The Purposes of the Three Witches in Macbeth

The Purposes of the Three Witches in Macbeth Macbeth is a symbolic story of how people can be easily influenced. In the beginning of the play, Macbeth meets the three witches and hears about his prophecy from them which he will become the next King of Scotland. These witches are important characters to develop the story. Every time when Macbeth needed them, he received prophecies from them. These prophecies affect Macbeth and reveal his evil personality. As revealed in the play, the purposes of the three witches in the play are to foreshadow, advance the plot, and show the human weakness.One of the purposes of the witches in the play is to set allusions. In the beginning of act one scene one, the three witches plan? to meet at the open field to see Macbeth after the battle is over. As they promised, they wait for Macbeth and Banquo to return from the battlefield. When they faced each other, the third witch said, â€Å"All hail, Macbeth, that shalt be king hereafter†(Macbeth 1. 3. 51) to Macbeth. Then the first witch tells Banquo that, â€Å"Thou shalt get kings, though thou be none/ So all hail, Macbeth and Banquo! †(Macbeth 1. 3. 8-69), which she meant that Banquo will become the father of the kings. Later in the story, Macbeth seeks for the three witches to hear more about his future. They told him that â€Å"Be bloody, bold, and resolute. Laugh to scorn/ The power of man, for none of woman born/ Shall harm Macbeth. †(Macbeth 4. 1 81-83). These prophecies eventually become true. There are no doubts that the tree witches allure the story by telling the futures. The weird witches not only foreshadow but also advance the story. The story mainly develops by the prophecies.After Macbeth hears about his future from the witches, he writes a letter to Lady Macbeth, his wife, about the prophecy. Since Lady Macbeth had no doubt about this prophecy of Macbeth becoming the king, she plans to assassinate the King Duncan to fulfill the prophecy. Macbet h and Lady Macbeth put their plan into action. Successfully, Macbeth killed the king and put false charge on Malcolm and Donalbain for assassinating the king to become sovereign. As a result, Macbeth took the next throne of the Scotland.While he rules Scotland with insanity, Malcolm seeks for revenge and makes an army to fight against Macbeth. With a growing fear in Macbeth’s heart, he goes to find the three witches again to receive another prophecy. He gets told that no men who came through a woman’s womb could harm him. He scoffs and eases his fear of death. However towards the end of the play, he faces death by Macduff, who was delivered by cesarean section. By giving prophecies, the witches indirectly affect the play to create tensions.The play of Macbeth clearly showed the human weakness. The witches did not force Macbeth to kill the king or to commit any crimes. Macbeth was a loyal general of King Duncan along with Banquo. However, after he hears the words from t he three weird sisters, he had a conversation with Banquo about what they heard and he says, â€Å"My thought, whose murder yet is but fantastical,/ Shakes so my single state of man/ That function is smothered in surmise,/ And nothing is but what is not† (Macbeth 1. . 142- 145). From this conversation, his personality was revealed which he is a man who would not kill the king to attain his ambition. However, Macbeth eventually gets affected by the prophecy that he shows his ambitions toward the kingship and his evil personality. His influenced aspect is clearly shown when the second witch notes, that â€Å"By the pricking of my thumbs,/ something wicked this way comes† (Macbeth 4. 1. 44-45). From this quote, it shows that Macbeth’s personality became evil.The purposes of the witches are not only to develop the story but also to show that people are easily influenced. The weird sisters, the three witches, in the play do not advent often but have essential roles. They give prophecy to Macbeth which creates ambition in his heart. They are the main element that creates the consequences in the play. Their role in the story gave Macbeth a thought that they know he would expand on and reveal his human weakness. Work Cited Shakespeare, William. Macbeth. New York: Signet Classic, 1987. Print

