The Process Of A Mediator For Mediation - 1246 Words

1.Check in questions specifically ask the parties involved to make a decision and feel in control to move forward. Questions that can be asked that are not check-ins include questions that are likely to lead into other conversations. Examples of questions that are not check-ins are: - What conversations have led you both to reaching out for mediation? - Would you like to go back and reflect on the options to move forward? These questions are not empowering anyone and may just lead to ineffective conversations. Questions that are not check ins do not allow the parties to move forward they are likely to have the parties stay at a standstill and possibly even more backwards. 2.Bubbles with legs provide a road map mainly for the mediator.†¦show more content†¦A non-adjudicative intervention gives power to the faculty member and student to come to an agreement. 6. The arb/med process focuses first on having the parties involved try to reach an agreement. If this does not happen a third party will intervene: such a judge. When a judge enters the picture the final sentence is up to the judge. Courts usually prefer this method since everything involving a judge is clear cut. 7. When dealing with the two sisters and their aging mother Party 1 may have recognized that her sister of party 2 was much closer with their mom. This happened, not on purpose because party 2 lives so much closer to their more and therefore sees her more. The recognition of this had become apparent because their aging mom is starting to think about moving into a retirement community. Party 1 may feel that have does not have much of a say in her mom’s living situation due to the fact that she does not see her as much as party 2. 8. For a mediator to â€Å"walk to the edge of the cliff† with the parties means that the mediator will allow both parties to talk out the confidential issues by themselves. The mediator will sit back and allow the conversation to unfold which allows parties to feel empowered and finalize a decision. Part 2 Application Questions ( 8 questions) 1. â€Å"To recap what was just said, there is a problem that deals with who to hire. Nikki prefers to hire friends because she knows them. Anthony feels there’s a needShow MoreRelatedNo Marriage Is Free Of Conflict1252 Words   |  6 Pages2009 p. 41). Before this process is final couples seeking a contested divorce should consider divorce mediation the most common dispute resolution. Divorce mediation is a process when divorcing couple sit down with the help of a third party known as a mediator. Mediators can be lawyers, mental health professionals, clergy and other professionals who have been trained in alternative resolution techniques to help couples identify and resolve their issues (Duskow, 2015). 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FurthermoreRead MoreThe Mediation For Interstate Water Disputes1188 Words   |  5 PagesANALYSIS States should use mediation to resolve interstate water disputes. Mediation is a viable dispute resolution process for water disputes because it can address states’ underlying interests, and can fit within the existing legal framework. Mediation is also an adaptable process, which states can adapt to their needs and interests. Not only should states attempt to use this process, but courts and special masters should also push states towards mediation as an alternative to litigation forRead MoreMediation Theory Essays : Mediation Theories1727 Words   |  7 Pages Mediation Theory Essays There are three ways a conflict can be resolved. The first way to resolve conflict involves the ability to influence another person, this is called resolving through power. When someone exhorts power, this means the other person has influences that can lead to forced submissions. For example, my friend, this weekend exhorted power over his son when he did not want to listen and decided to discipline him. My friend resolution to the conflict was to exhibit violence, as heRead MoreResolving Internal And External Conflicts1496 Words   |  6 Pagesinternal and external conflicts effectively is one of the biggest challenges faced by organizations in today’s business world. In most cases, mediators are needed to attain success in conflict issues. They are vital to success as they act as they act as neutral parties to analyze a conflict by listening to both parties and coming up with a solution. The mediator is completely impartial (neutral) person(s) who probably doesn’t k now either party, but will act as a middle person that listens to both sides

Grammar for Proofreading and Translating - myassignmenthelp.com

Question: Discuss about theGrammar for Proofreading and Translating. Answer: Use of Corpora In teaching grammar, the teachers tend to be more concerned regarding the negative attributes within the students for grammar, as most of the students find grammar learning boring and difficult. In the Srilankan school system, the module for grammar has improved with the course of time and in the recent times it contains more substantial constituents using the peer discussion and more activities regarding problem solving. Furthermore, students also have issues regarding the application of grammatical rules while writing English, even though they have studied the subject for several years in schools. However, it should also be noted that there are several areas in the grammar that are mostly problematic specially the usage of articles and agreement between subject and verb (Le?ko-Szyma?ska, 2014). In such situations the teachers use the language corpora in English grammar teaching. The corpora are huge collection of genuine texts that have been gathered after years of research. Theref ore the teachers tend to use corpora in the grammar teaching as they can use this as a powerful