Macbeth Tragic Hero Or A Dead Butcher English Literature Essay Essay Example

Macbeth Tragic Hero Or A Dead Butcher English Literature Essay Paper In my sentiment, Macbeth is represented as a tragic hero. Macbeth s characger is a authoritative illustration of a Shakespearian tragic hero. In many of Shakespeare s calamities, the chief character starts off as a really courageous, epic individual whom everyone praises. However as clip moves on, the character loses repute because he has to confront a moral quandary and fatal defect. In Macbeth, Act 1 Scene 2, we know that Macbeth is the chief character, because of his brave actions in the conflict. A tragic hero s exceeding nature by and large raises him above the mean degree of humanity. Macbeth s instance the fatal defect, katharsis was his aspiration. We will write a custom essay sample on Macbeth Tragic Hero Or A Dead Butcher English Literature Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Macbeth Tragic Hero Or A Dead Butcher English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Macbeth Tragic Hero Or A Dead Butcher English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Macbeth s gallantry can be seen by the manner Macbeth rejects fortune that is personified as a glorious warrior. Macbeth is described as Brave Macbeth and besides as a retainer of the God Valour ; he is Valour s minion . The godMacbeth s violent nature supports his place as a hero contending for Scotland. Macbeth is seen to hold unseamed him from the nave to the chops. Shakespeare creates a violent imagination of Macbeth viciously killing Macdonwald. Clearly this is violent but besides adept. The usage of unseamed is a metaphor from vesture that shows his preciseness and expertness. Macbeth can be seen as a heroic warrior as he is contending for Scotland. He is represented as a valorous character who hunts down Scotland s enemies. Carved out his transition boulder clay he faced the slave We can see Macbeth s accomplishment as he carves like an expert. He is an complete violent death machine, but because he serves Scotland he is non a meatman even though he has the accomplishments of a meatman. When Macbeth and Banquo returned to Scotland, Macbeth was greeted by 3 enchantresss with 3 different salutations. The three enchantresss say, All hail, Macbeth! Hail to thee, thane of Glamis! All hail, Macbeth! Hail to thee, thane of Cawdor! All hail Macbeth that shalt be king afterlife. ( Act 1 Scene 3 Line 48 ) Macbeth did non believe the enchantresss prognostications at first, but after Ross informs Macbeth that the male monarch has merely gave him the place of Thane of Cawdor he starts to believe that they are true. When the prognostication of being the thane of Cawdor, he thinks that it is obvious that the other prognostication of going the male monarch will come true every bit good. This declines his aristocracy by thought of being a male monarch, which means that he would hold to interrupt the concatenation of being. The concatenation of being is the position of God, Jesus, angels, male monarchs and etc. and the King is God s appointed representative so Macbeth can non be King. Besides, Macbeth knows that if Duncan dies for some ground, it would be the princes who d be the male monarchs afterwards. Macbeth becomes confused about how he d be a male monarch when he was nowhere near the throne line but he still tries to believe about how to go the male monarch as he is influenced by his fatal defect ; aspiration. In Act 1 Scene 5, Lady Macbeth knows about the enchantresss prognostications. Lady Macbeth truly wants to go the queen of Scotland, hence she starts promoting Macbeth to slay King Duncan. Lady Macbeth puts an tremendous impact on Macbeth of slaying Duncan. At first, he denied Lady Macbeth s suggestion, but in the terminal he does slay Duncan which is his moral quandary. I ll travel no more ; I am afraid to believe what I have done ; Look I wo nt once more I dare non. ( Act 2, scene 2, line 51 ) This quotation mark is when Macbeth came back after slaying Duncan and Tells Lady Macbeth that he would neer make such thing once more. This shows that Macbeth is scared about the title he has done. Lady Macbeth so takes control of this state of affairs, where Macbeth is excessively frightened to make anything. This quotation mark is when Lady Macbeth says that this H2O will clean their bloody custodies and wipe out their wickedness. a small H2O clears us of this title. ( Act 2, Scene 2, line 67 ) . The 3rd prognostication comes true after Malcolm and Donalbein runs off from Scotland, scared for their lives and Macbeth becomes the King of Scotland. However, now he is eager to make anything to maintain on being the male monarch of Scotland. Therefore, he hired bravos to kill Banquo because he knows about the prognostication and Banquo has started to surmise Macbeth. At this point, Macbeth s place declines even more than when it was when Macbeth had murdered King Duncan. Killing your best friend to stay as a male monarch is non really heroic. He besides, wanted Banquo s boies to be killed, because the prognostication said that Banquo s boies would be male monarchs. This means that Banquo s boy, Fleance would be a menace to Macbeth or his posterities. However, Fleance flights and Macbeth becomes irritated. He says, Then comes my fit once more ; I had else been perfect. Whole as the marble, founded a the stone, as wide and general as the casing air, but now I am cabined, cribbed, confined, edge in to saucy uncertainties and frights. But Banquo s safe? ( Act 3 Scene 4 lines 21 ) Macbeth s diminution in position is really clear now. Macbeth is a whole different character since the beginning of the drama. He was loyal to the male monarch in the beginning, but now he is non afraid of anything. He thought of nil of killing neither Duncan nor Banquo. He was non afraid of the effects of his actions even though he knew precisely what they would be. This is besides another portion of Aristotle s theory on tragic heroes. After this at Act 4 Scene 1, Macbeth visits the enchantresss to cognize more about what would go on to him in the hereafter. When Macbeth arrived the enchantresss were fixing the charming caldron. Macbeth demands the enchantresss to reply his inquiries when Hecate says that all is ready to be done. Macbeth drinks the caldron the enchantresss give him and the first phantom appears and warns to Macbeth that he should be cognizant of Macduff. In my sentiment, Macbeth is a tragic hero in this Shakespeare drama. The Aristotle theory about tragic heroes backs the drama up. Harmonizing to Aristotle s theory about tragic heroes, the character must be at a high position in the beginning, have some virtuousnesss, have a tragic defect, and attain readers understanding in the terminal of the narrative. Macbeth fits into all the demands as a tragic hero. Therefore he is a tragic hero.

