Intelligence, Surveillance, And Reconnaissance - 858 Words

2.1.3. Intelligence, Surveillance and Reconnaissance The intelligence, surveillance and reconnaissance (ISR) is a main function of airpower, which integrates the intelligence production activities with activities such as surveillance and reconnaissance. ISR is an â€Å"integrated intelligence and operations function† by nature. The ISR efforts contribute to the creation of joint integrated intelligence preparation of tactical, operational and even strategic environment. This results in gaining the effect of situational awareness, and provides with the opportunity to dominate adversaries in the decision making at all levels of war – tactical, operational and strategic. The core airpower attributes height, speed and reach, provides with†¦show more content†¦Thus it is most likely to be a role, applicable with service, agency or organisation. Rather it is more appropriate the approach of naming the role, used in NATO AJP-3.3 â€Å"Allied Joint Doctrine for Air and Space Operations† – â€Å"contribution to ISR†, which addresses the airpower as contributor. The main activities, which comply with the definition and core attributes of air power, are surveillance and reconnaissance. While performing the surveillance and reconnaissance, airpower contributes to the intelligence and enables the achievement of the â€Å"situational awareness† effect. Separating these three functions will lead to loss of effectiveness. 2.1.3.2. Surveillance Surveillance is defined as operations which include â€Å"systematic observation of space, aerospace, surface areas, places, persons or objects, by visual, aural, electronic, photographic or other means† [15]. The aim of conducting surveillance is to provide with indications and warning about the adversaries’ activities and potential or actual threats of different origin. Surveillance is a persistent monitoring of the environment in order to detect any changes. Figure 5. South Korea located THAAD’s X band radar coverage Airborne and space-based surveillance capabilities are ableShow MoreRelatedIntelligence, Surveillance, And Reconnaissance Operations2164 Words   |  9 PagesIntroduction The United States (US) Intelligence Community (IC) requires a succinct method for measuring the collection effectiveness of Geospatial Intelligence (GEOINT) operations of both National Technical Means (NTM) and airborne Sensitive Reconnaissance Operations (SRO) Intelligence, Surveillance, and Reconnaissance (ISR) collection. Intelligence professionals seek to leverage the GEOINT capabilities at their disposal to satisfy validated requirements in the most efficient manner possible dueRead MoreIntelligence, Surveillance, And Reconnaissance ( Isr )753 Words   |  4 PagesMAJOR Alphie G. Sachnik, United States Army, distinguished himself by exceptionally meritorious service as the Aerial Intelligence, Surveillance and Reconnaissance (ISR) Task Force XO for Task Force Thor, Task Force Observe, Detect, Identify, Neutralize (ODIN BDE), United States Forces-Afghanistan from 6 October 2015 to 26 June 2016, while deployed at Bagram Airfield in support of operation FREEDOM’s SENTINEL. MAJ Sachnik deployed as the Executive Officer for the largest aviation task force inRead MoreJoint Surveillance And Target Attack Radar System718 Words   |  3 Pages Joint Surveillance and Target Attack Radar System (Joint STARS/JSTARS) SSG Koza, David Class: 16-011 Joint Surveillance and Target Attack Radar System (Joint STARS/JSTARS) is a multi-functioning air asset that is to assist airborne battle management, intelligence, surveillance and reconnaissance. I will briefly describe the aircraft capabilities and how they are used on the battlefield. I will also identify significant historic event, how the Joint STARS have influenced MilitaryRead MoreThe Battle Of The Korean War1146 Words   |  5 Pagesthe Korean War. One of their primary missions was to perform reconnaissance and intelligence collection missions and ambush attacks against the People’s Republic of China (PRC), or Red China. Their military maneuvering tactic was significant to the outcome of the war. They were highly recognized for their ferocious and dedicated sacrifice and were given a nickname of â€Å"Little Tigers.† Their aggressive reconnaissance and intelligence collection has proven to be the utmost importance during the battleRead MoreNorth Koreas Inte lligence Community : A Vibrant Atmosphere1707 Words   |  7 PagesKoreas intelligence community is in a vibrant atmosphere. Its variations in the configuration and organization change as power shifts within the Communist Party of the People Democratic Republic of Korea (DPRK). Currently the majorities of DPRK intelligence agencies are with the Cabinet General Intelligence Bureau (CGIB) of the Korean Worker’s Party Central Committee and work directly for the president of the country. The CGIB is mainly liable for organizing and executing the intelligence directivesRead MoreSupply Chain Management And Logistics, Selma. As One Of1240 Words   |  5 Pagessecurity product business. Additionally, in 2016, the service sales have increased by $271 million, which is 3% higher than the service sales of 2015. The growth was mainly driven by higher volume of service sales in several Cyber and Intelligence, Surveillance and Reconnaissance (ISR) programs. Logistics Northrop provides life support logistics to over 60 platforms and systems around the globe enabling their customers to achieve their mission in the most efficient technique thinkable. The support logisticsRead MoreThe Predator Unmanned Aerial System (UAS) designated RQ-1, started in January 1994 as an Advanced1100 Words   |  5 Pagesperform strike, coordination and reconnaissance (SCAR) against high-value, fleeting, and time-sensitive targets. The Predator is very versatile, able to conduct missions such as intelligence, surveillance, reconnaissance, close air support, combat search and rescue, precision strike, buddy-lase, convoy/raid overwatch, route clearance, target development, and terminal air guidance. The MQ-1 began as the RQ-1 which was the unarmed version, the ‘R’ stood for reconnaissance. This was later replaced by MRead MoreThe Use Of The Armed Forces Is Determined By National Military Strategy1189 Words   |  5 Pagesorder to achieve political objectiv e with minimum loss of human life, and with maximum effectiveness. Since the beginning of the 1960s, the effectiveness of airpower in military operations became unquestionable because of its ability to deliver reconnaissance data that is essential for preparation of battlefield, using high technological munitions that increased accuracy and firepower, and its airlift capability for rapid project of military power and maintaining the combat readiness in any cornerRead MoreDefence Industrial Policy844 Words   |  3 Pagesfuture without addressing this issue. A case in point, SecDef Hagels recently declared six priorities for the Defense department include maintaining a lead in emerging technologies, such as: space, cyber, special operations forces, intelligence, surveillance and reconnaissance without pointing to any industrial guidance to achieve these requirements. This leaves industrial suppliers gambling over which programs to invest resources without the risk of being cut. For instance, Space programs such as: GPSRead MoreStages of the Kill Chain Construction in the Movie, Oceans Eleven766 Words   |  3 Pageschances of letting the adversary successfully proceed to the next kill chain stage. In our analysis, we have taken into consideration that some stages may occur in parallel and breaking the kill chain can be mitigated at any stage or multi stages. Reconnaissance Stage The adversary (Danny Ocean) has done a proper identification and selection of people with the relevant talents and abilities. Each of them has different role and responsibility to execute in the mission. The team has done a thorough research

Electronics in the Classroom Essay - 1006 Words

It seems today everything is being done electronically, homework, job, and even college applications are submitted online. People learn so much through various types of technology. Years ago in the classrooms there were not as many chances to incorporate technology into the classroom. As the years progress there have been more technological advances yet there is much controversy over whether classrooms should be permitted to have their students learn with the new technological improvements. IPods are helpful to everyday life and could be especially in the classroom, they can be used to help students study meanwhile act as a stimulate to the mind, beneficial towards getting work accomplished and in general becoming technologically advanced.†¦show more content†¦For the IPod and I pad teachers could have the students download applications that are specific to a lesson. Something as simple as having students record a lecture and then study it later could go a long way to engagi ng and inspiring students. â€Å"Really, with the proper attitude and teacher training and there are plenty of resources on the Web to give ideas and tips to teachers the possibilities are endless.† (Fabiano) Technology is rapidly changing every day and the technology is here to stay therefore various products should be allowed in classrooms to help aid the teachers. Furthermore it is obvious that in today’s society children and teens are being exposed to even more technology, even at a young age. If teachers could incorporate different types of technology and center it around a lesson than it would only help students in the long run. Everything is being done through technology and it is imperative that students adapt to using it. For most projects that teachers assign students will usually make a PowerPoint or poster, which is a shame considering all the other options that are out there. Students are also aware of the student teacher relationship, teachers talk, and they listen. With these emerging technological products students become aware of all the types of things they could do to learn â€Å"For instance students could explore listeningShow MoreRelatedThe Effects Of Electronic Devices On The Classroom Setting1258 Words   |  6 Pagesthe use of electronic devices. In fact, the number of students who become easily distracted duri ng lectures has increased over the years due to the lack of activities teachers provide for their students. Also, numerous amounts of students who are tactile learners have a short attention span, meaning that they need to engage in the lessons that are being taught in order to retain the information they learned that lesson. Schools must implement the use of electronic devices in the classroom setting;Read MoreA Brief Note On Technology And Electronic Documentation1223 Words   |  5 Pagestherapy assistant programs to include use of electronic documentation in the classroom. The lack of technology interferes with note taking in the classroom, which in turn, interferes with the clinical setting. As with any scenario, there are several pros and cons with the use of technology and electronic documentation in the classroom. Implementing an electronic documentation program in the classroom will prepare students for both written and electronic documentation during fieldwork. It willRead MoreThe Importance Of Technology In Education1229 Words   |  5 Pagesthrough electronic products such as computers, tablets, and mobile devices.   The average student graduating from college in the United States has spent less than 5,000 hours on studying, but 10,000 hours on computer games or social networking. Moreover, since 2012, as many as sixty-three percent of universities offer online courses. Educational leaders throughout the U.S. are using electronic devices to try to engage students in a classroom setting through familiar technology. But are electronic devicesRead MoreTechnology Is Common, New Thinking Is Rare885 Words   |  4 PagesMillennial and Z Generation have had acce ss to new electronics and gadgets that other generations never dreamt possible. As new affordable electronic devices are being designed, public school systems are allowing the new equipment into the classroom. Instructors use certain electronics to teach lessons, practice literary activities, and simply for educational games. However, young children with developing brains should not be exposed to these electronics at such an early age. The early years of a childRead MoreUsing Smartphones And Other Electronic Devices753 Words   |  4 Pagesidentified and discussed. One advantage of using smartphones and other electronic devices is that they have all the tools necessary to boost students’ learning. They can be used effectively in the classroom as they include amazing learning apps, a teacher can assess students learning and knowledge via e.g. polleverywhere.com, which costs nothing when you conduct a survey of fewer than 40 participants. Electronic devices in the classroom can be also useful in delivering materials directly to their personalRead MorePositives And Negatives Of Technology1037 Words   |  5 Pagesare increasing their productivity, but median income jobs are becoming scarce. But some of the positives include virtual classrooms that allow students to learn from home. Technology and health information are connected through patients researching information online about their health. This is crucial because there s risk that involve patient security, but health electronic records make it easier for employees to keep up with pat ient records. In order for us to determine how technology should beRead MoreShould Laptops Be Banned?970 Words   |  4 Pagesoften in classrooms all around the country. Why do students feel the need to use laptops in the classroom? Students should focus more on their teachers instead of non-academic programs on the laptop. The distractions from laptops can also distract other students around them. When students are surfing the internet in class, as an instructor, they find it highly disrespectful because of the impression you are giving off is like â€Å"you’re boring me.† Laptops should be banned from the classroom to avoidRead MoreImpact Of Technological Advancement On Education1071 Words   |  5 Pagesaccess stored information because of these development, it is easy to get by without learning and on the other, learning is more efficient and attainable. A survey in 2007 by the National Centre for Education Statistics (NCES) showed that 97% of classroom in the U. S.A had access to computer (Fast Facts).. With technology development, both teachers and students can access data in a simple form compared with educational system of 30 – 40 years back. The impact of globalization in education is undergoingRead MoreTechnology Is Taking Over Daily Classroom Learning Essay1479 Words   |  6 Pagesbecome a necessity to learning in a classroom setting. Nowadays, students can walk into a classroom and the instructor can stay at their desk while a PowerPoint plays. Therefore, technology has advanced so much that all an instructor has to do is lift their finger and press a button and their lesson is ready to go. In this paper, I have researched and discussed this growing phenomenon in hope that people will see how fast technology is taking over daily classroom learning. Technology Takeover ChalkboardsRead MoreOnline Vs. Traditional Learning915 Words   |  4 Pagesincorporated into the schools curriculum. What we once knew and have learned by using school books, is now being taught strictly electronic communication. Although the online environment learning can be utilized to enhance classroom lessons, doesn t mean it should come a main source of teaching. Schools around the nation has remove the use of textbooks and worksheet from the classroom it is a known fact that all learners don t comprehend through the same techniques and or methods. Some students need the

