Shakespeares Macbeth - Innocent and Naive Macbeth :: GCSE English Literature Coursework

Innocent and Naive Macbeth      Ã‚  Ã‚   Innocence is a quality that few people take to their grave, although all are born with it. At some point in one's life, an event or circumstance removes that shield from both moral and legal guilt, whether in one's own eyes or in the eyes of another. In such a case, innocence is cast off, or innocence can be stolen. Both are true of Macbeth in William Shakespeare's tragic work Macbeth. The hero's innocence and naà ¯vetà © make him vulnerable prey for those who feel completely at home in a subhuman realm of malice and disintegration - the witches and Lady Macbeth. Inevitably, Macbeth is eventually worn down enough to be pushed into this dark and evil abyss by his wife, Lady Macbeth, who leaps frantically in after him to join the witches where they are most at home. The robbery of Macbeth's innocence begins with allowing the witches to brainwash him with their predictions forcing him to step closer and closer to the edge of their dismal abyss. They take advantage of the surplus of ambition that had served him so well in his desire for victory over Macdonwald and use it to instill in him the need to be King. Still, desire is not enough for Macbeth and he is thus driven "to seek certainty as his one objective. He wants certainty from the witches . . . at whatever cost" (Campbell 228). Macbeth, however, is not completely lost yet; honour and justice remain in him, and although it takes him some time to fully consider the consequences of the witches' words on him, he rejects his horrible thoughts of murder and postpones all action: "If chance will have me king, why,chance may crown me, / Without my stir" (I. iii.143-144). For the time being, Macbeth's true essence is in control, that of loyalty and honour. However, Macbeth again undergoes a change of heart in scene four, at the announcement of Malcolm as the Prince of Cumberland and as successor to the throne of Scotland, the same throne upon which Macbeth had his eyes set upon. The effect of the King's proclamation on him can be seen through his reaction: The Prince of Cumberland! that is a step, On which I must fall down, or else o'er-leap, 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 .

Back to School Speech by Obama Essay

This essay is about President Barack Obama’s speech â€Å" Back to school â€Å" which he held September 8th 2009 at the Wakefield High School in Arlington, Virginia. The overall message in the speech is whether young people are taking school serious and understand the importance of hard work. Not only for themselves but also for the future of the country. â€Å"Hello everyone – how’s everybody doing today? I’m here with students at Wakefield High School in Arlington, Virginia.† I know that for many of you, today is the first day of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous.† Obama is starting out by addressing his audience like a father figure, trying to reach all realities in the audience by mentioning all the grades. He is making himself real to the audience, presenting himself as a guy who is down to earth. â€Å"Some of you are probably wishing it were still summer, and you could’ve stayed in bed just a little longer this morning† And already in line 10 â€Å"I know that feeling†. He is referring to his own life. He is explaining how he had to get up 4.30 every morning to study with his mom, and how he wasn’t too happy getting up that early. Here he is making himself real to the audience, explaining something from his childhood that they will understand. So here he is using pathos appealing to the feelings. From line 20, it’s like he is changing from being the friend of the audience to his role as the president of the United States again.â€Å" But I’m here today because I have something important to discuss with you.† From line 25, 30 and 35 he is revealing the essence of his speech. His message is that it is ones own commitment and hard work that will make one succeed in life. â€Å"You can have the most dedicated teachers and supportive parents, but unless you individually takes responsibility nothing of this is very helpful.† In line 40 and 50 he is more friendly againâ€Å" Every single one of you has something you’re good at. Every single one of you has something to offer. † He is motivating the audience by saying that every person has something that they’re good at, that everyone has a important role In the American society. Obama is also very good at mentioning things many people can relate to in his speech. â€Å"Maybe even good enough to come up with the next iPhone. â€Å" Here he is mentioning the iphone that most children can relate to. From line 50 to 75 he talks more about morals again. He is very seriously talking about how everyone needs to have an education to get a job, and how it takes hard work. More important in Obama’s speech is that your education not only decides ones own future, but ones country’s future. Obama is really good to alternate between being judgmental and understanding through the speech, for example in the line â€Å" Every single one of you has something you’re good at. Every single one of you has something to offer.† He is very understanding and encouraging to the people, before he with this sentences; â€Å" If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country. Is being very judgmental. From line 75 to 85 Obama is again being more understanding. Obama explains his personal difficulties from his own childhood, and that he understands school isn’t always easy. Obama explains how his father left the family when he was 2 years old, and that he was raised by a single mother without much money. â€Å"There were times when I missed having a father in my life. There were times when I was lonely and felt like I didn’t fit in.† Obama then talks about how he through hard work was fortunate to go to college and follow his dream, to attempt law school. In this part of the speech Obama is using ethos. He is trying to be trustworthy. From line 95 Obama again set himself up as the country father. He explains that there is no excuse for having a bad attitude and also no excuse for not trying hard and giving your best towards education. From line 100â€Å" Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you.† Obama is referring to the American dream. Mentioning personal freedom and responsibility for ones own destiny. He explains that with hard work you can accomplish everything you want, no matter background or social rank. From the line 105 – 110 – 115 Obama is stressing his statement by giving some concrete examples about how real people with all sorts of difficulties, made it through hard work and determination. This is an example of logos, because he is giving concrete examples that are supportive to the message of the speech. From line 170 he is again referring to the American dream. â€Å"The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best. â€Å" At the end of the speech from line 175 to 185 Obama is talking about America as a culture surviving through many decades.â€Å" It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and found this nation â€Å" Obama ask the audiences what they will do to pass on the American culture, and what people in about 50 years will remember from this time. And so he puts some positive pressure on the kids, hoping to get them to understand their responsibility to secure the American dream and culture in the future.

