Sunday, January 26, 2020

Trumans Decision to Drop the Atomic Bomb

Trumans Decision to Drop the Atomic Bomb It was spring of 1945, and the Second World War was coming to a decisive conclusion. Germany had surrendered, and Hitler had committed suicide. In addition, Italy had begun working out the details of its surrender with Allied diplomats. Japan, however, refused to surrender. Even after the decisive American victories at Okinawa and Iwo Jima, Japans Emperor, Hirohito, refused to give in to the Allys demand for unconditional surrender. Japans defiance forced United States President Harry Truman to make the most important decision of his presidency: whether to give the order to invade the Japanese mainland or use the atomic bomb. President Truman, after many months of careful consideration and countless meetings with his Secretary of War Henry Stimson, decided to use the atomic bombs on Hiroshima and Nagasaki. This decision involved four major justifications: use of the atomic bomb would end the war successfully at the earliest possible moment, it would achieve diplomatic gains in the gr owing rivalry with the Soviet Union, it would satisfy America’s hatred of the Japanese and it would satisfy the need for Americans to avenge the bombing of Pearl Harbor. As the war continued into its fifth year, the war for Europe was successfully ended by the use of what are now called conventional means, but the war in the Pacific still needed to be drawn to a close, and as quickly as possible (Stimson 98). Truman and his administration believed that only complete destruction of her [Japan] military power could open the way to lasting peace; however, there were several options for ending the war. Trumans first attempt to end the war involved convincing Japan to surrender under the new conditions of the surrender document (Stimson 101). The Japanese believe that unconditional surrender would be the equivalent of national extinction, and there are as yet no indications that they are ready to accept such terms, however, it appeared that Japan might surrender at any time depending upon the conditions of surrender (Command Decision 504-505). On July 26, 1945, the Allies issued the Potsdam Proclamation to Japan. It was an opportunity for Japan to surrend er immediately or face prompt and utter destruction (Nobile 53). However, due to political opposition from American Senators and Congressmen to weaken the terms of unconditional surrender, Secretary of State Byrnes eliminated all reference of the possibility that Emperor Hirohito could retain the throne. In addition to this elimination, all references to the atomic bomb and the Soviets entry into the war were also omitted. As a result of these changes, the proclamation was not effective in changing the position of Japans government. After this failed attempt at diplomatically ending the war, a military invasion of the Japanese mainland now seemed to be the most viable solution to ending the war as soon as possible. This plan, however, was predicted to be very costly and dangerous. Sean Malloy believes that the bomb was used to avoid a million casualties, to American forces alone and enemy casualtiesà ¢Ã¢â€š ¬Ã‚ ¦much larger than our own (162). Stimson was informed that such an operation might be expected to cost over a million casualties, to American forces alone. Additional large losses might be expected among our allies and, of course, if our campaign were successful and if we could judge by previous experience, enemy casualties would be much larger than our own (McKain 141). However, the ground invasion still posed the question, whether this kind of action would induce surrender (McKain 141). Stimson, in his memorandum for the president, questioned: [if] there are any alternatives to such a forceful occupation of Japan which will secure for us the equivalent of an unconditional surrender of her forces and a permanent destruction of her power again to strike an aggressive blow at the peace of the Pacific. (McKain 142-143) Stimson, who ultimately convinced Truman, that there is enough such change [to surrender] to make it well worth while (McKain 143). The reality behind Trumans decision to use the atomic bomb was that the bomb would be favored over an invasion. President Truman based part of his decision on post-war politics. Truman and his advisers knew there were alternative ways of ending the war in the Pacific but deliberately went ahead with dropping the atomic bomb because of the perceived diplomatic advantages. From the very beginning of Trumans Presidency, Secretary of War Stimson advised him that the atomic weapon might be useful in post war diplomatic disagreements with the Soviets (Nobile 40). The atomic bomb allowed the United States, in the following months after Japans surrender, to follow a strategy of atomic diplomacy in dealing with its war-time ally the Soviet Union. In addition, Truman believed that the bomb would make Russia more manageable in Europe (Command Decisions 510).   