Crucial Scene in Macbeth The Dagger Soliloquy Essay Essay Example

Crucial Scene in Macbeth: The Dagger Soliloquy Essay Paper So far. the drama has hurdled through seven scenes of mounting tenseness and now tithers on the threshold of regicide. At this point. Shakespeare freezes the action. In the tenseness of silence. both character and drama develop on new degrees. For Macbeth. this monologue. in A. C. Bradley’s words: â€Å"is where the powerful workings of his imaginativeness rises to a new degree of seeable strength as his scruples manifests itself as an air-drawn sticker. † This is the first glance of a vigorous imaginativeness from which stems the guilt-inspired hallucinations that will torture him. Bradley concludes that â€Å"his imaginativeness is a replacement for conscience† . but this isn’t all. This soliloquy expresses macbeth’s most profound frights and hopes. and the sticker symbolises the fulfillment of his black desires. We will write a custom essay sample on Crucial Scene in Macbeth: The Dagger Soliloquy Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Crucial Scene in Macbeth: The Dagger Soliloquy Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Crucial Scene in Macbeth: The Dagger Soliloquy Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It conveys his internal battle to deprive himself of fright and consciences to go entirely committed to slay. His effort to catch the sticker indicates his despair to carry through the title before any declinations. Yet the past tense in â€Å"the manner I was going† suggests that realization of his desires has blunted blind bravery. Macbeth’s trouble in get the better ofing his scruples demonstrates that slaying goes against his individual. and he has to contend his ain nature to transport it out. This monologue halts the action for us to absorb this important component in his word picture. His battle besides alerts us to his agony and gallantry. The â€Å"heat-oppressed brain† and his confusion as his eyes and touch contradict each other emphasises his anguished. conflicting head. Macbeth seeks the reassurance of world. pulling his ain sticker in fright and defeat of confusion. He finally rejects the semblance. imputing it to the ‘bloody business’ . S. T. Coleridge suggests that Macbeth â€Å"mistranslates the recoiling of scruples into selfish logical thinkings due to his cowardliness. † From so on. there’s a inexorable credence of the title and Macbeth bids the Earth to â€Å"hear non his steps† . Harmonizing to Samuel Johnson. â€Å"that Macbeth wishes to get away the oculus of Providence is the extreme extravagancy of determined wickedness† . yet Bradley interprets Macbeth’s alining himself with immorality as â€Å"frightfully courageous† . From such varied analysis emerge a humanly complex adult male driven by his internal convulsion to the point where endurance requires that bravery straddle fright. On the play’s degree. this scene guarantees Duncan’s decease. The sticker is a symbol of Macbeth’s declaration. turning its grip toward his manus. spurring him to ‘clutch’ it. The personification of ‘withered Murder† gives the title a concrete tangibleness. And Macbeth’s concluding words â€Å"whiles I menace. he lives† demo his cold finding. In corroborating Ducan’s decease. it marks a turning point in the drama. as Macbeth fulfils the witches’ prognostication. Another turning point is in Macbeth. He lets the sticker marshal him toward the title. prosecuting the illusory wagess offered by immorality. In David Elloway’s words: â€Å"He’s entered a universe of delusory dreams and moves through it with the inanity of a somnambulist. † Macbeth expresses his fright of the ‘sure and firm-set earth’ . which is a symbol of world. This shows his inclination to take significance at face-value. warranting his blind assurance in the enchantresss subsequently. The soliloquy’s dark imagination enforces the magnitude of Macbeth’s offense. and foreshadows its effects. Blood appears both on the blade and grip of the sticker. insinuating that he can non emerge flawlessly from the title. Associates of dark and immorality are evoked to put the scene for slaying. The evident decease of nature during dark connotes the unnaturalness of the title. Coleridge believes that â€Å"the dimensions of slaying are expressed in the portraiture of its motion. † Murder moves in three ways: stealthily. as that of a trained bravo. Then. with Tarquin’s ravish. comparing it with colza. And. like that of a ghost’s. a mindless ghost â€Å"alarumed† to carry through his exclusive intent. By portraying the diverse aspects of slaying. Shakespeare demonstrates its profound unnaturalness. and the magnitude of its effects. Besides. this important scene reinforces the subjects and motives of the drama. widening upon their importance. Chiefly. it illuminates the struggle between visual aspect and world. Despite the evident solidness of the sticker. Macbeth can non hold on it. This dramatises the delusory nature of visual aspect. The latent significances of many lines epitomise the thought that the full truth is hidden by face value. The phrase: â€Å"dagger of the mind† doesn’t simply mean an fanciful arm. but besides the curse of the head – a resentment in his peace. Merely both significances together can convey Macbeth’s convulsion and the deepness of his ideas. The image of blood in ‘gouts’ . the darkness of dark. and the non-restriction of action to simply human bureaus are powerful elements of this monologue. These are what create the baleful atmosphere of the drama. Harmonizing to Bradley. â€Å"macbeth gives the feeling of a black dark broken by flashes of visible radiation and coloring material. † Here. the inkling sticker and the powerful coloring material of blood create this consequence. Such vivid and violent imagination are what characterises Macbeth. Shakespeare’s pre-eminence as a playwright is due to his capacity to make graphic images that embody powerful human emotions. This monologue brims with such imagination and symbolism. and is imperative in advancing Macbeth. the simplest of Shakespearian calamities. to be the most wide and monolithic in consequence.

How to Meet a Member of Congress Face-To-Face

How to Meet a Member of Congress Face-To-Face While more difficult than sending them a letter, visiting your Members of Congress, or their staff, face-to-face is the most effective way to actually influence them. According to the 2011 Congressional Management Foundation’s report Perceptions of Citizen Advocacy on Capitol Hill, personal visits by constituents to the Washington or district or state offices of members of Congress have â€Å"some† or â€Å"a lot† of influence on undecided legislators, more than any other strategy for communicating with them.  A 2013 CMF survey found that 95% of the Representatives surveyed rated â€Å"staying in touch with constituents† as the most critical aspect of being effective legislators. Identify Your Members of Congress It is always best to meet with the Senators and Representatives who represent your state or local congressional district.Find your U.S. Representative based on your zip code.Find your U.S. Senators based on your state. Individuals and groups can arrange personal meetings with Senators and Representatives either in their Washington offices or in their local offices at various times during the year. To find out when your Senator or Representative will be in their local office, you can: call their local office, check their website (House) (Senate), get on their mailing list. Whether you arrange to meet with your elected officials in Washington or their local offices, here are some rules to follow: Make an Appointment This is just common sense and courtesy. All Congressional offices in Washington require a written appointment request. Some Members do offer walk-in meeting times in their local offices, but an appointment request is still highly recommended. Appointment requests can be mailed, but faxing them will get a faster response. Members contact information, phone and fax numbers can be found on their websites   The appointment request should be short and simple. Consider using the following template: [Your Address] [Date]The Honorable [full name] U.S. Senate (or U.S. House of Representatives) Washington, DC 20510 (20515 for House)Dear Senator (or Representative) [last name]:I am writing to request an appointment with you on [date]. I am a member of the [your group, if any] in [your city], and Im concerned about [issue].I realize that your schedule is difficult to project at this point, but it would be ideal if we could meet between [time] and [time].I believe [issue] is important because [1-2 sentences].My home address is [address]. I can also be reached by phone at [phone number] or email at [email address]. I will contact your office during the week of [1-2 weeks before the visit] to confirm the details of the appointment.Thank you for considering my request to meet with you.Sincerely,[name] Prepare for the Meeting Plan to discuss no more than two issues. Meetings are scheduled to last from 15- to 45-minutes.Learn everything you can about your issue.Learn everything you can about points in opposition to your standpoint and be ready to argue against them.Identify and be ready to discuss any key data points that support your argument.If you have any supporting handouts, charts or graphics, bring them with you. Consider taking extra copies in case staff members request them. At the Meeting Arrive about 10 minutes before the appointment time. At least, be on time. Dress neatly and conservatively. Be courteous and respectful. Relax.Do not be upset if you end up meeting with the legislators staff. They are often more knowledgeable of individual issues than the legislators themselves, and they WILL inform the legislator of your views and requests.Introduce yourself to the legislator or their staff members: tell them who you are and where you live. Warm them up: Try to start by complimenting something the legislator has done recently; their vote on an issue, a bill they sponsored, etc. After a minute or two of such small talk, state your standpoint on the issue(s) you came to discuss. No matter how passionately you feel about the issue, do not rant-and-rave. Nothing diminishes your credibility more than an in your face demeanor. Tip: The lawmakers know you pay their salary.Be ready to answer questions and discuss your points in detail.In the conversation, focus exclusively on how the issues you are addressing affect your state or local congressional district. Explain how your issues will impact specific population groups, businesses, or the economy of your state or community. If the legislator disagrees with you, stand up for yourself, debate the issues, but do not become over-argumentative. Keep trying to emphasize the positives of your standpoint. Always try to end the conversation on a positive note.Close the meeting with a clear â€Å"Ask.† Members of Congress respond best to clear, specific requests. For example, you might ask that they vote for or against a piece of legislation or introduce legislation to address your issues.   General Meeting Tips Don’t be nervous. Speak naturally and confidently. Arrive on time and be considerate of your member’s time constraints and their staff’s time. Always be courteous and concise in presenting your points and request. After the Meeting Always send a follow-up letter or fax thanking your legislator or staff members. Also include any additional information you may have offered to provide in support of your issue. The follow-up message is important, because it confirms your commitment to your cause and helps build a valuable relationship between you and your representative. Town Halls In addition to individual meetings with their constituents, members of Congress hold local public â€Å"town hall† meetings at various times during the year. At these town halls, constituents can ask questions and give feedback to their members. Locations, dates, and times of town hall meetings can be found on the members’ websites.