Strategic Information System For Business And Enterprise - Samples

Question: Discuss about the Strategic Information System For Business And Enterprise. Answer: The current organizational structure The selected organization for this report is Myer. It is an Australian based departmental store chain selling clothing line of products, accessories, footwear, house ware, books and stationary items. It is one of the largest departmental store chain based in Australia. In October 2007, Myer started its online departmental e-commerce website. It currently consists of more than 67 retail stores across Australia. The selected organization is the Myer, having the following organizational structure (Drew, McCallum and Roggenhofer 2016) Board Of Directors Paul McClintock AO Chairman Independent Non-Executive Director Richard Umbers Chief Executive Officer and Managing Director Anne Brennan Independent Non-Executive Director Chris Froggatt Independent Non-Executive Director Robert (Bob) Thorn Independent Non-Executive Director Ian Cornell Independent Non-Executive Director Dave Whittle Independent Non-Executive Director JoAnne Stephenson Independent Non-Executive Director ExecutiveManagement Team Richard Umbers Chief Executive Officer and Managing Director Grant Devonport Chief Financial Officer Karen Brewster Executive General Manager Merchandise Buying Damian Walton Executive General Manager Merchandise Planning Louise Tebbutt Executive General Manager Human Resources, Risk Safety Louise Pearson Group General Manager Retail Operations Mark Cripsey Chief Digital Data Officer Michael Scott Executive General Manager Brand and Marketing Peter Mitchley Hughes Head of Transformation Richard Amos Chief General Counsel and Company Secretary Timothy Clark Executive General Manager Property, Store Development and Services Tony Sutton Executive General Manager Stores There is several other shared service organizational structure of Myer: David Friend Managing Director Deb Pascoe Merchandise/Membership Manager Janita Friend Brand/Communications Manager Graham Crossan Creative Director Sales Producer system flowchart of Myer The flow chart described below shows that the taken sale procedure by the organization are basically to have a systematic flow of sales invoice and orders (Ward Sobek II, 2014). One of the major problems which the organizations face is not to involve a lot of people in the working of themanagement procedures. The organization should involve more people so that the workload can decrease considerably. The sale process has been comprised of eight different steps that starts with the initial contact with the client, then comes the planning of the sales procedure, approaching the sales team, orders place assessment, presentation of the shipping requested, meeting the objectives of the shipment, companys end helps in gaining commitment and finally follow up the order completion. Sales procedure assessment helps the organization to understanding the sales order prediction (Davis 2013). The sales production of Mayer group depicts the order management system that has been implemented very recently (Keune, Mayhew and Schmidt 2015). This provides significant efficiency gain and hence provides the customers better experience throughout all the channels. This company has over 30 million investments on IT that is related to the Omni-channels that may start a positive growth in the sales and may have its impact over business industry. The company retails a variety of products across men, women and children clothing, as well as electronic hardware, furniture and bedding, books, toys, food and many more. References Boulianne, E., 2014. Impact of accounting software utilization on students' knowledge acquisition: An important change in accounting education.Journal of Accounting Organizational Change,10(1), pp.22-48. Davis, A., 2013.Just enough requirements management: where software development meets marketing. Addison-Wesley. De Vries, H. and Van der Poll, H.M., 2016. The influence of Lean thinking on organisational structure and behaviour in the discrete manufacturing industry.Journal of Contemporary Management,13(1), pp.55-89. Drew, J., McCallum, B. and Roggenhofer, S., 2016.Journey to lean: making operational change stick. Springer. Kar, A., Bhattacharyya, S.D., Perez, K. and Williamson, G., Mastercard International Incorporated, 2013. Method and system for proximity fraud control. U.S. Patent Application 13/949,850. Keune, M.B., Mayhew, B.W. and Schmidt, J.J., 2015. Non-Big 4 local market leadership and its effect on competition. The Accounting Review, 91(3), pp.907-931. Seethamraju, R., 2015. Adoption of software as a service (SaaS) enterprise resource planning (ERP) systems in small and medium sized enterprises (SMEs). Information systems frontiers, 17(3), pp.475-492. Ward, A.C. and Sobek II, D.K., 2014. Lean product and process development. Lean Enterprise Institute.

Remebering Essay of First Bike Ride free essay sample

Looking back on those days when I use to sit inside my house while everyone else was outside playing on their bikes, skateboards, rollerblading, I was so jealous that It wasn’t me on the skateboard or the bike; although there came one day that it was me on the bike. I was helping out my pastor at the church on a Saturday and he decided to let me and the rest of the guys come over to his house when we were through. When we got there the pastor’s son Josh was asking us if we all wanted to go outside? So everyone agreed including me, but what he forgot to mention is that we would be riding bikes. So I wouldn’t look stupid I spoke up and said: â€Å"Um Josh I don’t know how to ride a bike. † As I stood there with a mortified look on my face waiting for him to laugh at me but instead Josh said: â€Å"For real? Well I guess we can teach it really quick? † I was shocked because He was the better person who didn’t laugh at me although my other friends were looking at me apprehensively. We will write a custom essay sample on Remebering Essay of First Bike Ride or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Josh then stepped back into the garage and pulled out a bike and I had begun to feel nervous and scared. It was the feeling I got when I first rode a rollercoaster my stomach began to get butterflies inside and I wasn’t relaxed at all. Josh began to speak and said: â€Å"Before three o’ clock today, I will teach how to ride a bike without anyone’s help†. With him telling me that it boosted my confidence level up by a little amount. Now after him telling me this he began the bike riding lesson. â€Å" Louis the first thing to learn about riding a bike is balance, so put both feet on the pedal while I push† I felt like a little kid but I was most afraid of the other guys laughing at me while he was teaching. Then when I looked around I noticed that the only people around was Josh, his older sister, and myself. Whenever riding a bike this is the speed it usually is, but on a hill that’s when bike riding is fun! † Josh said. As I was riding the bike it was like I was taking my first baby steps to being able to walk. Although I couldn’t do it by myself I felt as If I have accomplished something for today. It was great! † As I was riding the bike and peddling it began to get to difficult. I was two blocks away from where I started at. So Josh finally notices how far I have gone and yells: â€Å"Louis stop! † I then yelled: â€Å"I don’t know how! Josh how do I stop? †, â€Å"he said: â€Å"Louis use the hand brakes! I had no clue what that was and where it was until a light hinted in my head and told me that it was on handles. I then I pressed it lightly and noticed I began to slow down, but what I didn’t see is that I was running into a tree. So I shifted the direction in less that two seconds and avoided the front of my body from being injured. I was then happy because I didn’t break a single bone in my body and nothing hurt. Shortly I look at my leg and see that I have scraped the back end of my leg from the tree. Right when I began to notice this scratch is when everything began to start hurting. As I hurried back to the house, I noticed that the rest of the guys were playing basketball, so instead I just went inside and asked Mr. Callahan if he had any band aids anywhere, which he did. So I went into the restroom, washed the cut off with water, and then carefully placed it onto the cut. I was very upset that I couldn’t engage in the activity with the rest of the guys, but I did learn something from all of this. People make mistakes, and the purpose of them is to learn from them in life. Because when it comes right down to it, no one is perfect; it is how we are different which is what makes life fascinating. Remebering Essay of First Bike Ride free essay sample Looking back on those days when I use to sit inside my house while everyone else was outside playing on their bikes, skateboards, rollerblading, I was so jealous that It wasn’t me on the skateboard or the bike; although there came one day that it was me on the bike. I was helping out my pastor at the church on a Saturday and he decided to let me and the rest of the guys come over to his house when we were through. When we got there the pastor’s son Josh was asking us if we all wanted to go outside? So everyone agreed including me, but what he forgot to mention is that we would be riding bikes. So I wouldn’t look stupid I spoke up and said: â€Å"Um Josh I don’t know how to ride a bike. † As I stood there with a mortified look on my face waiting for him to laugh at me but instead Josh said: â€Å"For real? Well I guess we can teach it really quick? † I was shocked because He was the better person who didn’t laugh at me although my other friends were looking at me apprehensively. We will write a custom essay sample on Remebering Essay of First Bike Ride or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Josh then stepped back into the garage and pulled out a bike and I had begun to feel nervous and scared. It was the feeling I got when I first rode a rollercoaster my stomach began to get butterflies inside and I wasn’t relaxed at all. Josh began to speak and said: â€Å"Before three o’ clock today, I will teach how to ride a bike without anyone’s help†. With him telling me that it boosted my confidence level up by a little amount. Now after him telling me this he began the bike riding lesson. â€Å" Louis the first thing to learn about riding a bike is balance, so put both feet on the pedal while I push† I felt like a little kid but I was most afraid of the other guys laughing at me while he was teaching. Then when I looked around I noticed that the only people around was Josh, his older sister, and myself. Whenever riding a bike this is the speed it usually is, but on a hill that’s when bike riding is fun! † Josh said. As I was riding the bike it was like I was taking my first baby steps to being able to walk. Although I couldn’t do it by myself I felt as If I have accomplished something for today. It was great! † As I was riding the bike and peddling it began to get to difficult. I was two blocks away from where I started at. So Josh finally notices how far I have gone and yells: â€Å"Louis stop! † I then yelled: â€Å"I don’t know how! Josh how do I stop? †, â€Å"he said: â€Å"Louis use the hand brakes! I had no clue what that was and where it was until a light hinted in my head and told me that it was on handles. I then I pressed it lightly and noticed I began to slow down, but what I didn’t see is that I was running into a tree. So I shifted the direction in less that two seconds and avoided the front of my body from being injured. I was then happy because I didn’t break a single bone in my body and nothing hurt. Shortly I look at my leg and see that I have scraped the back end of my leg from the tree. Right when I began to notice th is scratch is when everything began to start hurting. As I hurried back to the house, I noticed that the rest of the guys were playing basketball, so instead I just went inside and asked Mr. Callahan if he had any band aids anywhere, which he did. So I went into the restroom, washed the cut off with water, and then carefully placed it onto the cut. I was very upset that I couldn’t engage in the activity with the rest of the guys, but I did learn something from all of this. People make mistakes, and the purpose of them is to learn from them in life. Because when it comes right down to it, no one is perfect; it is how we are different which is what makes life fascinating.