tool for teaching grammar to students. Despite the consequences of the plan of students with the English language in future, the students have always benefitted with the usage of corpus in their learning. For instance, the corpora can be used for checking the problems in the usage of English language while writing any text, for proofreading and translating any other language into English. Corpora have already been used in the English language teaching purpose for a long time. As indicated by Le?ko-Szyma?ska (2014) there are few empirical studies that have evaluated the usage of corpora for both teaching and learning. However most of these studies have involved small groups of students while using the corpora. The lexical searches have also been proved to be the easiest ones that have been done with the corpora. It has also been found out that the corpus have been used mostly within the cl assroom, not outside the classroom. Use of the three dimensional grammar frameworks Foreign language teachers always struggle in maintaining the balance between the communication and grammar instruction. Considering the grammar usage in terms of the grammar formation and teaching of the grammar and the teaching of other linguistic rules, it can be said that it is deep rooted concept between the educator and learner (Halliday Matthiessen, 2013). There are three dimensions of meaning, form and use within the grammar teaching. This article will discuss these three dimensional grammar frameworks. The dimension of form refers to the way that the grammar structure is assembled and organized within a discourse or text. There are several inbuilt disciplines within this dimension such as morphology, phonology, syntax and graphology that play as a major factor in the learning and teaching of any language form (Purpura, 2013). The dimension of form mostly focuses on identifying the grammar structure such as the auxiliary verb or different forms of the main verb. The dimension of meaning is associated with the meaning of a specific structure of grammar and what it conveys. As stated by Kucer (2014) the most natural component of the dimension of meaning is the derivational morphemes, worlds, lexical strings and multiword notions. The meaning can be of two kinds, grammatical and lexical. The grammatical structure is mostly focused on placing the receiver of the action. The dimension of use is associated with why and when the speakers of English language decide the usage of grammar structures over any other structure which can also convey the similar meaning (Bygate, Skehan Swain, 2013). It pursues the same and relevant components, discourse patterns and social functions. The structure is also used when the agent is unknown or redundant. It is also considered that these three dimensions are used in the teaching of grammar for expressing means and utilizing in the context appropriate usage. Use of focus - on- form tasks The focus on form is an approach within the grammar and language learning sphere, where the learners have been made to be conscious of the grammatical forms of any specific language that the speakers already started using communicatively. The concept of focus on forms has been directly contrasted with the idea of focus on meaning which has been restricted to the meaning of the forms and paid no such attention to the forms of the language (de la Fuente, 2014). The idea of focus on forms has been motivated by the lack of sustainability for the effectiveness of focus on forms on one hand, and clearly demonstrated advantages by the language learning over the uninstructed language learning on the other. The learners of any language tend to acquire the features of the target language in a specific sequence, not all at one go. In this sequence, most of the stages in the learning process will indicate to the forms that are not like natives. Moreover progress within these stages is not at all done in a transparent way, however they may also indicate to the U shaped learning process where native like usage of the language may revert to the non-native usage of the language. As indicated byLarsen-Freeman (2015), it can be said that the uninstructed learning of language has a clear advantage for the instructed learning procedure within both the ultimate and learning level. However, as opined by Uysal Bardakci (2014) the focus on form learning should be included in the second language teaching programs in an effective way, as only the meaning oriented learning is not sufficient for the learners, rather they require both. The focus on form ideas also happen on a regular basis within the lessons that are message oriented without having any disturbances in the flow of communication for the learners. Grammar instruction task using the corpora Cohort of Students: There are 10 students in the cohort aged 10-12 years. Student profile: The first language of these students is Sinhala or Tamil. They are at elementary level of the primary section. There have been several researches conducted for evaluating the effectiveness of the corpus linguistics. This task will be design for a cohort of students in the primary level. Within this cohort there are ten students who are learning the English language as a second language. Using the corpora based learning; the students will have two activities. Those activities are verb pairing game and the computer cloze activity. Both the activities have been described below: Verb pairing game: In this activity, the students will be divided into two groups. For this game the teacher will choose two verbs at one time. For the first verb pairing activity, the chosen verbs will be make and do. By dividing the students into two groups, the teacher will give the first groups few sentences that are corpus derived and those are without the selected verbs make and do. The