Macbeth Stylistic Devices

A. J. Wronski Shakespear Style Analysis Mr. Mettey English IV December 19, 2012 Macbeth Stylistic Devices In the play Macbeth, William Shakespear uses several stylistic devices. These devices help contribute meaning to the central themes of the play. One of the main devices used by Shakespear to convey the theme, the fall of man, is symbolism. Strange occurences, birds, and blood are all symbols that hlep convey this theme. The first examples of symbolism are the strange occurences after Duncan is murdered. After Duncan is murdered, Ross and the Old Man talk about many strange things that are happening.They talk about how its unusually dark when its daytime and how an owl attacked a falcon. They also talk about how Duncan's horses were acting strange and how they, â€Å"Turned wild in nature, broke their stalls, flung out, Contending ‘gainst obedience†(2. 4. 16-17). The fact that these strange occurrences happen right after Duncan's death means that they could symbolize his death or his downfall which supports the theme of the fall of man. The symbolism of birds also helps convey the theme of the fall of man. Birds are used many times throughout the play as symbols but once in particular before Duncan is murdered.While Lady Macbeth is talking about her thoughts to murder Duncan she says, â€Å"The raven himself is hoarse/ That croaks the fatal entrance of Duncan†(1. 5. 36-37). Ravens are birds that usually symbolize death. This raven symbolizes the death of Duncan that is soon to come which conveys the fall of man as Duncan will soon fall. Blood is also a very strong symbol in this play. After Macbeth kills Duncan, his hands are stained with blood. Lady Macbeth tell him to just wash it off and forget about it but Macbeth can't do that.Macbeth questions if, â€Å"All great Neptune's ocean wash this blood/ clean from my hand†(2. 2. 58-59)? Macbeth is saying that nothing will ever be able to wash away the blood of Duncan off his hands. T his blood symbolizes the strength of Macbeths guilt and hints that that this guilt could possibly be his downfall in the future. The symbolism that Shakespear uses in Macbeth is very strong. Its helps clearly convey the theme of the fall of man. Through the use of the symbols of the strange occurences, birds, and blood the theme of the fall of man is clear throughout the play.

How to Create Behavior Contracts for Students

How to Create Behavior Contracts for Students Every teacher has at least one challenging student in her class, a child who needs extra structure and incentive to change bad behavior habits. These arent bad kids; they often just need a little extra support, structure, and discipline. Behavior contracts can help you mold the behavior of these students so that they no longer disrupt learning in your classroom. What Is a Behavior Contract? A behavior contract is an agreement between the teacher, student, and the students parents that sets limits for student behavior, rewards good choices, and outlines consequences for bad choices. This type of program sends a clear message to the child by communicating with them that their disruptive behavior cannot continue. It lets them know your expectations and what the consequences of their actions, both good and bad, will be.   Step 1, Customize the Contract First, make a plan for change. Use this behavior contract form as a guide for the meeting you will soon have with the student and his/her parents. Tailor the form to your particular situation, taking into consideration the personality and preferences of the child you are helping. Step 2, Set Up A Meeting Next, hold a meeting with the involved parties. Perhaps your school has an assistant principal in charge of discipline; if so, invite this person to the meeting. The student and his/her parents should attend as well. Focus on 1 to 2 particular behaviors that you would like to see change. Dont try to change everything at once. Take baby steps toward major improvement and set goals that the student will perceive as achievable. Make it clear that you care about this child and want to see him/her improve in school this year. Emphasize that the parent, student, and teacher are all part of the same team.   Step 3, Communicate the Consequences Define the tracking method to be used on a daily basis for monitoring student behavior. Describe the rewards and consequences that correlate with behavior choices. Be very specific and clear in this area and use quantitative explanations whenever possible. Involve the parents in designing a system of rewards and consequences. Make sure that the chosen consequences are truly important to this particular child; you can even ask the child for input which will make him/her buy into the process even further. Have all involved parties sign the agreement and end the meeting on a positive note. Step 4, Schedule a Follow-Up Meeting Schedule a follow-up meeting 2 to 6 weeks from your initial meeting to discuss progress and make adjustments to the plan as needed. Let the child know that the group will be meeting again soon to discuss their progress. Step 5, Be Consistent in the Classroom In the meantime, be very consistent with this child in the classroom. Stick to the wording of the behavior contract agreement as much as you can. When the child makes good behavior choices, offer praise. When the child makes poor choices, do not be apologetic; if needed, pull out the contract and review the terms that the child agreed upon. Emphasize the positive consequences that can come as a result of good behavior and enforce any negative consequences of the childs bad behavior that you agreed upon in the contract.   Step 6, Be Patient and Trust the Plan Most of all, be patient. Do not give up on this child. Misbehaved children often need extra love and positive attention and your investment in their well-being can go a long way.   In Conclusion You might be surprised at the huge feeling of relief that all involved parties feel just by having an agreed-upon plan. Use your teachers intuition to start yourself on a more peaceful and productive path with this child.

