Goals

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Goal$ Renaldo Gonzalez

1.) Put a car in import nations colorado

.) Get a .0 pr better on report card

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.) Get a 000 gt or Eagle talon.

4.) play varsity ball

5.) Make my parents proud.

6.) win joe potts league

7.) get a place with my boy chuck.

8.) keep a steady job.

.) have a better temper so i dont fight

10.) play ball next year

1.) Put a car in the important nation show.

This goal is pretty hard to achieve because of all of the people that put cars in its pretty hard to get noticed. I want this goal because i love cars and i want to get into imports as a job, so i can keep putting cars in. This will also help me get a job if people see that i put a car in.

If i dont get a car in it wont be that big of a loss because there are plenty of shows to get a car into. Ill probably try out the next year and hope that i get in.

.) Get a .0 or better on the next report card.

I want this goal so i can graduate with a high rank, and also so my parents will be happy and not have to yell at me. To get this goal i will have to work harder on my homework, study for tests and go to class.

If i dont get this goal it my grade point average better be pretty close to it or ill be in allot of trouble. Before the report card came home id be half way to mexico. Also to achieve this goal ill need to spend less time with my boys and, girlfriend.

.)Get a nice import car that i can be proud of.

I want this goal because i like cars and i want to get into the profession. I have allot of money saved in the bank to help me achieve this goal. That helps allot.

If i dont achieve this goal i wont be too bummed because its just a car it only has material value and u cant judge a person by there car. But then again it would make life allot easier to enjoy.

4.) Having a better temper.

If i have a better temper it would also make life allot easier. If i calmed down i would not get into fights, i wouldnt have high blood pressure, and will not die of a heart attack.

I want this goal so i can get along with people better and so i dont drive my parents crazy. If i keep having a bad attitude im gonna need to be sent away from c-rock.

If i dont achieve my goal im going to keep getting into fights with people. Keep driving my parents. And ill have a bad rep like my friend jose. When i have a better temper i will get along with people better and not snap even if they make me mad.

5.) Get a place with my boy chuck.

I want this goal because my friend chuck is like a brother to me and we have been planing it for like years. This will help me play the rent with two people. I think this will be easy to obtain because we both have jobs and have money saved. When i get out of high school were supposed to move some were. so i better get moving fast with this goal.

6.) Winning the joe potts league

I want this goal because im very competitive and i dont play school ball so this is the only chance i got to win something. I also have to show these C-Rock boys how its done were i come from.

If i dont get this goal i think ill still get pretty close to it because i have a good team. We will win not doubt about it.

The most inportant thing i want to do is come out about being gay. No one knows it but me and abel cause he is with me. But when i come out it will be great cause there will be no more hiding and that will help my temper put cuz i wont have to hide.

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Wild nights

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Emily Dickinsens Wild Nights

Emily Dickinson 180-186

Wild nightsWild nights Wild nightsWild Nights Were I with thee Wild Night should be Our Luxury! Futilethe Winds To a Heart in portDone with the Compass

Done with the Chart! Rowing in EdenAh, the Sea! Might I but moor Tonight

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In Thee!An Explication of Emily Dickinson's Wild Nights Wild Nights

Most of Emily Dickinson's poetry is depressing. She often talks of death and pain. The first quatrain gives me the impression she is longing for a wild night similar to one she spent before, perhaps with a lover. She then states that wild nights should

be our luxury. According to Webster's Twenty-first Century Dictionary luxury is a great

comfort or pleasure. A rare experience that should be enjoyed (Fair 67) "Should be our luxury", seems to say that the wild nights do not happen as often as she wishes. In the second quatrain she says " Futile the winds to a heart in port". She seems to be saying that her heart is set and the opposing forces or winds are useless. This is spoken by a vantage point of one who has felt winds, and declares how futile they are in port, at

rest (Fair 67). "Done with the compass, done with the chart," means she no longer needs

scientific instruments to tell her which direction to go. Her heart is set and she will follow

it. In the closing quatrain she uses the phrase "rowing in Eden". During the nineteenth century lovers were often depicted rowing together as one stroke in the same boat (Fair 67). "Might I but moor Tonight in thee", when moor, to tie or anchor (Webster's 167), is used along with the previous phrase it implies a desire to join in the way of lovers. She seems to long to be with thee in a passionate setting.