second group of students will have the sentences with make and do. Therefore the teacher will make both the groups stand in two lines facing each other. After this, the students who are having sentences with the verbs will make different turns for paining these verbs with the other sentences that the second group has. Computer cloze activity For integrating this computer cloze activity in the class, the students can be benefitted in two different ways. They can practice the usage of verbs along with learning the collocations. The teacher will have to take help of computers and projectors in this activity. The teacher will prepare a list of sentences with both the verbs make and do while he or she will delete the verbs. Therefore, the students will be shown the sentences on a projector in the class and they will be asked to fill up the gaps using these verbs. Sample sentences will be: I remember coming back from school and before you could _________ homework or go out to play there were always chores to do. He is going to _________ decision. Grammar instruction task using three dimensional grammar frameworks Cohort of Students: There are five to six students in the cohort aged 12-14 years. Student profile: This task will be framed for the students at the junior secondary level. Within the three dimensional grammar frameworks, the three major dimensions are structure or form, meaning and use. Within the form, the teacher will focus on the formation of language, within the meaning dimension the teacher will focus on the meaning of language and within use the teacher will focus on the usage of language. At this level, the teacher will focus on teaching the usage of passive voice in English. For teaching the formation of passive voice in English language the teacher will have questions prepared for the students. He or she will show the questions to the students with both the active and passive sentences. These will tell the students about the differentiation between the active and passive usage of grammar in English language. the students could also be asked to ask questions if they have any doubt regarding the formation of the passive voice. The next activity will involve the meaning of passive voice in English. The teacher will use flashcards where meaning of passive sentences will be written along with their active forms. By writing such meanings, the teacher will be able to make the students understand regarding the meaning differences in the language. The third activity will involve the use of the language. This activity can involve role playing functions. The teacher can divide the students in two groups naming active and passive and the students can utter the active and passive voices that were written in the given flashcards. This will give them an idea of active and passive voice in a clearer way. Grammar instruction task using of focus - on- form Cohort of Students: There are 10 students in the cohort aged 12-14 years. Student profile: The students are at the junior secondary level. As their first language is not English, they are having trouble in understanding the signals and instructions of English language. After introducing the concepts of integrated focus on forms and the sequential focus on forms. Both the leanings have been created in accordance with the explicit and implicit forms of leaning. The sequential focus on form is based on the perceptive and practicing of any grammatical form rather than the natural form of language. On the other hand the integrated approach of focus on form is associated with the natural meaning and communication where a particular form is provided within the communication flow without making any interruption. The teacher can use two models in teaching English grammar using the focus on form approach. Within the first model the teacher will give the students a brief instruction of the formal knowledge of the language while focusing on the functions of focus on form with brief interventions and signals. In the next model the teacher will give explicit instructions of the formal knowledge of the language. The communicative activities will be included for m aking an extensive practice of the procedures. Reference list Bygate, M., Skehan, P., Swain, M. (2013).Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. Charles, M. (2014). Getting the corpus habit: EAP students long-term use of personal corpora.English for Specific Purposes,35, 30-40. de la Fuente, M. J. (2014). Learners' attention to input during focus on form listening tasks: the role of mobile technology in the second language classroom.Computer Assisted Language Learning,27(3), 261-276. Halliday, M. A. K., Matthiessen, C. M. (2013).Halliday's introduction to functional grammar. Routledge. Kucer, S. B. (2014).Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Routledge. Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching.Language Teaching,48(2), 263-280. Lee, O., Quinn, H., Valds, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics.Educational Researcher,42(4), 223-233. Le?ko-Szyma?ska, A. (2014). A teacher-training course on the use of corpora in language education: Perspectives of the students.Insights into Technology-enhanced Language Pedagogy. Peter Lang: Frankfurt am Main, 129-144. Le?ko-Szyma?ska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education.ReCALL,26(2), 260-278. Purpura, J. E. (2013).Assessing grammar. John Wiley Sons, Inc.. Richards, J. C., Reppen, R. (2014). Towards a pedagogy of grammar instruction.RELC Journal,45(1), 5-25. Richards, J. C., Rodgers, T. S. (2014).Approaches and methods in language teaching. Cambridge university press. Uysal, H. H., Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?.South African Journal of Education,34(1), 1-16. Wichmann, A., Fligelstone, S. (2014).Teaching and language corpora. Routledge.