Kennedy-Nixon Debates Essays - Richard Nixon,

Kennedy-Nixon Debates In the Presidential Election of 1960 John Fitzgerald Kennedy and Richard Milhouse Nixon were in a series of debates that were different from past debates. The three biggest national television networks arranged for the debate to be televised on all three stations. The Democratic candidate, Senator Kennedy from Massachusetts, and Vice President Nixon both agreed on the televised debates. Each debate was given a subject matter that the candidates agreed to correspond their answers with the subject. The first debate was for the issues concerning domestic questions, the second was centered around the area of foreign policy, and the third and fourth debates were basically a repetition of previous topics. During each debate four news representatives asked questions to each candidate. On September 26, 1960 the first debate took place in Chicago. The moderator was Howard K. Smith, and his job was to introduce the candidates and controlled the question and answer segments of the debates. He instructed the candidates to give their 8 minute opening speech and their three minute closing speech. The first introduced by Smith was Senator Kennedy. Kennedys concept throughout his opening statement was that the world would move in the same direction that the U.S. moved. That was in regard to how the U.S. moved ahead toward freedom. He also stated that the American people should be aware of the communists, Khrushchev in the Soviet Union, the Chinese Communists, how they were on the move and America had to counter and move towards freedom. Kennedy said that America had to be a strong as possible to keep the world moving in the right direction. Another point he made was the lack of American progression, and the way we werent utilizing our natural resources. I believe in effective governmental action. And I think thats the only way the United States is going to maintain its freedom. Its the only way that were going to move ahead. I think we can do a better job. I think were going to have to do a better job if we are going to meet the responsibilities which time and events have placed on us. We cannot turn the job over to anyone else. If the United States fails then the whole cause of freedom fails. (The First Kennedy Nixon Debate, p.2) After Kennedy was finished Smith announced for Vice President Nixon to give his opening statement. Nixon agreed with Kennedy about the U.S. having to move. Nixon compared his thoughts on Communism to a deadly competition, and that the U.S. was ahead and needed to stay that way. He disagreed with Kennedy because Kennedy said that the U.S. had been standing still, and Nixon pointed out that we had been moving. He stated that our gross national product was the highest in the world, that more schools had been built, we had developed more hydroelectric power, and the wages of people had gone up. Nixon said the programs he supported would give all Americans an equal chance for education, better medical care for elders, and more housing. He quickly shot down Kennedys programs and said that with Kennedy the U.S. would quit moving and go stagnate. One of Nixons major points was the spending of each of the political platforms. He showed that with the Democratic platform would spend eighteen billion more dollars a year than what was currently being spent. Nixon and his Republican platform would only spend five billion dollars more than was being spent. In the final part of his opening he said the difference between he and Kennedy was the means of reaching the goals that the two proposed. After the opening statement the questions then were asked by the news correspondents. One question was, Why do you think people should vote for you rather than the Vice President? (The First Kennedy-Nixon Debate, p.4). Kennedy responded by saying that the programs that he advocates compared to the programs advocated by Nixon was the reason that people should vote for him. One question that was posed for Nixon was, Would you tell us please specifically what major proposal you made in the last eight years that have been adopted by the Administration? (The First Kennedy-Nixon Debate, p.5) Nixon answered by giving very specific examples of what recommendations he made to the President about policy making. Then both candidates gave an answer to the question regarding Communism. Kennedy simply said that they needed to watch and be continually alert to what the communists were doing. Nixon agreed and also stated that the way to fight Communism was to

Death and its Significance essays

Death and its Significance essays Death, a very dominant theme in literature, but what significance do references to death provide in a story. Why is death used in so many of the pieces of literature we read? The Answer; references to death play a very important part in a story, they can help advance the plot, they provide an atmosphere they contribute to the setting of the story, and many times they help readers predict what is going to happen in the story. Foreshadowing, something that is almost always related to a reference to death. Foreshadowing can be a very useful device as we will see in this essay. The two stories that will be analyzed in this essay are; Death in Venice and Mario and the Magician both of which are written by Thomas Mann. This essay will attempt to analyze how death is presented in both these stories, what role does death play, and how death plays a major role in the development of the story. Death in Venice, a novella written by Mann in 1912; a story which was largely inspired by Manns own personal experiences, the story is basically about a writer named Aschenbach who has always held his passions in check, never allowing them expression either in his life or in his work. He was what many will call repressed. The first thing to note when the story starts is the first reference to a dark dull setting When our continent lay under such a threatening weather for whole months . This can be interpreted to a sort of foreshadowing of whats to come, the darkness the bad experiences that Aschenbach will have to go through. As the story goes on Aschenbach is tired of writing, and goes out for a walk A storm begins to brew...He passes through empty streets past the stonemasons yards, where the headstones for sale constitute a sort of graveyard, and stops to read the gilt lettering on a Byzantine mortuary chapel referring to the afterlife . Aschenbach is walking home, but the scen e the narrator tell...

Critical writing skill Essay Example | Topics and Well Written Essays - 1250 words

Critical writing skill - Essay Example It is critical for organizations to monitor workplace relationships because they affect teamwork, worker motivation, employee retention, and worker productivity. Improving work relationships involves several actions. According to Long (2014), developing a positive mindsets and avoiding unenthusiastic thoughts and criticisms enable employees to create rapport with other organizational publics. Positive attitudes enable people to appreciate each other’s thoughts and points of view without unnecessary criticisms. Additionally, positive attitudes also enable workers to avoid being too judgmental, which may lead to strained relationships. During discussions, work relationships can further be boosted by avoiding jumping into invalid conclusions. This can be achieved through gathering as much information as possible in order to objectively respond to discussions. Zeidner, Matthews & Roberts (2009) posit that reacting defensively to situations without having all the information concerning the issue in question can lead to widespread misunderstandings. Giving false information when handling issues exposes workers to dangerous conflicts; this c an cause hatred and destroy harmony in the organization. Cultural and behavioural diversities constitute the best approaches for maintaining positive workplace relationships. Cultural diversity refers to the situation where different cultures respect each other’s customs, beliefs and opinions. Modern workplaces are characterized by widespread communication between people, regions, and countries. Good workplace relationships are determined by the extent to which organizational publics have embraced cultural diversity. Being diverse enables people to respect each other’s point of view, ensuring respect and appreciation of other people’s ways of doing things (Zeidner, Matthews & Roberts, 2009). Behavioural diversity also enables people to appreciate other people’s

Marriage Bachelor Essay Example | Topics and Well Written Essays - 2500 words

Marriage Bachelor - Essay Example However, at the same time, the Bible teaches to forgive and give a second chance to the person who has done a mistake but repents. The concept of marriage is based on mutual understanding and respect, love and sexual relations, and adultery destroys the ties between two married people. Therefore, what exactly does Bible say about adultery in marriage At the times of Old Testament, the rule of not committing adultery has applied only to men who had sex with somebody's wife. The married man could have sexual relations with the single woman, while married women were considered the property of their husbands. Girls married at the age of 14, died at the age of 30 and marriage as the social unit has been important in terms of childbirth. Because women were considered the property, adultery was like the violation of the men's property rights. Adultery has been a sin for women, while polygamy when could have many wives were acceptable. For example, Solomon has 1000 wives and God rebuked him not for polygamy but for the fact that many of his wives were not Hebrew. Similar to Solomon, David had 24 wives but has been accused in adultery for having sex with the married woman. The teachings of New Testament are different - the man is supposed to have one wife. As Apostle Paul has taught Timothy, the men have to be husbands of one wife (1 Tim. 3:2; Tit. 1:6). According to Biblical writings, when the man has sex with the woman who is not his wife, he has sinned. The sinfulness of female adultery is not as easy to trace in Bible. For example, if the married woman had sexual intercourse with the man who was not her husband, she has sinned against her husband. If the single woman committed the adultery, she has sinned against her father. The punishment for adultery was very severe - the woman caught in adultery was stoned to death. What is adultery From Christian perspective, adultery is the willful and harmful violation of the honesty of the marriage. The Emperor Constantine who lived in 300 AD and was one of the most important converts to Christianity has introduced the concept of sinful sex. He believed and taught others that sex was sinful even within the marriage unless the purpose was a conception. This rule can be explained in terms of high infancy mortality rate and the need for more children. If the person has sinned he had to come to the Church for repentance and make a donation as the demonstration of his faith. A lot has changed since those times but adultery has remained a sin. It is not an easy task to advise what should be done if the spouse has committed an adultery. The family can be preserved; however, the spiritual unity will be lost. Probably, the divorce is the most appropriate solution if the adultery has been committed. Human sexuality is considered the natural gift from God. The sex becomes the sin if the parties involved are not functioning within Christian love and marriage guidelines. This is what Jesus has told about adultery in Matthew 5:27-30: "You have heard that it was said, 'Do not commit adultery.' But I