Gay Rights Activists view on Same-sex Marriage

Gay Rights Activists view on Same-sex Marriage Free Online Research Papers Question: What are the views of Gay Rights activists on same-sex marriage? There are many Gay Rights activists who are strong supporters of marriage. One reason for them supporting same-sex marriage is that marriage has many economic advantages over single life. Married people get tax breaks and are entitled to Social Security benefits if one spouse dies. Since gays are not allowed to marry except in California, they cannot get the benefits in most places in the United States. Also, legally married people can inherit from one another without a will. Many companies offer benefits to a person’s spouse, but since gays cannot legally marry, they are denied these benefits. Since the general public is against same-sex relationships in general, gays receive little support for having and sustaining long-term relationships compared to heterosexual couples. The textbook states that â€Å"On average, relationships for both gay males and lesbians last two years to three years, and a pattern of serial monogamy exists.† Gay Rights activists who support same-sex marriage would argue that if gays were allowed to marry, this average span of relationship life would increase. The reason, they would argue, is that there is more support in society for people who are married to stay together than there is for people who aren’t married. Also, it is commonly expected by society that married people will stay together, which plays a role in actually keeping marriages together. Lesbians and gay men also feel that denying them the right to marry says that they aren’t as good as heterosexuals. If they are to be equal with heterosexuals, they should have the same rights as heterosexuals, including the right to get married. The textbook reads â€Å"Some lesbians and gay men believe that legal marriage would be their most important civil rights victory yet.† This shows the huge importance that these people put on marriage and having the right to get married. They also believe that having the right to marry would start a chain reaction for other changes in favor of their equality to heterosexuals. While many gays and lesbians are adamant in the support of same-sex marriage, there are also gays and lesbians who oppose same-sex marriage. The textbook states that some of them â€Å"such as gay rights attorney Paula Ettelbrick, object to mimicking a traditionally patriarchal institution based on property rights and institutionalized husband-wife roles.† The traditional marriage roles set up by society don’t really apply to gays and lesbians, so it is possible they would want a word or name other than marriage to describe their life-long union. One quote from a lesbian in the textbook had her referring to her â€Å"life partner† instead of her spouse. Research Papers on Gay Rights Activists view on Same-sex MarriageTrailblazing by Eric AndersonInfluences of Socio-Economic Status of Married MalesHonest Iagos Truth through DeceptionTwilight of the UAWPETSTEL analysis of IndiaQuebec and Canada19 Century Society: A Deeply Divided EraCapital PunishmentComparison: Letter from Birmingham and CritoThe Effects of Illegal Immigration

The Physical Therapist and the Law Essay Example | Topics and Well Written Essays - 1750 words