Exploring stereotypes through the film Crash 2005 Essays

Exploring stereotypes through the film Crash 2005 Essays Exploring stereotypes through the film Crash 2005 Paper Exploring stereotypes through the film Crash 2005 Paper who previously has been accused of being racist. Consequently it could be argued that they could have had control of the overall ideology behind the film. All those who challenge the hegemonic ideology forced upon us are represented as negatively and are stereotyped in order to control them. This theory is evident in the film when we see Officer Ryan rescues Christine. The previous racist white male is redeemed by his heroism, while the black woman is reduced to incoherence by the situation and is forced to be silently grateful for his transcendence. The idea that from each scene a intelligible and blatant moral is expressed purposely provokes the audience to decide if in reality this how prejudice is expressed or if in fact people are more understanding. The reception theory initiated from the work of Hans-Robert Jauss is greatly supported by Hall. This textual analysis focuses on the capacity for compromise and resistance on behalf of the audience. This means that there is an aspect of viewing in which the audience will not passively absorb a text instead they will actively negotiate the meaning. The meaning will an individual conceive depends on their cultural background, as a result of the background some will accept a text and others will reject it. The reading of the representations could be seen in two ways depending on the beliefs and background of each individual viewer. Paul Haggis stated I hate as Americans we just love to define people. We love to say Good person, Bad person. In this film at least I didnt want us to be judging others. I wanted us to be judging ourselves. This offers us an insight into his original intention for the film, with the idea that the film would revolve around race decided later. The twin elements of accident (literally and figuratively) and coincidence connect the various stories, which are intended to prove that people form harmful prejudices from a combination of impressions and individual psychoses. I believe Ethnic stereotypes play a very significant role in the understanding of the film Crash, On either of its two dimensions. In order to understand the film either on a simplistic representational level, or else seeing the film as an example of maybe considering social conflicts as externalisations of a fundamentally internal crisis, which therefore allow the audience to realise that the complexity found in each character can in fact undermine the entire concept of a stereotype, consequently producing realistic individuals who are surrounded by racial conflict in post 9/11. To understand and examine racial issues in the after math of 9/11 looking towards real life will enable us to predict the stereotypes that may also become hegemonic ideologies in America.

Talent Essay Example | Topics and Well Written Essays - 250 words

Talent - Essay Example In business, a talent is also considered to be a recurring form of thought or conduct which can be exploited productively. To be able to perform a task outstandingly, one require having a recurring thought pattern. In business, different people perform different in different jobs depending on their talent. Additionally, talents require to be managed to enhance success (Sorensen and Crabtree Web). My talent is in management. I consider this to be my talent I have the natural ability to motivate other people which a crucial management skill. Since I was young, I have always been able to deal with people of different personalities and I often find myself playing the motivating role when working in a team. Additionally, am visionary, have apposite critical thinking skills, decisive and good team player. I believe management is my talent since having the above skills enables me to relate well with others, be organized, decisive, and be able to communicate effectively which is important in

Anti-Descrimination Laws Related to Employment Research Paper

Anti-Descrimination Laws Related to Employment - Research Paper Example In order to control these tendencies by employees who use company electronic media, especially the internet, for activities, which are not work related, many companies and organizations have chosen to adopt electronic usage policies whose purpose is to ensure that there is responsible use of this resource. In addition, these policies have been put in place to ensure that electronic resources are not used by employees for purposes, which are not compatible with the objectives of the organizations in which they are used. Recent surveys by human resource managers on employees in a diverse number of companies have found that approximately two thirds of employees spend at least some of their work time on non- work related internet activity. Among the employees who use social networks sites, it has been found that approximately half of them check their social network profiles during their normal workdays and that fifteen percent of this group spends at least one hour a day browsing the int ernet on non-work related sites. It was further found that over half of employees sent personal emails, with nineteen percent sending more than five personal emails per day. The response of many institutions and organizations to non-work related internet activity has been to establish tougher  policies  regarding internet  usage  and  electronic  means to ensure that their employees are monitored. It has been found that the most dominant method of controlling the internet behavior of employees, is through the blocking of those sites that are most commonly used, the monitoring of internet usage  and email, as well as the firing employees for  violating the electronic usage policies of their companies. The developments in employee potential misuse of electronic technology, and the reactions of employers to this changing environment, has further come to be evidenced by surveys that were conducted between 2001 and 2007. These surveys show that there was a dramatic increa se in the  use  of  electronic monitoring by employers, and this was mainly used as a tool to avoid potential lawsuits. According to a survey conducted in 2001, over half of the companies that responded monitored their employees' internet activities, with forty six percent monitoring e-mail, and thirty six percent monitoring storage and the retrieval of company files (Cappel, 1993). By the time another survey was conducted some six years later, the figures had risen to sixty six percent of companies monitoring Internet connections. There is a high possibility that this trend in  electronic  monitoring by companies as well as other employers will continue as the technological development of both hardware and software continues to improve and becomes less resource intensive to install and  use. Ethical Concerns Ethics have come to play an immense role in influencing the process of regulation of the internet within a diverse number of businesses and their success will depen d on how strict the said businesses are in implementing its electronic usage policy. The regulations of the content displayed on the internet are done ethically because they mostly deal with material that is of no use to the business, illegal or both and this is done to ensure that employees get to use this resource responsibly. A responsible business should ensure that the internet content that has been proven to have been wrongfully

