Macbeth - The Central Themes of the Play Essay Example for Free

Macbeth The Central Themes of the Play Essay The central themes of the play are highlighted by the sinister statement made by the witches at the very beginning of the play, Fair is foul, and foul is fair: Hover through the fog and filthy air. The whole tone for the play is set as it is a drama about contradictory forces and ideas: light and darkness; good and evil; holy and unholy; loyalty and disloyalty; trust and mistrust; what is natural and unnatural; honesty and deception. The witches mention of Macbeth is significant because he is immediately associated with evil. Duncan decides to appoint Macbeth as the next Thane of Cawdor as the previous one was a traitor, he says, No more that Thane of Cawdor shall deceive Our bosom interest. Go pronounce his present death, And with his former title greet Macbeth. This is ironic as Macbeth has inherited the title of a traitor and the title leads to Duncans killing and ultimately Macbeths downfall. This is also a link to the fair is foul statement as Macbeth seems fair, noble and a good servant for the king but in the end he kills Duncan and is evil. Macbeth has the capacity to kill for both good and evil. Duncan realises that he cant judge people by their appearances and that they can be deceptive, Theres no art To find the minds construction in the face: This is ironic as he about to make the same mistake with the next Thane of Cawdor, the fact that people can be deceptive is reflected by fair is foul as people arent always what they seem. When Macbeth realises that one of the witches prophesies has come true Banquo says, What! Can the devil speak true? This is saying that the witches are the devil and evil but they have spoken the truth which is not expected, this mixes good and evil referring back to fair is foul and one of the themes this statement explores. Macbeth is also immediately liked with evil as he echoes the witches, So foul and fair a day I have not seen. The witches have established their deliberate evil and their powerful presence in the play, Macbeth has become their victim, we can see this where he says Upon the blasted heath you stop our way With such prophetic greeting? Speak, I charge you. This shows that Macbeth is drawn into what they are saying and also indicates the witches power over him as they just vanish. Macbeths echo links him with the themes that these words explore, he uses ironic lines such as, Win us with honest trifles, to betrays In deepest consequence. Macbeth is now liked with the themes such as honesty, betrayal and loyalty all explored by the fair is foul, and foul is fair statement, Macbeth is gradually being drawn more and more towards evil by his own weaknesses. Macbeth and Lady Macbeth share a very close relationship which is based around trust and honesty. Macbeth is ambitious and Lady Macbeth is trying to help him achieve his ambition, All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crownd withal. This is ironic as although the wealth and power seems very attractive to them once they get it the trust, honesty and closeness they had is lost, this once links back to the fair is foul theme. Lady Macbeth also tells Macbeth to be deceitful and disguise the truth, Look at the time, bear welcome in your eye, Your hand, your toungue: look like the innocent flower But be the serpent undert. This shows that Macbeth looks innocent and fair but inside he is evil and foul. Duncan ironically praises Macbeths castle as pleasant and welcoming, This castle hath a pleasant seat; the air Nimbly and sweetly recommends itself Unto our gentle senses. This shows that fair is foul as the castle looks pleasant from the outside but is evil within and is where Duncan is to be murdered. Duncan also praises Lady Macbeth as the noble, welcoming hostess; she is deceptive and puts on the false face of goodness to Duncan when really she is planning his murder, she says, Your majesty loads our house: for those of old, and the late dignities heapd up to them, Macbeths ambition overpowers his conscience and morality with the help of Lady Macbeth and he commits the murder. Once they find out that Duncan has been murdered Macbeth again plays innocent and is not genuine, for example, You are, and do not knowt: The spring, the head, the fountain of your blood Is stoppd; the very source of it is stoppd. Macbeth conceals what he knows and pretends to be horrified by the murder in contrast to Macduff who is genuine, Macbeths language is over elaborate. The theme of natural and unnatural is created throughout the play, for example when the Old Man says, T is unnatural, Even like the deed thats done. On Tuesday last, A falcon, towering in her pride of place, Was by a mousing owl hawked at, and killed. This means that nature has changed and become strange and unnatural and reflects the murder and unnaturalness of Duncans death. Macbeth holds a Banquet at which Banquo is supposed to be present but Macbeth has murdered him, this shows that fair is foul as everything seems normal but it is not and the ghost of Banquo turns up to haunt Macbeth. When Macbeth goes to visit the witches again they are cunning and employ equivocation, juggling with words to disguise the truth and lull Macbeth into a false sense of security. This is shown where they say, The power of man, for none of woman born Shall harm Macbeth. This is making Macbeth feel safe without them lying as Macduff was cut from his mother when she was dead, the witches are deceiving him showing that foul is fair. When Macduff goes to ask Malcom to raise an army to fight Macbeth and bring order back to Scotland Malcom accuses himself of being evil and foul. He is cautious to make sure Macduff is not trying to leur him back to Macbeth, he says, To make me hunger more, that I should forge Quarrels unjust against the good and loyal, Destroying them for wealth. Malcom is appearing foul but is fair in contrast to Macbeth, Malcom believes in Maduffs integrity and decided to help him. Malcom also says, The night is long that never find the day. This means that every black, evil night comes to a good day, foul is fair. The contrasts become moral contrasts and Macbeth has lost everything, eventually goodness overpowers evil.