Communication Etiquette in the workplace PowerPoint Presentation

Communication Etiquette in the workplace - PowerPoint Presentation Example With all methods of statistics being invented day and night, none is able to sufficiently estimate the value of courtesy. Words like; thank you, you are welcome, feel at home, it is my pleasure, I am humbled, that is kind of you, please, may I, you are amazing, how about if we consider this other method, and so on are forms of etiquette that ensure that people relate well with others. Keywords: communication etiquette, working environment; courtesy Introduction With new advents in technology, human beings may end up adopting machine-like responses that do not bring out the real person behind the words spoken. This growing trend in etiquette depreciation in the society has prompted some organizations to address the issues of concern by conductive training seminars on the art of good communication. The challenge that faces most organizations is the fact that organizations accommodate all generations of workers, bringing creative enthusiasm and positive energy along with creative ideas. Suffice it to say that even with all these, a conducive work environment in which everyone mind about the other person in thought word and deed is of utmost importance. Communication Etiquette at Work Places Moral courage is the most important ingredient of communication etiquette. ... Words are better emphasized in the style in which we say them; therefore, sometimes it is not always what we say alone that matters, but, how we say it (Cox and Hall, 2004). In other words, cultivating right tones helps to put across even the harshest words in a manner that recipients can take understandably without diluting the core message itself. Word like; excuse me, thank you, have a good day, how may I help you, thank you for calling, good luck, etc. do not cost much. They should be used to express your appreciation of someone, something, or a commendable job. In addition to this, being courteous does not limit one to only positive expressions. As human beings, we occasionally do not agree with our friends or partners. Using words like I am sorry, I beg to differ, can we considered these options, I am sorry but, may I kindly oppose that idea on the ground that, would you please elaborate your point on that matter, have we considered this and that, and so on are just but example s. As observed, words and phrases like may, would, please, kindly, pardon me, my apologies, could you, if you please, do you mind, and others, go a long way to help us establish interpersonal relationships healthy for a vibrant work place. Communication etiquette prevents workplace conflicts. Conflict can easily arise in a work place given that, most workplaces are characterized by pressure, either from within the working environment or from a different environment. Whichever way, there is need to manage conflicts arising in workplace due to lack of workplace etiquette or courtesy. It is important to take a personal initiative to learn to always think before speaking. This helps a great deal.

Participation Discussion Questions Essay Example | Topics and Well Written Essays - 750 words

Participation Discussion Questions - Essay Example Sometimes planners think about that marketing fated planning efforts right from the start by in advance promising features, techniques, and budget. They think that the planning step was quick, poorly budgeted, and with irritation managed by management. Planners think that the development group did not completely made use of their planning documentation and that management permitted them to deviate too far from the planned project development (Kerzner, 2006). In this discussion Amon has presented the overall Project Technical Planning in a better way and I am agreed with his views. In this discussion Sandya has presented the project planning in view of resource handling and main agent. She has also discussed about the risk management as a sub-activity in the project planning. Without proper planning a project can not achieve success. There is a successful planning at the back of every successful project. The key to a winning project is in the planning. Forming a project plan is the first thing managers should do when taking responsibility of any kind of project. Often project planning is disregarded in for saving time. However, many people fail to recognize the significance of a project plan in saving time, money and many problems (Pinkerton, 2003). I will add to the view of Sandya. As she considers the project planning as the management of resources but project planning is indispensable. Not only it is a roadmap to how the work will be carried out, but it is also a tool for decision making. The plan suggests alternative approaches, schedules, and resource req uirements from which the project manager can choose the most excellent substitute. A complete plan undoubtedly states the tasks that need to be done, why they are compulsory, who will do what, when it will be completed, what resources will be needed, and what criteria must be met in order for