Apple Inc. in 2010 Essay Example | Topics and Well Written Essays - 1250 words

Apple Inc. in 2010 - Essay Example As such, Jobs turned the focus of Apple towards producing and developing non-PC compliments and applications. This was so unbelievably effective that by 2010, over 60% of all of Apple’s revenue was derived from non-PC devices; such as the iPad and the wildly successful iPhone (Bland 58). Ultimately, the Apple brand has a litany of different competitive advantages. One of the first of these is with respect to the seamless level of integration that exists between the hardware and software that Apple provides to its consumers. Taking same song and/4 Microsoft as an example, it can quickly be seen that the designer of the hardware and the designer of the software are oftentimes two different entities; oftentimes creating a situation in which the level of integration between these two leaves something to be desired. However, due to the fact that iOS operates on a native platform utilizing hardware that was designed for no other function but to perform iOS, this represents a noted strength with respect to the degree and extent Apple continue to exert a competitive advantage on the market (Beech 47). Another noted competitive advantage is with respect to Apple’s youth and simplicity of use. Although it is true that competitors have come a long way in recent years in seeking to simplify and improve their interface, Apple has long represented an intuitive design that leaves hardly any room for confusion on the part of the user. Additionally, and perhaps most importantly, it should be noted that Apple’s sleek and appealing design is one of the competitive advantages that has driven the firm to the level of success that had experienced over the past decade. Ultimately, if it were not for the fact that Apple’s products were sleek, appealing, and even â€Å"sexy†, it is doubtful that the company could experience anywhere near the degree of success that it has currently enjoy. Finally, another competitive advantage that Apple

The Main Functions Of The Nervous System

The Main Functions Of The Nervous System The nervous system is the control and communication system of the body. It sends and receives messages. The nervous system controls all our body movements. It is made up of two parts, the central nervous system (CNS), and the peripheral nervous system (PNS). The central nervous system consists of the brain and the spinal cord, and the peripheral nervous system is made up of the nerves and neurons. The central nervous system; consists of the brain and spinal cord. Diagram showing the different structures of the brain. The brain; it is a large soft mass of nerve tissue that is contained within a vault of bone called the cranium. It is made up of the neurons nerve cells, and other supporting cells. The brain is composed of grey and white matter. The grey matter is the nervous tissues that formed the H-Shaped structure, and it is surrounded by white matter. The human brains has more than 10 billion nerve cells and over 50 billion other cells, an average weighs 3 1/8 pounds. The brain monitors and regulates our bodily functions and co-ordinates almost all our voluntary movement. The brain is our area of thought, creativity and consciousness. The spinal cord; it is an ovoid of column of nervous tissue that average 44 cm in length when flattened. It expands from the medulla oblongata in the brain stem to the second lumbar vertebra in the spinal canal. The spinal cord is the centre of reflexive action. There is a reflex arc that goes from the peripheral nerve to the spinal cord, up to the brain and back down to relay (spread) the action. The spinal cord is contained in a vertebral vault, and it passes down through a hole in each vertebrate. It is surrounded by other tissues, pia mater, cerebrospinal fluid (CSF), arachnoid mater and dura mater. These three maters are called meninges, and they surround the brain. The anterior of the H is made up of motor cells from the fibers that make up the motor portion of the peripheral nerves. The sensory neurons enter the posterior of the H. The peripheral nervous system; this is the nerves on the periphery of the body. The autonomic nervous system (ANS) is under the control of central nervous system (CNS) and also part of the peripheral nervous system, these nerves stay inside the body and effect organs and soft tissues. The autonomic nervous system is automatic, and in control of voluntary bodily functions. It is separated into two parts; the sympathetic and parasympathetic nervous system. It regulates the function of the glands, the adrenal medulla, smooth muscle tissue, organs and the heart. 1.2 Explain the functions of each part of the nervous system. The nervous system is made up large numbers of units known as neurons. They send, receive and process the nerve impulses inside and outside the body. Sensory neurons convert physical stimuli, e.g. smell, light, or sound, into action possibilities, which are then transmitted to the spinal cord or brain. Afferent neurons bring information into the central nervous system. We also have the motor neurons which transmit nerve impulses (sudden urge) away from the brain and spinal cord to muscles or glands, and are known as efferent neurons. Brain; the cerebral cortex is linked to three main varieties of activity: Mental activities; this involved in memory, intelligence, sense of responsibility, thinking, reasoning, moral sense and learning. These are accredited to the higher centres. Sensory perception; this includes the perception of pain, temperature, touch, sight, hearing, taste and smell. Initiation and control; to initiate and control voluntary muscle contraction. The nerve cells initiate the contraction of voluntary muscles. Nerve fibres from Betzs cell move past descending through the internal capsule to the medulla oblongata, and crosses to the opposite side and descends in the spinal cord. The motor region of the right hemisphere of the cerebrum controls voluntary movement of the left side of the body. There is a group of nerve cells called the motor speech (brocas); it controls the movement essential for speech. The postcentral (sensory) is the area that perceived sensations of pain, temperature, pressure and touch, knowledge of muscular movement and position of joints. The parietal is believed to be connected with obtaining and retaining accurate knowledge of objects. We perceive spoken word from the sensory speech, and the auditory (hearing) receive and interpret transmitted impulses from the inside ear by the auditory nerves. The olfactory (smell) receives impulses from the nose via olfactory nerves and interpret it. Taste is the area where impulses from special nerves endings in taste bud and tongue, and in the lining of the cheeks, palate and pharynx are perceived as taste. The visual is the area which receives and interprets impulses as impressions. There are groups of cells called known as nuclei, they act as relay stations. It passes one neurone to the other in chain. Some important masses of grey matter are: Basal nuclei; it is thought to influence skeletal muscle tone Thalamus; this is where sensory input from skin, viscera and special sense organs are transmitted to before redistribution to cerebrum Hypothalamus; it controls the output of hormones from both lobes of the gland, and it also control the autonomic nervous system, such as thirst, body temperature, hunger, heart and blood vessels defensive reactions. Spinal cord; it is the centre of reflexive action. The reflex arc is the pathway of nerves through spinal cord. The first step of reflex arc is stimulation of a receptor nerve. They sense heat, coolness, pressure or over-stretching of the muscle. The sensory neuron transmits impulse to spinal cord. The sensory nerves link directly with a motor or glandular nerve, or go through in-between nerve and then to the motor of the glandular nerve, depending on the reflex being stimulated. The nerve sends signals to the muscles or glands to react. Visceral reflexes control heart muscle, glands and organs, and the somatic reflexes control involuntary movement of the skeletal muscles. The spinal cord does the followings: Support the body and the skull, helps us to stand upright and maintain body balance. Flexible movement; it allows and helps the head and neck move, and permit the body to stretch, lean, rotate and lean. It helps protect internal organs, such as heart and lungs. It provides base for attachment of muscles, ligaments and tendons (tough band connecting muscle to bone). It has bone marrow inside the bones of the spinal cord that produces red blood cells and also stores minerals. It connects the upper body to the lower body. Its intervertebral discs acts like a shock absorber. Peripheral nervous system; it is the autonomic nervous system which is part of the peripheral nervous system, that control the internal organs; it consists of the motor neurons. It has two systems, the sympathetic nervous system and the parasympathetic system. The autonomic nervous system controls muscles in the heart, the smooth muscle of the intestine, bladder, and uterus. The sympathetic nervous system is involved in the fight or running away response. The parasympathetic is involved in relaxation. Each of the two functions in the reverse of the other (resentment). The two systems act in opposition to maintain homeostasis (state of equilibrium). The sympathetic nervous system promotes the following activities: It allows blood flow to skeletal muscles and the lungs. It diverts blood flow away from the gastro-intestinal tract and skin. It dilates bronchioles of the lung. Increases heart rate and the ability of cardiac cell (myocytes) to contract. Dilate pupils (opening in eye) and relaxes the ciliary (surrounding lens of eye) muscle to the lens. It narrows all intestinal sphincters and urinary sphincter. It inhibits (adversely affect action of an organ) peristalsis. Responsible for the stimulation of orgasm. The parasympathetic nervous system promotes: The expansion of blood vessels leading to the gastro-intestinal tract, increasing blood flow. The constriction of bronchiolar diameter when the need for oxygen has diminished. The constriction of the pupil (opening in the eye) and contraction of the ciliary (surrounding lens of eye) muscle to the lens. The stimulation of salivary gland secretion, and speed up peristalsis (muscle contraction). The erection of genitals. The stimulation of sexual arousal. The control of the myocardium (heart muscle). 3.2 Explain the transmission of an impulse across a synapse. A synapse is the junction where communication between neurons and neurons between muscles takes place. Synaptic transmission starts when nerve impulse arrives at the pre-synaptic axon terminal. The depolarisation (less polarity) of the pre-synaptic membrane starts series of events leading to transmitter release, and the activation of receptors that is on the post-synaptic membrane. Synaptic vesicle lives in different pool; attached to the cytoskeleton in a reverse pool, or free in the cytoplasm. A number of the free vesicles make their way to the plasma membrane for docking, and sequence of primary reactions prepares the vesicular and plasma membranes for fusion. The membranes of the synaptic vesicles are drawn together passing through protein complexes that are articulated on the vesicle and pre-synaptic membranes. A depolarised axon terminal open voltage calcium channel and calcium ions run into the axon terminal and some of the calcium ions attach to a protein on the synaptic vesi cle membrane known as synaptotagmin. The vesicles are drawn closer to the pre-synaptic membrane, when calcium attach to synaptotagmin on the synaptic vesicles adjacent to the active region. Transmitter cargo is release into the synaptic cleft when the vesicles combine with the axon membrane. Some transmitter molecules attach to receptor molecules in the post-synaptic membrane. Post-synaptic cell response depends on neurotransmitter and receptor combination. After attaching acetylcholine, the channel opens and sodium ions enter the post-synaptic cell, and generate an exciting post-synaptic response. The transmitters are removed or inactivated quickly from the synaptic cleft. Acetylcholine, an enzyme in the synaptic cleft, acetylcholinesterase (AChE), breaks down Ach into choline and acetate. The transmitter released from the receptor causes the channel to close. Some transmitters are not broken down by enzymes and many transmitters rapidly clear from the synaptic cleft and taken into the pre-synaptic terminal by special proteins known as transporters. This process is called reuptake, it not only cut off synaptic activity quickly, but also allow the terminal to recycle transmitter molecules. Membrane needed for the creation of synaptic vesicles, is also recycled passing through endocytosis of the pre-synaptic membrane. The recycled vesciles which are now filled with neurotransmitter molecules are ready for another circle of synaptic transmission. 4.1 Describe the main parts of the brain and explain their functions. The brain; it is a large soft mass of nerve tissue that is contained within a vault of bone called the cranium. It is made up of the neurons nerve cells, supporting cells. The brain is composed of grey and white matter. The grey matter is the nervous tissues that formed the H-Shaped structure, and it is surrounded by white matter. The human brains has more than 10 billion nerve cells and over 50 billion other cells, an average weighs 3 1/8 pounds. The brain monitors and regulates our bodily functions and co-ordinates almost all our voluntary movement. The brain is our area of thought, creativity and consciousness. Functions of the brain; the functions of the three main parts of the brain are the followings: The cerebrum; this is the largest portion of the brain, it occupies about 2/3 fractions of the human brain. The cerebral hemisphere is separated into two by a longitudinal fissure. The two hemispheres are joined by a fibre called corpus callosum that consists of long bundles of closely packed nerve fibres of about 10cm long. The corpus callosum has about 200 million of nerve fibres. The cerebral hemisphere is divided into four lobes by three deep grooves called fissures. From the front part of the brain to the back is known as the Frontal lobe, the Temporal lobe, Parietal lobe and Occipital. The right part of the brain controls the left part of the body while the left part of the brain controls the right. Frontal lobe- It is involved in inner monitoring of complex thoughts, actions and creative ideas. The anterior (front) portion of the frontal lobe is called the prefrontal cortex. The posterior (back) of the frontal lobe consists of the motor and premotor areas. Nerve cells that produce movement are located in the motor areas. Temporal lobe- it helps in the decoding and interpretation of sounds. It is the centre for memory and emotions. It also helps in language comprehension. Occipital lobe it decodes and interprets the visual information, such as shapes and colours. Parietal lobe- it is the main area for feelings, touch, hot, cold and pain. It takes different bits of information from the surroundings, organises it and communicates it to other part of the brain. The cerebral cortex; this is the outside surface of the cerebrum with a layer of 2-4mm thick. It has a greyish brown look, and it is referred to as the gray matter. The surface of cerebral cortex is divided into large number of folds, which increases the surface area of the brain. The Diencephalon it is made up of mainly subcortical nuclei, thalamus and hypothalamus. . Thalamus it lays crossway to the cerebrum. The thalamus plays an important part in the link between the sense organs and cerebral cortex. It receives bulk of incoming signal from the sense organs. It also determines the source of signals, evaluates their importance integrates them and passes them to the cerebrum. Hypothalamus it lies in the base of thalamus, weighs about 4 gm with a small vascularised structure. It is only about 1/300 of the total brain mass. It incorporates and manages visceral activities. It maintains homeostasis and the bodys internal equilibrium. The hypothalamus corrects the rate of heart beat and respiration whenever they go wrong. It is known as the control centre for fight and flight (Control Mind, 2010). The mid brain; this component forms the middle part of the brain. It controls the activity of voluntary muscles. It is made up of four small lobes called the corpora quadrigemina. The upper part is colliculi which receives sensory informations from eyes and muscles of the head; it controls all the visual reflexes and coordinates the movements of the head and eyes. The lower part control part of colliculi and receives sensory impulses from the ears and muscles of the head. (Control Mind, 2010). The hind brain; It is made up of the followings: Cerebellum; it is the second largest part of the brain and it consists of two cerebral hemispheres. They are located at the cerebral hemisphere and the brain stem. The cerebellum assists in the maintenance posture and balance of the body. It plays an important role in controlling the fast muscular activities of the brain, e.g., running and talking. Medulla Oblongata; this is the posterior part of the brain which links the other parts of the brain to the spinal cord. The medulla controls the subconscious activities, e.g., digestion and breathing. Brain stem; it is part of the brain that controls basic functions that are necessary for maintaining blood pressure, eye movements, heartbeat, swallowing and breathing. Pons Varoli; it is the base of the brain stem. It connects the cerebral cortex to the cerebellum. It relays the information between cerebrum and cerebellum. It is the part of the brain that controls arousal and control respiration (Quizlet, 2010).

