration, until it is again united with the fountainhead of its being. The actual reunion is accomplished through a mystical experience in which the soul knows an all-pervading ecstasy. Doctrinally, Neoplatonism is characterized by a categorical opposition between the spiritual and the carnal, elaborated from Platos dualism of Idea and Matter; by the metaphysical hypothesis of mediating agencies, the nous and the world soul, which transmit the divine power from the One to the many; by an aversion to the world of sense; and by the necessity of liberation from a life of sense through a rigorous ascetic discipline. (Funk and Wagnalls) History of NeoplatonismNeoplatonism began in Alexandra, Egypt, in the third century AD. Plotinus was the founder of Neoplatonsim and was born in Egypt. He studied at Alexandra with the philosopher Ammonium Saccus. Along with 224 others he helped carry the Neoplatonic doctrine to Rome, where he established a school. Other important Neoplatonic thinkers were the Syrian-Greek scholars, Porphyry and Lablichus. The Syrian, Athenian, and Alexandrian SchoolsNeoplatonism was the last of the great schools of classical pagan philosophy. Platonism, as well as Aristotlism, Stoicism, and Pythagoreanism, all provided an awkward understanding of classical Greek paganism. It incorporated philosophy, mysticism, and theosophy. For three centuries it served as a last bastion of pagan wisdom and esoteric philosophy in an increasingly hostile Christian dominated empire.The school of Alexandra was not the same as the academy under Ammonius. It seems to date back to the late fourth and early fifth centuries, represented by the mathematician Theon and his daughter Hypatia, who was martyred by a Christian mob under the instigation of the infamous church leader Cyril. Persecution seems to have been common. Hierocles was flogged by the authorities in Constantinople, despite the fact that his teachings were more monotheistic than those of other pagan Neoplatonists. It was only with Heimonius and his son Ammonius that a definite succession can be traced at Alexandra. Olympiodorus, the Platonic commentator, was the last pagan head of the school. After his death it passed into Christian hands under the Aristotlean commentators Elias and David.The schools last head, Stephanus, moved to and became head of an academy in Constantinople in 610. In 641 the Arabs captured the Alexandrian school. It thus played an important part in the transmission of Neoplatonic thought to both the Byzantine and Islamic civilizations. ConclusionProcluss works exerted a great influence on the next thousand years. They not only formed one of the bridges by which medieval thinkers rediscovered Plato and Aristotle, but also determined scientific method up until the sixteenth century, and through Pseudo-Dionysius gave rise to and nurtured the Christian mysticism of the middle ages. In 529, Justinian closed the school of Athens. Damascius, the Aristotlean commentator Simplicius, and five other Neoplatonists set out for Persia, hoping they would be able to teach and continue there under Chosroes I. But conditions were unfavourable, and they were allowed to return to Athens. Neoplatonism was the last of the great Hellenistic systems of thought to fall. Yet quite a lot of it did survive in Christian and Islamic form. In the West, Christian neoplatonism exerted a strong influence on philosophy and theology at least until the rise of scientific materialism in the seventeenth and eighteenth centuries. Neoplatonismhad a profound effect on medieval Christian and Islamic mystical thought and on Jewish Kabbalah, Renaissance Hermeticism, the Cambridge Platonism of the 18th century, and 19th century Theosophy.In the more philosophical Islamic circles it is still going strong, appearing in the works of modern Islamic philosophers such asFritj of Schuon and Sayyed Hossien Nasr.And through Theosophy its traces can be seen in the modern day New Age movements, and through Islam and Sufism (e.g. modern day writers like Fritjof Schuon) it made its way into the New Paradigm and transpersonal psychology arena. (Neoplatonism) Works CitedAdolph Harnack and John Malcolm Mitchell, Neoplatonism, in Encyclopaedia Brittanica, vol XIX, p.376, (Eleventh Edition, 1911); R. T. Wallis, Neoplatonism, p.94Neoplatonism. 18 October 1998. http://www.kheper.auz.com/topics/Neoplatonism/Neoplatonism.htmR. T. Wallis, Neoplatonism (1972); R. Baine Harris, 2nd ed. .u6ef4c5ac53d8b308b60c71f2e03ac550 , .u6ef4c5ac53d8b308b60c71f2e03ac550 .postImageUrl , .u6ef4c5ac53d8b308b60c71f2e03ac550 .centered-text-area { min-height: 80px; position: relative; } .u6ef4c5ac53d8b308b60c71f2e03ac550 , .u6ef4c5ac53d8b308b60c71f2e03ac550:hover , .u6ef4c5ac53d8b308b60c71f2e03ac550:visited , .u6ef4c5ac53d8b308b60c71f2e03ac550:active { border:0!important; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .clearfix:after { content: ""; display: table; clear: both; } .u6ef4c5ac53d8b308b60c71f2e03ac550 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ef4c5ac53d8b308b60c71f2e03ac550:active , .u6ef4c5ac53d8b308b60c71f2e03ac550:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .centered-text-area { width: 100%; position: relative ; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ef4c5ac53d8b308b60c71f2e03ac550:hover .ctaButton { background-color: #34495E!important; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ef4c5ac53d8b308b60c71f2e03ac550 .u6ef4c5ac53d8b308b60c71f2e03ac550-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ef4c5ac53d8b308b60c71f2e03ac550:after { content: ""; display: block; clear: both; } READ: Odysseus2 EssayThe Neoplatonic Doctrine. Funk and Wagnalls. 1998The Significance of Neoplatonism (1976); E. R. Doss, SelectWords/ Pages : 930 / 24