Doubt in Macbeth - 1395 Words

Doubt in Macbeth The play Macbeth contains doubt in many different ways. In the beginning of the play, we are struck by a very insecure Macbeth. He is indeed curious about what would happen if he were to take Duncan’s place and become the king of Scotland. If it were done when ’tis done, then ’twere well It were done quickly. If th’assassination Could trammel up the consequence, and catch With his surcease success: that but this blow †¨ Might be the be-all and the end-all, here, †¨ But here upon this bank and shoal of time, †¨ We’d jump the life to come. But in these cases †¨ We still have judgement here, that we but teach Bloody instructions which, being taught, return †¨ To plague th’inventor. This even-handed justice†¦show more content†¦List’ning their fear. I could not say ‘Amen’, When they did say ‘God bless us’ Lady M: Consider it not so deeply. M: But wherefore could not I pronounce ‘Amen’? I had most need of blessing, and ‘Amen’ in my throat. (2.2.32-39) Macbeth has murdered Duncan. Before killing him, he expressed a worry of this giving him bad karma. In this particular quote, I find that his worry has almost developed into paranoia. It is almost as if he starts to question his belief, and whether or not he can rely on God for guidance, the way he may have done before. He realizes most certainly that this deed will be on his conscience for the rest of his life, and I think that wishes he had not done it. His wife on the other hand still shows no signs of doubt, regret or any other feelings one may expect to feel after a murderer. However, I feel that she must doubt the action too. If she had been completely convinced that it was what they had to do, she could have done it herself. In Scene 5 of Act 2, she claims she cannot commit murderer because she is a woman. The era in which this play takes place is definitely different in many ways from the way we live today, but I believe that would not have been impossible for Lady Macbeth to murderer Duncan herself. I believe that it is an ethical dilemma for her as well, she wants to be Queen, but she doesn’t want a murderer on her conscience. ThereforeShow MoreRelatedDoubtsUncertainties in Macbeth and Much Ado About Nothing1903 Words   |  8 Pagesperfect partnership, which allows characters to appear different to their internal feelings. Whether it’s through the ‘barbed banter’ of ‘Much Ado About Nothing’ or the ‘saucy doubts and fears’ of Macbeth, Shakespeare presents scenarios where central characters place their credence where they should have agnosticism and their doubts where they should act with surety. Shakespeare clearly presents Beatrice and Benedick rooted in animosity towards one another. They frequently express their certainty ofRead MoreCompare the ways Shakespeare presents fear and doubt in Macbeth and Richard III?1222 Words   |  5 Pagesand contrast how doubt and uncertainty are presented in Richard III and Macbeth Macbeth is a tragedy play written by William Shakespeare. The play is set in Scotland during the mid  11th century. But, the play was written in 1606 at a time where James I was on the throne. King James was a very superstitious man who believed in magic and witchcraft and these themes were presented in Macbeth to please the King. Also the political context is important as it was included in Macbeth with the ideas ofRead More Lady Macbeths Strategy in William Shakespeares Play Macbeth1612 Words   |  7 PagesStrategy in William Shakespeares Play Macbeth In the seventh scene of act one Macbeth has left the banquet, and expresses his doubts about murdering Duncan in a monologue. Lady Macbeth comes in, and argues with Macbeth, until she manages to convince him, that he has to murder Duncan. To do that Lady Macbeth uses mainly two arguments. Letting I dare not? wait upon ?I would? like the poor cat i? the adage? (lines 43-44). Lady Macbeth tells Macbeth here that he shouldn?t let his chanceRead MoreShakespeare‚Äà ´s ‚Äà ²Macbeth‚Äà ´ Is a Warning Against the Dangers of Ambition.1112 Words   |  5 PagesAmbition plays a major role in Shakespeare’s tragedy of Macbeth, and is presented as a dangerous quality that principally influences the characters to do wrong. This play gives off a warning of how ambition can affect people and their actions by its influence on Macbeth and his wife, Lady Macbeth. This disastrous story begins with the witches predicting that Macbeth would become Thane of Cawdor and then King of Scotland. Hence, Macbeth’s ambition emerges, furthermore persuaded by his wife and alsoRead More Responsibility for the Downfall of Macbeth Essay783 Words   |  4 PagesThe tragic downfall of Macbeth can be contributed to several key factors. Macbeth’s downfa ll can be attributed to his blind ambition, the influence of Lady Macbeth and Macbeth’s own insecurities and misgivings. Blind ambition combined with immoral goals, with Lady Macbeth’s influence and Macbeth’s personal doubts all lead to his inevitable downfall. The greatest factor to Macbeth’s downfall should be attributed to his blind, uncontrollable ambition. This factor is first seen with the second appearanceRead MoreMacbeth, By William Shakespeare716 Words   |  3 PagesIn Macbeth, Shakespeare first builds Macbeth’s character as a courageous and capable warrior through the wounded captain’s account of his valor on the battlefield. 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The catalyst for the change between Macbeth and his wife occurs when Macbeth is told of his destiny by the three Witches; he now believes he is capable of greater things. Once he becomes the Thane of Cawdor he tells Lady Macbeth and the seedRead More The Role of the Witches in the Downfall of Shakespeares MacBeth688 Words   |  3 PagesRole of the Witches in the Downfall of Shakespeares MacBeth MacBeth by William Shakespeare is a play which shows the uprise of MacBeth, the treachery and his eventual downfall. Witchcraft plays a major part in MacBeths actions and his weak character is easily manipulated. Although being an honest and brave man earlier, his ambition clouds his judgement. His life is tragic and through some terrible deeds ends in catastrophe. MacBeth is Thane of Glamis and a highly honorable and respected