Hitler: Old Ideas, New Meanings Essay -- Adolf Hitler Nazi History Sym

Hitler: Old Ideas, New Meanings The second World War was a consequence of one man and his idealistic dream. Adolf Hitler strove to further the "Aryan" race at the expense of other people and cultures. However, for such an idealistic man, Hitler was fairly unoriginal. He borrowed the swastika, the main symbol used in the war to indicate Nazi rule, from ancient civilizations. Hitler also borrowed mythology from other cultures to promote his ideas. The swastika was far from being Hitler's own invention. It originated in primitive cultures when people noticed that the big dipper rotated around the North Star. This rotation formed the pattern of a swastika when charted four times a year, that is, every thirteen weeks. The implication is that "the swastika may have been primarily and generally employed by primitive races as a sign for a year or cycle" (Nuttall,19). There were many cultures all over the ancient world using the swastika as a symbol. In Scandinavian countries it symbolized "the turning wheel which in the Bronze Age was connected with the god of the sky" (Davidson, 67). Thor, the god of the sky, drove his wagon across the heavens creating thunder and lightning (Gelling, 143). Thor is also associated with maintenance of the turning of the seasons (Davidson, 72). To honor him, ancient pagans decorated their swords and spears with the swastika (Gelling, 148-9). Different cultures obviously had different meanings attached to this symbol. A coin from Syracuse, now located in the British Museum Collection, had a swastika stamped on it. In the middle of the swastika was a human head. This was interpreted as "the image of a state and its single central ruler" (Nuttall, 459). Regardless of the symbolism of variations in th... ...things one encounters, as unambiguous as their current meaning may seem to you. Bibliography Davidson, H.R. Ellis. Scandinavian Mythology. London: Hamlyn Publishing Group Ltd., 1969. Gelling, Peter, and Hilda Ellis Davidson. The Chariot of the Sun, and Other Rites and Symbols of the Northern Bronze Age. New York: Praeger, 1969. Gordon, Sarah. Hitler, Germans and the "Jewish Question." Princeton, N.J. : Princeton University Press, 1984. Homer. The Odyssey. The Norton Anthology of World Masterpieces, sixth edition, volume one, New York: W.W. Norton and Co., 1992. Nuttall, Zelia. The Fundamental Principles of Old and New World Civilizations. Salem, Mass. : Salem Press, 1901. Overy, R.J. The Nazi Economic Recovery 1932-1938. 2nd ed. Cambridge: University Press, 1996. Poliakov, Leon. The Aryan Myth. London: Sussex University Press, 1974.

