Theoretical and Practical Knowledge free essay sample

Part three, Conceptual Framework of the study, presents the pattern upon which the study is anchored. Part four, Statement of the Problem, gives the general and specific problems to be answered by the researcher. Part five, Assumption and/or Hypothesis enumerates the specific problems and/or what is to be existing. Part six, Definition of Terms, gives the conceptual and operational meaning of the important terms use in the study. Part seven, Significance of the Study, cites from the benefits that could be derived from the results of the study. Part eight, Delimitation of the Study, specifies the scope and coverage of the study. Background of the Study People are the greatest resource of every country and the most effective agents of change, however, unless the people are equipped with essential knowledge, skills and right attitudes, these capabilities can never be a reality. To become effective agent and manager of change, people must be educated. They must be equipped with the knowledge, skills and right attitudes and values not only to function and live well in society, but also to be creative, productive and useful citizens of the country. These capabilities are most effectively developed in people through education. Camarao, 1991). According to President Ramos (1995), human resources development is a primary concern in the quest for global competitiveness. In fact the government must enhance and sharpen the people’s capabilities in order to cope with fast changing global environment particularly in the field of education. The twenty-first century is upon us, and it is becoming clear with it, will come scientific and technical advances that will continue to change many things. All aspects of our culture are already being affected by the â€Å"computer revolution†. People are being continually influenced as technology changes our educational system, economy, social system, government, job opportunities, and creative expressions. Unless you intend to be a hermit, computers will affect you. In order to prepare our selves for this highly technical twenty-first century, individuals need to be technically literate and familiar with the tools of the day-electronics computers. Some experts think that, eventually, the person who does not know how to use a computer will be just as handicapped in performing his or her job as the person today who cannot read. With this considerations, the researcher are inspired to conduct a study that would determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education students who are majoring Computer Education. Review of Literature A computer is an electronic device designed to manipulate data so that useful information can be generated. It is a machine in many ways similar to other machines. It runs on electricity. It contains number of parts that work together. It is designed to perform certain tasks. As a tool, the computer has greatly influenced the amounts and kinds of knowledge that people most have. The computer ability to help answer questions, gain information and solve complex problems has created a society dependent upon computer technologies. Today, basic skills in computing are becoming necessary for job equality. Computer literacy is a term use to describe a general understanding of electronic computing. The skills needed to be considered â€Å"computer literate† change with each new development in the technology. Since their introduction in schools in the early 1980s computers and computer software have been increasingly accessible to students and teachers in classrooms, computers labs, school libraries, and outside of school. By the mid-1990s there were about 4. 5 million computers in elementary and secondary schools throughout the United States. Schools buy Macintosh and IBM – compatible computers almost exclusively, although nearly half of their inventory is composed of computers based on older design such as the Apple lle. Students spend on the average an hour per week using school computers. Computers can be used for learning and teaching in school in at least four ways. First, learning involves acquiring information. Computers-especially linked to CD-ROMs and videodisks that electronically stores thousands of articles, visual images, and sounds-enable students to search the electronic equivalent of an encyclopedia or a video library to answer their own questions or simply to browse through a maze of fascinating and visually appealing information. Second, learning involves the progressive development of skills like reading and mathematics-skills that are basic academic enablers. Software called â€Å"Computer-Assisted Instructions†(CAI) poses questions to students and compares each answer with a single correct answer. Typically, such programs respond to wrong answer with an explanation and another, similar problem. Sometimes CAI programs are embedded in an entertaining game like context that holds students interest and yet maintains student attention on academic work. Most CAI programs cover limited materials, but some large-scale, multiyear reading and mathematics curricula have been developed. Third, learning involves the development of a wide variety of analytic competencies and complex understanding. Computers help students attain those goals through software such as word processors (to clarify concepts and examine conjectures in mathematics), electronic painting and computer-assisted drafting (CAD) programs, music composition programs, simulations of social environments and programs that collect data from science laboratory equipment and aid in its analysis. Finally, a large element in learning is communicating with others finding and engaging an audience with one’s ideas and questions. Several type of computer software can be used in schools for communications: desktop publishing and image-editing software for making professional-quality printed materials, computer programming languages such as HyperCard for creating interactive computer exercises, and telecommunications software for exchanging ideas at electronic speeds with students in other classrooms all over the world. In spite of the variety and power of education related computer software, surveys have shown