Wild Night-Wild Nights" by Emily Dickinson

In Emily Dickinson's poem "Wild Nights-Wild Nights," she described sexual intercourse between two people and the physical and emotional stamina behind it. There were two important facets of intercourse as described in the poem. The first was the physical pleasure that God gave sexual intercourse. The second was the opportunity for two people to become spiritually united as one. The poem celebrated both aspects of the sexual act and acknowledged the beauty of the physical. Dickinson also described sexual intercourse as sensational and desirable, but not necessary. She also used a continuous metaphor of ships and ports to describe her sense of security in her lover. Her heart was at port as a ship would have been to be protected from the vicious winds and strong waves. Because of this, she also said that she no longer had use for a compass or a chart. "Rowing in Eden" referred to the Garden of Eden which is described as a perfect place in the Bible. The idea behind this was that she was actually in the process of sexual intercourse where she felt that she was in a perfect place. "Ah, the Sea!" was an expression of herself, where she was usually tranquil, but was now passionate. The poem, overall, suggested that one should feel safe and secure with their lover before he/she engages in sexual activity.Wild Nights ..." speaks of the security and comfort of loving someone, comparing the heart with a ship in port. What is interesting about this poem is that it could so easily have made a comparison to someone waiting for a ship to finally come home, bringing a loved one who has been off to sea.

However, Dickinson creates a slight paradox, in which the ship is already at harbor, anchored, and yet she and her love are rowing in Eden -- in bliss. The poem also uses the conditional tense, indicating a longing for her loved one -- who is absent.

The poem itself is about sexual intercourse, hence the name Wild Nights-Wild Nights! There are important facets of intercourse

1. physical pleasure God made it this way

. Opportunity for people to become united as one. (Spiritually)

It celebrates both aspects of the sexual act and acknowledges the beauty of the physical aspect.

She speaks of luxury. Something that is nice and wanted, but not necessary. You can live without sex; you wont die or starve to death without it.

The part about futile winds, heart in a port etc. is a metaphor of ships and ports. Winds cant touch the heart in port. Port is a safe place for the heart to be. (Really, it is a haven for boats and ships, like a dock). Done with the compass, done with chart-she no longer needs the compass or the chart (navigation tools) because she is safe in the port.

Rowing in Eden referring to the Garden of Eden a perfect place, and making progress (by rowing)-literally making progress by getting it on!

Ah, the sea!-the sea is tranquil yet stormy, passionate.

The poem suggests sexual activity and is basically saying if you cannot feel safe and secure with your lover, then something is wrong.

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Kenneth slessor essay

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ESSAY

Kenneth Slessor's ability to create interesting people and places is created through his use of language.

In Slessor's poem 'BEACH BURIAL', he employs many language techniques to convey the lifelessness of the beach and the death of the soldiers. A powerful language tool that is consistently used throughout the entire poem is the use of contrast. Even the title 'BEACH BURIAL' is somewhat of a paradox where 'beach' has all the connotations of happy, warmth and fun while 'burial' promotes the notion of death, coldness and misery. Slessor introduces the poem by saying;

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"Softly and humbly to the Gulf of Arabs" creates an eerie atmosphere, and sets the morbid tone of the poem.

He describes the soldiers as floating in convoys as it is symbolic for travelling in groups for protection, even though it is clear that the need for protection has now passed. Slessor also personifies the water to show the action of the waves rolling the dead soldiers onto the beach, has given them a sense of life. His use of alliteration throughout the first stanza creates a repetition of soft sounds to immediately implant imagery of sadness and despair.

Throughout the second stanza, Slessor incorporates the use of onomatopoeia to reflect echoes of past chaos, where men were once engaged in warfare. He uses internal forced rhyme to show the similarity of the shallow water and being buried in shallow graves. The use of sibilance is a powerful language tool as he describes a very primitive and exposed people walking on the shallow layer of sand that covers 'their nakedness'. These techniques have been successful in recreating the soldiers and letting us visualise their surroundings.

The third stanza is describing the crosses that have been staked into the ground as a final tribute of the soldiers once alive. The use of repetition of 'such' emphasises the overwhelming sadness that overcomes anyone there. Slessor personifies 'choke as they begin' like he wishes he could express his emotions but the sadness that consumes him prevents this from happening.