The Physical Therapist and the Law - Essay Example [internet]). As a matter of fact, it is good for injury prevention in youth sports. (Hareyan, Armen. Injury Prevention. Physical Therapists Offer Tips For Injury Prevention April 10, 2007. EmaxHealth. [internet] Accessed February 11, 2010. Available at: ). In the State of Florida, the practice is covered by Chapter 486 of the Florida Statutes (2009) under Title XXXII of the law. (CHAPTER 486. PHYSICAL THERAPY PRACTICE. Title XXXII For one to be qualified as a licensed massage therapist, there are certain requirements to comply with. As basic requisites, the applicant must be at least eighteen years of age and must be of good moral character. For her or his professional qualifications or credentials, the applicant must meet any one of the three given circumstances which are (a) the applicant is a graduate from a physical therapy school duly accredited under the tutelage of the Commission of Recognition of Postsecondary Accreditation or the United States Department of Education upon her or his graduation, and has passed to the satisfaction of the Board of Physical Therapy Practice the American Registry Examination before 1971 or a national examination approved by the said Board of Physical Therapy Practice, or (b) the applicant has obtained a diploma from a physical therapy program in a foreign country or has educational qualifications equivalent to what is mandated of physical therapists in the United States d uly acknowledged by the proper agency accredited by the Board of Physical Therapy Practice, (Section 486.031 Physical therapist; licensing requirements. Ibid) or (c) the Board of Physical Therapy Practice has caused the issuance of a license to the applicant through the Department of Health without having taken any examination when she or he (the applicant) presents proof to the satisfaction of the Board of Physical Therapy Practice that she or he has passed the American Registry Examination before 1971 or an examination in physical therapy before a similar legally authorized examining board of another state, the District of Columbia, a territory or a foreign country where the standards for licensing physical therapy professionals are considered by the Board of Physical Therapy Practice as of the same level or category as those in Florida. (Section 486.081 Physical therapist; issuance of license without examination to person passing examination of another authorized examining board; fee. Ibid). In this third criterion, the professional may design or denominate herself or himself as a physical therapist or a physiotherapist or a P.T. She or he shall also pay to the Department of Health the appropriate fee not exceeding one hundred seventy five dollars as determined by the Board of Physical Therapy Practice. Physical therapy practice and police power Physical therapy being a career or a calling in Florida as in all other states,

Darwin's Dangerous Idea Discussion Essay Example | Topics and Well Written Essays - 500 words

Darwin's Dangerous Idea Discussion - Essay Example Darwin’s evolution theory paved way for the science technology to adopt new approaches to evaluate his ideas. The close match between the human DNA and the DNA of the chimps is a scientific finding that was originally approached as an idea by Darwin. In this sense, Darwin was ahead of his time. Nevertheless, I am skeptical of the idea that things really evolve into something different. I identify the change in the HUV gene with the introduction of medicine in the patient with adaptation rather than evolution since evolution has to induce permanent changes to differ from adaptation. Overall, the video was very informative and educative. I agree that survival in the ever changing environment necessitates evolution for things with DNA. Even human beings have seen this evolution in terms of the variety of races, and features. Likewise, different varieties of the same animal living in different conditions suggest that the bodies have evolved so as to adjust to their environments. For example, same animals in the colder regions are furry whereas those in the warmer areas are not. However, I differ with you on your consideration of the theories of Darwin about the relationship of all living this leading up to this breakthrough as original and unmatched; nearly 50 years before him, Jean-Baptist Lamarck who was a French naturalist had already proposed the idea of occurrence of evolution and had proceeded it according to the laws of nature. Nevertheless, I do acknowledge that his proposal of the natural selection’s idea as a means of working for the evolution was original. Yes, the scientists over the passage of time did feel empowered by Darwin’s theory since it suggested something so inherently attractive to science with complete obliviousness, if not refutation, to what is beyond the reach of the scientific eye. You have captured Darwin’s nervousness and the underlying reasons for it