that students are still using school computers primarily within a limited range of the possible computer applications – mainly to practice basic language and math skills and to learn about computers and computer software. This is very similar to how students used the first school microcomputers back in the early 1980s. The major change between the 1980s, and today in computer use has been a reduced emphasis on teaching students to program computers and an increased emphasis on teaching word processing and similar computer applications. Only a small percentage of secondary school classes in regular subjects (Math, English, and Science) provide students with substantial experience in using computers. More elementary school students use computers than do high school students, but their use is somewhat less extensive. Even high school students experience computers mostly as another set of skills to master, rather than using them productively to accomplish understanding and to demonstrate competence in other subjects. There are several reasons why most students’ use of school computers is so limited in time and variety. The number of school computers, although still growing, is small compared with the number of students present in schools (roughly one to ten). Schools continue to locate a majority of their computers in specialized, teacher-shared spaces like computer labs in order to enable as many students as possible to have some experience in using computers, but this these practice impedes integrating computers into other learning activities. Most regular classrooms, if they have any computers at all, have only one or two, which precludes orchestrating computers access for entire classrooms of students. Another problem is the limited capacity of most school computers. Apart from the many older computers in school, even many of the newer models have limited processing power, inadequate computer memory, and a lack of storage capabilities such as hard disk drives and CD-ROM player. Consequently much of the most recently produced, most sophisticated software cannot be used on most schools computers. In addition, most teacher-with responsibility for teaching five classes of students or for teaching many different subjects-do not have the time to learn how to use a wide variety of types of software in their teaching. The more complex the software, the more difficult it is for teacher to learn to manage its use. Finally, the cost of both computer hardware and software is much greater than the cost of traditional teaching and learning materials. As a result of the difficulties that schools have had in exploiting the potential of the computer technology, some critics see computer education as merely the latest in a series of unsuccessful attempts to revolutionize education through the use of audio-and visually oriented non print media. For example, motion pictures, broadcast televisions, filmstrips, audio recorders, and video types were all originally heralded for their instructional potential, but each of these ultimately became a minor classroom tool alongside conventional methods. Supporters believe, however, that computers are a much more powerful learning medium than the instructional devices that preceded them. They cite the essential interactive nature of using computers programmed to provoke decision-making and manipulations of visual environments. Learning tasks can become more individualized, enabling each student to receive immediate feedback. Experts say that having students work collaboratively on computers leads to greater initiative and more autonomous learning. Proponents also argue that because computers are so pervasive in society and provide access to a world of information through the INTERNET, â€Å"computers literacy† is itself a worthy goal. Today, people have made computers and technologies to be apart of their lives. These make peoples’ lives easier and more comfortable. They used these technologies in houses, offices, schools and in many other place and circumstances that need faster, more reliable and accurate results. But then, these high technologies were not constant, they tend to change from time to time. These intensifying changes must be cope up by the people. And in order to prepare the people to meet the challenges and opportunities of an information and technology-rich world, the course computer education was developed and designed to help students: †¢ Effectively utilize appropriate technologies for the completion of multi step task; †¢ Communicate and interact successfully with others in various environments; †¢ Demonstrate the interpersonal, teamwork, and leadership skills necessary to function in diverse settings; †¢ Manage data from variety of areas to make wise decisions; †¢ Utilize analytical tools in order to understand and implement appropriate problem solving strategies; †¢ Develop career awareness and related skills; The expanded secondary education course of study fosters the responsible use of technology and information to solve problems, to create quality products, and to prepare all students to be lifelong learners and productive citizens’ of the 21st century. Conceptual Framework This study will attempt to verify whether there is a significant difference in the theoretical and practical knowledge in computer of the Bachelor in Secondary Education students major in Computer Education when grouped as to: age, gender, and when taken as a whole. It will be evaluated in terms of their grades that will be given to them by their instructor and professors in computer. It is, therefore, normal to expect that those who are good theoretically will also perform well in computer manipulation. Since there are other factors that may affect the students’ performance, this expectation remains to be seen. Verification of this can only be done through research rather than speculations. As shown in Figure 1, this study will use dependent and independent variables conceptual model. The model shows how the research will be conducted. Independent Variable Dependent Variable Theoretical Knowledge Age in Computer Gender Practical Knowledge in Computer Figure 1: A Conceptual Model Showing the Difference Among Variable. Statement of the Problem The purpose of this study is to determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education (BSEd) students, major in Computer Education, of West Visayas State University Pototan Campus when grouped as to age and gender. Specifically this aims to answer the following questions: 1. What is the profile of the BSEd third year computer education students in terms of age and gender? 