Struggle for Equal Work Essay -- essays research papers fc

Struggle for Equal Work The development of the Lowell Mills in the 1820s provided American women with their first opportunity to work outside the home with reasonable wages and relatively safe work. About ten years later however, working in the mills wasn’t the same. Working conditions became more vigorous, the mills were unsafe and the pay received didn’t match the amount of work done. The Lowell family’s textile mills were set up to attract the unmarried daughters of farm families, hoping that they would work a few years before getting married. These young women were called â€Å"Lowell Mill Girls.† A typical working day in the mills started with a factory bell ringing at about four in the morning to wake up employees. After this, employees had to be at the mills in an hour and work until late in the evening. This would sometimes lead to 12-14 hour days. Often times, women were expected to tend about three or four machines at the same. It was a lot of work, but at the time the pay offered was the highest wage available. In the 1830s, wages ranged from $.44 to $1.58 per day, depending on the speed and skill of the worker. This was about half the amount paid to the male mill worker. The air in the mills was not circulated causing it to become very hot in the summer and extremely cold in the winter. Company supervisors believed that opening any windows would cause threads to break more often so they chose to leave windows shut tight at all times. This is an example of how product...

Unit 006 “Roles Responsibilities and Relationships in Lifelong Learning

George Bowskill PAGE 1 15/02/2011 â€Å"Roles, Responsibilities and Relationships as a Tutor in Lifelong Learning† (2:1) The Different types of Boundaries between the Teaching Role and Other Professional roles. The purpose of boundaries are to protect the personal rights of both yourself and the student, they define the acceptable ground rules taking in to account currant legislation.Professional boundaries are important because they define the limits and responsibilities of the people that you interact with in the workplace. When workplace boundaries are clearly defined, the company will work more efficiently because old redundant work assignments are removed and task performance is accountable. When everyone in an company is made aware who is responsible for what? , a healthier workplace environment is created.It then becomes very difficult for someone to blame others for their failed or inadequate performance and good job performance can clearly be identified. the setup of boundaries and priorities go hand in hand because together they help manage interpersonal relationships in the workplace. Together they go a long way toward establishing a productive work environment based on trust. Competent and knowledgeable managers understand these principles and continually model them for their staff.Boundaries within teaching are not easily defined; it can mean different things to different people. Teachers are responsible for recognizing in themselves whether they are â€Å"at risk† of crossing boundaries whether this be legal, moral or ethical boundaries, becoming too personally involved with students, giving one student undue attention, writing or exchanging notes, letters or emails are all forms of boundary abuse The most extreme form of boundary violation is that of sexual abuse..Sexual abuse represents the ultimate breach of the trust in a teacher, the teacher must be able to recognize and rectify this behaviour, before the boundary is over stepp ed. Time restraints are also boundaries, and should be taken into account, we need to ensure what we teach can be done within the time given. The curriculum and the organizational objectives are boundaries to the way and what we teach, the curriculum is specifically what we are asked to teach, hence we have a structure relating to the information we need to ass on to the learners,. We could possibly have organizational objectives also, these are the objectives of the governing body, this could be Government, Exam body, or Professional body, although these should be in line with the curriculum the could possibly add additional boundaries to the way we teach (2:2) Points of Referral to meet the needs of LearnersAs a teacher we have a responsibility to our students to give aid and assistance not only in the academic sense but also with personal and work issues, and in most cases this should be done by referring the student to a professional with a greater and more specific knowledge in these area, these can be both internal and external points of referral, for instance, if the student is homeless or about to become homeless, an accommodation officer would be the direction to point the student, if it is for health reasons we should direct the student to a health professional, ether on campus or at a local surgery.Other points of referral could for example be the students union, a councillor or a careers advisor, a drug and alcohol addiction service, or the citizens’ advice bureau, in other words any internal or external professional that can help the student with any issue they may encounter, we must always remember these people are experts in their given fields, as a teacher we are not. Identify the professional first then note your responsibility, to your student the professional and yourself. (2:3) Responsibilities with regards to other Professionals Page 2 As a teacher we have a responsibility to other professionals and professional bodies.We should res pect their professionalism and maintain constant dialog with other professionals, we should document and record all aspects of our teaching, and make these available to other professionals for various reasons, such as audits and evaluations, other professionals could be Directors, senior management, even internal or external advisors, and exam board personnel, If in doubt it is always advisable to ask assistance from another professional, their experience and knowledge can be far greater than your own. 3:1) Responsibilities for maintaining a safe and supportive learning environment As a teacher it is our responsibility to provide a safe and supportive learning environment for all the students in our care, this is done by utilizing the training cycle Firstly we identify the needs of the student, what they need to learn, and how we intend to teach them.A clean, safe and secure room to learn in, with the room layout adequate for the purpose, Welfare facilities, wash rooms toilets a pla ce to eat and drink, the room to maintain a comfortable temperature with good lighting and ventilation, we need also to set down ground rules to safe guard the physical and emotional welfare of the students and oneself. to enable them to feel secure during the learning experience, and to encourage diversity and equality within the learning environment.We then prepare for teaching, ensuring we have the adequate resources available for the lesson . including a structured time table. Lessons should be S. M. A. R. T. Specific, Measurable, Achievable, Realistic, and Time bound. We then deliver the lesson, or lecture, using suitable diverse systems of delivery, such as Visual aids, written work role play group sessions, ensuring that all students feel involved in the learning experience. and no one feels alienated, my the teacher or their fellow students.The more a student feels involved in a class the better the learning result will be. To quantify the lesson we assess it, by various mea ns, Student feedback, student progression and achievement, at this point we need to evaluate, did the facility lens its self to the needs of the students, where there any deficiencies in the facility’s in your teaching methods, where the students comfortable, did they feel safe , DO I NEED TO MAKE ANY CHANGES.We should not be afraid to challenge behaviours if we don’t what would be the point of having boundaries as a teacher it is our responsibility to enforce the Page 3 boundaries that we have laid down, encouraging and maintaining a safe and supportive learning environment. 3:2) Ways of Promoting Appropriate Behaviour and Respect for Others Establishing Ground rules and boundaries, encourage the students to have an input in to what the ground rules and boundaries within the class should be, how they wish to be treated, and how you need to be treated, giving mutual respect between teacher and student and student and student, and establish disciplinary action for breac hes of the rules, encourage mutual support within the class both academic and emotional, and encourage he student to help produce a ground rule charter and sign it,. In this way you are allowing them to take ownership of the rules B. F Skinners 1974 (About Behaviourism) is a particularly relevant theory this contends that negative and positive reinforcement will help to direct behaviour, a positive reinforcement will strengthen any behaviour that produces it, . i. e. The carrot and donkey scenario. Where as a negative reinforcement, will initiate the response that the protagonist will want to remove, i. e. f he is removed from the class for a breach of discipline he will not want this to happen again thus removing the negative reinforcement By challenging inappropriate or negative behaviour we are enforcing the boundaries that we have set in essence we are saying these are the rules and they will not be ignored, it also lets anyone who is prepared to breach the boundaries that we as teachers will not allow this to happen, it also conveys the message to compliant students, that we will enforce the boundaries to support, a safe, respectful and supportive learning environment, free from bullying, anti social behaviour, disruptive influences.An environment where all can learn.. Practical Teaching Linda Wilson https://www. professionalboundaries. com/ www. gtcs. org. uk/standards/copac. aspx