Macbeth Act 1 Scene 1 Analysis Essay

A desert place. The setting of ‘Thunder and lightning’ depicts bad weather, which shows the eerie atmosphere and tense mood. The play opens on a note of noise and disorder, foreboding much evil to come. Witches, who seem to enjoy the chaotic weather, appear to hold alien values and preferences compared to normal men and women. The mood is sinister, dangerous and ominous; the immediate appearance of the witches starting from the first scene is used to inform readers of the underlying note of darkness. The witches speak in riddles, and seem to know Macbeth’s secret desires and are seen as mischievous, otherworldly and evil beings. By saying that the ‘battle’s lost and won’, many meanings emerge, such as the ‘battle’ refers to the fight with Cawdor and though Macbeth may have ‘won’ against him, he has ‘lost’ a battle to himself, by afterwards caving into the witches’ tempting words. They seem to refer the dark ‘ere’, which means after, ‘the set of sun’. This hints of their evil natures that seem to relate to their preference of bad weather and dark skies. They decide on the ‘heath’ to meet Macbeth. The rhyming words lead us to think of the ‘heath’, which is a wild and barren place, in relation to Macbeth and his future. This way, we are lead to think that Macbeth’s heart will too, become wild, dry and bare. This is the first meeting between Macbeth and the witches and we can see that they are keen to meet him. We can infer from this fact and what we have learnt about the witches’ that they plan to do him harm. The mention of familiars, ‘Graymalkin’, which is a grey cat and ‘Paddock’ , a toad, continues to inform us of the Witches’ supernatural status, as well as further deepening the theory of ‘evil witches’ as they have chosen to keep strange pets. Back in Shakespeare’s time, people believed that such familiars were actually spirits trapped in the bodies of animals, hence we see the witches as unnatural and demonic in nature. The next riddle, ‘Fair is foul, and foul is fair: Hover through fog and filthy air.’ Once again the seemingly illogical statement keeps the reader wondering. It could be saying that what appears to be good may not be so and that there is a thin line between good, ‘fair’, and evil, ‘foul’. It could also be warning readers of Macbeth and his deceptive personality, as well as not to take appearances and people’s personalities for granted as nothing is what it seems to be. Hence, the recurrent theme throughout this scene is the perversion of moral values and the disruption of all thing good, as well as that nothing is to be trusted as appearances are a form of deception. The witches’ evil is also a dominant theme throughout the scene as their preferences and actions give readers an overwhelming sense of evil and discord. There is an impending sense of disaster from their riddles and the belief that the witches are the embodiments of evil forces and the whole scene prepares the audience for the tragedy to come, as well as giving us a small peak into the future of the play. MACBETH The classroom analysis (generalized) (Previous analysis was June holiday homework) Act1 Scene 2: 9 / 7 /11 A camp. The scene starts with King Duncan himself asking an injured captain to report on the latest revolt. The scene serves a purpose of explaining the political situation in Scotland through the onlooker’s eyes. In other words, though the scene does not go directly into the battle zone itself, it still adequately informs the audience of what is going on both outside and inside of the battlefield. It also introduces some important characters, such as King Duncan, Ross, Angus and gives a few mentions of Macbeth and Banquo. Though not as dark and eerie as the previous scene, this scene uses battle scenes and the imagery of blood and gore to further establish a slightly dangerous, gruesome scene. An underlying note of darkness can also be felt throughout the scene, as the use of subtle hints about Macbeth’s future betrayal keep up a sense of foreboding. The battle is described as ‘two spent swimmers, that do cling together; And choke their art’. This tells us that the battle is very closely fought. No side is given a clear advantage but both sides are determined to keep the other ‘down’ for their own side to survive. The traitor ‘Macdonwald’ is also introduced as the enemy that King Duncan’s men are fighting in this particular battle. ‘And fortune, on his damned quarrel smiling, Show’d like a rebel’s whore’, tells us that he at one point had seemed to be winning the battle, considering that ‘fortune’ is on his side. ‘Fortune’ is personified as a prostitute in this scene, giving him favors and such. Shakespeare also refers to ‘fortune’ as a goddess with a distinctly fickle nature that deceives the rebel (Macdonwald) with her smile before abandoning him. Following this predicament, Macbeth displays great courage and determin ation as he fought valiantly, undaunted by ‘fortune’. Because of his bravery and strong will, Macbeth is praised many times throughout the entire Act 1. The very first praise ‘brave Macbeth’, was given to him by the captain, because of his valiance and dauntlessness before Macdonwald. In this scene, Macbeth is constantly shown in a positive light. Multiple praises of him lead to the audience becoming in awe of him, as he appears very impressive. He is also praised as ‘Valor’s minion’. ‘Valor’ being considered as a goddess of valiance and bravery and Macbeth being thought of as a favorite of hers, hence leading to the conclusion that he is a valiant warrior. These praises help to raise suspense throughout the audience as the more in awe and impressed they become, the more they want to meet the glorious hero, Macbeth. However, even though Macbeth is constantly praised throughout this scene, the overwhelming presence of gore and blood show some character flaws in him as well. Macbeth ‘carved out his passage’ throughout the battlefield and ‘unseam’d [Macdonwald] from the nave to the chaps, And fix’d his head upon our battlements’. ‘Carved out’ gives us the image of constant killings, till a passage is carved out through a wall of men. This savage, sickening imagery is made worse when the image of Macbeth ripping open the rebel from his chin to his navel and then hacking off his head. The gruesome, gory image is the work of Macbeth. Hence, because of his savage kills and brutality of the battles, we can infer that he also has a strong, ruthless and slightly cold-hearted side to him. The blood and gore plays a large part in the play, as it is later on associated with Macbeth’s murder of King Duncan and his own eventual death. Here, Macbeth’s kills and the shedding of blood are glorified as it done in support of the King. The irony is that later on, Macbeth’s kills and the shedding of blood will be associated to the killing of the King and many other innocents. This scene is also ironical in the sense that Macbeth’s great achievement of killing the rebel will later be the very way he dies; his head will get chopped off. Hints of the future turn of events continue to appear as the Captain reports of Norway’s immediate attack right after their apparent victory over Macdonwald, ‘whence the sun ‘gins his reflection; Shipwrecking storms and direful thunders break, So from that spring whence comfort seem’d to come; Discomfort swells. Mark, king of Scotland, mark’ . The meaning of this warning is that just as good things happen, bad things occur. This statement, though said with no reference to Macbeth, is immediately linked to him. This is due to Duncan’s praises of Macbeth just before the warning was said, ‘O valiant cousin, worthy gentleman’, hence it can be interpreted as a warning that while Macbeth seems to come across to the other characters as a savior and hero, he may actually end up as the source of all discord and enmity. This makes the audience think twice about Macbeth’s both future and current loyalty and starts off one of the major themes in the play: Appearance and illusions VS reality. What seems honest and beneficial may turn out to be the exact opposite. It also warns the audience of Macbeth’s future deceit and duplicity. The battle scene thickens as the Norweyan troops take advantage of their moment of victory to begin a fresh assault on them. Macbeth and Banquo are further praised here for their fearlessness and energy faced with yet another foe. They were said to be as dismayed and afraid as ‘As sparrows eagles, or the hare the lion’, in other words, not afraid at all. The use of nature imagery here are compare them to the eagle, king of the sky, and the lion, king of land, implying them to be very noble and prideful in their fight for their king. Later on, when Duncan is murdered, the natural order of things is disrupted and the animals behave strangely. This fact further emphasizes the wrongfulness of murdering a good and lawful King, hence further condemning Macbeth. Ross later reports of betrayal of the Thane of Cawdor, and makes some comparisons with The King of Norway and Macbeth. ‘Confronted him with self-comparisons’, here implies that Macbeth and him were matched in strength and courage. However, as the King of Norway is considered to be treacherous and cunning, the words ‘self-comparisons’ further hint of Macbeth’s future treacherous personality. Ross also praises Macbeth, calling him ‘Bellona’s bridegroom’. Bellona is the roman goddess of war and by calling him her newly-wed husband; it implies that he too is a great warrior. His enjoyment of war and his enthusiasm and zeal over it also achieve the audience’s further questioning; in the case where Macbeth’s loyalty to Duncan is diminished, what will come of his enthusiasm for violence and love of war. Later on Duncan awards Macbeth with the title of ‘Thane of Cawdor’, unknowingly beginning to fulfill the prophecy which would lead him to his own demise. By condemning the current Thane of Cawdor, he blissfully is unaware of the fact that his presenting of the title to Macbeth will lead Macbeth to becoming a treacherous usurper. Duncan final words that close the scene are an ominous echo of the witches’ riddles in the first scene ‘When the battle’s lost and won’. ‘What he hath lost noble Macbeth hath won’, makes it such that by becoming thane of Cawdor, Macbeth has entered some sort of curse, as though he wins the characteristics of the previous thane as well as his title but he eventually loses his future and sanity in the process. This shows the clear link between the King’s current actions and the scheme of the witches, which further leads to the fulfillment of the prophecy of the witches, which fuels Macbeth’s savage ambitions. It also makes the audience wonder the outcome of the play, had the King not given him the title. In summary, we can infer from act 1 scene 2 that Macbeth is brave, courageous, valiant, strong-willed, but at the same time hinted to be ruthless and slightly savage. Still, the audience will be mainly in awe of his loyalty and ability to overcome adversity in battle, as well as his apparent image as the embodiment of justice and valor. MACBETH The classroom analysis (generalized) (Previous analysis was June holiday homework) Act1 Scene 3: 9/ 7 /11 A heath. This scene marks the beginning of evil in Macbeth. It depicts his inner thoughts and struggles to keep his ambitious desires for the crown at bay. It is thought to be the ‘temptation scenes’, where Macbeth’s longings are further aroused by the witches’ words, instigating him with the hope of becoming king of Scotland with their prophecy. The 3 main purposes of this scene are 1. Characterization of the witches 2. Contrast in the difference between Macbeth and Banquo’s reactions to the witches’ prophecy. 