2. What are the theoretical and practical knowledge in computer of the BSEd third year computer education students when grouped as to age and gender and when taken as a whole? 3. Are there significant differences in the theoretical and practical knowledge in computer of the computer education students when group as to age and gender and when taken as a whole? Hypothesis 1. There are no significant differences in the theoretical and practical knowledge in computer of the computer education students when grouped as to age and gender and when taken as a whole. Definition of Terms To clarify important terms that will be used in this study the following terms are defined conceptually and operationally. Theoretical Knowledge. Webster pocket dictionary defined theoretical knowledge as understanding the body of abstract ideas or principles, especially as distinguished from practice. In this study, the term refers to the knowledge of the students on the theories and concepts concerning computer technology and is measured through examinations such as midterm and final examinations. Practical Knowledge. Webster pocket dictionary defined practical knowledge as activities concerned with work or actions; inclined toward actual or useful work. In this study, the term refers to the abilities and skills of student in computer manipulation, wherein, they apply the different theories and concepts in computer they have learned, and it is measured through hands-on test. Age. Webster (1986) defined age as the length of time during which a being or thing has lived or existed. In this study, the term refers to the age of computer education students and lassified into two: 20 years old and below, and 21 years old and above. Gender. Webster pocket dictionary defined gender as a category, such as masculine, feminine, or neuter, into which nouns may be placed in some languages; sex ual identity. In this study, the term refers to the gender of computer education students and classified as male and female. Significance of the Study This study is significant to the following: The computer education students are the primary beneficiaries of the study. This may serve as the basis for them to know if they are receiving proper learning process. This may also help them know the level of their theoretical and practical knowledge in computer. The result of this study will also provide the computer instructors the information if how far do their students learned from them, theoretically and practically. This may also guide them in choosing the most accurate method that they could use in teaching computer subjects. This study will also help the administrator to know if they would be able to produce globally competitive students. This will provide them with a new vision in upgrading the knowledge of the computer education students. Delimitation of the Study This study will focus on the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education Students major in Computer Education. The respondents of this study will be the Third Year Bachelor in Secondary Education Students Major in Computer Education of West Visayas State University, Pototan Campus, Pototan, Iloilo during the second semester of the academic year, 2004 – 2005. In this study, the variables to be used in the grouping of students will be the age and gender. Chapter II DESIGN OF THE STUDY Chapter II consists of the five parts: (1) Research Methodology, (2) Subjects, (3) Materials and Instrumentation, (4) Procedure, (5) Statistical Data Analysis Part one, Research Methodology, describes the plan to be employed in the conduct of the study. Part two, Subjects, Presents the respondents and their categories. Part three, Material and Instrumentation, explains the instruments utilized for gathering the data needed for the investigation. Part four, Procedure, enumerate and explains the steps taken in the conduct of the study. Part five, Statistical Data Analysis, specifies the statistical treatment employed for analyzing the gathered data on the study. Methodology The descriptive method of research will be used in the study. This is defined by Ruiz et al. (1986) as a method, which involves recording, analysis and interpretation of the present nature, composition or processes of phenomena. The focus was on the prevailing conditions on how a person, group or thing behaved or function at present. It often involved some type of comparison and contrast. It told further what existed or what was about a certain educational phenomena. This method is also appropriate because of the characteristic of the study which according to Best (1973) is a type of research, which describes and interprets what is. It is concerned with conditions that exist, practices that prevail, belief, points of view or attitudes that are held, processes that are going on, effects that are being felt or trends that are developing. Best also stressed that the process of descriptive research goes beyond mere gathering and tabulation of data. It involves an element of interpretation of the meaning or significance of what is described. This description is often combined with comparison or contrast, involving measurement, classification, interpretation and evaluation. Subjects The subject of this study will be the third year Bachelor in Secondary Education students major in computer education during the academic year 2004 – 2005. There are 45 students who are taking computer subjects in the second semester of academic year 2004 – 2005. The whole population will be taken as a sample. Instruments The instruments that will be used in gathering the data will be the researcher-made personal data inventory, theoretical and practical knowledge in computer. Personal data inventory. Includes the name, age and gender of the respondents. This will be obtained from the office of the school registrar. Theoretical knowledge of students.