In essence using the atomic bomb would intimidate the Soviets. In a letter from the Assistant Secretary of War John McCloy to President Truman, McCloy recommended the following: The time now and the method now to deal with Russia was to keep our mouths shut and let our actions speak for our words. The Russians understand them better than anything else. It is a case where we have got to regain the lead and perhaps do it in a pretty tough and realistic way. (Roleff 120) Secretary of State James Byrnes more than anyone else inside the Administration, supported Trumans hopes that, the bombà ¢Ã¢â€š ¬Ã‚ ¦might well put us in a position to dictate our own terms at the end of the war (Nobile 40). Trumans decision to drop the bomb was also based on his belief that he would be support by a majority of the American public because it satisfied their hatred of the Japanese. Japan throughout the war and Probably in all our history, no foe had been so detested as were the Japanese (Nobile 17). This great disgust for the Japanese stemmed from Japans treatment of prisoners of war (POWs), and use of kamikaze pilots on the American Navy. Treatment of prisoners in Japanese camps varied, although it was always very poor. Prisoners were known to have been thrown off cliffs or used for bayonet practice. The infamy of Pearl Harbor was enough: But to it were soon added circumstantial accounts of Japanese atrocities at Hong Kong, Singapore, and finally and most appallingly, upon American prisoners in the Philippinesà ¢Ã¢â€š ¬Ã‚ ¦Emotions forgotten since our most savage Indian wars were reawakenedà ¢Ã¢â€š ¬Ã‚ ¦ (Nobile 17) The use of Japanese kamikaze pilots as a weapon against the United State Navy and Air Force was an addition source of anger. This unconventional military tactic confirmed Japanese fanaticism and every navel battle was now a fight to the finish (Nobile 9). This tactic was so successful that several thousand kamikaze planes were set aside for an invasion of the Japanese mainland that never happened.   By the end of the war, kamikaze pilots had destroyed thirty-six US war ships and killed over 5,000 sailors. Trumans decision to drop the atomic bomb could have been justified out of hatred for the poor treatment for American POW, and the use of kamikaze pilots as a military tactic. and the surprise attack on Pearl Harbor (; McKain 28-35). Revenge was also a source of motivation for Truman to drop the atomic bomb. Americans regarded their Pacific enemy as a nation of treacherous and inhuman fanatics. Wartime advertising and propaganda portrayed the Japanese as sub-human monkey-men, vicious rodents, or venomous insects especially for their surprise attack on the United States naval base at Pearl Harbor. The surprise attack resulted in the death of nearly 2,500 service men, and the destruction of many of the United States aircraft carriers, battleships, cruisers, destroyers, and aircraft (Hiroshima: Why the Bomb was Dropped; Roleff 88-89). Ultimately, the American public supported Trumans decision because it quenched their thirst for revenge against Japan. I did what I thought was right Truman responded, when asked a question regarding the decision to drop the atomic bomb (Hiroshima: Why the Bomb was Dropped). Truman justified his position that using the atomic bomb on Japan was completely necessary because it would end the war successfully at the earliest possible moment, it would achieve diplomatic gains in the growing rivalry with the Soviet Union, it would satisfy America’s hatred of the Japanese and it would satisfy Americas desire for revenge. It has been argued in recent years if the atomic bomb was truly justifiable, according to Stimson, Trumans Secretary of War: In light of the alternatives which, on a fair estimate, were open to us I believe that no man, in our position and subject to our responsibilities, holding in his hands a weapon of such possibilities for accomplishing this purpose [ending the war] and saving those lives, could have failed to use it and afterwards looked his countrymen in the face. (Stimson 106) The main goal of President Truman, once accepting the office of president, was to end the war in the shortest amount of time and with the fewest American lives lost. Truman was able to accomplish this goal through dropping the atomic bombs on the Japanese cities of Hiroshima and Nagasaki. Bibliography Center of Military History, United States Army. Command Decisions: The Decision to  Use the Atomic Bomb. Washington: GPO, 1990. Hiroshima: Why the Bomb was Dropped. Peter Jennings Reporting. ABC. WDIG,  New York. 1996. Malloy, Sean L. Atomic Tragedy: Henry L. Stimson and the Decision to use the Bombagainst Japan. New York: Cornell University, 2008. McKain, Mark. Making and Using the Atomic Bomb. Michigan: Greenhaven Press,  2003. Nobile, Philip. Judgment at the Smithsonian: The Bombing of Hiroshima and Nagasaki.  New York: Marlowe, 1995. Roleff, Tamara L. The Atomic Bomb. San Diego: Greenhaven Press, 2000. Stimson, Henry L. The Decision to use the Atomic Bomb. Harpers Magazine Feb.  1947: 97-107. Truman Library. 20 Jan. 2009. The Harry S. Truman Library and Museum. 24 Jan. 2009  http://www.trumanlibrary.org/index.php

Saturday, January 18, 2020

Discuss the Significance of Studying Different Philosophical World Views of Teacher Education?

Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. In this paper, the author will address the different opinions of philosophy about education. The nature of the student will then be addressed followed by the nature of knowledge and finally the purpose of education.In conclusion, the author will compare and contrast the two main theories; that of realism and idealism. No two students are exactly alike. Nevertheless, they do share one fundamental character†¦ the character of an inquisitiveness to learn. Educational philosophy is no doubt a matter that has changed over the decades, and still today not everyone is in total agreement on the subject. However, one thing is certain- philosophy is the foundation of educati onal styles.Today, four basic educational philosophies exist including idealism, realism, pragmatism, and existentialism. All four philosophies are very different, but all strive for the same goal, to better our education system. Although every teacher has a different style of teaching that can be considered their own, they all adhere to one of the four basic philosophies. However, it may take a teacher many years to master, and recognize their style as one of the philosophies.The child centred educational approach holds that the teacher is a facilitator, a guide, an advisor and fellow traveller and therefore, the teacher must provide warmth and nurture emotions whilst continuing to function as a resource centre. Creating an appropriate learning environment where all students feel that they have the ability to learn and succeed is an essential responsibility of the teacher. As a child’s education is the most important tool that they will ever acquire throughout their lifetime , it is imperative for the teacher to find a way to relate to each and every student under their direct responsibility.The domain of education is vast, the issues it raises are almost overwhelmingly numerous and are of great complexity, and the social significance of the field is second to none. These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favoured conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.It is no surprise, then, to find that the significant intellectual and social trends of the past few centuries, together with the significant developments in philosophy, all have had an impact on the content and methods of argument in philosophy of education—Marxism, psycho- analysis, existentialism, phenomenology, positivism, post-modernism, pragmatism, neo-liberalism, the several waves of feminism, analytic philosophy in both its ordinary language and more formal guises, are merely the tip of the iceberg.It is revealing to note some of the names that were heavily-cited in the field (in alphabetical order): Adorno, Aristotle, Derrida, Descartes, Dewey, Habermas, Hegel, Horkheimer, Kant, Locke, Lyotard, Marx, Mill, Nietzsche, Plato, Rawls, Richard Rorty, Rousseau, and Wittgenstein (Curren 2003; Blake, Smeyers, Smith, and Standish 2003). Although this list conveys something of the diversity of the field, it fails to do it complete justice, for the influence of feminist philosophers is not adequately represented.Regardless of the size of the iceberg, authoritative scholars relate and argue that most educational philosophies today are developed from the idealistic and realistic view points. Idealism and realism in education are often considered together in educational philosophy under the name essentialism. This is in part because, although they are of the universe differ radically, their view concerning the nature of truth are similar. Both of these positions, as we shall see, view truth as immutable, permanent, and unchanging.The main tenant of idealism is that ideas and knowledge are the truest reality. Many things in the world change, but ideas and knowledge are enduring. Idealism was often referred to as â€Å"idea-ism†. Idealists believe that ideas can change lives. The most important part of a person is the mind. It is to be nourished and developed. Idealism is a product of ancient Greece and Rome, mainly Socrates. Although Socrates’ ideals are the basis for the idealist philosophy, it was his student Plato, who is considered the founder of idealism.The Platonic theory that ultimate reality lies in a realm beyond the real world that the real world is a by-product of mental or supernatural states; art that rejects realism for the world of imagination. Park, Joe. (1968: 23). The philosophy â€Å"focuses on the spiritual and intellectual development of the individual†(ibid: 27). According to Chambliss, idealist attempt to describe ideas, mind, consciousness, form, thought, energy, and other non-material concepts† Chambliss, (J. J. 1996: 33). The educational approach of this philosophy is of a holistic nature.In which self-realization and character development is strongly supported. The idealist feels that with the growth of a fine moral character as well as personal reflection, wisdom is gained. The holistic approach is supported instead of a