The Last Song Essay Example for Free

The Last Song Essay It has been widely accepted that textbook is an essential component of the classroom. It is the most common teaching device. A textbook is a manual of instruction or a standard book in any branch of study. They are produced according to the demand of educational institution. This paper is a textbook evaluation to determine the effectiveness of the book to the 3rd year high school students in the reading development and if it provides the learning goals of each lesson, classified into listening, speaking, reading, grammar, writing and study skills, and values objectives as a tool for learning and living in the highly competitive world. Education demands a high-quality level of learning device or technology. In fact, the efficiency of the teaching-learning process depends on the authenticity and relevance of the instructional material. One of which is the textbook. One of the skills education demands is the skill on reading. Reading is the cognitive process of understanding a written linguistic message. According to Timothy Dwight, â€Å"A person who cannot read is something like a blind man walking through a pleasant meadow, where there are flowers and fruit trees; there are many pleasant things and many wise and good things printed in books, but we cannot get them unless we read†. It is the root of all wisdom. So what do you think would be the effect if a student will gather wrong information or inaccurate learning from a book? Textbook is book used in schools or colleges for the formal study of a subject. They play a big role in the learning process of every individual. They can make or break the student’s future. So it is really important to select the best book that you will use in facilitating learning. Well, selecting isn’t enough, there should always be an evaluation; for you to see the efficacy of every components of the book. This paper will present how a specific textbook satisfy the requirements to be considered an efficient book. Each part of the book will be criticized and evaluated whether they work for each other or some should be eliminated. The following parts of the paper are product of close reading of the book â€Å"Public Speaking and Speech Improvement for Filipino Students Fourth Edition† by Arsenia B. Tan. OBJECTIVES 1. To determine the effectiveness of the book to the 3rd year high school students in the reading development. 2. To value the importance of the reading book/s instead of depending everything on the internet. 3. To awaken the students that even in their simple ways, they can be a good public speaker. TEXTBOOK ANALYSIS I. Title of the book: Public Speaking and Speech Improvement for Filipino Students II. Author: Arsenia B. Tan III. Subject Area of Concentration: English IV. Curriculum used: Third Year High School (English III) V. Textbook Analysis: This book offers a practical approach to the fundamentals of speech improvement. Since speech is a communication, there are a number of factors that the reader must consider. If he wishes to be an effective communicator of his thoughts are feelings. The following premises will discuss each part of the book about their content, implication, and efficiency. A. Title Page The book is covered with a yellow- colored skin with the title pointed on it. The design used a picture at a speaker showing his conviction in public speaking. As a reader you will initially figure out that the book indeed offers a great content by simply looking on its cover page. B. Copyright Page The book displays the total information about the book’s publishing company, date, and authors. This would be beneficial to the students who aim to have a research. C. Table of Contents Based on convention, the topics of the book were presented in organized form. Each topic was specified with its page location. Each part of the book was placed on the table of contents. The teacher, student of any reader will have an easy time looking for the topics of the book. D. Preface The most precious gift that God has given to man is the power of speech. It is the power that distinguishes man from animals. Man uses speech to communicate his thoughts, feelings, desires, and aspirations to his fellow beings with to whom he interacts in continual living or in social activities. This is how the authors started her preface. It is indeed encouraging to read the preface. It gives us an efficient birds-eye-view about the goals and content of the book. If you will match it to the curriculum, it is suitable to the demands of the Language subjects of the students. The preface seems to be the author’s journal. You can read how dedicated she is to transmit the wisdom of public speaking to her readers. It is the main objective – to develop not only mastery of the communication skills but also proficiency in the transmission of ideas that this book has been prepared. For this reason, this book will serve as an individual tool to develop one’s communicative power to the outmost if he expects to become a competent and dynamic administrator or leader in his field of endeavour. E. Chapter Analysis A. Part 1: On Public Speaking Chapter 1: What public speaking involves? The chapter deals with the definition of public speaking. It also presents different definition from various authors of public speaking. Since the book is used for language subjects in secondary, the content of chapter one satisfy the demands of a newbie speaker who will read this book. The student will easily understand the ideas of chapter one because the words are clearly defined and the examples given are congruent to the reality of life the book describes. The teacher could also apply the tips presented in the chapter. Most of the explanations can be easily discussed through the use of examples provided. The chapter offers a self- evaluation on its last part. It is an oral examination which asks ‘What can you contribute to make your country a better place to live in as an individual? As a member of the community? As a professional? † See page 12. Basically, the activity is appropriate to test the effect of the tips given on the chapter. The teacher could assess whether learners is effectively learning. B. Chapter 2: Delivery as an effective medium of putting words into action. This particular chapter talks about delivery. Its process, definition, and aspects. The factors affecting delivery were also presented chronologically. The salient factors to underscore in the process of delivery were presented in detail. The student could easily understand the steps because they were narratively presented. And most of the examples are true to life. The student can easily relate with the scenarios of delivery. The teacher is the best demonstrator of the following reminders of delivery. If she will follow the steps given she’ll be effective in her discussion of the chapter. The chapter offers another self- evaluation which asks for application test. The activity can help the teacher to assess the student’s development in his delivery. C. Chapter 3: Developing a pleasing, impressive voice and using gestures effectively. The chapter discussed the definitions of voice and gestures. It also presented different techniques in developing the two. The book gave a lot of standard procedures in performing voice and gestures. The students are subjected to corrections and criticism whenever they attempt to perform such. The chapter could help the teacher in managing the voice quality of the students, even the execution of the gestures. The teacher should master every bits of information of this chapter three. She could effectively demonstrate the standard procedures. The chapter presented a voice drill and gestures drill which serves as an activity to evaluate the students’ mastery of the lesson. D. Chapter 4: Preparing the speech In this chapter the content is all about how will the student prepare a speech. There are factors that the student must consider as a speaker before making a speech. How to become an interesting and effective speaker are being underscore in this chapter. It also includes suggestions in preparing a speech to be a great public speaker. As a good speaker, every individual must know how to make a plan on how to produce or write an interesting beginning and a remarkable ending. The book suggests the ways in choosing a topic or a subject considering the audience, occasion, and the availability of the materials to be used in the speech. The activity given in this chapter assess the capability of the student’s knowledge on a certain topic and how will he react or present in the situation given. Thus, the given topic is somehow difficult for the students for the secondary level. The topic must be appropriate in their level. E. Chapter 5: Tackling the problem of listening. This chapter discussed the problems in listening. Basically, this is a very interesting topic for the readers who are experiencing problems in listening since talking is such a natural and endless activity that we perform in daily. We frequently have conversations without realizing that we are engaged in a public rather than in a private activity. Good thing about this chapter is that, it provides demonstrative examples like dialogues of native speakers as they overcome problems in listening. It also discussed different symptoms and signs about having listening problems. The students could easily relate to the lesson because students nowadays are sometimes experiencing listening problems. The chapter’s topic is a challenge to the teacher because it provides different tips to solve the listening problems. Part of which are the suggested activities see page 52- 53. F. Chapter 6: Variations in the forms of your prepared speeches. This chapter is a performance- based part. The time to speak has come! The students should have to stand before an audience and deliver their speech. This chapter asks for what kind of category of speech will the student perform on a specific purpose. The chapter provided concrete excerpts and sample speeches from different sources (see bibliography) which played a big role in transmitting the skills in speaking. There are also practical speeches to be practiced after every type of speech. A student could also use the examples to compare their speech efficiency to others. The teacher is privilege to have this part of the book because she will not have a hard time looking for resources. She could easily facilitate learning by simply using the given examples of speech on the chapter. Education- wise, the chapter also provided a practical activity on the latter part of it. It requires students to perform different types of speeches see page 66. G. Chapter 7: Speaking with a definite purpose. After discussing how to speak, this chapter aims to illustrate different purposes why we speak. The general purpose of speaking is usually to inform, to inspire, to convince, to entertain, to persuade. The student is lucky to have this part of the book, only limited books presents comprehensive details about different purpose of speeches. They could practice and inculcate in their minds the variation of speeches according to specific purpose. As expected, this chapter provided examples of speeches depending on its specific purpose of such. It presented narrative explanation of each type of purposeful speeches. A teacher can facilitate learning by using different examples given to this chapter. In fact, most activities are already given in the evaluation part of this book. H. Chapter 8: The art of audience psychology. As we observed, the topics are getting deeper and more complex. Since speeches are fundamentally built around people’s lives and are primarily directed to an audiences it is of vital importance to study the audience and to know the art of its psychology if a public speaker wishes to be successful and efficient during the moment of speech communication. This chapter, it was clearly searched that a speaker should master the audience’s psychology. In fact, it provides different factors to remember the audience’s psychology. The teacher is expected to discuss all pointers given in the chapter through the use of practical examples given in the book. In the evaluation part, it can be used in the actual discussion because it is performance- based. See page 85. I. Chapter 9: Can children and teenagers become public speakers and type of audience in a public speaking occasion. In this chapter, children and teenagers as public speakers and as an audience in a public speaking occasion. They will surely gasp with disbelief and prospect of seeing children and teenagers going to podium, standing before a microphone and getting ready to deliver a speech. This chapter deals with the other dimension to consider in public speaking. It focuses on a specific human age. These are children and teenager. Basically, childhood is the beginning of development. This chapter offers different pointers and suggestions on how to develop public speaking skill in special occasion. The teacher can use the given excerpts and literary pieces to facilitate the activities which the chapter demands. It is comprehensive because standard procedures were given to be able to perform a speech. J. Chapter 10: Getting involved with a group discussion. Today, we recognized the value of group discussions. Many changes are brought about in our social, political, and religious conditions. Religious conditions through participation of individuals in group discussions. After learning bout individual’s performances, this chapter moved to the next level which is group discussions. The student is being prepared for social interaction. It also presented the different requirements of group communication. The teacher and