The Greatest Failure of the Current Wave of Financial Globalisation Essay

The Greatest Failure of the Current Wave of Financial Globalisation - Essay Example Those countries that are able to integrate with the environmental changes will be experiencing more economic growth while others will be experiencing the economic recession. Globalisation has resulted from many years of human inventions and technological improvement. It pertains to the integration of economic activities all over the world through endless trading of products and services as well as the exchanging of cash flows. Sometimes, globalization relates to the constant movement of technology and business people including the skilled and unskilled workers. Even intangible thing such as knowledge and skills are also being transferred from one country to another. During globalization, the local and international markets are promoting efficiency because of the tight competition worldwide. Even the workforces have to become more competitive and flexible so they could keep up with their job. The global markets open a wider opportunity for these people to tap into larger markets all over the world. The global business cycle that we are dealing today is actually creating huge imbalances between UK’s cash inflow and outflows. As globalization contin uous, the global financial trend also changes. These changes will eventually be considered as one of the greatest failure of the current financial trend due to globalization. The effect of international trade on a country’s economy can be examined and measured by looking at the changes in the ratio of international trade, the total export plus the total imports to the output of GDP of an economy. According to Dollar and Kraay (2001), globalization reduces poverty.

Behaviour Management in the Classroom Essay Example for Free

Behaviour Management in the Classroom Essay Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are not disadvantaged by a few. I have found there are many different causes of disruptive and inappropriate behavior. These can include factors in and out of a teacher’s control. Factors outside the control of the teacher may include a student’s emotional and psychological factors. A student may have significant distressing issues in their home life such as bereavement or family breakdown for example. Students may also have had negative past experiences at a previous establishment or in the education system in general. Some students may behave inappropriately through boredom or finishing work to quickly, while others misbehave in an attempt to mask undiagnosed learning differences. Conversely, I have experienced students being disruptive in class due to having a special educational need, students with undedicated Attention Deficit Hyperactivity Disorder for example. ‘Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. ’ (Petty, 2006, pg3) The teacher themselves can sometimes be a cause of negative behaviour. Some students may act up through boredom as a result of a teacher being unprepared, demotivated or simply not giving enough consideration to lesson design. Bad classroom management can also be a factor, for example, allowing students to play with mobile phones or simply poor seating arrangements, which allow disruptive students to sit together. Review organisational policies relevant to managing behaviour in the learning environment identifying any areas for improvement | Every teaching establishment will have a number of different organizational policies relating to managing behaviour. Appendix A lists the specific policies I have to adhere to in my organisation. The policies are very diverse ranging from a staff code of conduct with pupils, to policies rela ting to effective teaching and learning. The specialist nature of my establishment means there are many policies linked to the welfare and safeguarding of students, including a number of anti-bullying policies (including anti-cyber bullying) to procedures relating to pastoral care. In my opinion, the behavior management policy in my establishment could be improved. There is no consistent approach to