3. Character of Macbeth is explored in greater detail. (Imaginative nature and high-strung temperament makes him inclined to soliloquy – ‘aside’ thoughts of character onstage, only audience can hear it.) With regards to the plot, the witches’ make the initial movement, through them Macbeth’s ambition crystallizes and his definite resolution to murder Duncan is established. However, bear in mind that Macbeth’s ambition was already present before the witches’ approached. Still, his meeting with them helped his vague aspiration take a definite shape. First and foremost, the scene introduces the witches’ sadistic and cruel nature, showing that they are vindictive, spiteful creatures who want to wreck revenge on the sailor’s wife, by giving out punishment on her husband which is out of proportion to the nature of the offence. Their reason for casting a spell on the sailor and his ship, cursing them to prolonged periods of suffering was simply because his fat wife refused to share her chestnuts with the First Witch. Such extreme measures emphasize the witches’ malicious natures, immediately giving the audience a poor impression of the characters. The animal imagery of a ‘rat’, tells us that they are sneaky, mischievous and harmful, biting a hole into the sailor’s ship. The way they chant ‘I’ll do, I’ll do and I’ll do’ appears to readers as eerie, almost definite manner of speaking. Their chants and ability to control winds further informs us that they are unnatural, almost magical beings. However, the witches though having powers beyond the norm are not completely powerful and are limited in their ability. Though they certainly can control winds, water, chant and attempt to place misguided thoughts in the characters minds, they cannot kill anyone nor can they force someone to bend to their will (as seen from the way they only influence the already ambitious Macbeth and not the honest Banquo). Furthermore, this indicates that Macbeth’s murder of Duncan and usurping was not because of the witches. He has evil thoughts already in himself, the witches only acted as guides, suggesting and tempting him with their words. The roles of the witches from the beginning were only insinuators, to provide suggestions and are not the direct cause for Macbeth’s actions. Hence, we can conclude that Macbeth is responsible for his own evil deeds and that the witches cannot be used to excuse Macbeth from his behavior. Still, the witches’ unyielding, cruel nature is still undeniable as they cause horrors for the people they target. The sailors are subjected to 81 days of wasting away, living like cursed men. Though they cannot completely destroy the ship, they can still cause it to be tossed and churned wildly through the storm. Also, we can tell that their cruelty and vindictive nature is apparent as jubilant is evident in their voices at Macbeth’s approach. From what we have learnt of their natures, we may conclude that they are deigning to work harm on Macbeth. Macbeth continues to link himself to the witches. His mention of ‘so foul and fair a day I have not seen’ reminds us of the ‘fair is foul’ comment that the witches used to close scene 1. It shows a clear connection between Macbeth and the witches’ evil. The ironic repetition is unconsciously echoed by Macbeth, indicating the changing direction of the battle or the weather, however it could also hint of Macbeth becoming further involved with the witches’ evil plot. The witches are also described in detail by Banquo here, seen to be strange looking and ‘withered’ and ‘wild’ in their dressing and features. However, their strange looks help to promote themes like appearance VS reality, as the women though seemingly women, have beards like men. This emphasizes their unnaturalness and status as perversions of nature. Their prophecy is also reviewed in this scene. First, Macbeth will become Thane of Glamis, which is more of a fact, seeing that Macbeth will inherit the title from his father. Next, they claim he will become Thane of Cawdor and then King. The last two are great prophecies; however it is the prophecy of becoming King that provides Macbeth the greatest temptation. It spurs him on for the most of the play, killing in hope to gain and keep the elusive title. Also, the witches are noted to not indicate how to achieve this title, giving only predictions and no suggestions. This further increases Macbeth’s responsibility for the murder of so many innocents. He crafted his own path and used his own means to achieve the titles and hence the murders committed in the process are more of his choice than any witches’ suggestion. Next, Macbeth is furthered introduced and the difference between Macbeth’s and Banquo’s reactions to the witches prophecies is explored. Through Banquo, we can see Macbeth is deeply shocked by the witches’ prophecies. ‘Good sir, why do you start; and seem to fear. Things that do sound so fair?’ This suggests that the witches’ revelation was of Macbeth’s innermost thoughts, his dark hidden desire to become King. However, unlike Macbeth, Banquo sees no reason to fear the witches, indicating a strong sense of integrity and justice in him. While Macbeth is ‘rapt’, thinking of the King’s position; Banquo challenges the Witches’; fearing not as he does not have any greedy ambitions and a clear conscience. Hence, to summarize, Macbeth’s deep, dark innermost thoughts being revealed tell us of his ‘guilty’ status, who indeed, did have dark intentions towards King Duncan. Whereas, Banquo’s reactions are that of an honest man, skeptical and mistrustful of the witches as well as wary of his and Macbeth’s prophesized glory. More riddles follow, as the number of paradoxical statements (statement in which it seems self-contradictory, absurd, but in reality it expresses a possible truth) grows. First Witch Lesser than Macbeth, and greater. Second Witch Not so happy, yet much happier. Third Witch Thou shalt get kings, though thou be none: So all hail, Macbeth and Banquo! The words could have many double meanings, for example ‘lesser’ and ‘not so happy’ could be referring to Banquo’s lack of titles and social status; whereas ‘greater’ and ‘much happier’ could refer to Banquo’s clearer conscience, honest character and upholding of morals. However, it is the last line of the riddle which though straightforward to a certain extent, tells us that Banquo will sire a long line of Kings. This is strange, as it makes the audience wonder how Macbeth will become King but have Banquo’s children gain the crown. Macbeth’s power hungry nature is emphasized as the witches leave the scene. He desperately wants to know more. As the witches refuse to direct or properly guide him, Macbeth is eager to learn how to make this prophecy come true. His commanding nature and forceful demand does not affect the witches. Hence we can infer from this that the Witches are mischievous, mysterious beings that do not listen to normal men. However, their elusive nature helps to add to a sense of suspense building up amongst the audience as it increases their fear of the unknown. This scene, especially this part, emphasizes how the Witches bait and lure Macbeth into their plans. The witches vanish suddenly, and are likened to ‘bubbles’ by Banquo, suggesting that just like bubbles the witches are insubstantial, as though they do not really exist and are unnatural occurrences. Furthermore, their disappearances fuel the uncontained hunger in Macbeth for the knowledge to become King. However, Banquo on the other hand is confused and bewildered by the Witches’ sudden appearance and disappearances. He wonders if they had eaten the ‘insane root’ and hence have gone mad. The men try to reconfirm the witches’ prophesies by repeating them to each other. However there is a difference in the tone of which the words are said. Macbeth seems wary and resentful of the fact that Banquo children are supposedly going to gain kingship, rather than his own children. Whereas, Banquo’s mood is light and joking, as he still is disbelieving and doubtful of the witches. The arrival of Ross and Angus interrupts the exchange between the two men. In summary, they inform Macbeth that Duncan is caught between praising Macbeth or expressing his amazement at Macbeth’s courage and skill. He also comments on Macbeth’s lack of fear of the distorted faces of the people he has killed, ‘strange images of death’, and this later becomes an irony as Macbeth will later make even stronger images of death later on, one of which being Duncan. Next, they deliver the message that the King has awarded Macbeth the title of Thane of Cawdor. This decision is Duncan’s undoing, as it was the gaining of this title that persuaded Macbeth to act on the prophecy and kill Duncan. Banquo is shocked by this revelation as he is still full of doubt and mistrust for the witches. On the other hand, Macbeth questions Ross and Angus, unaware of the Thane of Cawdor’s betrayal. The phrase, ‘dress me in borrowed robes’, is used to denote the new status or rank Macbeth has been give. It gives the image of unfitting clothes that do not rightfully belong to him, hence the term ‘borrowed’. This implies that the title is unsuitable for Macbeth and like ‘borrowed robes’ do not befit him. It is then revealed of the previous thane’s betrayal and efforts to destroy the country. The link between the new thane of Cawdor and the previous thane of Cawdor is the knowledge that they both betray the King’s trust, as Macbeth seems to be already in anticipation of his Kingship, ‘the greatest is behind’. Banquo then shares his opinion on the witches and the turn of events to Macbeth. His own thoughts are addressed to both himself and Macbeth, acting as a warning to Macbeth as he senses his excitement. That trusted home Might yet enkindle you unto the crown, Besides the thane of Cawdor. But ’tis strange: And oftentimes, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betray’s In deepest consequence. Cousins, a word, I pray you. His words convey the message that the witches are not to be trusted and that if he believes in their words completely, he might burn with an unholy desire for the crown. He expresses his belief that the witches are agents of evil who tell them but simple truths to betray them in far important matters and are simply baiting them to their demise. Banquo’s remark is penetrating, having described the true nature of the witches in detail. He appears to us as a wary but honest man who holds a great deal of moral wisdom. However, with the use of soliloquy (as previously mentioned, it is when one shares his inner thoughts on stage with the audience but away from other characters), Macbeth expresses his confused and undecided feelings and is debating internally with himself. He is undecided if the prophecy is good or bad, ‘cannot be ill, cannot be good’. This paradoxical statement shows the sheer depth of the confusion in Macbeth as the statements directly contradict one another. This use of antithesis (the direct opposite: or in this case a balanced contrast of ideas), is used to show the conflicting emotions raging in Macbeth and uncertainty on whether he should trust the witches. However it also shows the inclination in Macbeth to evil as though deep down, he knows the implications of the prophecy are sinful actions, he still tries to justify the witches. Macbeth understands that if the prophecy is fulfilled, then one way or another Duncan must die. However, the repulsive thought of murder makes Macbeth’s hair stand on end and the mere thought of cold blooded murder make his heart, usually fixed within his chest, pound so hard it is as if it were pounding against his ribcage (exaggeration). He realizes that if this prophecy is good, he should not yield to the thought of murder, and the fact that it does, unnerves him. His every action is smothered in imagination of the King’s murder and he is so upset by the thought of murder that he quivers with fright. His mind is overwhelmed with such a thought that he is unable to think about anything else. Due to his cruel wishes, his inner stability is threatened and his inner peace lost. The next statement is also seemingly contradictory and paradoxical, ‘nothing is what it is not’, and yet it still tells us that the only thing real to him is what has not happened yet, the murder of Duncan, and the present is blotted out completely. Macbeth demonstrates a vivid but futile imagination and immediate fears do not worry him so much as his worries about the future. While he is lost in thought, Banquo comments on his ‘rapt’ state. Finally, Macbeth decides to wait for the opportunity to come, having decided that though seemingly ‘good’ as the prophecy has led him to the title of thane of Cawdor, the witches tempting of him to commit regicide (murder of monarchy) through dangling the prospect of becoming King before him may also be a ‘ill’ thing. He wishes for matters to be taken out of his hands so that he can become King without having to delve into foul means. Another imagery of clothing is also explored as Banquo comments that on Macbeth’s new titles. New honors come upon him, Like our strange garments, cleave not to their mould But with the aid of use. This also provides the image of an unfitting set of clothes, referring to Macbeth’s new titles and honors. The metaphor takes on a role in which Macbeth is not suited or entitled to. Furthermore, Banquo says that the clothes need to be accustomed to, and that it is Macbeth’s thoughts and actions will fit the clothes to him and nothing else. This further emphasizes that what becomes of Macbeth is due to his own thoughts and choices. The scene ends with Macbeth claiming that the other men’s efforts are recognized before making