student can distinguish how efficient a group can be in accomplishing something that would be impossible or at least improbable for a person will depend on a large degree upon the ability of the group members to communicate effectively when they find themselves in a group situation. This chapter is a great source to read because nowadays we are dealing with a multi- cultural world wherein we are demanded to be socially competent. This chapter gave an activity see page 128. It asked the student’s to perform an activity about group communication. ’ K. Chapter 11: The campaign speech. Since speech is broad, this chapter tackles a specific kind of speech which is the campaign speech. This is beneficial to students or even teachers who are hoping to be efficient in campaign speeches. We live in an era today, where politics, economics and social event dominated and determined the outcome of people’s life and destiny. This chapter discussed the definition, importance, implication, and glamour of campaign speech. It provides different styles and techniques in a good campaign speech. Each part of the speech is discussed on how to create such and how to implement. Each part provided different exercises which can test and practice the student’s efficiency in campaign speech. The attitudes of a campaign speaker cited can be used by the teacher while discussing the topic. It serves as a motivation for them because the exercises were really challenging for the learners. L. Chapter 12: Speeches for special occasion. Public speaking is indeed multi- faceted. It appears In different forms as it evolve out many varied occasions in which a person is asked to speak publicly. There is a variety of occasions that produce special types of public speaking and though brief in nature may still require a professional mode of preparation and delivery of speech in public and may demand guidelines to help the speaker achieve his goals. A student can efficiently master these topics presented simply because life is full of special occasions, wherein these occasions requires a good speaking skills. As a beginner, this is a good source of wisdom to follow. Practical examples and guidelines on making speeches for special occasions were given. Speech for special occasions is done with the use of following steps. So each topic gives procedures on how to perform such. The teacher can use the activities provided on page 49. M. Chapter 13: Some special types of public speaking which arise from occasional, historical, or special events of the time. There are types of speeches evolves only out of the occasional, historical, or special events that happen in a country, region, city or any business on educational institutions wherein buildings are expected to commemorate a special historical events or when important persons who have dedicated their whole life to the source of a country, on a well- known business organization or an outstanding educational institution are accorded full honours for their unstinting and meritorious works or services to humanitarian causes by means of status or other sculptural works in order to perpetuate their names during and specially after their life time. It is a great chapter because the newly- invented types of speeches were presented comprehensively the standard procedures were also presented comprehensively the standard procedures were also presented orderly in detailed- manner. The chapter offers practical activities about the types of speeches presented. The speeches can be read by the students and performed inside the class. The teacher can also make different activities suggested by the book. * Chapter 13’s Appendices This is a special portion of the book because it gives a lot of examples or ifferent genres of public speaking (see page 166-176). Some books don’t offer this portion. These examples can be used and implemented in the different speaking activities the teacher wish to perform. Drills for children on vowel and consonantal sounds through these action nursery rhymes and through varieties of poems. N. Chapter 14: The interview and choral verse recitation. From single performance/ speech this chapter pres ented a more complex speech type. They’re actually considered as special form of public speaking. Why? Because this special speeches requires two or more number of speakers. First on the list is the interview this will be very beneficial to the students because one of these days they will experience an interview. Another is the choral verse this is also known as â€Å"speech choir† the unity of voice and mind here is very important. The teacher can use different sources given for evaluating the acquired knowledge by the students. It provides situational activities wherein the students will be the one to decide on what to do. O. Chapter 15: Dramatic interpretation and play production. This is the last objective chapter of the books and this is another phase of public speaking. This time it tackles about drama and play production. As a public speaker being an actor is a must. The students and teachers shall deal with dramatic interpretation and play production as distinct special forms of public speaking. Principles and factors to consider in Drama were presented comprehensively. It will surely benefit for all the students. B. Part II. On Speech Improvement Students who desire to master the pronunciation of English or American vowels and consonant sounds that give them difficulties in the roduction of these sounds. This is a special part of the book wherein from lesson (1-51) are presented for the enhancement of the student’s proficiency in speaking. The students will be provided guidelines during the production of these sounds such as the position of the tongue, type of the sound, lip formation, etc. Students who wish to be proficient in the pronunciation o f the English or American show some clusters must always bear in mind that these consonant clusters are among difficult sounds for speakers of other language. A. Appendices The sources used were presented in a standard format of bibliography. It is good because the future researchers won’t have difficulty in using the book. The sources are efficient for the reader to use. B. Bibliography It is rare for textbook to have â€Å"appendices†. This part contains different excerpts and masterpieces which can be used by the students in exercising the lesson of public speaking. GENERAL FINDINGS: Fit between Student and Text 1. Content / Explanation Is the content likely to be of interest or use to the students? The book is easy to read and has a refreshing style. It has a â€Å"Speech Improvement Part† that is relevant to the book content and it captured the interest of the students because of its contents that contains oral reading and acting activities that will develop the student’s skills in reading and speaking. And also it helps the teacher to evaluate the individual progress of the students. 2. Examples Are the examples appropriate to the lives and interests of the students? Do the examples fit closely with the concepts they are supposed to be explaining? The examples in the textbook are appropriate and interesting because it helps the pupils to learn more. The textbook also provides an illustration in the example which emphasizes the real life situation where pupils will learn. 3. Exercises / Tasks Do the exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class (es)? Will they be of interest to those students? The exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class by means of providing activities which are systematically organized to develop reading proficiency. It meets the interest of the learners, because it includes enjoyable activities which they can relate and apply the things that they have learned. 4. Presentation / Format Does the book look right for these Students? Are the illustration and other graphical and design elements appropriate for their age and educational level? Is the printed text easy to read and appropriate for their reading level? Is the mix between print and white space balanced so that readability is enhanced and appropriate? Does the book have an index, appendices, or other sections that are usable by students? Is the book well-constructed will it last a term of hard use by students? Yes, because the illustrations, graphical designs elements and all its contents are appropriate for the student’s age and grade level. It is conducive for learning. In fact, the hierarchy of lessons is in the simple to complex form. Which is really good for the readers? ADVANTAGES OF THE TEXTBOOK 1. The reading exercises provide practice in a variety of informational skills and reading comprehension skills. 2. The important words are being emphasized by means of bolding the letters. 3. Concrete how-to procedures are given, based on actual teaching experience. TABLE I. Analysis of Content for implementation of teaching Linguistic Content| The content contributes towards addressing learning objectives of the system. It teaches pupils to be an English-educated person for it helps to develop reading English skills. Concepts and skills are presented in the most logical sequence, from reading readiness level to the highest level, to make it easier for the pupils to learn and for the teacher to teach, and also to help pupils to enhance their creative or logical thinking. Thematic Content| The book contains two (2) that has different topic, and in each unit contains different lessons. Since this is a reading and speaking book, in the first unit the topic is all about â€Å"On Public Speaking†, second unit entitled â€Å"On Speech Improvement†,The topic in each unit makes happen to students that reading is fun and interesting. By this topics It can motivate st udents to read more, since each theme are connected to the lessons to be tackled. | Table II. Analysis of Teaching Activities for Implementation in Teaching Which of the activities provided in this textbook will I do in class? Chapter 7, Activity 2. The re-enactment of a specific scenario is one of the most done in English Classes. | Which activities in the textbook will I assign as homework? | Chapter 4 (Activity 1-4) The student should prepare different tips on how to create a speech by using different sources or speakers. | Which activities in the textbook will I hold back to use for testing? | Unit 2, (Chapter 2) Mastery of the English Sounds. With this type of activities it focuses with one main goal; to evaluate whether the learners understand the topic or not. We can also identify if the information given was acquired by the learners and how long it was retained with their minds. | Which activities in the textbook can be used for review later in the term? | The activities that can be used for review are activities are Chapter 1, Activity 1. With these types of activities teachers can evaluate whether the learners are listening to the stories presented in class and how they will reason-out with the questions being asked. | Which activities in the textbook require longer periods of time to accomplish- special projects? Chapter 6, (Interview and prepare a talk about a famous TV show nowadays, in this activity learners is requiring a lot of self-confidence, Creativeness is one approach that learners could apply with this said activity. | Which activities in the textbook might require special Equipment that was to be ordered ahead of time? | Activities 6(Role playing) are the activities in the textbook that might require special equipment. The reason why it requires special equipment for the learners to see the reality of things. Having props and costumes conveys someone’s curiosity and imagination. With this role playing activities the learners can witness and experienced what’s in the book and how it was being done. | Which activities in the textbook do I not want to do at all? | Chapter 14, Activity 1. Prepare a choral verse presentation. | CONCLUSION The program of activities should follow a predictable format wherein each lesson is covered in one week. Planning that the students will know in advance what areas of development are to be taken up each day. DAY| ACTIVITY| Mondays and Tuesdays| Developmental reading skills with emphasis to comprehension. Wednesdays| Functional skills with emphasis on the materials in science, math, social studies, and other subject areas. | Thursdays| Literary appreciation skills with emphasis on reading for enjoyment and enrichment. | Fridays| Review and testing of the reading skills covered during the week, including unite test. | RECOMMENDATION Since it is for 3rd year high school students, as observed the book doesn’t have a lo t of graphics which the learners like to see and learned, especially for the gestures taught. I recommend that all pictures/illustrations must be in practical and visible design regarding with some activities, I prefer to suggest putting some rubrics for evaluation purposes. With their young age, I think this kind of activities is not truly appropriate. 3rd year high school students are in the stage of reading refinement wherein they can figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory. And of course select strategies that are appropriate to the reading task and use them flexibly and interactively. Students comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate and the directions to be followed or if they can’t put a glossary in the back of the book can surely help the learners if they can see the meanings of hard words they have encountered. Another thing is the book must have an index, because an index seeks to direct the reader/s to all names and subjects on which the book has information. Index can set as a guide with the learners if they are in trouble of finding their lessons.