Little White Lie Essays - Literature, Fiction, Politics,

Little White Lie Orwell & Marx Animalism vs. Marxism ?Every line I have written since 1936 has been written, directly or indirectly, against totalitarianism, quotes George Orwell in the preface to the 1956 Signet Classic edition of Animal Farm. The edition, which sold several millions copies, however, omitted the rest of the sentence: and for democratic Socialism, as I understand it.? It is in Animal Farm, written in 1944 but not published until after World War Two in 1945, which Orwell offers a political and social doctrine whose ideas and ideols can be seen in all of his proceeding works. In an essay published in the summer of 1946 entitled Why I Write,? Orwell claimed to have been motivated over the preceding ten years by a desire to make political writing into an art.? In the essay, he states that in Animal Farm he had for the first time in his writing career consciously tried to achieve this goal ? to harmonize political concerns with artistry? (Twayne, 17). Orwell, however, for reasons such as the omitted portion of his preface a nd misreadings of his novels, has been mislabeled a traitor of Socialism or a hero to the right wing by theorists and critics. His book, besides a parody of Stalinist Russia, intends to show that Russia was not a true democratic Socialist country. Looked at carefully, Animal Farm is a criticism of Karl Marx as well as a novel perpetuating his convictions of democratic Socialism; these are other inherent less discussed qualities in Animal Farm besides the more commonly read harsh criticism of totalitarianism. Orwell and Marx differed in their views on Socialism and its effects on religion and nationalism as well as Socialism's effects on society and its leaders. Orwell shared many of Marx's viewpoints, but he did not share with Marx the same vision of a utopian future, only the prospects of a worldwide revolution. Orwell's work indicates that he had read Marx with care and understanding. That he remained unconvinced and highly critical does not mean he did could not follow Marx's arg uments; or rather, it could mean that only to a Marxist? (Zwerdling, 20). It is in Animal Farm, lesser talked about for the author's social theories than Nineteen Eighty-Four, that Orwell's criticisms of Marxism can be seen as well as Orwell's social theory, which can be seen through a careful reading of what the animals refer to as Animalism. Animalism, as we will see, has its faults and inaccuracies, but Orwell's use of it is to put forth his own political and social doctrine based on remedying those faults. Orwell's Animalism, what I believe to be his moderately Marxist-Leninist ideology, is different from the animals', but it is Orwell's Animalism that can best be compared to Marxism. Animalism, based on the theories of old Major, a prized-boar of Mr. Jones, is born early on in Animal Farm. The fact that old Major, himself, is a boar implies that political theory to the masses or a theorist proposing radical change and revolution are, themselves, bores, in the eyes of the proletariate more prone to worrying about work and survival. Old Major, however, is able to gather all the animals on the farm except the sleeping Moses, the tame raven, for a speech about a dream he had the previous night. In his talk, old Major tries to explain the animals' place in nature and how they can get out of it, very much like Marx's writing on the social consciousness of the proletariate in A Contribution to the Political Economy and the evil practices of bourgeois-controlled capitalism in The Communist Manifesto. It is not the consciousness of men that determines their being,? wrote Marx, but, on the contrary, their social being that determines their consciousness? (preface to A Cont ribution..., 363). He also called for revolution by the proletariate in The Communist Manifesto to change the social structure of the state and its distribution of wealth. Orwell agreed with Marx's social arguments, but as we will later see, disagreed on many of his other beliefs. In Animal Farm, we can see his depictions as man as a social animal and his Socialist ideologies through old Major's very Marxist speech in the

Roosevelt v. Hoover essays