The Trade Flow Channel And Its Effects On Trade Flows

As large interest rate differentials in favor of EMEs are expected to persist, capital inflows and possibly long term investments ensue (Lavigne et al. 2014, 25; Lim et al. 2014, 8). All of these capital inflows into EMEs due to increased demand and appetite for risk would serve to put upward pressure on asset prices and can potentially lead to financial bubbles and speculative investment as a result of the increased liquidity and risk seeking. Along with effects on capital flows, QE can also have an impact on trade flows. Another consequence of QE and its associated portfolio flows is some depreciation of the US dollar and appreciation in the real effective exchange rates of EMEs through the exchange rate channel. This would serve to lower competitiveness in EMEs and reduce imports into the US due to the increased relative prices which would drag down demand (Lavinge et al. 2014, 25). The last channel, the trade-flow channel, can serve as a positive spillback from QE which can partially offset the unfavorable changes in exchange rates. By strengthening the domestic economy in the US, QE can increase demand for EME exports and thus have a positive impact on trade. The net effect of these two channels, however, remains ambiguous and has not been quantified in existing literature. Lim, et al. suggest that rounds of QE were accompanied by increases in inflows to developing countries that were over and above these observable channels and cannot be attributed to fundamentalsShow MoreRelatedThe Link between Trade Performances and Exchange Rate Movements799 Words   |  3 PagesThe link between trade performances and exchange rate movements has been the matter of many practical studies. The literature review explains that the set of results, often in similar countries, might stem from practical proof being removed from diverse time periods and not the same methodologies. 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ItRead MoreGlobalization Evolution703 Words   |  3 PagesICI(information, communication and technology) Rapid economic liberalization of trade and investment The mobility of people and transactional moves The reach of satellite channels, internet etc. CONCEPT OF GLOBALIZATION IMF defines globalization as â€Å" The growing economical interdependence of countries worldwide through increase in volume and variety of cross border transactions in goods and services and of international capital flows and also through the more rapid and wide spread diffusion of technology† Read MoreTrade Policy For The New President Essay1162 Words   |  5 PagesKyra Boland Pecorino EC 430-001 10 November 2016 Trade Policy for the New President: Concerning Immigration In the recent decades, member countries of the Organization for Economic Cooperation and Development (OECD) have seen rapid growth in the foreign-born population which has stimulated research on the socio-economic impacts of immigration. 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The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. [2] History Of Globalization When It Began The term, globalization, was first used around 1960 to describe international capital flows. If the definition of globalization according