their way towards the king. MACBETH The classroom analysis (generalized) (Previous analysis was June holiday homework) Act1 Scene 4: 24 / 7 /11 Forres. A room in the palace. This scene talks about the execution of the thane of Cawdor, praising of Macbeth and giving of title of crown prince to Malcolm. Imagery in this scene supports the sense of natural order in Duncan’s reign and the imagery of plants is used to describe Duncan’s nurturing of Macbeth and Banquo. In this scene, two things help mark a turning point in this play. 1. Duncan’s proclamation of his son as crown prince This clinches Macbeth’s decision to murder Duncan, as it confirms that Macbeth will never be king through natural causes. Unless Macbeth takes initiative to do something, the Kingship will slip out of his hands forever; hence he decides to murder the king. 1. Duncan’s decision to stay at Inverness Macbeth’s ‘chance’ to murder Duncan was produced due to Duncan’s foolish and fatal decision. The scene begins with the current situation of the previous thane of Cawdor. Cawdor, who had been executed, was reported as showing a ‘deep repentance’ before death. They even go so far to say that his death ‘became him’ and he was at his best right before dying. Duncan then comments that ‘There’s no art to find the mind’s construction in the face’, referring to Cawdor’s betrayal of Duncan’s complete trust in him. The irony of this situation is that Duncan still does not learn his lesson after this, and still continues to trust those around him, eventually being betrayed by the current Thane of Cawdor (Macbeth) in an almost similar fashion. Macbeth is someone who Duncan will put ‘absolute’ trust in, like the previous thane. However, Duncan appears to be a poor judge of character as he is soon tricked by the thane of Cawdor again. His comment ‘There’s no art to find the mind’s construction in the face’, basically means there is no technique or skill to see a person’s heart gives the scene a sense of foreboding and prophesy. It helps give rise to the theme of APPEARANCE AND REALITY, as well as injects a sense of dramatic irony as the audience knows he is about to make the same mistake again. As we can see, this line incorporates much dramatic significance, also because after this line is spoken, Macbeth enters. This link can only be seen by the audience and not Duncan; a subtle hint about the future. In this scene, we are able to characterize Duncan. He is a generous, appreciative, noble, naà ¯ve, trusting, gullible, gentle, dignified and benevolent king. He is associated with the natural order of things and even Macbeth recognizes me as a good king whom the subjects love. However he is also a poor judge of character as well as a tactless/thoughtless man. He gives Malcolm the crown before Macbeth, a tactical error which costs him his life. Macbeth would have be likely to feel jealous of Malcolm, not to mention having done so much in the war, he would feel as if his reward of the title ‘thane of Cawdor’ is small and insignificant compared to the crowning of the prince. However we cannot completely blame and ridicule Duncan for trusting Macbeth. Macbeth having had lain down his life for him, has earned Duncan’s trust. However we can still feel the irony as Duncan praises the treacherous Macbeth with words like ‘O worthiest cousin!’ etc. Duncan even says that Macbeth has done so many brave deeds that he has already been put in front of all of them, as if having been ‘elevated high above them all’. He expresses his internal gratitude, claiming that whatever reward is give to him is still not enough to fill the debt he owes to Macbeth. Macbeth replies Duncan claiming that there is no need to thank him as his service and loyalty to Duncan rewards him, and that he is full of love, duty and loyalty towards Duncan the country, him and his children. This provides a sharp contrast to the later soliloquy of scene 4, where Macbeth calls on the powers of darkness to kill the man he has just declared complete allegiance to. The contrast emphasizes Macbeth’s duplicity and double dealing nature. Duncan, as an appreciative and generous King, also does not forget to thank Banquo. The seed and plant imagery, otherwise known as a horticultural image, is used in Duncan’s speech to Banquo, to indicate a natural growth of appreciation for him, which is no less than the appreciation of Macbeth. Banquo’s reply is also less flowery and elaborate compared to Macbeth’s, making a clever conceit (does not mean arrogant, means something like ‘thought’) on Duncan’s embrace, and his desire to hold Duncan to his heart, hence showcasing his loyalty. Banquo continues the natural image of sowing and cultivating crops, then reaping them when ripe. Duncan is portrayed to be the rich soil in which Banquo has been planted and will thrive in. Banquo informs the King in a simple, straightforward manner that if he ‘thrives’ the King will naturally reap benefit from him, as well as that all his power, possessions and status belong to the King. We must take note of the differences between Macbeth’s and Banquo’s replies. MACBETH BANQUO Flowery stilted Elaborate insincere doesn’t seem to come from the heart Straight forward sincere full of humility humble simple Duncan, in his joy, thoughtlessly names his son as the successor but still claims that his son is not the only one to receive such honors as he still loves everyone equally. Macbeth however, is disappointed, troubled and is even a bit angry. He sees Malcolm as an obstacle and is now seriously thinking of treachery. Duncan does not recognize his displeasure. He decides to proceed to Inverness, Macbeth’s home, and the words ‘bind us further to you’, invoke a sense of irony in us. We can see that Duncan will be bound to Macbeth in a way that he has never dreamt of. He has no idea of what Macbeth is going to do to him in his stay in his castle. This will go on, unknown to Duncan but known to the audience, as they know of Macbeth’s evil plans. Macbeth lies to the King, pretending that he is rushing back to deliver the message of Duncan’s soon arrival to his wife, when the truth is he wants to hurry back to plan the murder of Duncan with his wife. He even says that â€Å"rest is labor, if not used for you’. In other words, resting feels more like labor if not done to help his King in any way. Duncan, naà ¯ve and trusting, calls him ‘worthy Cawdor’, not suspecting a thing. With the King’s decisions in mind (crowning of Malcolm and the decision to stay at his castle), Macbeth is now more determined than ever in his evil purpose. The Prince of Cumberland! that is a step On which I must fall down, or else o’erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires: The eye wink at the hand; yet let that be, Which the eye fears, when it is done, to see He calls on the stars to block out their own light as what he is about to do is bad, terrible, treacherous and evil that he does not want anyone, even himself, to see it being done. He does not want to relive the full horror of his deeds and hence rather not let his eyes see his hands at work. This also tells us that Macbeth recognizes the evil and wrong in his actions and yet he still proceeds to carry out the evil deeds. He coveys this to the audience with the use of soliloquy and hence we understand that Macbeth’s invocation (to call on) to the stars to dim their lights are thoughts which are kept to himself and are only known to him and the audience, emphasizing the fact that these are thoughts running through Macbeth’s mind, unbeknownst to the rest. His words are like an inversion of nature; as if he were to ‘obliterate’ the light from heaven just to fulfill his dark purposes (MURDER DUNCANà ¯). Dramatic irony is continued as Duncan and Banquo proceed to discuss Macbeth’s nobility and courage after he leaves to discuss Duncan’s murder with his wife. They call him ‘a peerless kinsman’, in other words saying that no one is as good as him in terms of goodness and courage. This further emphasizes Duncan’s gullible, trusting and naà ¯ve nature, not suspecting Macbeth’s motives in the slightest. COMPARE AND CONTRAST†¦ In drama, it is more accurate to study the main character in relation to the roles that he/she/it plays and his/hers/its relationship to other characters. Macbeth VS Banquo 1. PARALLEL characters Characters which are very similar to one another Why? 1. both help kings fight the rebels 2. Both are captains 3. Both receive prophecies from the Witches 4. Both commended by the King However, that is where the similarities END. 1. Banquo is used to show CONTRAST with Macbeth Why? Stark contrast between Macbeth and Banquo’s 1. Reactions to the witches’ prophecies Macbeth – fearful, awed, eager to know more Banquo – wary, defiant, confused 1. Reactions to Duncan’s commendations Macbeth – flowery reply, full of insincere sounding praises Banquo – brief, humbling, sincere and self-evasing reply 1. Personality and character Macbeth – ambitious, deceptive, cunning, cruel and ruthless Banquo – full of integrity, honest, valiant, brave, loyal, and cautious 1. Royal line Macbeth promised to be king Banquo promised to be the father of many kings Banquo promised to be greater and happier than Macbeth 1. Attitude towards each other, before and later At first open with each other; later they will be wary and cautious with each other and unwilling to share their thoughts, hiding their intentions from each other. Macbeth VS Witches 1. Witches are supernatural beings with supernatural knowledge Offers go beyond that of ordinary human limits 1. Macbeth is embodiment of ‘man’; Full of apparent ‘valiance’ but actually easily mislead 1. We are rather unclear to witches’ intentions towards Macbeth in ACT 1 Later, Hecate scene indicates that they are supernatural agents of evil and destruction, holding power through surprise magical intentions Appearance VS Reality (theme) 1. Theme of FALSE appearance can thus be understood firstly in terms of conscious deception and hypocrisy 2. DECEPTION can thus be understood, secondly as part of the broader theme of concealment. From the beginning, Macbeth conceals his feelings about becoming King by speaking in ‘aside’ or soliloquy. 3. HYPOCRISY can be seen from Macbeth hypocrite actions, as he claims to be loyal and honorable but in truth; plots to kill his King (commit REGICIDE) Evil VS Fear 1. GOOD and EVIL are moral absolutes: The ethical view that certain actions are absolutely right or wrong, regardless of other contexts such as their consequences or the intentions behind them 1. Macbeth’s murder of Duncan is treated as a crime of the most terrible kind, of which he is deeply fearful from the moment he entertains the thought of it, which has far-reaching consequences. 2. 3. Recurrent images of darkness and night, illness and blood are all used figuratively to suggest moral significance, and to give a CONCRETE image of evil. Explain: REGICIDE, when it is performed of a good, lawful King, is considered EVIL. There is no moral objectivism, especially when the murder carries it out for his/her own benefit. This is emphasized by the many symbols used. 1. However, good and evil is also presented in a paradoxical way†¦ Macbeth expresses the most sensitive moral awareness: he accuses himself of the evil of his murder in the most eloquent terms; and experiences great horror and terror both before and after the deed. This contradicts the idea of good and evil as though Macbeth ‘knows the evil’, he still carries on to perform the ‘evil’, as if it were ‘good’ The choosing of wrong though aware of the right, causes good and evil to seem also like paradoxical ideas. INTO THE PLAY à ¯Ã‚ ¦ Macbeth’s soliloquy: 1. Macbeth speaks the greatest proportion of his lines alone; in a soliloquy or an ‘aside’ 1. Lack of interaction with other characters is very SIGNIFICANT in this kind of drama which usually relies upon dialogue to move the action forward. 2. This solitary speech produces a strong sense of Macbeth’s isolation especially later in the action, where he is virtually speaking alone even though there are many silent servants on stage. 3. This makes Macbeth a very internal character, whose inner life creates a kind of action in mind. His private speeches use vivid and moving images and develop powerful inner experiences at different points in the play. Scottish court: 1. Duncan, Malcolm and Macduff have distinct roles to play 2. However, thanes are apparently generalized in speech and decisions at the start of the play 3. Duncan’s role is that of a gracious but overly trusting and wrongfully murdered King. He relates to his scout with elaborate and formal courteousness 4. After Duncan is murdered, thanes become wary of each other and their surroundings