The use of personification continues in the start and throughout the body of the fourth stanza, to exemplify the idea that the pencil is more alive than the soldiers. Sibilance is a very dominant language feature to make the words flow with ease in a running stream of consciousness.

Slessor sums up these roaming words in the final stanza, and changes the language patterns so the words do not flow as easily and therefore have to be registered and taken in by the reader. The pace has changed with ideas separated by punctuation marks to emphasise the point of his poem.

Throughout the entire poem Slessor uses imagery to vividly describe scenes, which points to the idea that he is an eyewitness.

He also uses a lot of contrasting language features throughout 'BEACH BURIAL' to show the horrific nature of war, and he makes a statement for us how ironic war can be. The poem is conclude by saying that the soldiers are now 'enlisted on the other front' which is a euphamism for going to the afterlife, since their mortal life has now ended. The comment is two fold with an ironic tone.

In Slessor's poem 'COUNTRY TOWNS', he uses a variety of language techniques to portray his view of life in the country.

The introductory stanza is coloured with imagery, and starts off quite stereotypical and a little clich. He uses alliteration in the phrase 'bouncing on barrel mares' to show slow, but consistent movement. To Slessor life in the country is much the same so he uses his words to flow calmly and steadily, as he deems life in country town to be. The introduction sets the tone and pace for the rest of the poem. Slessor portrays the feeling that country towns are quiet and slow, held back from city life and effectively separated from suburban life. He suggests than even time moves more slowly in the country. Many towns are quite similar aesthetically so the images of aged historic buildings bestow a feeling of nostalgia and familiarity. Also, by making reference to 'general stores' being run by 'that mysterious race of Hogan's', he deliberately uses the repetition of sibilance to make it a blatant stereotype. Nevertheless, it is effective for his portrayal slow time.

The subsequent stanza advances into the town and looks in greater detail the ways that country people view their lifestyle in the country. He refers to the infamous School of Arts that seem to occupy these towns, this one in particular having been the host for 'The Great Golightly Family'. The use of alliteration is consistent. The poster advertising the entertainers is a year and a half old, which sticks to the idea that time, is slow.

The third stanza

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"Overwhelmingly, and worldwide, human communities and cultures were at that time so engineered as to give immense advantages to men"

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Overwhelmingly, and worldwide, human communities and cultures were at that time so engineered as to give immense advantages to men (p.5)

Throughout history, in cultures across the globe, women have always been looked upon as seconds in society. Ever since the beginning of time it seems as if the role of a woman has been limited to baring children, cooking, cleaning, and performing all other domestic tasks. There has never been a time or place when women shared complete equivalence with men. Males have invariably been considered more intelligent, mightier, and more competent than women.

During the Middle Ages woman were treated very bitterly. The wife would have to give all her land to her husband after getting married. The woman lost her legal standing and did not have a say in her life anymore. Medieval women were appointed to household jobs while the men held high positions in society such as judges, doctors, and military leaders. Young girls were not allowed to go to school and learned how to sew and cook at home. Married off by the age of thirteen to men sometimes as much as twenty years older to them, females never had a say in their lives.

In eighteenth century America, women had a fixed purpose in society. They were to perform conventional tasks such as preparing and serving food, making clothing, and rearing the children. The men enjoyed their lives ungratefully while their wives, mothers, and sisters did laborious and exhausting jobs at home. Women had no say in household earnings, property, or inheritance. Husbands could legally beat their wives. Soon women had to add the task of farming to their list of unjust chores. Later female slaves were brought to the colonies. They were forced to do a mans work in the fields and bare children so that the slave owner would have more property.

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The issue of education also played a role in inequality between men and women. Women were considered inconsiderable and intellectually challenged. Later, women began to protest and gained the right to go to school. But even after the victory there was gender bias in education.

In many Indian textbooks it was found that men were the main characters in most of the lessons. They held high positions and were described as powerful, daring, and clever. When women were included in the lessons they were portrayed as weak and impotent, and they were mistreated and abused. In Thailand all men had the chance to study at the local wat, or temple to become monks. They learned the sacred languages of Pali and Sanskrit and obtained knowledge in astrology, medicine, poetry, and law. Women were barred from all this because of their sex. They were not allowed to learn anything that did not pertain to the home and farming.