managing behavior throughout the organization. It is left to individual teaching staff to use their discretion as to what constitutes disruptive behavior and how to deal with it accordingly. Although the senior managers are usually supportive of teaching staff, It would be beneficial to staff and students for there to be a set procedure we could all follow. |Review ways of encouraging behaviours that contribute to an effective learning environment | |Use strategies for encouraging behaviours that contribute to an effective learning environment | ‘†¦classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little lighters need persuading of the obvious! ’ (Petty, 2006, pg3) There are many strategies to help a teacher limit disruptive behavior during lessons. I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each other’s behavior. It is use ful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for example. ‘What we can’t do however is ignore disruptive behaviour. If we do, it won’t go away! ’ (LSDA, 2007, pg8) It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students. ‘You should be alert, businesslike, firm and unapologetic. But you must avoid showing anger or frustration even when you feel it. ’ (Petty, 2006, pg19) I feel getting to know students individually and knowing what their interests and expectations are helps. I find by creating a working relationship where students feel valued and respected is key to minimizing inappropriate behavior. In my opinion, the greater amount of respect the pupil has for you, the less likely they will misbehave. I agree with Petty (2006) when he states: ‘prevention the best strategy’ It is also important should a student misbehave that it is dealt with swiftly with the teachers focus being placed on the student’s behaviour, rather than the individual themselves. |Review ways of managing behaviours that disrupt an effective learning environment | No matter how hard you work at perfecting your behaviour management techniques, you will encounter ‘the really challenging-class’ at some point in your career’ (TES,2010) If a situation arises where an individual’s behavior is persistently disruptive, further action may be required to ensure the other students maintain an effective learning environment. The use of graduated sanctions in schools and colleges is a widely recognised, and is a commonly used method of controlling individuals that have not responded to other behavior management strategies. Having the support of heads of departments and senior management teams is crucial for this method to work effectively. I have, on occasion had to follow behaviour management procedures at my organisation that use graduated sanctions. For example, referring disruptive individuals to my head of department. If that student then continues to affect the learning of others they get referred to a member of the senior management team (SMT). The last stage being the Head Master, who has the power to take more serious action if required, such as temporary and permanent exclusions. Summarise own strengths and development needs in relation to managing behaviours that disrupt the learning environment | In general, I feel that managing my student’s behavior is one of my strengths. It is something I have learned, and improved upon through the years in my current teaching position. I have learnt different strategies for minimizing disruptive behaviour through observing other staff in my depar tment, and openly discussing individual cases with other teaching staff. With regards to my personal development, I would like to attend some training to help me manage students with disruptive behavioural disorders, specifically, Oppositional Defiant Disorder. Although I currently teach two individuals diagnosed with this disorder, they can be extremely disruptive in a group environment, and I believe attending training specifically related to managing this type of psychiatric disorder would be extremely beneficial for the future. References Cope, R. G. (2006). How to plan for behaviour development and classroom management : maximising student engagement: Pearson Education.