The Garden of Earthly Delights is the modern title given...

The Garden of Earthly Delights is the modern title given to a triptych painted by the Early Netherlandish master Hieronymus Bosch. It has been housed in the Museo del Prado in Madrid since 1939. Dating from between 1490 and 1510, when Bosch was between about 40 and 60 years old, it is his best-known and most ambitious complete work. It reveals the artist at the height of his powers; in no other painting does he achieve such complexity of meaning or such vivid imagery. The left panel (220 Ãâ€" 97.5 cm, 87 Ãâ€" 38.4 in) (sometimes known as the Joining of Adam and Eve) depicts a scene from the paradise of the Garden of Eden commonly interpreted as the moment when God presents Eve to Adam. The painting shows Adam waking from a deep sleep†¦show more content†¦Bosch depicts a world in which humans have succumbed to temptations that lead to evil and reap eternal damnation. The tone of this final panel strikes a harsh contrast to those preceding it. The scene is set at night, and the natural beauty that adorned the earlier panels is noticeably absent. Compared to the warmth of the center panel, the right wing possesses a chilling quality—rendered through cold colourisation and frozen waterways—and presents a tableau that has shifted from the paradise of the center image to a spectacle of cruel torture and retribution. In a single, densely detailed scene, the viewer is made witness to cities on fire in the background; war, tort ure chambers, infernal taverns, and demons in the midground; and mutated animals feeding on human flesh in the foreground. The nakedness of the human figures has lost all its eroticism, and many now attempt to cover their genitalia and breasts with their hands. The triptych is painted in oil on oak and is formed from a square middle panel flanked by two other oak rectangular wings that close over the center as shutters. The outer wings, when folded, show a grisaille painting of the earth during the biblical narrative of Creation. The three scenes of the inner triptych are probably (but not necessarily) intended to be read chronologically from left to right. The left panel depicts God presenting Eve to Adam, the central panel is a broad