British Literature Essay

Literature is one of the most effective ways to protest against the society, iniquities in this society. From early times writers and poets used rhythms and stories for ridiculing the upper class of a society. Why do poets use poems to tell about social injustices? The answer is simple. This way a poet can catch and hold the reader’s attention, his emotions. Usually poets in their works present facts in order to capture attention of many people. These are not new facts that are presented to an audience. From early times poets used the words effectively to make people think about the situation and make want them to act in order to change the present state of things. Poets and writers know the exact words and phrases that can influence people’s attitude to this or that situation so that they start acting. Poems are always aimed to reach feelings of people and thus, to pull strings. Literature of every state shows all the complexity of every epoch. When the situation is the same at several countries, it has a worldwide significance. Before talking about poetry, we should answer the question: What is poetry? Poetry is a special way of describing situations, things, ideas, feelings. Poets present their ideas in short phrases. They use rhythm to emphasize their feelings and ideas. Besides, a poet can appeal to reader’s emotions via poems. That is why a poem is easily remembered. A poem can be compared to a photograph as it reflects real life, real situations and feelings. In a poem a poet captures the exact moment and represents it the way he/she has seen it. When you read a poem you see the poet’s subjective evaluation of facts, situations and the epoch in general. Poets of Romantic Movement wrote their poems to share their feelings. They wrote to help people understand their time from the poet’s point of view. This paper is about Romantic Movement in Great Britain. It is devoted to William and Dorothy Wordsworth, Samuel Taylor Coleridge, Lord Byron, William Blake, Robert Burns, Mary Wollstonecraft and Joanna Baillie who became a radical group in British literature of their epoch. In the paper special attention is paid to the use of lyric poetry (ballads) and blank verse in poetry of the nineteenth century. British poetry. â€Å"The poem on the page is only a shadow of the poem in the mind. And the poem in the mind is only a shadow of the poetry and the mystery of the things of this word.†   Ã¢â‚¬â€œ Stanley Kunitz Before analyzing the British poetry of the nineteenth century it is necessary to mention the changes in political, industrial, scientific and cultural spheres of life of that time and caused the changes in British literature having challenged the standards of form and structure in poetry. From 1776 the American and French Revolutions and later the Industrial Revolution astounded Great Britain and Europe and caused disturbances among people. In the second half of the century Charles Darwin published Origins of Species and The Descent of Man that caused the revolution in scientific thought. This was an unrest period and people were forced to evaluate their values and beliefs again. There is no wonder that the British poets changed their world outlook. The first stage of Romanticism in English literature began in 1790s. William Blake was the first major poet who reacted to these changes. His poems were far from standard patterns. The poetry of Blake is characterized by long, unrhymed lines, a steady interplay of opposites (Damrosch 458). A metaphor can be found in titles of Blake’s works. For instance, his series of poems: Songs of Innocence in 1789 and Songs of Experience in 1794; The Marriage of Heaven and Hell etc. Blake believed that opposites are integral parts of life. He wrote about things that we too often forget making the reader look at events from another point of view. Blake tried to use the joy of words. He used figurative language to describe things in an unusual, in a completely new way breaking down the traditions in poetry of his time. Blake’s beginnings were supported by the efforts of William Wordsworth and Samuel Taylor Coleridge. They have written a collection of poems, anonymously authored, famous for its poems and its preface, entitled Lyrical Ballads in 1798. In the preface a poet deems that poems must regard ‘situations from life’ in ‘the everyday language’. Wordsworth describes poetry as ‘the spontaneous overflow of powerful feelings’. This expression was the manifesto of the Romantic Movement in poetry presenting revolutionary idea for that time. Moreover, the poet emphasizes on the avoidance of artificial poetic style. He believes language must be understandable and enjoyable for ordinary people. Lyrical Ballads is one of the most significant books which became a major change in the history of English poetry (Damrosch 462). Poems from the collection are written in simple, everyday language. They are concentrated on the appreciation of the power of nature, examination of human personality, inner feelings, emotions and thought with an emphasis on imagination. Lyrical Ballads starts from Coleridge’s long poem Rime of the Ancient Mariner and continues with poems