The relationship between reason and democracy Essay

The relationship between reason and democracy - Essay Example In this time period, the Enlightenment, people began to believe that rationality was the most important thing, indeed, Immanuel Kant said at the beginning of his work â€Å"What is the Enlightenment?† that having â€Å"courage to use your own reason† was the â€Å"motto of the Enlightenment† (Kant 1). In this kind of classical liberal thinking about democracy, there is no way to separate the idea of democracy from the idea of idea of reason – democracy could only be successful as a form of government because the people who are choosing the leaders are acting in a rational way – either for their own self interest or because of morality or for some other, rational reason. Yet there might be other reasons why democracy is successful that these thinkers do not cover. So essentially, whether or not democracy relies on reason depends on whether or not one believes in the classical idea of the reasons for democracy. Under classical conceptions of democracy , where it exists as a kind of contract between the leaders and the people they lead, democracy cannot exist without reason; I would argue, however, that classical ideas do not actually describe why democracy is successful, and that alternative explanations could allow for democracy to exist and succeed without reason or rationality being involved in any way shape or form. Classical understandings of democracy come from the Enlightenment, and this classical understanding must be understood in its hirtorical context. This was a time when many rulers ruled by divine right – the monarchy was still the most powerful thing in Europe, and these monarchs used considerable power to shape and even abuse the people who they were in control of, for their own gain. As Locke notes the ability to â€Å"compel by the sword† was the power of the civil magistrate alone, which essentially means that the ruler is the only person who is able to force his people to do something based on fo rce and violence (Locke 2). Through this understanding, it was important to provide a basis for a new system of government that made a lot of sense in theory as well as working in practice, and the theory behind democracy relied on the idea that every person was reasonable. When trying to convince people that they should not be led by their current leaders (the kind of leaders who had been in control of the world for essentially the entire history of the world), one had to convince everyone that there was a better system, not just an alternate system. And the â€Å"betterness† of democracy relies on the idea that each person is rational and can act rationally when choosing a leader or deciding what is best for them – and will do so. So the basic idea of democracy, from a classical perspective, relies on reason in a very strong way, and so cannot be separated from reason – the classical defenses of democracy would fall apart if people were not reasonable. But thi s does not mean that the classical justification for democracy was the reason that democracy is a good system of government. I would argue that one of the main reasons democracy is a good system of government is that it does not give any one group or person the ability to form a tyranny, to get into complete control and begin making everything better for them