La notion de pouvoir

La notion de pouvoir Anthropologie politique :La notion de pouvoir Janvier 2010 Lanthropologie politique est une discipline rà ©cente qui sest dà ©veloppà ©e rà ©ellement à   partir des annà ©es 1920, mais qui tire son essence des prà ©occupations de la philosophie politique du XVIIIà ¨me sià ¨cle. En effet, cette discipline dont le projet est de fonder une science du politique, analyse la rà ©partition et lorganisation du pouvoir et des phà ©nomà ¨nes politiques qui permettent de dà ©gager une perspective commune au delà   de la diversità © culturelle. Plusieurs philosophes sont à   lorigine des prà ©occupations fondamentales de lanalyse et de la comprà ©hension des phà ©nomà ¨nes de pouvoirs politiques. Ainsi, Montesquieu, La Boà ©tie, Rousseau ou encore F. Engels et K. Marx se sont penchà ©s sur les rapports que les dominants avait à   là ©gard des dominà ©s. Cette relation de domination apparaà ®t comme un phà ©nomà ¨ne inhà ©rent au pouvoir politique institutionnel. Cependant, avec les premiers anthropologues, cest une nouvelle forme de pouvoir politique qui est valorisà ©e. Par exemple, ces à ©tudes rà ©và ¨lent lexistence de rapport de pouvoir en dehors des relations institutionnalisà ©es, inhà ©rent à   linconscient des collectività ©s, comme le sacrà © et les relations dà ©change de don, qui participent au pouvoir politique. La notion du pouvoir est lun des sujets de prà ©dilection de lanthropologie politique. LAnthropologie politique est, à   cet à ©gard, là ©tude de lorganisation et des structures politiques (au sens aristotà ©licien) au travers de leur diversità ©. Il sagit dà ¨s lors de distinguer les mà ©canismes du pouvoir ainsi que son exercice, lorganisation symbolique, consciente ou inconsciente. Doà ¹ le problà ¨me : comment en Anthropologie politique, selon les diffà ©rentes enquà ªtes ethnographiques, le pouvoir peut-il se manifester en dehors du cadre institutionnel? Cest pourquoi il est important de revenir sur les formes de pouvoirs en politique, pour comprendre par la suite lapproche minimaliste puis maximaliste. I- Les diffà ©rentes formes du pouvoir, une rà ©flexion qui cristallise lintà ©rà ªt des anthropologues politistes Tout dabord, il est important de distinguer les diffà ©rentes composantes qui organisent le pouvoir : centralisation, concentration des pouvoirs, recrutement de gouvernants, le cadre du contrat social instruit par la loi et les sanctions lors des dà ©rives individuelles. Centralisation ou dà ©centralisation de lautorità © qui peut à ªtre dà ©composà ©e en diffà ©rents segments (lignage, villages). Chez les Lobi par exemple, il ny a pas de pouvoir central, mais chaque village constitue une entità © centralisà ©e. Cette autorità © peut mà ªme sà ©tendre au-delà   du cadre territorial dans le cadre dethnies dispersà ©es comme par exemple chez les LAlemany du Fouta Djalon qui possà ¨de une autorità © morale sur tous les Peuls. Montesquieu relevait dans lEsprit des Lois, la concentration ou dispersion du pouvoir. En effet, cette notion de sà ©paration ou non des trois pouvoirs lexà ©cutif, du là ©gislatif, du judiciaire – engendre une typologie de rà ©gime. Ainsi, plus les pouvoirs sont concentrà ©s, plus le rà ©gime est tyrannique. Ainsi, dans les socià ©tà ©s traditionnelles le chef dispose à   la fois du pouvoir exà ©cutif et juridiciaire. Chez les Nuer, cest  « lhomme à   peau de Là ©opard  » qui est chargà © de rà ©soudre les conflits. La domination du pouvoir peut à ªtre là ©gitimà ©e par la transmission du pouvoir hà ©rà ©ditaire, à ©lection, dà ©volution, dà ©signation. L. de Heusch explique dans son ouvrage Du pouvoir. Anthropologie politique des socià ©tà ©s dAfrique centrale, que dans la zone tetela-hamba au Congo, socià ©tà © à   lignages patrilinà ©aires, pour devenir chef de lignage les aspirants doivent faire valoir le bien-fondà © de leurs prà ©tentions, en pratiquant des dilapidations festives et des distributions de cadeaux que lauteur nhà ©site pas à   mettre dans la mà ªme catà ©gorie que le potlatch. Les lois qui rà ©gissent nimporte quel systà ¨me politique ont pour fonction dassurer la stabilità © de la socià ©tà © en question. Par contre, elle peut aussi crà ©er des fossà ©s entre les diffà ©rentes couches de ladite socià ©tà ©, rà ©sultant en un sentiment de coercition, de contrainte. Donc le pouvoir contient un paradoxe bien à ©vident car  « il apparaà ®t, à   la fois, comme nà ©cessità © et comme danger  »; cest cette ambigà ¼ità © concernant la notion de pouvoir que G. Balandier appelle une dissymà ©trie dans les rapports sociaux. Autrement dit, là ©lite au pouvoir se reproduit dans les hautes classes. Chaque systà ¨me politique, dans la mesure oà ¹ il est là ©gitime et que la loi est connue de tous, comporte un certain nombre de contraintes afin de prà ©server un à ©quilibre en place ; il peut sagir de violence là ©gitime au sein de lEtat, de violence corporelle ou morale dans les socià ©tà ©s traditionnelles. II- Là ©mergence de lEtat ou linstitutionnalisation du pouvoir Lapproche minimaliste considà ¨re quune gestion primitive dune socià ©tà © ne serait pas une forme de gouvernement. Il existe trois crità ¨res selon les politologues qui caractà ©risent un Etat et permettent de dà ©limiter le champs politique : un territoire dà ©limità © par des frontià ¨re reconnues, le consentement des populations qui y vivent et enfin lexistence de structures organiques fondant lunità © politique. Il apparaà ®t à ©vident que le flou sà ©mantique quant aux crità ¨res caractà ©risant un Etat, prà ©sente ses limites pour les anthropologues. Ainsi, pour Balandier il est possible de confondre lEtat avec un groupe local (chefferie). Pour finir, selon M. Weber lEtat est le seul instrument de domination, qui dispose dun appareil coercitif pour orienter toute action sociale, et est lià © aux socià ©tà ©s modernes et à   la rationalisation. LEtat dispose du monopole là ©gitime de la violence. En revanche, P. Clastres qui a à ©tudià © à   partir des socià ©tà ©s amà ©rindiennes les groupes qui contrà ´lent le pouvoir soppose à   cette conception rà ©ductrice du pouvoir. Dans toutes les socià ©tà ©s, il y a du politique ; cet exercice du politique nest pas automatiquement lià © à   lexercice de la violence là ©gitime et à   la coercition. III- Lexistence dun pouvoir comme un  « fait social total  » Le pouvoir politique nest pas nà ©cessairement institutionnalisà ©. Il peut sexprimer à   travers dautres formes inhà ©rentes à   linconscient collectif.  « Il ny a pas de socià ©tà © sans gouvernement  », cest par cette phrase prononcà ©e par L. de Bonald que lon peut rà ©sumer la pensà ©e des maximalistes. Autrement dit, toutes les structures participant à   la direction dune socià ©tà © concourent au politique. A cet à ©gard, il semble important dapprà ©hender les phà ©nomà ¨nes de la Kula et du Potlatch comme expression du politique puis de comprendre limbrication du sacrà © dans le cadre du pouvoir politique pour illustrer nos propos. Dune part, le phà ©nomà ¨ne dà ©changes de biens prà ©cieux, lors du Potlatch et de la Kula, rà ©và ©là © par F. Boas et B. Malinowski mettent en à ©vidence limbrication à ©conomique et politique dans les socià ©tà ©s du nord au sud : les Tlingit, les Tsimshian, les Haida, les Bella Cola, les Kwakiutl, les Nootka, les Salish – dans un fait social total selon M. Mauss. Cette pratique ritualisà ©e et cà ©rà ©monielle de don, ne vise pas à   donner pour donner mais à   donner pour dominer et/ou recevoir en retour. Ce nest donc pas un don de gà ©nà ©rosità ©, mais un don de rà ©ciprocità ©, qui en outre comporte souvent un aspect de dà ©fi. Il enclenche ou perpà ©tue la dialectique du don et du contre-don. Le potlatch et la kula ne jouent pas sur des biens de subsistance mais sur les biens prà ©cieux. Ils constituent des stratà ©gies sociales, plus ou moins paroxystiques, qui visent à   fabriquer du prestige, et donc de la diffà ©renciation sociale. Dautre part, grà ¢ce sa capacità © à   transcender lHomme, et donc lautorità © du chef et de lEtat, le sacrà © a inà ©vitablement entretenu des tantà ´ts conflictuels des tantà ´ts pacifistes au pouvoir politique. Ainsi, Frazer sest intà ©ressà © au pouvoir de la royautà © sacrà ©e dans le rameau dor. Dans les socià ©tà ©s à   pouvoir centralisà © et quand le sacrà © est la source du pouvoir du roi, on assiste à   toutes une sà ©rie de rituels pour lintronisation dun nouveau roi pour marquer son pouvoir et rà ©organiser le politique. Ainsi, chez les Nkumu, les dà ©tenteurs du pouvoir sont investi du pouvoir sacrà ©, lekopo. De plus, Selon Aronoff ,  « Le religieux et le politique sont des domaines lià ©s depuis le dà ©but de lhumanità © de ses cultures et de ses civilisations  ». Dans les socià ©tà ©s acà ©phales il nexiste pas de frontià ¨res nettes entre les sphà ¨res politiques, à ©conomique, religieuse, parentà ©. Il sagit, en effet, dun ensemble composant le social. Ainsi, le religieux fait son apparition dans le politique à ©galement dans des socià ©tà ©s à   Etat et/ou Laà ¯que (Irlande oà ¹ le conflit religieux est en corrà ©lation avec lordre politique). Il nest pas inutile de rappeler quun gouvernement peut dà ©river directement du religieux (thà ©ocratie), que le sacrà © peut devenir des outils pour là ©gitimer le pouvoir du souverain ou du groupe dominant. De mà ªme, la religion peut à ©galement fournir des structures sous jacente manipulable par les dà ©tenteurs du pouvoir. Enfin, Evans-Pritchard dà ©veloppe une analyse des relations et des institutions au sein de peuple, en apparence, dà ©pourvu de gouvernement tout en rà ©pondant aux exigences comparatistes et thà ©oriques. Parallà ¨lement il propose une à ©bauche typologique et contribue à   donner un và ©ritable statut scientifique. Par ailleurs E.E. Evans-Pritchard dà ©veloppe son analyse en mettant en relation le politique avec là ©conomique, le culturel et le religieux ; intà ©rà ªt fondamental dans des socià ©tà ©s oà ¹ tout est à ©troitement imbriquà © (dà ©marche fonctionnaliste). En conclusion, lhistoire de lanthropologie tant à   dà ©montrer que la politique est le synonyme et le frà ¨re jumeau du pouvoir. Le pouvoir politique nest pas seulement un contrat social mais il est aussi un rapport de force consistant en un à ©quilibre fragile. Les concepts de là ©gitimità ©, de pouvoir et de coercition restent des notions incontournables en anthropologie politique mais celui de pouvoir a prà ©sà ©ance sur les autres. Peu importe la socià ©tà ©, sa stabilità © est basà ©e sur un à ©quilibre approximatif et le pouvoir doit jouer le rà ´le de stabilisateur pour protà ©ger la socià ©tà © contre ses propres dà ©faillances soit par la force, soit par des ententes tout en restant fidà ¨le à   ses principes vitaux assurant sa survie. Ce domaine nà ©cessaire au politologue permet de dà ©centrer le regard au-delà   des conceptions classiques concernant cette notion. Il est intà ©ressant de finir par lutilisation de la dà ©marche à ©pistà ©mologique, dans les sciences politiques, relative à   des aspirations ethnographiques en citant un article paru dans la Revue Franà §aise de science politique. En effet, lauteur, Olivier IHL revient sur les formes et usages dune technique de vote : lurne à ©lectorale. Ainsi, il dà ©finit la scà ©nographie relative au vote et la mise en scà ¨ne qui sorganise autour de lurne à ©lectorale ainsi que la sacralisation de cet outil cher à   lexercice de la dà ©mocratie. Ce qui nest pas sans rappeler G. Balandier qui dans son ouvrage anthropologie politique revient sur la sacralità © du politique en à ©nonà §ant cette phrase :  « le rapport du pouvoir à   la socià ©tà © est essentiellement une relation chargà ©e de sacralità ©  »