manifesting the nature appreciation, the superiority of emotions and feelings over reason. The romance emphasizes individuality, beauty of nature contrasting to formality and artificiality of the standards in poetry of that epoch. A collection contains Tintern Abbey, The Idiot Boy and other controversial poems of Wordsworth written in everyday language. Poets used an every day language before, thus, they did not use it so that they broke down the rules and standards. Samuel Taylor Coleridge is famous for marvelous The Rime of the Ancient Mariner and the ‘conversation poems’, for example, Frost at Midnight and This Lime-Tree Bower My Prison, as well as for his unfinished works Christabel and Kubla Khan, which is like an obsession that haunts your mind (Damrosch 466). Dorothy Wordsworth, William’s sister, is an English prose writer. Her famous Alfoxden Journal and invaluable Gramere Journals were published in 1897. Her works are full of imagination while describing nature and personalities of unusual qualities. Dorothy’s prose is sudden, clear and natural. You may disagree with her ideas or conclusions. However, the writer could possibly say that it is enough that a reader reflects on her ideas. William Wordsworth wrote many short poems which were aimed at breaking down neoclassical verse. He included new poems in the second edition of the collection – The Brothers and Michael. In his works the author tries to speak about life truthfully sharing his feelings with a reader. Sometimes they share ideas, sometimes – a question. These poems and marvelous lyrics were written in his great decade. Thus, the most famous poem of William Wordsworth is his autobiographical philosophical poem The Prelude. This is a spiritual autography in which the author puts questions of philosophical value, about the purpose of his existence, of his value as a poet. In this work William Wordsworth is the major hero. The author places imagination on the first place among human talents. This work is better to call an epic as it consists of 8000 lines and is separated into 14 books (Damrosch 471). It is necessary to mention Joanna Baillie, a poet and dramatist. She wrote plays in verse which were highly appreciated. However, she is famous largely for her first published work, a collection of lyrics Fugitive Verses in 1790. Another talented English writer is Mary Wollstonecraft. She is famous for her works about equality of women concerning education and social life. Mary Wollstonecraft was a member of a radical group together with William Blake and later William Wordsworth. All her life Mary Wollstonecraft remained a passionate defender of women rights. In her works she was bringing up a fulmination against social inequality of women. She wrote Thoughts on the Education of Daughters in 1787 and A Vindication of the Rights of Woman, which contains a fulmination and a plea concerning equality for women, in 1792. The second stage of Romanticism began in 1805 and was marked by appreciation of history value, attention to origins, to works of Renaissance time. One of the most noted poets of the second stage is George Gordon, Lord Byron. He put the poet in the central place and spoke about imagination in his works (Damrosch 458). Romantic Movement reached its high point of art in the works of Byron. In his poems he emphasizes the individual feelings, emotions of a person, not of several ones; expression of feeling opposes to morality and value of nature to a state. The works of Byron are unique and brilliant, his poetry is an outstanding event connected with the Epoch of Romanticism. When an artist puts paint on canvas, he/she attentively traces shapes and colours for attaining a needful effect. The same Byron does when he writes a poem – he arranges words so that a poem is simple and comprehensible. Byron uses language in unusual way: he chooses words for sound and meaning. He carefully selects and arranges each word to achieve the desirable sound and effect. His major hero is a romantic person who is out of the society. In his poems the author raises the question of immortality. Besides, his works are notable for their flippancy. In 1820s there was a third stage of Romanticism that spread romantic ideas in literature worldwide (Damrosch 458). Summarizing, the Romantic Movement in Britain has three stages; every of stages is famous for poets and their works. At this time poets broke with tradition and tried the relaxed rhythms, everyday language and imagination in their poems. Conclusion. The paper briefly analyzes the three stages of Romantic Movement in Great Britain in general and poets who contributed greatly to the poetry of their country in a more detailed way. Besides, the paper analyzes the peculiarities of literature of that epoch. Having examined the works of William and Dorothy Wordsworth, Samuel Taylor Coleridge, Lord Byron, William Blake, Robert Burns, Mary Wollstonecraft and Joanna Baillie, it is clear it was a new generation of poets in the British literature. References: Damrosch D., Wolfson S. J., Manning P. J. (2005). The Longman Anthology of British Literature, Volume 2A: The Romantics and Their Contemporaries, Longman, 3rd Edition, 1120pp.