Even in more modern times women were pressured to stand in the shadows of their husbands. During World War II, American women moved away from the traditional domestic conception that society had about women to a more modern image. After the war and the return of their husbands, women did not want to go back to the role of a housewife. Society urged women to go back to a more family oriented lifestyle, but females refused to listen. They were blamed for alcohol abuse of men and bad marriages. Men were given better jobs and pay. The women were discouraged, but society believed that a females job was to stay at home and tend to the family.

Although the future of the role of women looks more pleasant than the past, there is still inequitableness in the job market and in many underdeveloped countries all over the world. Many cultures and societal norms are still so engineered as to give immense advantages to men.

Please note that this sample paper on "Overwhelmingly, and worldwide, human communities and cultures were at that time so engineered as to give immense advantages to men" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "Overwhelmingly, and worldwide, human communities and cultures were at that time so engineered as to give immense advantages to men", we are here to assist you. Your cheap custom college paper on "Overwhelmingly, and worldwide, human communities and cultures were at that time so engineered as to give immense advantages to men" will be written from scratch, so you do not have to worry about its originality.

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Political Opponents to the Nazis

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Political Opponents to the Nazi Regime

Between 1 and 145, a variety of groups offered resistance to the Nazis. Among the earliest opponents of Nazism in Germany were Communists, Socialists, and trade union leaders.

Locating sources for such a group of opponents has been particularly difficult mainly due to the fact that they were dealt with in a very effective manner. Spreading of political ideas around this time was also mainly word of mouth and little or no sources exist to show this other than the SOPADE reports shown below (referring to factory workers and small group meetings)

The communists

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The Reichstag was burned on the 7 February. A leading Communist was arrested and beheaded for the crime. Hitler used this as an excuse to make people belief in a communist uprising. The King then suspends civil rights, supposedly temporarily. However, it was continued until 145.

The Sturmabteilung or SA was founded, with Hitler at its head, as a private Para-military force, which allegedly was to be used for the purpose of protecting NSDAP leaders from attack by rival political parties, and preserving order at NSDAP meetings, but in reality was used for fighting political opponents on the Streets.

Hitler began to remove his political opponents in their opposing political parties. The Communists had already been disbarred, as were the Social Democrats and the Catholic Centre party, as well as the conservative groups. It became illegal to be a member of a political party and anyone caught rallying power against the Regime was imprisoned and later executed.

The first concentration camps in Germany were established soon after Hitlers appointment as chancellor in January 1. The SA (Sturmabteilung; Storm Troopers) and the police organized concentration camps beginning in February 1. Set up by local authorities on an ad hoc basis to handle the masses of people arrested as alleged political opponents of the regime, camps existed throughout Germany. For example, camps were located in Oranienburg, north of Berlin; Esterwegen, near Hamburg;

The Nazi Party banned the SDP in June 1 and most of its leaders were arrested and sent to concentration camps.

Sources

Arrival of political prisoners at the Oranienburg concentration camp. Oranienburg, Germany, 1.

Political Parties in the Reichstag June10 May 14 Dec. 14 May18 Sep.10 July1 Nov.1 Mar.1

Communist Party (KPD) 4 6 45 54 77 8 100 81

Social Democratic Party (SDP) 10 100 11 15 14 1 11 10

Catholic Centre Party (BVP) 65 81 88 78 87 7 0

Nationalist Party (DNVP) 71 5 10 7 41 7 5 5

Nazi Party (NSDAP) - - - 1 107 0 16 88

Other Parties 8 7 11 1 5

Ernst Thaelmann was arrested by the Gestapo on rd March 1. He was later able to smuggle out details of his interrogation.

It is nearly impossible to relate what happened for four and a half hours, from 5.00pm to .0pm in that interrogation room. Every conceivable cruel method of blackmail was used against me to obtain by force and at all costs confessions and statements both about comrades who had been arrested, and about political activities.

It began initially with that friendly good guy approach as I had known some of these fellows when they were still members of Severings Political Police (during the Weimar Republic). Thus, they reasoned with me, etc., in order to learn, during that playfully conducted talk, something about this or that comrade and other matters that

interested them. But the approach proved unsuccessful. Was then brutally assaulted and in the process had four teeth

But the actual high point of this drama was the final act. They ordered me to take off my pants and then two men grabbed me by the back of the neck and placed me across a footstool. A uniformed Gestapo officer with a whip of hippopotamus hide in his hand then beat my buttocks with measured strokes, Driven wild with pain I repeatedly screamed at the top of my voice.