Tudor Rebellion free essay sample

The majority of rebellions during Tudor England 1485-1603 did not carry out their principal objectives and reasons of this can be harshly classified by category in consequence of the weakness in the rebellion, or of the force of the reigning monarch. For example the poor control of a revolt beside the purely localized complaints would not have probably led to a successful rebellion and can be seen like defect of the rebels. On the one hand the stability and the force of the government would also lead to an easy defeat of risings.However, it would not be right to declare that all the rebellions not were successful; friendly Grant of 1 525 is an example of retirement of government like direct consequence of revolt. Moreover, it would be simplistic to allege that the military defeat of a rebellion constitutes the revolt like failure automatically. Instead of that the principal objectives of much of rebellions to express the dissatisfaction bus with the demonstrations and not to pose a direct challenge on the diet. We will write a custom essay sample on Tudor Rebellion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Consequently, though the rebels were demolished in the battle and were thus a failure, the rebels would have aired out their objectives by raising the conscience and as the comrades of historian says carried them, their complaints with the knowledge of the government. The poor control of the rebellion can be seen as influencing factor if the rebels could carry out their objectives. The rebellion of the Scandinavian counts in 1569 and to rise of Exosphere of the exposure a 1 596 effective lack of control which on the first evaluation would seem crucial for the successful revolt.It was said that the counts De Wasteland and of Northumberland are undecided which could explain the difficulties that they ad by receiving the support apart from their room a fine lack of rebellious numbers could have played a part of determination in the results of the rebellion. Interesting, this tendency of poor control in the last part of the dynasty of Tudor can probably be dependent with the hesitation of people of the high society which, after 1549 became more and more less laid out to imply themselves of the open rebellion.Because the nobility were traditionally the chiefs of the revolt, this could explain the following lack of control. However, two rebellions the friendly rebellion of Grant of 1 525 and Kettle of 1 549 for various reasons, defy the idea that control was principal to the rebels carrying out their principal objectives. The chief of the rebellion Robert Kettle De Kettle which, because the word of Fletcher and Masculine was a chief inspired by is an example of the failure of the revolt in spite of the dynamic order.Reciprocally the friendly rebellion of Grant was without identified chief. However, the rebellion can be seen as a one the most succeeded of throughout the period of Tudor while the rebels largely succeeded in resisting the attempts at government for another tax. It must hush conclude that control was not crucial while determining if the rebels carried out their principal Objectives, as the examples exist rebellions failed with the dynamic chiefs and the successful revolts carried out by the masses.A device which enters far while explaining why many rebellions did not carry out their princ ipal objectives is that the complaints of the rebel consider mainly localized complaints. In all the reigns of the rebellions of monarchs of Tudor aiming at the local government, the land questions or religious meant that the support could not be increased apart from immediate sector, cause the men of the people would have felt little constraint to revolt against enervation questions with their lives. Yorkshire and the rebellions surveillances for the period of Henry VII are examples of at which point the interested people were with their room and that they did not look at England like entirety. The complaints of the rebels Cornwallis in 1497 were directed to the advisers mauves Morton of and with the bawling, while they were offended by the application of the tax to demolish Warwick in Scotland while the question was so distant it seemed unimportant.Later during the time it is plausible to look at the failure of the Westerner and the rebellions of Kettle because an incapacity to coordinate as, had linked as a one, they could have made greater pressure on the government and could have succeeded in carrying out their principal objectives. To promote to reinforce the argument which them national questions in opposition to the localized objectives was integral with the successful revolt is the friendly rebellion of Grant which saw the county going up upwards against the tax required by Henry VIII for placer on invasion De la France.Lunatics De Inhume du people De regarded AU del; des racclamations localismsees et De en pas exploiter des souses De national pendant queue less moneys dinner el pays significant quails onto pas