Ethnic Diversity And Cultural Factors - 1751 Words

Ethnic Diversity and Cultural Factors Due to its violent history, Cambodia has a unique blend of ethnicities. The majority of the population is Khmer, with minorities such as Vietnamese, Cham, and Chinese, with Vietnamese being the largest. Many Khmer from south Vietnam, called Khmer Kraom, which includes young men who come as Buddhist monks. The Cham, who are predominantly Muslim, usually live in riverfront communities, and live off of fishing, small businesses, and livestock. The Chinese population generally have a better relation with the other cultures in Cambodia, with much more intermarriage between them and Khmer and Vietnamese. Other culture in Cambodia have historically clashed, with the Cham and Khmer having religious†¦show more content†¦However, CEDAW has failed to protect women, due to Cambodia’s weak legal system. As a result, most women remain unprotected and vulnerable (Galabru, 2004). Domestic violence is one of the greatest forms of violence against women in Cambodia. 17% of married women, ages 15-49, have reported their husbands physically and sexually abusing them. Even more shocking, one fourth of these women do not think they are abused, revealing Cambodian women’s lack of knowledge of basic human rights. Research shows that lack of education and alcohol increase women’s risk of be abused. Also, women who came of age during the Khmer Rouge period are subject to significantly higher rates of domestic abuse, relieving how violence in society affects violence at home. Cambodia’s traditional culture does not help women who are victims of domestic abuse. Violence and rape are considered an issue between the husband and wife that does not concern law officials. Children are also victims of abuse, due to traditional Asian households. Extended families tend to live together, so children can be abused not just by their parent, but also by an uncle , cousin, or grandparent. Because of this, civil rights organizations in Cambodia pressure the NA to widen the definition of â€Å"victims† to include others just as relatives, not just wives (Galabru, 2004). Rape is also prevalent in Cambodia, yet like most crimes, it is under reported. Child