Validity of Animacy as a Mnemonic Dimension

Validity of Animacy as a Mnemonic Dimension Lomasi Fogarty   Abstract The objective of this report was to agree or disagree with the theory that animacy is an important mnemonic dimension. It was hypothesised that this was the case and animacy helps people with recall. First year students of 1001PSY Introduction to Cognitive and Biological Psychology, participated in an experiment where they were to remember words that appeared on a PowerPoint. A distraction task was applied to control for maintenance rehearsal and recency effect. The results from the experiment showed that animate words were more correctly recalled than inanimate words. It can be concluded that the hypothesis was supported and animacy is a mnemonic device as it is an aid for memory. The Validity of Animacy as a Mnemonic Dimension The purpose of this report is to validate whether animacy is an important dimension in regards to memory and mnemonics. Memory is the process of which information is acquired and modified so that knowledge can be stored, retrieved and used (Foster Wilson, 2005). The memory process starts with encoding the information, followed by storage, and retrieval. Encoding involves the information getting into the memory, and forming a memory code. Storage is where the information is kept in the memory, and retrieval is the process of accessing the stored information at a later time. This occurs in between short-term memory (STM), and long-term memory (LTM). The serial position effect is the idea that the position in a list to be remembered, can have an effect on the correct recall. The usual pattern for this is that the first few items (primacy), and the last few items (recency), on the list, are better remembered than the stimuli located in the middle. The primacy effect has emerged due to the first few items being successfully transferred to stable, long-term memory, whereas the recency effect is a result of the stimuli functioning in short-term memory (Wiswede, Russeler, Munte, 2007). The term mnemonics is used to describe a variety of aids for memory that can result in an improvement in the retention and learning of information. The basic principles within this technique are recoding, meaningfulness, and organisation (Dickel, 1983). Animacy is acknowledged to be a foundational dimension for mnemonics, and plays a helpful role in regards to memory. Animacy is the concept best defined as living organisms. According to Nairne, VanArsdall, Pandeirada, Cogdill, and LeBreton (2013), for successful reproduction and survival of the human race, it is essential to distinguish between animate and inanimate things. Evolutionary psychologists would think it fit to suggest that selectively tuning and remembering animate things is an essential process done by the memory system as predators, as well potential mating partners, are animate beings and aid with the continuation of human existence. Little attention has been brought to mnemonic dimensions when studying memory. As Nairne et al. (2013) state, â€Å"the focus tends to be exclusively on the ‘how’ of remembering†. The recognition of the origins of cognitive systems can create a basis for the discovery of empirical phenomena. It is theorised that animate words are more likely to be recalled than inanimate words, and therefore is an important dimension for memory. This report aims to support or disagree with the idea that animacy is a mnemonic dimension. It was hypothesised that more of the animate words in this experiment were correctly recalled than the inanimate words. Method Participants In the 1001PSY Introduction to Cognitive and Biological Psychology tutorials, 386 (279 female) first year undergraduate psychology students at Griffith University participated in this experiment (Age Range= 16-55 years old; Mage= 19.79, SD= 5.39). Participation was encouraged however there was no incentive. Design This experiment was a within-subject design as everyone was tested on animacy. In this experiment, the one independent variable was the words that were to be remembered. This variable had two levels, animate and inanimate. The only dependant variable was memory; how many words of each level of the independent variable could be remembered by each participant. The serial position effect was acknowledged and controlled but was not measured. Materials There were two types of stimuli presented in this experiment. The main experiment was presented on a white PowerPoint slide with 24 words (12 animate and 12 inanimate) and were on a slide each. 2 buffer words were also used at the beginning and the end of the slides but were not identifiable from the other words by the appearance. The words were in black, Calibri (Headings) in size 115 font in the middle of the slide. Every 5 seconds the slides would change and a new word would appear. The exact words used are presented in Table 2 (Appendix A). The participants were supplied with a scoring sheet to tick off what words they remembered (Refer to Appendix B). The second stimuli was the distractor experiment, which consisted of a similar presentation. 