The Life Of Nick Drake essays

The Life Of Nick Drake essays There are many sad stories in the history of the music industry- tales of failed ambitions, wasted talent, broken souls and tragic endings. I am sure there are many that have never and will never be known to all but few, but I believe it safe to say that every person knows of one particular case. Be it Jimi Hendrix, John Lennon or Ian Aitkin (a truly spectacular local guitarist whose sudden decline and death shocked many people I know, including myself). However, one tale has fascinated me for many years and I have chosen this as the topic for my final term research project. In this essay I am going to recount the life and death of an extremely gifted and troubled musician- Nick Drake. Born into a middle class, close knit family, the tragic story does not have the beginnings one would expect to justify the ends, working class upbringings and hardened youth have no place here. Just a young man unable to relate to his world, frustrated by the lack of public interest in his work, predisposed to heavy depression. The story of Nick Drake has such an air of mystery, and his music only complements the haunting qualities that have kept me enthralled with this tragic character. Born in 1908, Rodney Shuttleworth Drake was the son of a wealthy doctor. He worked for several years for the Bombay Burmah Trading Company in Burmah, dealing mostly in Teak. Rodney met Molly Lloyd in Rangoon and, in 1937, they married. Their firstborn, a daughter named Gabrielle, was born in India whilst the couple were travelling for Rodneys work, and then a son was born on June 19th, 1948 in Rangoon. It was not until 1951 that Rodney felt it time to return back to England, his home and birthplace. Warwickshire was to be the settling place for the Drake family, in the small, idyllic village of Tanworth-in-Arden. The Drakes were a musical family- both Rodney and Molly played and composed, encouraging their offspring to d ...

Limiting Factor Essay Example | Topics and Well Written Essays - 1500 words - 1

Limiting Factor - Essay Example This variable cost rate for each department is allocated in order to cover costs such as machine time, electricity, maintenance, and equipment depreciation (Banker, Datar, Kaplan). As we can see our total production cost for each unit of product X, Y, Z consists of a variable cost rate and total labor from all three production departments. The total production costs for each unit of product X was  £752,  £804 for product Y and  £1084 for product Z. Taking into consideration the total required units of production for each product line for the whole year, the total production costs for Product X was  £11,280,000,  £9,648,000 for Product Y, and  £13,008,000 for Product Z.  £33,936,000.The fixed overhead costs budget for the plant, regardless of output level is  £2,400,000 a year. Total income (total revenue - total variable costs – fixed costs) for the year utilizing the original production budget equals  £1,224,000 (Imanet, 2008). According to our sales manager there is a limitation on producing any additional units of production. Department B does not have any additional production capacity due to lack of skilled labor workers which to hire in order to accommodate any additional manufacturing output. By performing a cost volume profit analysis of our product line we can determine which product mixture will provide maximum profit maximization potential based on the manufacturing limitations with relation to Department B (Horngren, Foster, Datar, 2000). The contribution margin of a product provides the user with the amount in pounds that each individual unit sale contributes towards income after all variable expenses have been deducted. Through a comparison of the contribution margin percentage of all three product types we can plainly see that the most profitable product type is X with 10.48% or  £88 per item sold. Although Product Z provides the highest gross margin amount with  £116, it stands as the se cond most profitable