specialized concentration on a specific targeted area (ibid: 52). By combining experiences gained through critical thinking and dealing with broader topics, the idealist creates an environment in which a learner can rationalize information across curriculum. Idealism as a philosophy had its greatest impact during the nineteenth century Kamins ky, James S. 1993: 14). Kaminsky further states that ‘its influence in today’s world is less important than it has been in the past’ (1993: 18). Idealism is the conclusion that the universe is expression of intelligence and will, that the enduring substance of the world is the nature of the mind, that the material is explained by the mental. Idealism as a philosophy stands in contrast with all those systems of thought that centre in nature (naturalism) or in man (humanism). According to idealism to be means to be experienced by a person.Idealism holds that the order of the world is due to the manifestation in space and time of an eternal and spiritual reality. As to knowledge, idealism holds that knowledge is man thinking the thoughts and purposes of this eternal and spiritual reality as they are embodied in our world of fact. As to ethics, idealism holds that the goodness of man's individual and social life is the conformity of the human will with the moral admi nistration of the universe. In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society.The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is developed through imitating examples and heroes. Idealism has been influential in education for a considerable amount of time.It is considered a conservative philosophy because of its emphasis in preserving cultural traditions. The strengths of idealism include encouraging thinking and cognition, promoting cultural learning, and providing for character development of students. T eachers are considered valuable parts of the educational process who should strive to provide a comprehensive, systematic and holistic approach to learning that stress self realisation. Scholars today have challenged idealism and brought about challenges and maybe changes to the idealistic approach. Blake, Nigel; Smeyers et al: (248).Aristotle, a student of Plato, developed the basis for the philosophy known as realism. Realism â€Å"holds that objects and happenings exist regardless of how we perceive them† Archambault, Reginald D. , ed. (1965: 103). Thomas Jefferson is one of the more known realists. Teachers who are realists â€Å"focus on reason and thinking† (ibid: 111). The philosophical perspective possessed by a teacher has on affects the ability and effectiveness of their teaching methods. Therefore a teacher must be one who appreciates and respects education and formalized schooling.In this metaphysical view, the aim is to understand objective reality through â€Å"the diligent and unsparing scrutiny of all observable data†. (ibid: 119). Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach coloured.Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects Jarret, James L. , ed. (1969: 78). The exercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions.Teaching methods focus on master y of facts and basic skills through demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct. The educational principles developed by Plato, Aristotle and et al, and numerous educational theorists and philosophers in the interregnum, are alive and well in the twenty-first century.Of particular contemporary interest is the evolution that has occurred of the progressive idea that each student is an active learner who is pursuing his or her own individual educational path. By incorporating elements of the classical empiricist epistemology of John Locke, this progressive principle has become transformed into the extremely popular position known as constructivism, according to which each student in a classroom constructs his or her own indi vidual body of understandings even when all in the group are given what appears to be the same stimulus or educational experience. A consequence of this is that a classroom of thirty students will have thirty individually-constructed, and possibly different, bodies of â€Å"knowledge†, in addition to that of the teacher! ). There is also a solipsistic element here, for constructivists also believe that none of us—teachers included—can directly access the bodies of understandings of anyone else; each of us is imprisoned in a world of our own making. It is an understatement to say that this poses great difficulties for the teacher.The education journals of the past two decades contain many thousands of references to discussions of this position, which elsewhere the author claimed has become a type of educational â€Å"secular religion†; for reasons that are hard to discern it is particularly influential in mathematics and science education. The teacher shou ld therefore be able to ‘mix and juggle’ through the different viewpoints to be able to relate to the disparate intellectual capacity of the students.