Then they held my mouth shut for a while and hit me in the face, and with a whip across chest and back. I then collapsed, rolled on the floor, always keeping face down and no longer replied to any of their questions. I received a few kicks yet here and there, covered my face, but was already so exhausted and my heart so strained, it nearly took my breath away.

David Low, In Occupied Territory (10th July, 14)

Some sources are available online, simply search for them on google such as the David Low, In Occupied Territory (10th July, 14) sorry i couldnt put it in

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Analysis of Dickenson's "When I heard a fly buzz

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Analysis of Dickenson's "I Heard a fly buzz-when I died"

"I Heard a fly buzz-when I died" depicts a 1th century woman "…recalling her own deathbed scene, focusing on the suspenseful interval during which she and loved ones await the arrival of death..." (Arp 4). Death in Emily Dickenson's time was very much unlike death today. Instead of the typical deathbed scene of today, complete with a relaxed hospital patient soothed by painkillers, "before the age of powerful anodynes death was met in full consciousness…," (Leone 7). Because of these differences in the past and present day, the reader gets the chance to be exposed to the character's inner thoughts and feelings during this time. Through her use of theme, symbolism, and poetic devices Emily Dickenson explains her views on death and dying, in the poem "I Heard a fly buzz-when I died."

First, throughout the poem, the central theme is death. More specifically it details the struggle in belief of an afterlife and the unimportance of material, earthy possessions. First, the narrator's disillusion with the promise of a Christian afterlife becomes apparent to the reader throughout the poem. "As consciousness fades, the world fades and vice versa; as the world and consciousness ebb out, the promise of Christian immortality (represented by the King) also disappears" (Budick 171). Also illustrated throughout the poem is the idea of the uselessness of material possessions of this earth after death as the narrator describes them in the lines "/…I willed my Keepsakes Signed away What portion of me be Assignable," (Dickenson 8-10). The narrator is now aware that these

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possessions serve no purpose after death. Through these central themes Emily Dickenson creates a central theme revolving around death.

Also, symbolism plays a central part in the poem explaining aspects of death and dying through the symbols of silence and the fly. First, reference of silence is used through the lines "/…The Stillness in the Room Was like the Stillness in the Air"(Dickenson -) as a symbol of impending death and the silence after it happened. In contrast, the fly portrays a symbol of life that is blocking death. "We know nothing about the fly's buzz yet except that its sounds stands out against a background of silence. The room is silent because the persona is nowhere…," (Weisbuch ). The fly's buzzing is all that stands in the way between the narrator and her death and separate her from her awaiting heaven. "Even so small a demonstrative, demonstrable creature is sufficient to separate the dying person from "the light," i.e. to blur the vision, to short-circuit mental concentration, so that spiritual awareness is lost," (Leone 75). Through these symbols, silence and the fly, Emily Dickenson further elaborates on death.

Lastly, the poetic devices, such as rhyme scheme, dashes and onomatopoeia, used throughout the poem also contribute to the feeling of death and dying. First, the rhyme scheme is very deliberate through the course of the poem. The second and fourth lines are rhymed while the first and third are not. "The approximate rhymes provide a formal unity even as they convey an atmosphere of unease, an uncertainty and fear in the face of imminent death," (Arp 50). Also, the dashes littered throughout the

passage for emphasis "contribute to the poem's measured, stately rhythm," (Arp 50). Onomatopoeia, the use of words that produce sounds, is also employed frequently to add

to the scene. The word buzz is scattered through the poem to illustrate the constant sound of the fly in the room. "This outburst of onomatopoetic effect consummates the aural imagery promised in the opening line," (Arp 50). In the last line, there is the fly, blocking the narrator from quiet thoughts of an awaiting heaven, so that she "/…could not see to see," (Dickenson 16). Through the use of poetic devices Emily Dickenson is able to further enhance the meaning and atmosphere in this poem.

To conclude, the poem "I Heard a fly buzz-when I died" is a classic in literature. Through this poem people today are able to experience the death and dying of a woman like it was over 100 years ago. In her writing of this poem Emily Dickenson contributes to this portrayal by her use of death as a theme, symbols of silence and the fly and poetic devices like rhyme, dashes and onomatopoeia.