Diary of Lady Macbeth’s Psychiatrist Essay

I had often heard of the ‘Macbeth House† and of the heroic soldier Macbeth, by whom many a man had met with his death. At first I had little knowledge of Lady Macbeth, but subsequently as a result of our meeting today, I have embarked on one of the most riveting cases having ever to be dealt with. To begin with she tried to acquire and entirely different identity, but this did not prevail. When she entered my study the pretence faded and she assumed her natural personality. Firstly she produced a letter that she had received two weeks prior to this interview. The content of which contained personal issues. Lady Macbeth explained to me that Macbeth had just triumphed in battle against Norway, when he encountered three weird sisters. These sisters predicted that Macbeth would become Thane of Cawdor and King of Scotland, and Banquo’s descendents would also become king. This stirred Macbeth immensely because becoming king is his deepest, hidden ambition. Macbeth longed to know more, but the witches vanished before any relevant explanation emerged. Coincidentally, Macbeth was then actually made Thane of Cawdor. Macbeth then relates on how he feels by saying that the greatest is to come. That all he has to do now is to become King. I write this next sentence with my pen shaking and my heart beating so fast it hurts. Macbeth is actually considering murdering the king! I can’t believe that I’m involved with this. I can’t relate this to anyone because everything has to be kept confidential. Anyway, I don’t dare to tell a soul because Macbeth might see me as a threat and contemplate of disposing of me. If he were debating about removing the king, then getting me out the way would mean nothing to him. Anyway, getting back to more immediate things, he finally ends the letter by asking Lady Macbeth for advice on all that had happened and saying that he’ll be home soon. Lady Macbeth then suddenly grabbed the letter and apologized for being a burden to me. She told me to forget about everything that I had learned during the time that she had been there. Then she exited quickly looking upset. I feel that Lady Macbeth is hiding something more then what I already know. I could tell that her problems were much deeper then just a letter. She seemed extremely devoted to her husband Macbeth and I felt that she would do almost anything for him. But it was what she might actually do for him that worried me. Date – 3rd March 1051 Just as I had anticipated, Lady Macbeth was back to see me once again. She could not keep problems bottled up so she had to talk about them. She told me that she couldn’t discuss certain things with her husband because she didn’t want him to think that she was weak. She wanted to be the strong one so that Macbeth had some one to rely on. It was very apparent that she adored her husband and wanted him to have the best. If he had any goals then she wanted him to achieve them. She began by telling me that herself and Macbeth had arranged to actually murder Duncan. I could tell that she was trying to sound strong because of the continuous expression of anguish that was portrayed all over her face, and the way she avoided saying the word kill or murder. It was almost as if she was pretending that what she was going to do wasn’t that bad. As we continued talking her voice became more panicky and eventually she crumbled and told me her true feelings. Lady Macbeth said that she was happy the way everything was and that becoming the queen meant nothing to her apart from Macbeth’s happiness. She said this with such sincerity that I had no reason to doubt what she said. As she said before, she told me that she only wanted the best for Macbeth and wasn’t concerned about what might happen to her. Lady Macbeth told me that Macbeth had become full of doubt and didn’t want to go through with it any more. She told me that she had to use forceful language and conjure up images of horror. But it was when she questioned his bravery that she finally persuaded Macbeth to go through with the deed. Lady Macbeth then went on to tell me that Duncan was coming to their house ‘Inverness’ and that he was going to stay the night. She was going to drug the guards and ring a bell as a signal for Macbeth to kill Duncan with the guard’s daggers. The guards would then be smeared with blood and the daggers placed near them to make it look as if they killed the King. I just sat rigid in my seat. There wasn’t anything suitable that I could possibly reply with. Shortly after Lady Macbeth had blurted the entire story out, she told me that she trusted me not to repeat anything that I had heard and that she would see me again. Then she left abruptly. This really is a fascinating but at the same time petrifying case. I want to be able to stop the future events but I fear and value my own life too much to take such big risks. Date – 15th March 1051 Usually Lady Macbeth came to see me, but this time I was going to see her. A gentlewoman explained that Lady Macbeth had been sleepwalking regularly and that she was very worried. She asked me to come and observe and see if I could do anything to help Lady Macbeth. When I arrived the gentlewoman told me of some of the strange things that Lady Macbeth did whilst still asleep. During my discussion with the gentlewoman Lady Macbeth entered the room. Her eyes were open and she looked as though she was awake, but the gentlewoman assured me that Lady Macbeth was sound asleep. Ass I found out for myself, Lady Macbeth was truly unconscious. Lady Macbeth entered carrying a taper. I asked how Lady Macbeth had got hold of a light and the gentlewoman told me that Lady Macbeth had commanded that she continually had a light by her. This seemed to suggest that Lady Macbeth was scared of something. Darkness usually represents evil and I thought the light might be there to keep evil away. I think Lady Macbeth feels insecure and having a light by her was a kind of security. I also felt that Lady Macbeth’s fear of the Dark went deeper than it appeared. She seemed afraid of the dark in more senses than one. Next Lady Macbeth became obsessed with washing her hands. Whilst doing this she began to talk. I didn’t understand much of what she spoke of near the beginning. But eventually she began reliving events leading up to Duncan’s Murder. I recognized several parts of what she spoke of from what my previous knowledge of my sessions with Lady Macbeth had taught me. She mentioned about ringing the bell as a signal and that she couldn’t believe how much blood had actually come out of King Duncan. At this remark the gentlewoman looked at me and told me that she felt to scared to make a report or tell anyone about what she knew. I began to realize that Lady Macbeth was trying to wash blood off her hands. I don’t know whether the gentlewoman knew all of what I knew, but she obviously suspected that something was very wrong. I told the gentlewoman that I thought Lady Macbeth’s heart was heavily laden. I also told her that Lady Macbeth was not sick physically but mentally. Therefore I did not have a cure for Lady Macbeth. I did not wish to stay any longer after Lady Macbeth returned to bed, so I bid goodnight to the gentlewoman and left. Tonight I learned a great deal. I was horrified and shocked by the doings and happenings surrounding Lady Macbeth. I know that it is all right to think about what I know but not to speak about them. I think that maybe things have gone too far to be cured. As a psychiatrist all I can do is to help Lady Macbeth actually recognize her problems and help her solve them. Date – 27th April 1051 It has been a long time since I have talked to Lady Macbeth. I knew that Macbeth had become King of Scotland so I presumed that everything had worked out as planned. When Lady Macbeth entered my study once again, I immediately noticed a dramatic change. She had changed from looking bright and confident to looking weary, edgy and withdrawn. I asked her to tell me what was wrong and then she related the full story from when they had murdered King Duncan. After Macbeth had done the deed he had become a ‘wreck’. Lady Macbeth had a lot of trouble trying to calm him down and getting him to wash blood off his hands. They only just managed to get away with it. They were very nearly caught. Macbeth told everyone that he had been so angry with the guards for killing the King that he had killed them. This was a tricky moment because Macbeth got a bit carried away and Lady Macbeth told me that she had to faint to distract the suspicion put upon Macbeth. The fainting worked and things went fairly smoothly from then on. Everyone was very suspicious of the king’s sons because they had fled and nobody knew where. Most people thought that the sons had paid the guards to murder Duncan. This was convenient because it took blame away from Macbeth. Once Macbeth became King of Scotland he was all right and he actually became the one in charge instead of Lady Macbeth. Lady Macbeth then began to cry and I had to calm her down until she was ready to carry on. I suspected that something more than just the murder of Duncan was the problem. She told me that Macbeth wouldn’t talk to her. He was very pleasant to her but at the same time extremely cold. He was so wrapped up in being the King that he was treating Lady Macbeth like a child. Lady Macbeth said that she didn’t think he loved her any more and that he didn’t care. Lady Macbeth said that she had followed Macbeth several times and that she had actually overheard him hiring murderers to kill Banquo and his son. Lady Macbeth told me that Macbeth had changed. She said she felt responsible for pushing Macbeth to murder Duncan. And turning Macbeth into a monster. She said that Macbeth was a stranger and that she felt as if she didn’t know him any more. By this point I couldn’t calm her down. I made her leave and told her that she could come and see me any time that she wanted. She just nodded with tears rolling down her cheeks as she walked out. I am beginning to think that Lady Macbeth was never as strong as she had appeared to be. I think she made herself be strong just for Macbeth. But unlike Macbeth she had never killed anyone. I believe that the guilt of murdering Duncan is slowly eating away at her and because Macbeth is now rejecting her she can’t cope. I know she will see me again because she can’t cope and because she bottles her problems up and things are only going to become worse. Date – 2nd June 1051 Lady Macbeth was a deeply disturbed woman. After the murder she had to carry around all of her own guilt and Macbeth’s. The only person that she could ever confide in was Macbeth. But now he is cold towards her and it seems like he doesn’t care. Now she can’t discuss her problems with anyone. This is probably the reason that she came to me. She had no choice but to keep everything bottled up. She had to keep up pretence. She couldn’t be herself. Everything began to build up and Lady Macbeth was becoming buried underneath her huge pile of problems. I believe what hurt her most was the way Macbeth turned away from her. I knew she couldn’t cope and she obviously knew she couldn’t cope which is why she killed herself only two days ago. She was found dead in her bed with nothing but and empty cup lay on the fall to harm her. I believe along with many others that she poisoned herself. I don’t think that Lady Macbeth was a bad person. She was just someone who loved her husband so much that she was prepared to go to any lengths for him. As I said in the beginning, it was what lengths she might actually go to that worried me. Lady Macbeth would rather die than live with a stonehearted husband and the guilt of murdering one of Scotland’s greatest kings, King Duncan!