Student Independence and Peer to Peer Learning- myassignmenthelp

Question: Discuss about the Student Independence and Peer to Peer Learning. Answer: Introduction: Learning is the art of acquiring knowledge either by study, experience or teaching, the process of learning however is continuous, which is influenced by several parameters, both external and internal. However the learning process is never same for all. Different people have different learning capacities, while few may find learning process easier on their own, few might be in need of some additional effort. One of the most abundantly utilized mediator techniques in learning process is peer assisted learning, a recent contemporary addition to the world of learning and teaching (Sams Bergmann, 2013). Elaborating more, a peer can be identified as the individual, who holds the similar academic rank, and peer assisted learning or PAL is the concept of involving the assistance and cooperation of the peers in the learning process of an individual. Now it has to be mentioned in this context that peer assisted learning cannot be categorized as a singular undifferentiated learning strategy. On the contrary, the concept of peer to peer learning encompasses a broad range of tools and methods, making it a more or less multidimensional learning strategy. According to the research study conducted in university of Ulster, there are 10 different modes of peer to peer learning (Riese, Samara Lillejord, 2012). This assignment will attempt to explore four different methods of peer to peer learning and how they can be integrated to ensure maximum student independence and autonomy. Method 1: The first method that will be discussed here is the traditional proctor model of peer assisted learning. Despite being a traditional model of learning this style takes into consideration diverse contemporary teaching method and styles. According to Li Lam, 2013, this mode of peer to peer learning is characterized by the incorporation of an educational setting where the senior students are entasked with the responsibility of tutoring or teaching the junior students utilizing much more application based and innovative learning techniques than what the usual classroom learning design employs. The authors have indicated that teaching or tutoring is a domain where experience and knowledge, both play a significant role, a single misconception or flawed understanding in the tutor may be passed on to the students that he or she is tutoring hence, and the gap in knowledge is passed on rather than being addressed and eradicated. Hence it can be said that in this model the responsibility of tu toring is given to a senior student who is ought to have a better understanding and conceptual clarity regarding the subject rather than the new learners, and hence this model can be considered much more suited and beneficial for the best of interest of the new learners. Another school of thought regarding the employment of traditional proctor model in per to peer learning setting acknowledges a different ideology within the same model (Kearney, 2013). According to this new ideology, the students from similar learning capacity or similar modules cooperate in a partnership in the learning cells assigned by the senior tutor, and the partners of the same team help each other equally in the learning process. Now it has been argued that team learning environment grouping learners with similar capacity makes the learning process much easier for both of them and along with that introduces the additional element of mutual support, which in turn facilitates the learning process further altho ugh one drawback if this integration can be the slow paced learning process and lack of constructive competitiveness. This method can be best utilized to group two individual in the similar learnng curve with a senior tutor. Method 2: The second method of introducing peer assisted learning illustrates the last discussed integration method with more impact on eliminating the concept of senior tutoring. This method of peer to peer learning is also known as cooperative learning, the main principle behind this integrative ideology is to establish and facilitate positive interdependence and autonomy in the students utilizing cooperation and mutual learning experiences. In this approach earners are grouped on the basis of shared learning outcomes, and the process guides the involved individuals in a mutually beneficial interactive process guiding the entire learning process. The main difference between the proctor method and cooperative learning method is the fact that in thus method no senior tutor is assigned to a group, and the group of 6 to 7 learners with similar learning outcomes are guided by the teachers themselves (Jimenez et al., 2012). According to Kearney, 2013, this mode of peer assisted learning brings abo ut the best invested efforts for the sake of student autonomy, where the students participate equally with simultaneous interaction, synergy, and values to facilitate mutually beneficial learning process, fortifying the strength of each other and camouflaging the flaws, enabling the learners within a peer group to depend on their own abilities and understanding to bridge the gaps left behind in their learning process without having to depend on the assistance of the tutor, in turn employing best student independence. However a second school of thought regarding this context is the competence threat that can be a potential challenge when integrating cooperative learning method, however according to a few authors the best method to implement this method so that competence threat is eliminated and best outcome is achieved can be by incorporating the jigsaw method of informational independence while forming the groups (Jimenez et al., 2012). Method 3: The third method of peer to peer learning is another derivation from the proctor model, however this method emphasizes on the idea of peer monitoring rather than group studying activity. The method of peer monitoring is another very popular peer assisted learning method, which is characterized by the specific role taking as monitor by an experienced learner belong to the same curriculum. In this method of learning the peer monitor is chosen on the basis of understanding, performance and conceptual clarity among a group of learners belonging to a same or similar modules (Burke Sass, 2013). Unlike the proctor model, there are no internal groups or teams formed in this scenario, and with the lack of sub-grouping, each and every individual gets the equal opportunity to learn. In case of peer tutoring or mentoring the most of focus is bestowed on the curriculum development module contents helping and monitoring the students to understand their curriculum and learn the contents rather tha n memorizing it. according to Boud, 2012, the best method to implement this technique will depend on deciphering and optimally utilizing the speciality level of the tutoring while assigning him or her a team of learners, where some tutoring modes scaffold interactive learning with structured material to facilitate better understanding, and many of the authors believe this specialized mode of peer tutoring is potentially more beneficial for bringing forth the concepts of student autonomy than the generic peer tutoring. Method 4: The last method of peer to peer learning is the one that has attracted the most of the controversial arguments and has the minimal documented proof of the positive results. It has to be understood in this context that the responsibility of the peer mentor or tutor is to guide, assist and motivate the learners to attempt for learning activities and efforts that they have otherwise not opted for on their own. Hence, it is of great importance for the peer tutor to be experienced with exceptional leadership skills and cooperative and motivating understanding. This method of peer to peer learning represents the concept of spontaneous tutoring where untrained individuals with lacking experience and knowledge providing random training and tutoring sessions to the learners. According to the authors, this method is unwarranted and more or less unproductive as it does not abide by the standard norms of peer tutoring. In most cases, spontaneous tutoring behaviour can inevitably lead to incomple te learning process with frequent gaps that are left uncorrected (Boud, 2012). Hence it neither facilitates the concept of shared learning nor educational autonomy in the students or learners, nor can be considered counter-productive to the establishment of educational autonomy in the students, which is the primary outcome of the peer to peer learning programs. However, one beneficial result of this learning method can be the fact that this spontaneous training does not require meticulous preplanning and setting organization, and the learners can get their doubts cleared much sooner than any other peer assisted learning method. However, as opined by the authors, the best method to utilize this method is to take acute attention to ensure that spontaneous training is only employed to clear small doubts or confusions and is not trusted as a mainstream peer learning technique among the learners (Boud, 2013). Conclusion: On a concluding note, it can be said that there are a number of different tutoring techniques within the concept of peer to peer learning style, and each technique has its own sets of benefits and pitfalls. However the correct integration technique that will be able to yield the best results will entirely depend on the individual characteristics of the learner population and the learning environment setting. It has to be understood that, the process of acquiring knowledge is different for each and every individual; hence there cannot a single standardized protocol that will be able to achieve every learning goal in different learner setting. Rather, if the peer assisted learning technique is chosen on the basis of the learning capacity of the learners and the environment, it will be able to extract the optimal results out of peer to peer learning philosophy. References: Boud, D. (2013). Enhancing learning through self-assessment. Routledge. Boud, D. (Ed.). (2012).Developing student autonomy in learning. Routledge. Burke, M. A., Sass, T. R. (2013). Classroom peer effects and student achievement. Journal of Labor Economics, 31(1), 51-82. Jimenez, B. A., Browder, D. M., Spooner, F., Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317. Kearney, S. (2013). Improving engagement: the use of Authentic self-and peer-assessment for learningto enhance the student learning experience. Assessment Evaluation in Higher Education, 38(7), 875-891. Li, M. P., Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong Kong Institude of Education. Riese, H., Samara, A., Lillejord, S. (2012). Peer relations in peer learning.International Journal of Qualitative Studies in Education,25(5), 601-624. Sams, A., Bergmann, J. (2013). Flip your students' learning. Educational leadership, 70(6), 16-20.