Ethical Issues of Genetic Testing in Pediatrics Research Proposal

Ethical Issues of Genetic Testing in Pediatrics - Research Proposal Example has traditionally necessitated that future parents be presented with detailed information and then be permitted to select which genetic diagnostic screening or test to use. Because of high opinion for reproductive decision-making and confidentiality in the area of genetics, and to put off misuses and exploitations such as efforts at eugenic control, practically every genetic counselor promotes the principle of value-neutral counseling and self-determining decision making. This framework is theoretically interesting, and in operates finely in contexts where knowledgeable and experienced counselors are available and inexpensive, and where counselors and patients have a common cultural context (Heyman, 2001). However, the demands of regular prenatal care make it problematic basically to reverse this ethical perspective into the obstetric care clinic. The population of patients is quite large; there is insufficient time as it is to address patients’ physical and psychological requirements, and there are oftentimes quite obvious discrepancies between the social and cultural contexts of pediatrics health care specialists and their patients. Furthermore, genetic counselors have traditionally commonly been able, on the basis of particular clinical suggestions, to concentrate their mind on one health disorder or symptom at a time, whereas in the future, decision-making will most probably embrace a broad scale of circumstances for which future parents may be at no specific elevated risk. In the expression a public health professionals, the issue will hence be related to screening rather than the testing itself (Kolker, 1994). There are also ethical issues of substance that assert in favor of a fresh framework for presenting counsel to future parents. Most significantly, the gains of extensive screening have yet to be acknowledged, and there are possible troubles that as well demand examination, including elevated levels of anxiety regarding the pregnancy of regarding