Learning Coaching Supporting Young people Essay Example for Free

Learning Coaching Supporting Young people Essay 1. Understand and implement the mentoring process My experience as a Learning Coach has led my sessions to move on from one to one with each student and can now include Group sessions. Group sessions involving a small group can be as effective when compared to one to one interaction. Before the group is brought together I can decide on which students might interact better with each other, for example a group I have worked with included 2 boys and 2 girls who didn’t know each other well in the school but were all studying the same subject, I considered if any prejudgement would prevent the group from bonding so chose this setup. The first session involved planning the steps that would be involved and purpose for having them in a group environment. I set goal deadline to meet within the group so they were aware of how long the time period would be, in this case 4 sessions over 4 weeks. The goal I had set was to discuss revision techniques and different Learning styles with, by the fourth week I hoped to have achieved an understanding for how they can motivate each other while learning from each other. As a group they had all been properly introduced to one another and indentified key areas they were struggling in with the particular subject they had in common. I used a group exercise where they created two spider diagrams labelling the parts they like and didn’t like in the subject, they were quick to indentify similar areas they were either stronger or weaker in as a group. Following the previous session I had each member of the group complete a VAK (Visual Auditory Kinesthetic) Questionnaire to indentify their own Learning Style. They all came out stronger in the Visual/Auditory side of learning and I showed them techniques such as using diagrams and bright colours, discussing topics as a group and making short notes that can be revisited. Each member of the group seemed keen to get involved and contribute their own ideas as we went along. To keep motivation high I always used positive comments as they worked, having the understanding and deadline established at the beginning helped them reach the goal and work together As the group reached the final session we reviewed the work involved and how they had achieved the understanding of what was set out. I asked them to explain by each of them writing 3 key points they had learned that could involve either what they had learnt about Learning styles or about the subject they had applied them in. Although each member had remembered a different point they realised the potential in working as a group. 2. Be able to organise and initiate mentoring support in group settings For a group to come together efficiently you have to consider how they will function as a whole. Will the members of the group bond immediately or will it take some time to reach a normality. You can help this process come together by developing techniques such as creating a Poster or Spider Diagram together about something in common. This will help ease any tension and allow you to see the more dominant members in the group and who might sit back during the process. Bruce Tuckman developed a model that looks at the stages of group development (Web Ref 1) 1. Forming: The group comes together and gets to initially know one other and form as a group. Can be a very important stage as it allows the group to see who is more dominant and how they will work together. 2. Storming: A chaotic Vying for leadership and trialling of group processes This can lead to confrontation in the group if somebody is seen not to get along with the others. Problems in this area would arise from individuals giving a different opinion or idea on how to do the task set before them. 3. Norming: Eventually agreement is reached on how the group operates (norming) Possibly a leader in the group is set out who takes charge. The group might have specific tasks that each of them are focusing on. 4. Performing: The group practices its craft and becomes effective in meeting its objectives. Now that the group can work together they focus on the tasks and perform what they grouped together to achieve. 5. Adjourning: The process of â€Å"unforming† the group, that is, letting go of the group structure and moving on. As it was important for each of them to get together and understand it’s important to leave the process effectively. They each need to recognise what they have done and hopefully be proud of their achievements. Coming away from a group badly can affect future group processes. (Web Ref 1) This model of how a group evolves with each other briefly describes how they operate from the beginning to the end of the group process. Being the Learning Coach allows you to have a unique position in the group allowing you to take on any position you see suitable. It’s advisable to set ground rules for them to follow, these could be to be open and honest, keeping confidentiality within the group, not letting each other down or just respecting each other. With these sort of ground rules in place you can take a position of just watching the group or be a member of the group, if you feel they need some guidance raise the issue they are concerned with and put them on the right path. It is important to consider what differences might be there for the group, so with the ground rules and having them focus on themselves as a whole and trust and respect each other can be a main focus. With some students coming from different backgrounds and diversity’s or having issues they might not want to talk about in a group environment can put a block on the groups progress. Don’t pressure them into these kind of topics and let the group flow naturally. 3. Analyse the mentoring skills, experience and qualities you used in this group setting. When I deal with any students I always try to be friendly and make them feel comfortable to talk in front of me while being professional. I understand that the students will often look to me for guidance so I make sure not to be judgemental towards any of the group members and give everyone a fair chance. Hopefully this will promote them in doing the same to each other. While my role in the group was more observational I did question them from time to time, making sure they were on the right path and understood what they had said. While talking with them I did try and avoid using questions that lead to a yes or no answer, asking them to explain, once they explained it to me I would try and relate to them personally. My observation in the group kept them disciplined and focused more on the task. I didn’t have to be talking for them to know I was there. I didn’t want to be intimidating them either, I would occasionally agree and give my opinion on something they said to see if I was following correctly and more importantly they knew I wasn’t ignoring them. At the beginning of the time together we set out a goal that they all had in common. Something they all felt they could benefit from. I picked them all for this group originally because of that reason. The goal deadline was set out from the start for them to know when it would definitely be coming to an end. I hoped that from the sessions they would have learned everything they needed to and not need to come back to me. I have always said I keep an open door policy and if they needed to see me individually I would open it up as a new session time and new goal, this way they can understand that it’s not being dragged on from the previous time. 4. Be able to review the outcomes of the mentoring process With my Learning Coach group sessions what went well was discussing the matters with them and being a guide to keep them on the right track. The discipline was always fair and I never had to take any real precautions just focus them on the goal in sight. With future groups I will try to focus more on achieving a greater goal. I possibly set the goal to easily for them to achieve but this is hard to see when you don’t know how the group will work with each other. I would also try and give some kind of reward incentive to give them more of a morale boost throughout the sessions. I didn’t present them with anything that could give them real pride in what they did other than knowing themselves what they achieved. I will consider giving them achievement points on the school system to acknowledge how well they have done. My overall support I felt was just the right amount. I didn’t want to take total control of the group so I focused more on guidance to push them in the right direction. I may possibly in the future take more control of a group if I feel they are not going to achieve their goal within the deadline or not focusing on the task in hand. I would like to involve a different group activity for them to start with. The activity I have given them may not appeal to everyone. I would like to arrange a few activity’s they could pick from. I asked the group afterwards how they felt the process went. They were generally happy with the result but were not sure if they would bother to use it when not in these group sessions. One individual was not happy with not being listened to and felt she would have directed her time in a different area to what the group decided on. I might consider making the groups smaller so that others get a chance to say something rather then just listening to others.