songs essays

songs essays Early is the best time to start children with an enriched musical background. The earlier the child starts to hear and learn about music, the more enriched and fulfilling the child's experience of music is going to be. This is even more beneficial for talented children. A child cannot receive the full benefit of music and will not learn as much or at all without the first three stages of preparatory audiation. With this in mind, I will now show you how to guide children through these stages. First of all, we need to look at resources. For this particular situation, I will have two helpers, two rooms in which to work (one is furnished with cribs, the other is mostly open space with a carpet). Also, I will have a good sound system in both rooms (that includes a tape player and compact disc player), and some money (available to buy recordings and equipment). Next is the age range of the children. The first stage is Absorption. One of the most difficult things to do when guid ing children through these stages is to know when the right time is to move them to the next stage. This often requires much patience. The reason that you need so much patience is because all children move through the different stages of preparatory audiation at different times. The times when children move are as different as their handwriting. In the Absorption stage, children are "absorbing" music. But, not all music is appropriate. Most of the music that should be played is live music. It should also be played in different keyalities, tonalities, harmonies, meters, and tempos. When playing such diverse groups of music it is also important to not play music with words. Why you ask? Because if you play music with words, the children seem to focus their attention more on the words than the music itself. Out of the two rooms that we have, I would use the one room, which has the cribs in it for the children in the absorption stage. This would be mor...

Short and Quick Activities for the ESL Classroom

Short and Quick Activities for the ESL Classroom All teachers are probably familiar with this situation: Its five minutes before your next class is going to begin and you really dont know what to do. Or maybe this situation is familiar; youve finished your lesson and there are still ten minutes left to go. These short, helpful activities can be used in those situations when you could use a good idea to help get the class started, or fill those inevitable gaps. 3 Favorite Short Classroom Activities My Friend...? I like to draw a picture of a man or a woman on the board. This usually gets a few laughs as my drawing skills leave quite a lot to be desired. Anyway, the point of this exercise is that you ask students questions about this mystery person. Begin with: What is his / her name? and go from there. The only rule that applies is that students have to pay attention to what other students say so that they can give reasonable answers based on what other students have said. This is a great little exercise to review tenses. The crazier the story becomes the better, and more communicative, the activity is for the students. Short Topic Writing The idea of this exercise is to get students to quickly write about a topic they choose (or you assign). These short presentations are then used in two manners; to generate spontaneous conversations on a wide range of topics, and to take a look at some common writing problems. Use the following subjects and ask students to write a paragraph or two about a subject they choose, give them about five to ten minutes to write: The best thing to happen to me todayThe worst thing to happen to me todaySomething funny that happened to me this weekWhat I really hate!What I really like!My favorite thingA surprise I hadA landscapeA buildingA monumentA museumA memory from childhoodMy best friendMy boss Music Description Choose a short piece or excerpt of music you like (I prefer something by the French composers Ravel or Debussy) and tell the students to relax and listen to the music. Tell them to let their imaginations run free. After you have listened to the piece twice, ask them to describe what they were thinking about or what they imagined while they were listening to the music. Ask them why they had those particular thoughts.