Roosevelt v. Hoover essays During the 1930s, the economy was struggling and the main issue was whether or not the government should help out. Hoover tried as much as possible to stay away from government control over the economy and industries. Roosevelt did not want the government to stay out of the economy but to intervene and regulate only to a certain extent. President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative; a statement that is true. In the early 1930s, President Hoover was frantically trying to find an answer to the depression; only he did not want the government to intervene with industries and the economy. Hoover stated in many of his speeches that he was strongly against this issue. In his candidate speech in October 1929 he said It is a false liberalism that interprets itself into the government operation of commercial business. Hoover was a very conservative President and did not like taking risks. President Roosevelt, on the other hand, was a very liberal president. He invested much of the governments money into programs to improve unemployment, and control the economy to help get America back on its feet. During his many years as president, government expenditures and total debt almost doubled. The opinion of the public during the presidencies of Hoover and Roosevelt also thought of Hoover as conservative and Roosevelt as liberal. In one 1931 cartoon, Hoover is shown reaching for a boat containing a struggling economy. Hoover is clinging to a rock trying to save the boat but he is only willing to reach so far. During the Great Depression and its recovery, the United States needed a liberal president to step in and take control of the economy and regulate things until the US got back on its feet. Hoover was not the right man for the job, but Roosevelt did a very good job saving the economy. It is a valid statement that Hoover is conservati...

Management information system case study Example | Topics and Well Written Essays - 1250 words

Management information system - Case Study Example The system developed by Kronos is induced with latest technology that takes into account several factors such as sales in individual Wal-Mart stores, customer traffic during peak hours, number of units sold, average time taken to sell a television as well as average time taken to unburden a truck full of shipment. All this information is logged onto the system with an increment of 15 minutes and the data is then measured against the information logged in the previous year. This allows the system to anticipate the requirement of workers at a particular time and thereafter a flexible schedule is prepared. However, this new system has met with severe criticism from employees as many of them have expressed their concern about the decreasing stability of their jobs which in turn may create financial adversity for them. In light of these facts, what follows is a case study regarding the ethical dilemmas facing the company and its employees as well as the consequences of implementing this s ystem. The flexible scheduling system developed by Kronos may lead to unpredictable scheduling of work hours which may jeopardize the work life as well as personal life of employees. The system may entail an employee to be present on call during rush hours or may also require an employee to be present during the night shift in the 24 hours Wal-Mart outlet in spite of the employee’s inconvenience. The underlying problem in this case is that employees have no choice other than complying with the system as non compliance may result in the termination of their employment contract. In fact, many of the Wal-Mart associates have expressed their concern regarding the fact that this system is being used by senior managers in order to pressurize the workers to work for more hours without even considering about the impact that such pressure may have on the lives of the worker. Therefore the ethical dilemma that is being faced by Wal-Mart is the fact that the system is in

Pfizer-puffery or deception Essay Example | Topics and Well Written Essays - 250 words

Pfizer-puffery or deception - Essay Example Jarvik convince the audience in no time. As long as the information provided is valid, truthful and scientifically justified, there is nothing to worry about if advertisers make use of famous people to enhance the sale of their products. In fact, it is a good practice because consumers would tend to believe a product that is of high quality just because of their trust in the celebrities that introduce the products to the public in ads. Answer-2: It is advisable for Pfizer to adopt more rational and approved means of support for the claims it makes in advertising Lipitor. The best approach is to seek scientific evidence that would prove Lipitor’s role as a cholesterol reducing drug. Answer-3: Rational estimate about a company’s advertising policy can only be made by giving its product a try. Often, products come in sealed packs, and the customers can not even see if the product is the size that appears on the cover. Likewise, validity of claims made for a drug like Lipit or can only be judged through taking its full course at least once.