Please note that this sample paper on Analysis of Dickenson's "When I heard a fly buzz is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of Dickenson's "When I heard a fly buzz, we are here to assist you. Your cheap college papers on Analysis of Dickenson's "When I heard a fly buzz will be written from scratch, so you do not have to worry about its originality.

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SOMETHING

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"It's like rain on your wedding day. It's the free ride and you've already paid. It's the good advice that you just didn't take. Isn't it ironic? Don't you think?" These are lyrics from a popular song titled Ironic. Have you ever stopped to think how ironic life is? Maybe you don't even know what irony is. Irony is defined in Webster's as "incongruity between the actual result of a sequence of events and the normal or expected result." Oedipus' life, in Oedipus Rex by Sophocles, is the epitome of irony. Even though the song Ironic was written just a few years ago, I think that the song could have been Oedipus' theme song. I am going to take you on a journey through Oedipus' life and demonstrate how different events in his life correspond symbolically to each scenario of this song. Oedipus ironic marriage is "like rain on your wedding day." His "free ride" was to be a ruler, but he "already paid" by taking another throne. In addition we see many characters throughout the play giving him advice "that [he] just didn't take." However, the most ironic component of the play is how Oedipus, with good eyesight, is blind to the truth and the blind man can "see" everything.

A bride's nightmare is rain on her wedding day. A wedding is suppose to be bright and beautiful not damp and dreary. The same thing is true for a marriage. For Oedipus and Iocaste their marriage started off bright and beautiful but abruptly turned damp and dreary. Oedipus runs away from home because of an oracle that says he would marry his mother. He thinks that staying away from his mother will prevent the oracle from coming true. After solving a riddle and delivering the people of Thebes, Oedipus gets a beautiful bride, Iocaste, as his gift. Life is good for Oedipus and there is no "rain on his wedding day." However when he begins to realize that Iocaste could be his mother and the story unfolds, he is faced with having committed one of the worst sins, marrying his mother. Suddenly there is "rain on his wedding day." It is ironic that the very thing that he left home for was the reason for his demise and the marriage that he cherished so much was considered so indecent. "Isn't it ironic? Don't you think?"

If Oedipus would have stayed in Corinth, he would have been king. It was a "free ride." Polybos, King of Corinth, loved Oedipus so much that Oedipus believed that he truly was his son. If Oedipus would have stayed, he would have been there when Polybos got sick and passed away and then Oedipus would have inherited the throne. However, because of the oracle, Oedipus fled Corinth. Oedipus "paid" much to become a king, which he could have been if he would have stayed. This payment included killing the king of Thebes, ironically his father. Oedipus' royalty could have been a "free ride," but he decided to "pay" for it. "Isn't it ironic? Don't you think?"

Don't you hate it when someone gave you good advice that you just didn't take? Oedipus suffered immensely for not listening to other's advice. For example, Teiresias tries to convince Oedipus to let him go home because it doesn't want to tell Oedipus what he knows. Teiresias tell Oedipus, "No, I will never tell you what I know. Now it is my misery; then, it would be yours." (Scene 1 line 11-11). Teiresias advises Oedipus not to force him to tell what he knows, but that was good advice that Oedipus just doesn't take. Later Iocaste tries to stop Oedipus from digging so deep into the murder of Creon. She says "listen to me, I beg you do not do this thing!"(Scene line 145) Again it was "good advice that he just didn't take." "Isn't it ironic? Don't you think?"

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Perhaps the most ironic part of the play is the underlying symbolism of being able to see physically, but blind to the truth verses being blind physically, but able to see everything. This antagonism is seen between Oedipus and Teiresias. Oedipus is blind to the fact that the person he is so passionately looking for is himself. His blindness to the truth causes him to create an unimaginable sentence for the murderer of Creon, which is none other than himself. However, Teiresias who is physically blind is the one person who knows the truth. Teiresias knows that Oedipus is the murderer that Oedipus is looking for. Ironically at the end of the play, when Oedipus realizes the truth, he pokes out his eyes, causing himself to be blind. "Isn't it ironic? Don't you think?"

Irony is something that is encountered everyday. Most of us don't even realize that it is irony. Oedipus primary goal in this play was to save his people and in saving his people, he banished himself. His marriage ended up being rainy, his free ride ended up costing him the throne, and the good advice that he didn't take led to his demise. "Isn't it ironic? Don't you think?"

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