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The Greek audience would have been familiar with the story told in Antigone and with the background of the characters. An understanding of Antigone's family and her father's fate helps to put the events of the play in context. Antigone is of the Labdacids, a great but star-crossed family. Her father was Oedipus. Oedipus was born of Laius and Jocasta, the rulers of Thebes, but his parents were warned in prophecy that the boy would grow up to murder his father and marry his mother. A herdsman was charged with killing the child, but out of pity he gave the boy to another herdsman from a neighboring kingdom. This second herdsman gave the child to his own king and queen, who raised the child as their own. The child Oedipus never knew that his adoptive parents were not his biological parents. When a young man, Oedipus was warned by an oracle that he would kill his father and marry his mother. He fled home, thinking he would be able to avoid this fate, embarking on a series of adventures th at resulted in the exact fulfillment of the prophecy. Along the way, he solved the riddle of the Sphinx, saving Thebes and becoming her king as well as Jocasta's new husband†¹but not before he killed, in a fit of uncontrolled anger, a stranger at a crossroads. The stranger, of course, was his true father, Laius. After Oedipus had been in power in Thebes for some time, a plague began to kill Theban citizens. An oracle informed the king that Thebes was being punished because Laius' murderer was dwelling among them. Oedipus, the great riddle-solver, set out to learn the culprit's identity. Finally, he learned that Laius was the man at the crossroads, and worse, that Jocasta and Laius were his true parents. Jocasta was able to put the pieces of the puzzle together some time before her husband-son, and in despair she hanged herself. Oedipus, on discovering her body, blinded himself with her broaches and left the city. He entrusted his daughters, Antigone and Ismene, to Creon's care. In the days preceding the start of the action of Antigone, Thebes has been torn by war. Many years have passed since Oedipus's reign, and war eventually broke out between Oedipus's two sons. During the conflict, the two brothers, Polyneices and Eteocles, fought against each other as leaders of the two different sides.

Activity theory Essay

Cognitive changes: There are several changes that occur with aging, one of which is cognitive slowing. The slowing that occurs in all cognitive tasks where speed of response is a component is considered the most pervasive cognitive change in developmental aging. The probable locus of slowing is in the central nervous system (Bob & McCallum, 1998). Pigment lipofuscin builds up in the brain during old age and it gradually results in brain degeneration. The aged brain weighs less, the lateral ventricles tend to be dilated, and the ribbon of cortical tissue is narrowed (Hurlock, 1986). Such degeneration is held accountable for a decline in the brain’s capacity to function. But the average person’s intelligence is not likely to be seriously impaired before age 70 or 75 (Peterson, 1989). With good physical and mental health, adequate educational levels, and intellectual stimulation, it appears that there is not as a great decline in intellectual abilities with age as previously thought, especially in the 60 to 75 age group. Emotional changes: Emotional changes over the adult life span are a topic of considerable importance for psychotherapists working with older adults. At the psychological level, the older adults are more difficult to arouse but also have more difficulty returning to a state of calm once aroused (Woodruff, 1985). The accumulation of experiences leads to more complex and less extreme emotional experiences in later life. A review of research, using the Minnesota Multiphasic Personality Inventory with older adults, noted that older adults were lower on scales associated with anger, impulsivity, and confusion and argued that people may become less impulsive with maturity (Gynther, 1979, in Bob & McCallum, 1998). It was concluded that as a whole, emotionality in older adults may be both more complex and subtler than that of younger adults. Theories on Aging Attempts to understand and explain the lives and activities of those who appear to age successfully have led to the different formation of theories on aging. There are fourmain theories: (a) Disengagement theory: It is based on the notion that as people age they progressively withdraw from social, physical, and emotional interaction with the world. As they gradually disengage themselves, the society too withdraws from its engagement with the aging person (b) Activity theory: It stresses that older people should remain active as long as they possibly can. When certain activities and associations must be given up (for example, employment), substitutes should be found because life satisfaction is highly dependent upon continued social, emotional, and physical involvement. In a positive environment older people generally moved toward activity and informal contacts, rather than disengagement (Butler, Lewis & Sunderland, 1998). (c) Socioenvironmental theory: This approach is based on the understanding that people respond to the social meaning of events. Two factors that affect the meaning old people place on events-and thus their interaction patterns-are the physical proximity of other persons and the age homogeneity of an environment (Gubrium, 1973, 1975, cited in Butler et al. , 1973). (d) Developmental theory: Erickson (1963) and Peck (1997) present a theory that describes human development in terms of progression through a series of stages. Old age is a stage of life in which the individual must try to balance the search for ego integrity with a sense of despair. Out of this conflict emerges wisdom the human virtue most commonly associated with old age. The negative emotions associated with this stage, are in part a result of the limitations of a person’s physical and psychological energy (Butler, Lewis, & Sunderland, 1991). (e) Biological or medical perspective. Moberg (2002) further elaborates this physical and psychological decline and it’s effect on the elderly. Highlighting aging from the biological/medical perspective of physical decline along with losses of friends, employment, mobility, income, and so forth, has contributed to a pervasive negativism among biosocial scientists that is evident in their different way of talking to (hardly with) elderly persons, avoidance of touching seniors, and other indications of ageism. Opportunities for service are withdrawn from many who are retired, even in churches that use the Bible with its high value for elders, so ‘disengagement theory’ becomes a self-fulfilling prophecy. Time spent in solitude and meditation can be wholesome, contrary to assumptions of ‘Activity theory’ that lonely outer activities are worthwhile, for being alone is not the same as being lonely!