Comparing and Contrasting Tragic Heroes †Oedipus and Prufrock Essay Example for Free

Comparing and Contrasting Tragic Heroes – Oedipus and Prufrock Essay Introduction: Francis Scott Key Fitzgerald (1896 –1940) the Irish American novelist and short story writer of the twentieth century said â€Å"Show me a hero and I will write you a tragedy†(as quoted in memorablequotations.com). Indeed more often than not, great tragedies of yore were always centered round the deeds or the misdeeds of a hero (usually a man of noble birth) his misfortunes and the cursed nature of his life, fated to suffer and fall from glory. The concepts of heroes and heroism have themselves undergone vast changes from Sophocles’ (496-406 B. C) times. Consequently, the idea of hero-based tragedy indeed, even the basic traits of heroism has undergone transformation. As against the noble-born, valorous hero of Sophocles and Aristotle (in The Poetics of 30 B. C.), the common man who struggles to make a decent living, and fulfill ordinary aspirations such as wanting to be loved, given affection, loyalty, friendship etc, in a mundane, mechanized, and mad-after-money world (bereft of human values) his life has become the focus of the twentieth century tragedies. This essay, shall take two characters, Oedipus – the King (425 B.C), in the ancient drama of Sophocles, and J. Alfred Prufrock, in the twentieth century poet T.S. Eliot’s (1888 –1965) â€Å"Love song of J. Alfred Prufrock† (1915), and analyze their similarities and dissimilarities, with a brief definition of Tragic Hero as given by Sophocles, and the definition of a Tragic Hero in modern times. Definitions with illustrations of Tragic Heroes – Ancient and Twentieth Century: First, the idea of a tragic hero, in the ancient times shall be discussed.   Aristotle, who was a great Greek philosopher and thinker, stipulated a couple of traits as absolutely necessary for a tragic hero: he must be noble origin, or at least possess a noble spirit, and he must be the cause of his own suffering. Aristotle (384-322 B.C), quoting the character of Oedipus depicted by Sophocles, laid down certain rules that a tragic hero must possess: a leader who is filled with good and bad elements Oedipus was of noble birth and had many noble characters like wanting redeem his kingdom from the plague, but he also was too proud etc; he is ignorant of his imminent fall, though the audience have prior knowledge of it in case of Oedipus the audience had prior knowledge of his birth and identity, while he considers himself the son of Polybus, the king of Corinth; his inherent flaw or â€Å"hamart ia† is the cause of his fall – his belief that he can over come the prophecy that he will kill his father; suffers isolation because of this self-exile from Corinth; suffering is irreversible – the blinding he causes to himself later; undergoes punishment because of his own pride or â€Å"hubris† – Oedipus pursues the killer of King Laius, despite counsel against it; a misguided sense of heroism, wherein he is prepared to take on the guilt of the state or kingdom on himself – his belief that he can somehow overcome the prophecy of the oracle by leaving his parents; resulting in greater conflict with fate – Oedipus finally goes to Thebes and killed his own father, without knowing who the latter was, thereby fulfilling the oracle; a restoration of balance to the original state of social harmony through cleansing of pity and fear – Oedipus undertakes to go away in exile which was the punishment he had ordered for the killer of the previous king handing over the kingdom to Creon; which he called catharsis or tragic satisfaction (adapted from Allingham, 2002:1). Thus Oedipus exactly fits the role with of a tra gic hero, as laid down by Aristotle. Coming to modern tragic hero of the twentieth century, as mentioned earlier, has come a long way from the stipulations of the ancients for tragic-heroism.   