...are tragic heroes, or virtuous characters who are destined for downfall, suffering, or defeat. The audience is often able to relate to these tragic heroes and the many trials they face. Hamlet and Macbeth are just two of Shakespeare’s plays featuring these types of heroes. Although Macbeth's flaw is often explained as vaulting ambition and Hamlet's is often explained as inaction and intelligence, both characters show similar values in which place them in the same category. Through their nobility, flaws, dignity, and despair Macbeth and Hamlet prove to be worthy of this classification....
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...downfall of Macbeth, which was brought on by unchecked ambition, his hamartia. In William Shakespeare’s great tragedy Macbeth, a man upsets the natural order by committing regicide, simultaneously putting him at war with himself. Macbeth is driven by his lust for power and loss of morals. His unchecked ambition leads to his own self-destruction, and the natural order is restored. Over the course of the play, Shakespeare imparts that ambition will never fulfil a lust for power, and while it can be positive, it has the ability to fundamentally alter one’s...
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...Ambition – A Tragic Flaw Macbeth by William Shakespeare highlights the blinding powers of ambition demonstrated within its characters. Ambition has the potential to prompt a character to build determination and fulfill many achievements. On the other hand, ambition can also become a character’s leading tragic flaw. The main plot of the play displays the various acts Macbeth carries out in order to dismiss the threats between him and the throne. Although he implements the murder of King Duncan, Lady Macbeth is the intelligence behind his violent actions. Since she is the most influential individual in Macbeth’s life, Lady Macbeth manipulates her husband using belittlement and emotional blackmail in order to achieve her own ambition, to gain...
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...In different periods of time, the lives of humans and nature were thought to have a connection, and this is emphasized in William Shakespeare's play MacBeth. In this play, unnatural events in nature foreshadow bad or unnatural occurrences in the lives of humans. Through out the play, Shakespeare continuously proves this point. When Ross said "As sparrows eagles or the hare the lion" (I.ii.35), it proves this theory. Common knowledge says that sparrows do not classify as eagles does a hare classify as a lion. They may have similarities, such as they are both birds or mammals, but they are opposites. After the quote is spoken, Ross reveals that the Thane of Cawdor has betrayed his country and Macbeth shall take his place. Macbeth becoming the Thane of Cawdor was an unusual event and not expected. When Macbeth finds the dagger in front of him, it alludes to this point even more. The foreshadowing of Macbeth's choice becomes evident when he says, "Nature seems dead" (II.i.50) For nature to seem dead would be the complete opposite of living because nature is thought to be continuously growing and changing, not dying. This is an unnatural event, that again foreshadows something bad, which is Duncan's death. Other unnatural occurrences happened prior to Duncan's death but were not explained until afterwards. When the old man says "'Tis unnatural / Even like the deed that's done. On Tuesday last A falcon tow'ring in her pride of place, was by a mousing hawk killed"...
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...absolute power corrupts absolutely." – Lord John Dalberg-Acton Macbeth and Lord of the Flies depict power and corruption. However in Macbeth's case it is his fear of being forgotten that leads to his ambitions for power and in turn corrupts him. In Lord of the Flies we see Jack's ambition to become chief corrupt him into doing whatever it takes to achieve that position. Both works seem to coincide with Hobbes theory that "man is naturally savage" and that savagery combined with the notion of power can only lead to one thing, corruption. In this essay the relationship between power and corruption will be explored through the lens of three texts: Macbeth by William Shakespeare (1623), Lord of the Flies by William Golding (1954), and Of Man, Being the First Part of Leviathan by Thomas Hobbes (1651). Let us begin with The Tragedy of Macbeth. Throughout the play, we see Macbeth change from a noble and brave soldier into a shadow of his former self. In the beginning we see an internal struggle with the decision to kill King Duncan. This is most clearly depicted in act I when Macbeth says, "We will proceed no further in this business. He hath honored me of late,"(1.7. 28-30 ). It is after the murder of Duncan that we begin to notice a sinister change. Macbeth begins to murder anyone who has or could get in his way even his friend Banquo. In act 3 Macbeth's plan is first revealed in his conversation with Lady Macbeth "Our fears in Banquo/ Stick deep; and in his royalty of nature/...
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...black wall. It's a thief.” This thoughtful quote by Dave Grohl still holds true today as guilt can affect your state of mind and have the power to negatively alter the way you think without your conscious. This essay will analyse how the titular character in the text, Macbeth, by William Shakespeare struggles to find a way to deal with guilt and how it leads him to dwell on negative thoughts than on positive. As a consequence, his mind becomes entirely obsessed with murder, hatred and depression which affects his judgement and reflects on his actions throughout the novel. In general this text comprehensively uses symbolism of blood, supernatural forces...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...Marlowe's "Doctor Faustus" and "Sin against the Holy Ghost" Author(s): Gerard H. Cox, III Source: Huntington Library Quarterly, Vol. 36, No. 2 (Feb., 1973), pp. 119-137 Published by: University of California Press Stable URL: http://www.jstor.org/stable/3816592 Accessed: 07/11/2010 15:38 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucal. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. University of California Press is collaborating with JSTOR to digitize, preserve and extend access...