Essay on Nineteenth Century Education in Jane Eyre

Nineteenth Century Education in Jane Eyre Charlotte Bronte was born in Yorkshire in 1816. She spent most of her life in Haworth, a bleak Yorkshire village where her father was curate. In 1821 her mother died, so she, her four sisters, Elizabeth, Anne, Maria and Emily and her brother Branwell were sent to live with their Aunt, Elizabeth Branwell. In 1824 Charlotte was sent with Elizabeth, Maria and Emily to a school for daughters of the clergy. While at school two of her sisters died of typhus, this is where she got her inspiration for Lowood. After Charlotte left this school she went to Miss Woolers School and returned home as a teacher. She also became a governess, as this was a†¦show more content†¦In 1870 a place was provided for every child in school, but school was still not compulsory. In 1880 the Mundella Act was passed, making it law that every child had to go to school. In 1891 education was made free for all. In the novel ‘Jane Eyre’ there are three types of education described. They are Lowood, the governess system and a Village School. These are all based on Charlottes personal recolections. Jane Eyre was sent to Lowood at the age of 10. The Lowood timetable was very strict; the girls were controlled by the use of bells. There were 80 girls in total; they all wore the strict uniform, ‘brown stuff frocks and long holland pinafores.’ The girls ranged from the age of 9-20. There were monitors that were like the prefects in that they collected the lesson books and gave out the supper trays and they did other general tasks. Lowood was a very religious school and prayers were very important to them, they were said in the morning for an hour, in the evening before dinner. School dinners and suppers were not very nice, even the teachers were surprised at what the girls were made to eat. The girls slept in dormitories, when the bell went for getting up time the room was very cold, the girls got up and washed in cold water. There were 6 girls to a washbasin, the bell rang again and the girls descended down the stairs inShow MoreRelated Jane Eyre and Education in Ni neteenth-century England Essay1565 Words   |  7 PagesJane Eyre and Education in Nineteenth-century England Jane Eyre provides an accurate view of education in nineteenth-century England, as seen by an 1840s educator. The course of Janes life in regard to her own education and her work in education are largely autobiographical, mirroring Charlotte Brontes own life. Janes time at Lowood corresponds to Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 1824. Jane wentRead MoreEssay on A Womans World in Jane Eyre by Charlotte Brontà «1145 Words   |  5 Pageswho lived and wrote during the beginning of the nineteenth century. 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As the authors of The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination Sandra Gilbert and Susan Gubar point out, there existed at the time â€Å"a common, female impulse to struggle free from socialRead More Biblical Allusions in Charlotte Brontes Jane Eyre Essay1007 Words   |  5 PagesBiblical Allusions in Charlotte Brontes Jane Eyre One Sunday evening, shortly after Jane arrives at Lowood School, she is forced to recite the sixth chapter of St. Matthew as part of the daily lesson (70; ch. 7). 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Thus, generally speaking women who belonged to the middle and upper classes remained home;Read Moreâ€Å"Theme of Education in Charlotte Brontes ‘Jane Eyre’†2148 Words   |  9 PagesSet in the nineteenth century, Jane Eyre describes a woman’ s continuous journey through life in search of acceptance and inner peace. Each of the physical journeys made by the main character, Jane Eyre, have a significant effect on her emotions and cause her to grow and change into the woman she ultimately becomes. Her experiences at Lowood School, Thornfield Hall, Moor house, and Ferndean ingeniously correspond with each stage of Jane’s inner quest and development from an immature child to an intelligent