Daniel J. Boorstin (1914 –2004), an American writer, and the Librarian of Congress, talks of the heroes of the modern world as being â€Å"anonymous† and â€Å"the unsung hero: †¦ the honest cop, the hard worker at lonely, underpaid, unglamorous, unpublicized jobs† (as in memorablequotations.com). A modern tragic hero may described as someone who does not hold any of the ancient lofty ideals, rather as an ordinary man who is disillusioned with the ruthless world around him and is not able to come to terms with it and suffers thereby with a feeling of helplessness, and is unable to realize his full potential because of this. Typically, he is subjected to moods, driven by extreme happiness or plunged into extreme sorrow, very sophisticated, filled with doubts, lives in the crowded cities yet suffers desperately from isolation, smart yet sensitive, and often disillusioned to such an extent that he feels life itself has lost all meaning or relevance to him. Eliot’s Prufrock, typically suffers all these qualities. For example, he is always filled with self-doubt, â€Å"a deep phobia of life, turning into what one could perhaps best describe as complete biological defeatism† (Mirsky, undated). He seems to be the very best representation of so many negative attributes, like procrastination, indecision, doubts, frustration that reflects the impotent helplessness of the modern, urban man. The first few lines in the poem are from Dante’s Inferno, which is used as a prelude, to show that Prufrock, the protagonist is already doomed and is voicing out his thoughts because he is so sure that no-one is hearing them. The poem describes the innermost feelings, extremely tortured with a wanting, to disclose his love to his chosen woman, but prevented from self-doubt, and fear, phobia, â€Å"Do I dare / Disturb the universe?† (Eliot, lines 44-45), because he only knew too well the out come of such expression â€Å"That is not what I meant at all† (Eliot, line 97). The vivid description of the places, possibly his dwelling place, reflects the sordid state in which the typical twentieth century man lived, and the isolation he felt â€Å"of lonely men in shirt-sleeves† (Eliot, line 73). Eliot’s Prufrock, ultimately fails even to begin his proposal to his lady love, because he could not muster the courage to do it, with a premonition of failure overcoming him and, grows old, suffering life-long loneliness. In a sense this defeatism, is his flaw that proves to be the cause of his woes. He claims that he is not â€Å"Prince Hamlet† (Eliot, line 111), referring to the Shakespearean tragic hero, implying his lack of royal lineage, but the irony is that he is, in fact exactly like Hamlet, who by postponing his decision avenge his father’s death, by killing kill Claudius, leads to the death of many others, and finally his own. All this prove that, he does conform to the image of a twentieth century tragic-hero. Comparing and Contrasting, the two tragic heroes: One similarity between the two characters that strikes a literature student immediately is that, both Oedipus and Prufrock, actually are depicted as surviving long into old age, despite all their sadness and failures and disillusionment. Almost as if to chew cud, ruminate all that had gone by and to die a slow painful death of their miserable actions; misguided in Oedipus’ case, â€Å"Woe, woe, and woe again! / How through my soul there darts the sting of pain, / The memory of my crimes† (Sophocles, lines 1372-74) and inactions in the case of Prufrock, â€Å"I grow old† (Eliot, line 120). Both, ultimately realize their folly, or flaw, but are helpless to reverse the situation. In Prufrock’s case, he is entirely the cause of his own suffering, but still is impotent to change the situation. Both despise themselves for their helplessness. Thus, their sufferings seem amplified and add to the brooding quality of their tragic lives. Both are isolated and are despised by the world, in their thinking. Prufrock states that he doesn’t think that the mermaids will sing to him; Oedipus begs to be led away hurriedly, being the most polluted of all, and â€Å"Of all men most accursed† (Sophocles, line1396). Though the two characters share the above stated common traits and both are tragic heroes, there are quite a few dissimilarities too. The first difference is the form of portrayal of the tragic heroes. Oedipus is the hero of the dramatic form, and hence his character is more clear and open to study, presenting a fuller picture of all his characteristic traits and complex behavior. Prufrock, on the other hand is neither a king, nor of noble thinking, and he is the tragic hero in a poem. Implicitly, the shortage of space in a poem puts limitations on extensive character portrayal of the