Ethical Health Care Issues Essay

Breast Cancer is a serious issue that affects almost every woman worldwide, either directly as someone diagnosed with cancer, or indirectly through the illness of a loved one (Women’s Health Resource, 2014). Breast Cancer is found in women, in their twenties and thirties, and those with a family history of the disease. In 2006, approximately 212,920 new cases of invasive breast cancer were diagnosed in the United States alone (Women’s Health Resource, 2014). The case scenario will discuss the ethical and legal issues regarding a 25 year old female patient stricken with breast cancer, who refuses treatment for the disease, in addition to the four (4) ethical principles, (a) autonomy (respect for persons), (b) justice, (c) beneficence, and (d) non-maleficence. Case Scenario A 25 year old female patient made an appointment with her primary care physician because she discovered a lump in her breast after a routine check. On the day of the appointment, the physician examined her breast, and made a referral for her to visit and oncologist, who specializes in the diagnoses and treatment of cancer. There are three types of oncologists. They are (a) medical oncologist (uses medicine (chemotherapy) to treat cancer), (b) radiation oncologist (uses radiation to treat cancer), and (c) surgical oncologist (treats cancer with surgery) (The Denise Roberts Breast Cancer Foundation, 2009). The patient schedules an appointment with the oncologist, who then will inform her of the diagnoses and treatments if needed as per the result of the biopsy. The result of the biopsy will confirm if the patient has breast cancer or not. Autonomy (respect for persons) acknowledges a person’s right to make choices, to hold views, and to take actions based on personal values and beliefs (Chowning et al., 2007). To refuse treatment, the patient must be legally and mentally capable, and 18 years or older. Parents with children under the age of 18, have the right to consent or refuse treatment for his or her child. Physicians also have a  moral and legal obligation to comply with a patient’s voluntary, informed refusal of life sustaining treatment, regardless of a physician’s judgment concerning the medical or moral appropriateness of this (Miller et al., 2000). A 25 year old patient with breast cancer refused medical treatment as suggested by the oncologist. Conflicts may arise with the patient as she made a decision to not receive care, which can ultimately lead to death. Death may be seen as a failure, rather than an important part of life (Smith, 2000). Upon receiving the patient choice to deny treatment, the oncologist is then obligated to inform, and educate the patient about the benefits of treatment, and risks associated with not receiving treatment. The patient has the right to deny treatment, even when the physician suggests the benefits of treatment. The following treatment options are available to the patient such as, lumpectomy, mastectomy, chemotherapy, radiation therapy and eventually, surgical reconstruction (Woman’s Health Resource, 2014). Autonomy When a patient refuses treatment to care for the disease, autonomy then becomes a bit challenging. While there may be opposing views in regard to treatment or non-treatment, medical professionals must respect the patient decision, and support the patient during this process, while delivering quality care (Stringer, 2009). The rules of law are based on ethical beliefs that are commonly held in our society. These basic ethical principles include respect for individual autonomy, beneficence (helping others), non-maleficence (not harming others), and justice or fairness. Regardless of whether these ethical duties are derived from religious faith, natural law, or a social contract, these principles form the basis for the legal rules of our society (Harris, 2007). Beneficence The principle of beneficence means that the health care provider must promote the wellbeing of patients and avoid harming them (Rosenthal, 2006). When a patient refuses treatment(s), the health care professional must communicate the risks of not receiving treatment. The job of the health care professional is to provide quality of care to the patient, even when a patient refuses treatment. The health care professional must remain compassionate, as the patient expects the medical professional to still  treat him or her with dignity and respect. Non Maleficence Non Maleficence means to do no harm. Health care professionals must always strive to do their work without malice or the intention thereof to the patient (Ask.com, 2014). The health care provider is obligated to aid the patient to the best of his or her ability by providing benefits, protecting the patients’ interest, and improve wellbeing. To ensure that the patient is not harmed while refusing treatment, the health care professional can conduct a risk benefit analysis where research on the disease and various medications can be found. Upon his or her findings, the health care professional should explain the effects of treatment or non-treatment. Under non maleficence, there is a legal â€Å"duty to warn† third parties, which is a critical and legal concept (Rosenthal, 2006). Justice The principle of justice means to treat others equitably, distribute benefits or burdens fairly (Chowning et al., 2007). Health care professionals must provide patients with treatment alternatives, and not misinform the patient about any of the medical processes involved. The major issue with this principle is that economic barriers can interfere with access to appropriate therapies and medications (Rosenthal, 2006). The health care organization is required to provide services or care to a patient regardless of health care coverage. Patients should also be treated equally regardless of age, race, or ethnicity. Patients must be treated with dignity and respect, even though he or she may refuse care or treatment for their medical condition. Conclusion One of the most common place ethical dilemmas in the health care industry is a patient refusing treatment to care, as this action may threaten his or her wellbeing or health. The health care professional must determine what aspects of autonomy, beneficence, justice, and non-maleficence need to be used before providing care. A physician has the legal right to ensure and provide the patient with sufficient information about treatment plans, and care. Health care administrators must examine underlying issues such as competence of the patient, the distinction apparent, and refusal of care (Michels, 1981). In the case of the 25 year old patient, ethical issues were  present because her right to refuse treatment conflicted with the oncologist’s obligations to provide quality care to her. References Ask.com (2014). What Is Non Maleficence? Retrieved from http://www.ask.com/question/what-is-non-maleficence Chowning et al. (2007). An Ethics Primer. Seattle WA: Northwest Association of Biomedical Research. Retrieved from https://www.nwabr.org/sites/default/files/NWABR_EthicsPrimer7.13.pdf Harris (2007). Contemporary Issues in Healthcare Law and Ethics, 3e. Retrieved from University of Phoenix Michels, R. (1981). The Right to Refuse Treatment: Ethical Issues. American Psychiatric Association, 32(1), 251-255. Miller, F., Fins, J., & Snyder, L. (2000). Assisted suicide compared with refusal of treatment: a valid distinction? Annals of Internal Medicine, 132(6), 470-475. Rosenthal, M. S. (2006). Patient misconceptions and ethical challenges in radioactive iodine scanning and therapy*. Journal of Nuclear Medicine Technology, 34(3), 143-50; quiz 151-2. Retrieved from http://search.proquest.com/docview/218613783?accountid=458 Smith, R. (2000). A good death: an important aim for health ser vices and for us all. British Medical Journal, 320(7228), 129-130. Stringer, S. (2009). Ethical issues involved in patient refusal of life-saving treatment. Cancer Nursing Practice, 8(3), 30-33. The Denise Roberts Breast Cancer Foundation (2009). Breast Health. Retrieved from http://www.tdrbcf.org/oncologist/index.html Women’s Health Resource (2014). Breast Cancer. Retrieved from http://www.wdxcyber.com/breast_home.html

Anorexia Nervosa

Anorexia Nervosa Explanation of Concepts: Anorexia Nervosa Anorexia nervosa is many times confused with the disease of bulimia. Many people are confused as to what the difference is between the two diseases. Let us settle this now so there is no further confusion. People with anorexia starve themselves, avoid high-calorie foods and exercise constantly. People with bulimia eat huge amounts of food, but they throw up soon after eating, or take laxatives or diuretics (water pills) to keep them from gaining weight. People with bulimia don't usually lose as much weight as people with anorexia. It is said that bulimia is the least fatal of the two diseases because bulimics are at least putting some kind of food into their body where is the victim of anorexia refuses to eat anything at all.Anorexia nervosa is a disorder characterized by deliberate weight loss, induced and/or sustained by the patient. Just as some of us develop cancer and other fatal diseases, some people develop the disease of anorexia nerv osa.A summary of the strategy Zucker et al. (2007) use...Those who develop this fatal disorder intentionally starve themselves or severely restrict their food intake. Some people feel that this isn't actually a disease, but in fact, it is just as much as a disease as cancer.Unlike many of the other diseases, anorexia nervosa is psychological. Most people perceive anorexia as an obsession that people have with being thin. The disease usually begins in young people around the time of puberty. "They lose a lot of weight, at least 15 percent below a young man/woman's normal body weight." (Rowan 1) They are terrified of gaining weight. Victims believe they are fat even when they are very thin. Food and weight eventually become an everyday obsession. The compulsiveness shows up in strange eating rituals or the refusal to eat in front of others. The ironic...

Othello, The Moor Of Venice Essays - Othello, English-language Films

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A bedchamber in the Castle] _______________________________________________________________ CAST Othello, the moor..........................................Denzel Washington Cassio, [his] honorable lieutenant.............................Tom Cruise Iago, a villain..................................................Tommy Lee Jones Roderigo, a gulled gentleman....................................Val Kilmer Desdemona, the yound, devoted wife of Othello....Claire Danes Emilia, wife of Iago.................................................Glenn Close Bianca, Cassio?s jealous mistress.....................Heather Locklear Brabantio, father to Desdemona............................Sean Connery Clown, servant to Othello...........................................Jim Carrey Montano, Governor of Cyprus...............................Richard Gere Duke of Venice......................................................Harrison Ford Gratiano, brother to Brabantio......................................Brad Pitt Lodovico, kinsman to Brabantio.....................Anthony Hopkins ___________________________________________________________________ WHO?S WHO IN THE CAST Denzel Washington (Othello) has been seen gracing the screens of movies such as Philadelphia, Courage Under Fire, and the recent The Preacher?s Wife. 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Why shouldn?t he be after appearing in such films as The Fugitive, Batman Forever, and the recent Men in Black? ___________________________________________________________________________________________________________________________________- Othello Essays 1.Without a doubt, one of the main themes that runs throughout William Shakespeare?s tragic play, Othello, is that of honesty. In the play, the most interesting character is Iago, who is commonly called and known as "Honest Iago." However, this could not be farther from the truth. Through some carefully thought-out words and actions, Iago is able to manipulate others to do things in a way that benefits and moves him closer to his own goals. He is smart and an expert at judging the characters of others. Because of this, Iago pushes everyone to their tragic end. Iago knows very well that trust and deceit must go hand in hand in order for him to achieve his vengeance on Othello and Cassio. Hence, as he plans the downfalls of them, he is continually trying to obtain their undoubting trust. He slowly poisons people?s thoughts, creating ideas in their heads without implicating himself. Iago even says himself that the advice he gives is free and honest and thus, people rarely stop to consider the possibility that Iago is fooling them. One person Iago deceives is Roderigo. Throughout the play, Iago tells him that he hates Othello and that Roderigo should make some money so he could give gifts to Desdemona, who he admires from afar. Thinking that this is sound advice, Roderigo does just that. However, Iago is actually keeping the gifts that Roderigo plans to give Desdemona for himself. Eventually, Roderigo begins to catch on to the act and confronts Iago, but he falls right into Iago?s trap again when he tells him that killing Cassio will help him win over Desdemona. Roderigo is then lead to his death by the hands of "Honest Iago." Like Roderigo, Cassio also believes in "Honest Iago," for he thinks that Iago is only trying to help him. On the night of Cassio?s watch, Iago convinces him to take another drink, knowing very well

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Technology entrepreneur Case Study Example | Topics and Well Written Essays - 1000 words - 1

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