Importance of Empathy in Patient Care

Importance of Empathy in Patient Care Introduction Carl Rogers defines empathy (as cited in Patterson, 1977) as the ability to accurately perceive the internal frame of reference of another person, as if one were with the other person. That is to say that if you could actually feel the emotions of another, without going through the physical experience. This definition however, has been challenged. What another person experiences at a certain moment is not directly given. However, the presence of the other is directly given and so is the awareness that the other is experiencing self. This cannot be compared with other modesà ¢Ã¢â€š ¬Ã‚ ¦of experience. The experience of another is unique. This means that the other modes of experiencing only are of partial help in explaining how the subjective becomes intersubjective. It also means that there is no doubt about who is experiencing primarily, and who is sharing or experiencing the experience of another. (Stein, E. 1989). These two definitions however different, are both used today in managing of patient care in the medical profession. This paper will briefly explore both definitions and will attempt to show sides of this complex subject. The research done for this paper will deal mostly with physician-patient and nurse/care provider-patient interactions. The goal of this paper is to show the importance of the role of empathy in pr oviding quality patient care. Causes Those physicians and medical educators who advocate empathy in the physician-patient encounters, suggest that physicians who engage empathetically with patients increase not only the patients sense of satisfaction but also patient  compliance with therapeutic regimens and increased physiological well-being. (Kim, Kaplowitz and Johnston, 2004). The persistent objection to empathy in the medical community comes from concern that empathy interferes with scientific and medical objectivity. What practitioners need are the skills to use their emotional responses for therapeutic impact. In the interpersonal realm, emotions are crucial of understanding reality. An awareness of ones associations and emotional resonances as cues to understanding the particular meanings that a symptom or diagnosis has for an individual. (New York: Oxford Univ. Press, 2001). Both of there outlooks are important to good patient care. You can put yourself in the patients shoes and somewhat imagine what they are going through, while at the same time being straight forward and real about the diagnosis. The question for many medical educators remains whether empathy, no matter how valuable or carefully reconfigured, can be taught. The problem of empathy begins with the preoccupation with self that obscures the other. Jerome Lowenstein (Can You Teach Compassion? P16) sees case presentations as the opportunity for clinicians to teach nurses empathy by encouraging them to describe patients more fully as persons with intersecting social, psychological and medical histories, rather than reductively and disparagingly in terms of disorders, addictions and disease. Training in continuing care will be of little value without doctors who know something of the life of the people whom they serve; who can empathize with immigrants from Asia and Mexico, with southern or ghetto experience; and who knew of the Holocaust and of communist oppression. (Spiro, 1992). Empathy depends on the experiences and imagination of the person who is  empathizing and this dependency have the potential to exclude the patients suffering and the meaning the patient makes of suffering. Application The following story is a true-life experience that I encountered while working for Gambro Health Care in Jackson, Michigan as a patient care technician. Gambro Health Care (Now DaVita) is an outpatient dialysis unit. Dialysis is the treatment for patients who suffer from end stage renal failure (kidney failure). While checking a patients vital signs and asking him how he was feeling, the patient told me how much he hated coming to dialysis and how draining the process was. He talked to me about the constant observation of his fluid intake, taking all the medications that were required for his condition and the cramping he experienced while on the dialysis machine. I could only empathize with this young man, who was my age, putting myself mentally in his shoes. Because of the experience I had with dialysis patients, I learned how to listen to each patient story. Many of these patients had no one else to listen to them. I saw these patients for four hours, three days a week. I spent a lot of time with them over the years that they received their treatments. While I was talking with the patient, the nephrologist (kidney doctor) came by on his rounds of the patients. The patient proceeded to tell the doctor, his eyes full of tears, that he was thinking of terminating his dialysis treatments. The doctor proceeded to tell the patient, rather loudly, they if he terminated treatment he would be dead in a few days. Without even taking the time to sit down with the patient, the doctor left and went on to another patient. Needless to say, I was outraged. After a few moments, I asked our unit director why the doctor was so tactless and arrogant.   So many patients each day that he is only giving proper diagnosis and alternatives if treatment is not followed. At that particular time, I figured out that I must take time to listen to those patients, every one of them because I could be the difference between a decision for life or death. Impressions Even those4 health care practitioners who consciously privilege their patients experiences find themselves caught in a knot of power relations. The physician is always in power in the medical context, and such power subsumes even deliberate attempts to displace authority by acknowledging the patients subjectivity (The Doctor, 1991). To be ethical, clinical empathy must involve action, beginning with recognizing the broader social context of the patients health and well-being. With appropriate cautions, theories of clinical empathy should extend beyond the individual relation to socially determined inequities in health care. Conclusion Empathy is a necessary ingredient for both doctor and nurse in the application of good patient care. Good communication between a doctor and patient whether good news or bad, should always be given in an empathetic manner. The ability to not only give good scientific reasoning or diagnosis to a patient. However, to give it in a manner that just does not give the facts, but also a feeling of I care about what youre going through and I will do all I can to help. As for nurses, our hands-on approach to the patient in need, gives us a chance to some what feel what they are going through and to be empathetic about their situation.

Essay on the Perfect Women of As You Like It and Much Ado About Nothing

The Perfect Women of As You Like It and Much Ado About Nothing  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Rosalind and Beatrice, the principal female characters of Shakespeare's As You Like It and Much Ado About Nothing respectively, are the epitome of Shakespeare's ideal woman. From these two characters, we can see personality traits and characteristics of what Shakespeare might have considered the perfect woman. Rosalind and Beatrice are characterized by their beauty, integrity, strength of character, intelligence, gaiety, seriousness, and warmth.    Shakespeare used Rosalind and Beatrice to portray his belief that the ideal woman is a woman of beauty. In the play As You Like It, poems were written to Rosalind by her lover Orlando praising her beauty and fairness. "All the pictures fairest lined are but black to Rosalind. Let no face be kept in mind but the fair of Rosalind."1 Phebe, another female character in this play, had a crush on Rosalind when she was disguised as Ganymede, a young boy in the forest. Obviously, this love was merely physical; Phebe was just attracted to Rosalind's good looks. Beatrice is also a fair lady. Men were attracted to her, including Don Pedro, the prince of Arragon, who asked for her hand in marriage. Benedick, whom she married in the last scene, must have been attracted to Beatrice's beauty as well, because he swore to himself that the woman he would choose would have to be fair (II, iii, 29-33). Shakespeare's ideal woman was one of integrity and strength of character as seen in Rosalind and Beatrice. Rosalind is virtuous. According to Monsieur Le Beau, a noble of the court in As You Like It, "... the people praise her for her virtues ... " (III, 284). Rosalind is described by Stanley Wells as "the full... ...terary Characters. New York: Harper and Row, Publishers, 1963. Magill, Frank N., ed. "Much Ado About Nothing." Masterplots Vol. VII. Englewood Cliffs, New Jersey: Salem Press, 1949. O'Connor, Evangeline M. Who's Who and What's What in Shakespeare. New York: Evangel Books, 1978. Schoenbaum, S. As You Like It--An Outline-Guide to the Play. New York: Barnes and Noble, Inc., 1965. Scott, Mark W., ed. "As You Like It." Shakespeare Criticism. Vol. V. Detroit, Michigan: Gale Research Co., 1987. Scott, Mark W., ed. "Much Ado About Nothing." Shakespeare Criticism. Vol. VIII. Detroit, Michigan: Gale Research Co., 1989. Shakespeare, William. The First Folio of Shakespeare: The Norton Facsimile. New York: W.W. Norton and Company, Inc., 1968. Wells, Stanley. "William Shakespeare." British Writers, Vol. I. New York: Charles Scribner's Sons, 1979.