hero. Thus, the student is able to study only a portion of the character’s life-span of Prufrock, in contrast to the full life history of Oedipus. The other most striking contrast is that Oedipus is an ancient tragic hero – actively upholding the principles of high idealism, altruism, justice, and valor while being beleaguered by feelings of jealousy, treachery, disloyalty, dishonor, greed, lust for power etc, the modern,   tragic-hero is more of an anti-hero, and impotent. In the sense, he is so defeated by the power of the dull, uninspiring world around him, that he prefers to rather remain inactive, than to actively try to change his situation and be defeated. It is almost as if the uselessness of the attempts of the ancient tragic heroes have been embedded in the collective psyche of the modern tragic hero, and hence, he is already aware of the outcome, he doesn’t even want to attempt. Oedipus not being aware of his true identity, led him to wrongly believe that Polybus was his father, and thereafter his vow never to return to Corinth. But still he, as the mark of a true hero took an action of self-exile which ultimately led to fructify the designs of fate. Nevertheless, he was action-oriented and defeated. Whereas, the modern tragic hero in Prufrock, is so much a pessimist, that he remains defeated with inaction – by sheer preference. In fact, it is said that T.S. Eliot was reflecting on the dismal conditions of the world surrounding him, and this poem partially paved the way for his other later works like The Wasteland (1922). The differing time-periods of the two characters have resulted in the portrayal of the different societies in which these two heroes lived. For example, the people of the land of Thebes have been represented as the Chorus, and they are actively involved in the happenings of the state, the king and the welfare of the state, showing a healthy environment; whereas, the desolate depiction of the twentieth century environment, in Eliot’s poem is more dismal, and uninspiring. It seems the society as a common force had died out, or at least not visible. Conclusion: The tragic heroes Oedipus and Prufrock belong to totally different ages; consequently, present entirely different set of traits and ideals by which they are depicted. While both the heroes have some aspects common to all tragedies, they also display very contrasting traits which make their study, all the more interesting.   However, both are symbols of negative impact that afflict the state, ancient and the twentieth century.                  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   List of readings and works cited The sources on which this essay is based on are: Eliot, T.S.  (1888–1965).†The Love Song of J. Alfred Prufrock† in Prufrock and Other Observations.  Ã‚  1917. On line edition Published May 1996 by Bartleby.com   Web address http://www.bartleby.com/198/1.html Accessed on June 12, 2006. Sophocles. Oedipus the King, translated by E. H. Plumptre. Vol. VIII, Part 5. The Harvard Classics. New York: P.F. Collier Son, 1909–14; Bartleby.com, 2001.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Website address http://www.bartleby.com/8/5/2.html and   http://www.bartleby.com/8/5/3.html Accessed on June 12, 2006. Other works cited and readings that have helped in gaining a better understanding towards writing this essay are: Allingham, V, Philip. 2002. â€Å"Aristotelian Tragedy and the Novels of Thomas Hardy† in The Victorian Web. Website:http://www.victorianweb.org/authors/hardy/pva187.html Accessed on June 12, 2006. McCoy, Kathleen., Harlan, Judith. (1992). ENGLISH LITERATURE FROM 1785 (New   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   York: HarperCollins, 1992: 265-66) Web site address:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.vanderbilt.edu/AnS/english/English151W-03/prufrock.htm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Accessed on June 12, 2006. memorablequotations.com (2005).   â€Å"Memorable Quotations: Heroes† website address http://www.memorablequotations.com/heroquotes.htm Accessed on June 12, 2006. Mirsky, D.S. Undated.   Ã¢â‚¬Å"T. S. Eliot and The End of Bourgeois Poetry† trans. by Gunnar Jauch, Annelie Hultà ©n, and Arwin van Arum. Website address http://members.chello.nl/~a.vanarum8/EliotProject/Essays/Mirsky.htm Accessed on June 12, 2006.