Friday, January 10, 2020

Existentialism in Literature Essay

Existentialism in literature is a movement or tendency that emphasizes individual existence, freedom, and choice. While Existentialism was never an organized literary movement, the tenets of this philosophy have influenced many diverse writers around the world and readers can detect existential elements in their fiction. Americans writers like William Faulkner, Ernest Hemingway and John Steinbeck reveal existential elements in their writing. Perhaps the most prominent theme in existentialist writing is that of choice. Humanity’s primary distinction, in the view of most existentialists, is the freedom to choose. Because we are free to choose our own paths, existentialists have argued, we must accept the risk and responsibility of following our commitments wherever they lead. American writers Henry David Thoreau and Ralph Waldo Emerson often wrote about these concepts. Existentialism is not dark. It is not depressing. Existentialism is about life. Existentialists believe in living—and in fighting for life. The politics of existentialist writers around the world varies widely, but each seeks the most individual freedom for people within a society. Despite encompassing this wide range of philosophical, religious, and political ideologies, the underlying concepts of existentialism are constant: ? Mankind has free will ? Life is a series of choices ? Few decisions are without any negative consequences ? Some events and occurrences are irrational or absurd, without explanation. ? If one makes a decision, he or she must follow through. So existentialism, broadly defined, is a set of philosophical systems concerned with free will, choice, and personal responsibility. Because we make choices based on our experiences, beliefs, and biases, those choices are unique to us—and made without an objective form of truth. There are no â€Å"universal† guidelines for most decisions, existentialists believe. Even trusting science is often a â€Å"leap of faith. † The existentialists conclude that human choice is subjective, because individuals finally must make their own choices without help from such external standards as laws, ethical rules, or traditions. Because individuals make their own choices, they are free; but because they freely choose, they are completely responsible for their choices. The existentialists emphasize that freedom is necessarily accompanied by responsibility. Furthermore, since individuals are forced to choose for themselves, they have their freedom—and therefore their responsibility—thrust upon them. They are â€Å"condemned to be free. † Many existentialist writers stress the importance of passionate individual action in deciding questions of both personal morality and truth. Personal experience and acting on one’s own convictions are essential in arriving at the truth. 17th-century French philosopher and existentialist Blaise Pascal saw human existence in terms of paradoxes. He believed that â€Å"We know truth, not only by reason, but also by the heart. † And as many existentialists, he acknowledges that â€Å"It is the fight alone that pleases us, not the victory. † The modern adage that the journey is more important than the final destination applies to this idea. Danish philosopher Soren Kierkegaard, who was the first writer to call himself existential, reacted against traditional thoughts by insisting that the highest good for the individual is to find his or her own unique vocation. As he wrote in his journal, â€Å"I must find a truth that is true for me . . . the idea for which I can live or die. † Existentialists have argued that no objective, rational basis can be found for moral decisions. The 19th-century German philosopher, Friedrich Nietzsche contended that the individual using free will must decide which situations are to count as moral situations. He believed that â€Å"There are no facts, only interpretations. † . . . and he is famous for this well known adage:â€Å"That which does not kill me, makes me stronger. † The 19th-century Russian novelist Fyodor Dostoyevsky is probably the most well-known existentialist literary figure. In his book Notes from the Underground the alienated anti-hero questions experiences in life that are unpredictable and sometimes self-destructive. French writer, Jean Paul Sartre wrote that man can will nothing unless he has first understood that he must count on no one but himself; that he is alone, abandoned on earth in the midst of his infinite responsibilities, without help, with no other aim than the one he sets himself, with no other destiny than the one he forges for himself on this earth. There is no ultimate meaning or purpose inherent in human life; in this sense life is absurd. We are forlorn, abandoned in the world to look after ourselves completely. The only foundation for values is human freedom, and that there can be no external or objective justification for the values anyone chooses to adopt. † When the Swedish Academy granted the Nobel Prize in Literature to Sartre for his work which, they recognized as â€Å"rich in ideas and filled with the spirit of freedom and the quest for truth, [that] has exerted a far-reaching influence on our age,† Sartre made it known that he did not wish to accept the prize. In a public announcement, in1964, Sartre expressed his regret that his refusal of the prize had given rise to a scandal, and he wished it to be known that his refusal was not meant to slight the Swedish Academy but was rather based on personal and objective reasons. Sartre pointed out that due to his conception of the writer’s task he had always declined official honors so this act was not unprecedented. He had similarly refused other awards offered to him. He stated that a writer’s acceptance of such an honor would be to associate his personal commitments with the awarding institution, and that, above all, a writer should not allow himself to be turned into an institution.