Developmentally appropriate and child-centered curricula

Ensuring that curriculum in early childhood education is both developmentally appropriate and child-centered involves educators making decisions about the most relevant content to include in the curriculum based on the needs, interests and capabilities of the learners. Developmental psychologists such as Erik Erikson and Jean Piaget, have done extensive work in describing the cognitive changes that children go through throughout their lifetime. Knowledge of these changes is important in guiding decisions about curricula content, material and activities.Piaget proposed that each child moves progressively through each of four stages of cognitive development as they mature physically. These are the sensorimotor, preoperational, concrete operational and formal operational periods. At the early childhood level a child is in the sensorimotor and preoperational stages which lasts between ages zero (0) to two (2) years old and two (2) to seven (7) years respectively. Children first â€Å"le arn about their surroundings by using their senses and motor skills†.  (Slavin, 2000, p. 33).Edwards (2005) believes that these stage-based characteristics that Piaget has identified are important starting points for curriculum design as educators need to have a clear understanding of the characteristics of learners before any decision can be made about what curricula content to deliver to them. In designing an early childhood curriculum Jalongo, Fennimore, Pattnaik, Laverick, Brewster, and Mutuku (2004) contend that the child must figure at the center of this process.As a results the developmental needs of the child must be first and foremost in the mind of the educator as decisions are made about curricula content and structure. First and foremost an early childhood curricula must be specific to the early childhood level. Jalongo et al (2004) caution that early childhood programs must be designed specifically for early childhood education â€Å"rather than replicate the c urriculum and pedagogy that characterizes later academic experiences† (p. 145). Consequently tasks should be so designed so that they are manageable based on the cognitive and physical capabilities of the children.Additionally the designers of curricula material need to ensure that such programs and the material that go along with them are innovative. Educators in the field should work collaboratively in deciding on the most appropriate material to include in the curriculum. Moreover when it comes to actual classroom implementation the curriculum should be used as a guide and not as an absolute (Jalongo et al, 2004). This means that teachers should be flexible in implementing aspects of the curriculum based on the unique needs of their particular set of learners.Furthermore curricula should be continuously improved to reflect new knowledge about how children at the early childhood level learn. For each group of students the curriculum should be adopted to better serve their ne eds and challenges. Consideration must be given to the particular ethnic, cultural, and language characteristics of the children concerned and seek to meet them where they are. This means that, rather than trying to force children into a pre-made mold, educators must ensure that the children are the basis used in constructing the mold.Evidently the task of designing developmentally appropriate curriculum, though it is left mainly up to the educator who interacts most intimately with the students, must take into account the specific needs, interests and capabilities of learners. Educators cannot leave the child out of planning the early childhood curriculum. Failure to include the group at which early childhood programs are geared will only result in failure both on the part of the educator and the learner. References Edwards, S. (2005, Mar). Children’s learning and developmental potential: Examining the theoretical informants of early childhood curricula from the educator’s perspective. Early Years, 25(1), 67–80. Jalongo, M. R., Fennimore, B. S., Pattnaik, J., Laverick, D. M., Brewster, J. & Mutuku, M. (2004, Dec). Blended perspectives: A global vision for high-quality early childhood education. Early Childhood Education Journal, 32(3), 143-155. Slavin, R. E. (2000). Educational Psychology: Theory and Practice. (6th ed.). Boston: Allyn and Bacon.