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...Inter-organisational projects in French innovation clusters: The construction of collaboration Ludivine Calamela, b, Christian Defélixa, b, c, Thierry Picqd, , and Didier Retoura, b, c a Université de Grenoble, France b CERAG UMR 5820, France c IAE, France d EM LYON Business School, France Received 1 August 2010; revised 23 February 2011; accepted 10 March 2011. Available online 7 April 2011. Abstract Having received considerable attention from central government and local authorities, French innovation clusters (the so-called ‘pôles de compétitivité’) are beginning to be studied by academic researchers and evaluated by consultants. The core of their activity consists of collaborative projects, which are characterised by specific management and Human Resources practices located at the junction of different cultures and employment statuses. Almost four years after they were launched, what can we say about the dynamic of these collaborative projects? What is the reality of such collaboration when it involves multiple partnerships bringing together employees from different occupational cultures and Human Resources Management systems? The aim of this longitudinal research, which is based on the observation of two collaborative projects in one of the most largest clusters in France, is to discuss management and HR issues in such a setting. A literature review highlights the need to open up the ‘black box’ of collaboration within projects and encourages examination...
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...Improve your Written English Visit our How To website at www.howto.co.uk At www.howto.co.uk you can engage in conversation with our authors – all of whom have ‘been there and done that’ in their specialist fields. You can get access to special offers and additional content but most importantly you will be able to engage with, and become a part of, a wide and growing community of people just like yourself. At www.howto.co.uk you’ll be able to talk and share tips with people who have similar interests and are facing similar challenges in their lives. People who, just like you, have the desire to change their lives for the better – be it through moving to a new country, starting a new business, growing your own vegetables, or writing a novel. At www.howto.co.uk you’ll find the support and encouragement you need to help make your aspirations a reality. For more information on punctuation and grammar visit www.improveyourpunctuationandgrammar.co.uk How To Books strives to present authentic, inspiring, practical information in their books. Now, when you buy a title from How To Books, you get even more than just words on a page. Improve your Written English Master the essentials of grammar, punctuation and spelling and write with greater confidence MARION FIELD Published by How To Content, A division of How To Books Ltd, Spring Hill House, Spring Hill Road, Begbroke, Oxford OX5 1RX, United Kingdom. Tel: (01865) 375794. Fax: (01865) 379162...
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...THE CHANGING ROLE OF MIDDLEMEN - STRATEGIC RESPONSES TO DISTRIBUTION DYNAMICS Robert Olsson robert.olsson@chalmers.se Sweden Chalmers University of Technology Lars-Erik Gadde lars-erik.gadde@chalmers.se Sweden Chalmers University of Technology Kajsa Hulthén kajsa.hulthen@chalmers.se Sweden Chalmers University of Technology Competitive Paper ABSTRACT This paper deals with changing roles of so called middlemen. In today’s business reality, there is a clear shift in the orientation of middlemen, from ‘only’facilitating the sale of produced goods, to identifying customer needs and sourcing to create solutions that match these needs.This paper aims to explore the changing roles of middlemen.The analytical framework takes its point of departure in the Industrial Network Approach. The study of roles focuses on operations and skills with regard to the activity and resource layers. For the actor layer significant issues concern the nature of the middleman’s relationship with other actors and its position in the network. These aspects are central for the value-generating capacity of the middleman. The paper relies on a case study of an actor (a middleman), Mobile Inc., involved in providing ‘Wireless equipment’ with a focus on mobile phone solutions.The main conclusion of the empirical study is that numerous opportunities are open for identification of roles for middlemen in the current distribution landscape. From being a typical ‘traditional’ middleman, Mobile...
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...The Hell of Nineteen Eighty-Four. ). Did Orwell realise quite what he had done in Nineteen Eighty-Four? His post-publication glosses on its meaning reveal either blankness or bad faith even about its contemporary political implications. He insisted, for example, that his 'recent novel [was] NOT intended as an attack on Socialism or on the British Labour Party (of which I am a supporter)'.(1) He may well not have intended it but that is what it can reasonably be taken to be. Warburg saw this immediately he had read the manuscript, and predicted that Nineteen Eighty-Four '[was] worth a cool million votes to the Conservative Party';(2) the literary editor of the Evening Standard 'sarcastically prescribed it as "required reading" for Labour Party M.P.s',(3) and, in the US, the Washington branch of the John Birch Society 'adopted "1984" as the last four digits of its telephone number'.(4) Moreover, Churchill had made the 'inseparably interwoven' relation between socialism and totalitarianism a plank in his 1945 election campaign(5) (and was not the protagonist of Nineteen Eighty-Four called Winston?). If, ten years earlier, an Orwell had written a futuristic fantasy in which Big Brother had had Hitler's features rather than Stalin's, would not the Left, whatever the writer's proclaimed political sympathies, have welcomed it as showing how capitalism, by its very nature, led to totalitarian fascism? With Nineteen Eighty-Four, it is particularly necessary to trust the tale and not...
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...Julius Caesar full title · The Tragedy of Julius Caesar author · William Shakespeare type of work · Play genre · Tragic drama, historical drama language · English time and place written · 1599, in London date of first publication · Published in the First Folio of 1623, probably from the theater company’s official promptbook rather than from Shakespeare’s manuscript publisher · Edward Blount and William Jaggard headed the group of five men who undertook the publication of Shakespeare’s First Folio narrator · None climax · Cassius’s death (V.iii), upon ordering his servant, Pindarus, to stab him, marks the point at which it becomes clear that the murdered Caesar has been avenged, and that Cassius, Brutus, and the other conspirators have lost in their attempt to keep Rome a republic rather than an empire. Ironically, the conspirators’ defeat is not yet as certain as Cassius believes, but his death helps bring about defeat for his side. protagonists · Brutus and Cassius antagonists · Antony and Octavius setting (time) · 44 b.c. setting (place) · Ancient Rome, toward the end of the Roman republic point of view · The play sustains no single point of view; however, the audience acquires the most insight into Brutus’s mind over the course of the action falling action · Titinius’ realization that Cassius has died wrongly assuming defeat; Titinius’ suicide; Brutus’s discovery of the two corpses; the final struggle between Brutus’s men and the troops...
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...Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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