Thursday, January 2, 2020

Essay about Oedipus Rex and Fight Club - 965 Words

Oedipus Rex, a play written by Sophocles, and Fight Club, a movie directed by David Fincher, are two stories that relate to one another by sharing similar ideas and life lessons. One could argue that both contain essential qualities and characteristics of classical tragedy, but are they both ultimately tragic in the classical sense of the word? I believe that both Oedipus Rex and Fight Club do, in fact, exhibit the important qualities of classical tragedy but ultimately, I think that only one of the two stories is a true classical tragedy. The term ‘classical tragedy’ may often be confused with the modern view of tragedy. Today, we may think of a tragedy as a disastrous event such as a car accident or a natural disaster, often leading†¦show more content†¦Therefore, this ending is an example of a sorrowful and disastrous conclusion. Sorrow and disaster are also central in Fight Club, in which a depressed young man, named in the credits only as Narrator, doesnt l ike his work and gets no sense of reward from it. Instead, he attempts to drown his sorrows by putting together the perfect apartment. He cannot sleep and begins to feel alienated from the world at large; hes become so desperate to relate to others that hes taken to visiting support groups for patients with terminal diseases so that he will have people to talk to and cry with. One day on a business flight, he discovers Tyler Durden, a charming, free-spirited man who sells soap. Tyler couldnt care less about the materialistic world, and he believes that one can learn a great deal through pain, misfortune, and chaos. One night, after the narrator comes home he finds his apartment burnt to the ground and he ends up spending the rest of his night at a bar with Tyler. After leaving the bar, Tyler cheerfully challenges his new friend to a fight. Our Narrator finds that bare-knuckle brawling makes him feel more alive than he has in years, and soon the two become friends and roommates, meet ing informally to fight once a week. As more men join in, the fight club becomes an underground sensation, even though its a closely guardedShow MoreRelatedChinatown: Above The Film Noir Genre Essay1597 Words   |  7 Pagesvillain, one who seeks riches and fame at the cost of murder, he made Noah Cross. This is not the typical boss we see in the back room of the club surrounded with henchman armed to the teeth, cigar smoke, and stacks of poker chips. He has the appearance of kindness and seems trustworthy to the viewer in his first interaction with Jake Gittes at the Albacore Club, always smiling and seemingly honestly concerned for the safety of Katherine. The viewer sees later, however that the incestuous relationshipRead MoreThe Greek Heros Triumph Over Monsters1477 Words   |  6 Pagesserpent with nine heads†(Willis 147). Hercules and his nephew, Iolaus, go to Lerna to slay the Hydra. Hercules met the Hydra and began to fight and cut its heads, but two grew back in each’s place. Hercules continued to cut off its heads and now Iolaus burned each cut wound so heads couldn’t grow. The Hydra had one head left, so Hercules smashed it with his club, tore it off, and buried it under a rock (Moncrieff 37-38). Hercules’s actions while fighting against and defeating the Hydra show thatRead MoreGreek Mythology8088 Words   |  33 Pages  The  Aegean  Sea  in  which  he  drowned  is  presumably   named  after  Aegeus.   C5   Oedipus Oedipus  and  the  Sphinx   French  painter  Jean ­Auguste ­Dominique  Ingres  was  a  superb  draftsman  who  created  numerous  depictions  of   historical  and  mythological  figures.  Shown  here  is  his  Oedipus  and  the  Sphinx  (1808),  which  is  in  the  Louvre   museum  in  Paris,  France.   Scala/Art  Resource,  NY   No  hero  of  Greek  mythology  has  proved  more  fascinating  than  Oedipus.  He  destroyed  a  monster,  the   Sphinx,  by  answering  its  riddle.  YRead MoreDeveloping Management Skills404131 Words   |  1617 PagesDistinctions create social barriers between people for the express purpose of creating (or reinforcing) advantages and disadvantages. When someone discounts the opinion of a coworker, for example, on the grounds that the person is â€Å"a member of the old boys’ club,† â€Å"from marketing,† â€Å"a woman,† or â€Å"doesn’t have a college degree,† he or she is creating a distinction that is not only potentially hurtful on a personal basis but ineffective for the organization. The creation of such distinctions destroys trust among