Theatres in New York City - Public Theater and the Cherry Lane Theatre Research Paper

Theatres in New York City - Public Theater and the Cherry Lane Theatre - Research Paper Example The paper tells that among a variety of theaters in the New York City the Public Theater and the Cherry Lane Theatre of the New York City are very popular. The Public Theater was founded by Joseph Papp. He founded the theater as a Shakespeare Workshop. It is currently described as one of the most excellent cultural institutions of America. This has been the most important theater in New York City and also in the entire nation where all the voices, rhythms, societies, and cultures converged. The theater has been founded for the purpose of providing public platforms to the up-and-coming performers and dramatists. The theater has been opened at 425, Lafayette Street, East Village, Lower Manhattan (this place was formally known as the Astor library) with the world-premiere production and live performance of the famous American rock musical HAIR. This was the first show of this rock musical. Throughout the history the theater has been famous for producing several plays, musicals, and prod uctions based on William Shakespeare, and various other classics in its Lafayette Street headquarter. The theater has been nurtured under the leadership of Oskar Eustis, the famous Artistic Director, and Patrick Willingham, the famous Executive Director of the theater. During their leadership the theater has been emerged as the most crucial nurturing place for artists and audiences in relation to embrace the complexities of contemporary culture and society of the country. Under the leadership and guidance of Joseph Papp the theater has evolved as the most important place of enclosure and a forum of new ideas and views (History of Public Theater, 2012, p. 1). On the contrary, The Cherry Lane Theater opened in 1924 at 38, Commerce Street, Manhattan, New York City. The theater was founded by a group of theater artists in a factory of tobacco warehouse and box. But in the 1924, designer Cleon Throckmorton designed the structure of the theater and converted the tobacco factory into a the ater. This very structure of the theater is present till date. In 1998, the studio has been opened for new American work. Angelina Fiordellisi was the owner and the founder of the theater and helped a lot in the evolution process of the theater. Among these changes the most important one has been creation of the 60-seat black-box theater by Fiordellisi. This theater is the oldest and continuously-running theater in the New York City. This theater is an off-Broadway theater whereas the Public Theater is a Broadway theater (History of the Cherry Lane Theater, 2012, p. 1). Organizational structures and managerial positions: Both the theaters, the Public Theater and the Cherry Lane Theater are organized and managed by artists and dramatists. The Public Theater is organized by Joseph Papp, who was one of the most recognized theatrical producer as well as director of the country, till his death. During his time the theater achieved several successes and won various awards and prizes. He w as like the father figure of the theater and under his management the theater had been a significant place for both music and plays and this system of management is present in modern days also. The management type of the Public Theater is highly passionate about the development of the theatrical productions of the country

(choice of topics listed below) and its implications for WORLD Research Paper

(choice of topics listed below) and its implications for WORLD REGIONAL GEOGRAPHY - Research Paper Example A region is usually defined as a part of the surface of the earth having various characteristics that makes the area unique from other areas. The regional geography looks to focus on the unique and specific characteristics of various places related to the economy, culture; climate, environmental and political factor. Study of regional geography started develop in United States and Europe during the period between World War I and World War II as geographers were looking for a way to make geography a strong credible university level subject. (Marston, Knox, and Liverman 205) Globalization on the other hand refers to the increasing interconnectedness and interdependence of places globally. The major implications of globalization are the expansion of global connections with relation to the network and relation leading to increasing awareness about the world. The present study looks to analyze the implications of globalization on the world regional geography. The core concept of the study is of great importance as there have been very few studies similar to the mentioned one. Analysis and Findings Various geographers like Peter Dicken have often criticized fellow geographers for missing out on the topic of globalization and its impact of world regional geography. Mr. ... Also it is quite strange that very few geographers are looking to discuss the relationship between globalization and geography. All in all there is a belief that geographers can play a major role in the overall geographic debate. There is a misconception among some of the geographers over the fact that the world is flat. However, it is not quite true. The concept of the world is flat has often been mentioned in the Thunen’s agricultural location theory, central place theory and industrial location theory by Weber (Hobbs 301). Geographers became nervous in the early 90’s when the promoters of globalization started to predict convergence, locations, and places, end of distance, global villages and geography. One can also find defenses coming out from the business world, media, social sciences and geography. The most fundamental arguments that have been summarized by Yeung include: The global economy is not a singular production factory. It is a regional production world a nd hence it is contested by regionalization which is also happens to be the major drive of global economy; junction and global cultures have emphasized on the awareness of cultural responses and local differences; globalization does not refer to the end of states and nations as the primary point of political governance. The message of the geographers which includes various publications has been hardly able to reach the minds of the non geographic junction of promoters and hence the evolution of globalization ahs continued the end of regional geography debate. The lack of appropriate dialog between regional and systematic geographers has some reduced the impact of