20 varying numbers (11 odd, 9 even), were presented on a PowerPoint with white slides. The numbers were on the middle of a slide each, in the same font but size 166. The numbers used in the distractor experiment are presented in Table 3 (Refer to Appendix C). The digits were presented on a slide each; one at a time for three seconds. Procedure The instructions were given by the experimenter, which in this case, is the tutor of the class. Once all the participants were all seated at a table, they were asked avoid any sort of implement to help record the words, and were asked to remember as many words that appeared as they could. The PowerPoint and the tutor notified the students when the words were going to appear. Once the last word was reached, the tutor as well as the PowerPoint notified the students that it was the end. The distraction task began after the last word appeared. This task had a designated time for 1 minute and began with a slide of the PowerPoint that included instructions that were also read out by the tutor. The participants were required to indicate whether the numbers changing on the board were odd or even on a supplied response sheet (Refer to Appendix D). Results for this task were then checked. At the end of this instruction, the response sheet for recalling the words was supplied. It was asked of the students to write down as many words of the first task as they could with a time allowance of 4 minutes. To check what words they remembered, they were given a scoring sheet in which they could tick off the words they correctly recalled. Once the 4 minutes were over, the students compared their recalled words with a scoring sheet (Refer to Appendix B). The number of correctly recalled ‘animate’ and ‘inanimate’ words, were added and the total for each was written down. Additional information like their age and ge nder was also collected. Only the scoring sheets for the word recalling task were handed up to the tutor. Results The amount of which each word was recalled is presented in Table 2 (Appendix A). The total number of words correctly recalled for both animate and inanimate categories are in Table 1. The raw data in both these tables shows that in this experiment, more of the animate words were remembered than the inanimate words. It was also noted in Table 1, that in regards to the serial position effect, the first 6 words, were more remembered than the last 6, and the last 6 were more remembered than the middle 12. This table also shows that the animate words were more remembered in each serial position class except the first 6, where the inanimate words were remembered 19.4 more times than the animate. The serial position effect is evident in Figure 1, where more words were correctly recalled in the first and last 6 for both animate and inanimate words. Table 1 Total No. of Words Recalled. Figure 1. No. of words recalled for each serial position class. Discussion This experiment has supported the theory that animacy is a mnemonic dimension as more animate words were more correctly recalled than inanimate words. In this study, the aim was to find whether animacy was a mnemonic in which it is easier to remember than inanimate words. The prediction that animate words are more remembered than inanimate words came from the evolutionary perspective where humans remember animate stimuli over inanimate stimuli because it was helpful for survival and reproduction. This experiment showed that animate words were more correctly recalled than inanimate words. The theoretical basis of this prediction was from work done by Nairne et al. (2013), in which they stated that animate words would be more easily recalled due to the fact that they helped humans survive and reproduce. Although buffer words were used to control the primacy and recency effect, the results still show that the first and last few words were more remembered than those that appeared in the middle of the list. Likewise with the distractor task, it was put into place to control maintenance rehearsal but the results still show that the last few words were more remembered than the words in the middle. This however may be explained with the last few words easily being stored in the short-term memory (Wiswede, et al. 2007). A methodological concern with this experiment could be that the tutors were different throughout the classes and may have altered the instructions, this could include longer time on a word. Along with this, another concern could be that the participants could have written down words that they didn’t actually remember. These could have compromised the eternal validity affect the end result in measuring animacy as a mnemonic device. From this information, further research can be done to find if there are differences in memory within social demographics and improve knowledge on mnemonics. References Dickel, M. J. (1983). Principles of encoding mnemonics. Perceptual and Motor Skills, 57(1), 111-118. doi: 10.2466/pms.1983.57.1.111 Foster, J. K., Wilson, A. C. (2005). A refined model of sleep and the time course of memory formation. Behavioural and Brain Sciences, 28(1), 71-72. doi: 10.1017/S0140525X05290027 Nairne, J. S., VanArsdall, J. E., Pandeirada, J. N. S., Cogdill, M., LeBreton, J. M. (2013). Adaptive memory: The mnemonic value of animacy. Psychological Science, 24(10), 2099-2105. doi: 10.1177/0956797613480803 Wiswede, D., Russeler, J., Munte, T. F. (2007). Serial position effects in free memory recall—An ERP-study. Biological Psychology, 75(2), 185-193. doi: doi:10.1016/j.biopsycho.2007.02.002 Appendix A Table 2 List of word type and presentation order Appendix B SCORING SHEET 1001PSY Mt Gravatt Memory of animate vs inanimate words experiment worksheet Scoring Sheet Age:_____________ Gender:____________ Appendix C Table 3 List of Numbers from Distraction Task Appendix D ODD EVEN RESPONSE SHEET 1001PSY Mt Gravatt 1001PSY MG Introduction to Cognitive and Biological Psychology Odd-Even Task Worksheet Please tick (à ¯Ã†â€™Ã‚ ¼) whether the displayed number is either odd of even