gang des nonmembers et Influence valuable AU-deuces du government. Less souses locale des rebels pendent tree bus as a primary reason why many revolts failed to achieve their principal aims. Both the sheer military strength of the government and occasionally the clever use of propaganda to enhance the already present respect for monarchical authority can be seen as a further season why rebels did not succeed. Wyatt rebellion in 1 553 during the reign of Mary I is an example of the difficulties of assembling a force in opposition to the crown as, despite remaining silent about the plan to depose Mary in favor of Elizabeth, Wyatt only was able to gather 2,000 men against the Queen. Elizabeth I was, out of all Tudor monarchs, the most concerned with her image and the way the public perceived her. She worked hard both by going on progress through the country and through portraiture to promote the ideal of a virgin queen.Though other factors played a role it is important to highlight that the most stable period England since 1485 was those of the years 1558-1601. Another aspect influencing whether the rebels would achieve their principal aims, which is also determined by the strength of the government, is the superior military force of the regime. The 1486 Lambert Simile uprising is an example how, when forced into pitched battle, the government could muster forces that outnumbered the rebels in this instance Henry Vics army was 4,000 men stronger.Though the government ever had a standing army, there ability to outnumber the rebels in battle is a recurrent theme throughout the entire Tudor period. Even during Elizabethan reign the only major threat to her security she suffered -? Ethel 569 rebellion of the Northern Earls were eventually defeated at Carlisle with government numbers of 10,000 versus a rebel strength of 6,000. Finally, respect for the rightful authority of the monarch was also influential in lessening support for the rebels and consent neatly making them less able to achieve their principal aims.Finally, however, though it is true that many revolts were not successful some rebellions were without doubt instrumental in changing government policies and thereby achieving their aims the Amicable Grant. Furthermore, an examination into the purpose and intention of the rebels in the Pilgrimage of Grace shows that, though superficially the revolt appears to be a failure as the rebels agreed to back down and negotiate, their aims were not to pressures the government through a military-style campaign.The use of pilgrimage to describe the rebellion does in itself show t he rebels aims to be useful and as merely wanting to bring to the attention of Henry VIII some of their grievances. The numerical strength of the rebels forced the king to agree with the requests and, had it not been for the Cumberland rising a year later, the Pilgrims aims would have been met unreservedly. To conclude, it would be unfair to say that all rebellions failed to achieve their principal aims yet the primary reason for their failure is the lack of unity between the commoners of England. The only rebellions that were successful were those that rebelled ever national issues such as the Amicable Grant and Pilgrimage of Grace. Other factors such as poor leadership were influential in determining the outcome though not crucial. As the strength of the government, both militarily and symbolically was continuous throughout the period then, as there were successful rebellions, this factor cannot be seen to be as essential as unification over national grievances. Most rebellions failed yet when the counties were able to ally together against a common grievance the rebels stood a greater chance as fulfilling their principal aims.

Atomic Number 4 Element Facts

Atomic Number 4 Element Facts Beryllium is the element that is atomic number 4 on the periodic table. It is the first alkaline earth metal, located at the top of the second column or group of the periodic table. Fast Facts: Atomic Number 4 Element Name: BerylliumElement Symbol: BeAtomic Number: 4Atomic Weight: 9.012Classification: Alkaline Earth MetalPhase: Solid MetalAppearance: White-Gray MetallicDiscovered By:  Louis Nicolas Vauquelin (1798) Element Facts for Atomic Number 4 The element with atomic number 4 is beryllium, which means each atom of beryllium has 4 protons. A stable atom would have 4 neutrons and 4 electrons. Varying the number of neutrons changes the isotope of beryllium, while varying the number of electrons can make beryllium ions.The symbol for atomic number 4 is Be.Element atomic number 4 was discovered by Louis Nicolas Vauquelin, who also discovered the element chromium. Vauquelin recognized the element in emeralds in 1797.Beryllium is an element found in beryl gemstones, which include emerald, aquamarine, and morganite. The element name comes from the gemstone, as Vauquelin used beryl as the source material when purifying the element.At one time the element was called glucine and had the element symbol Gl, to reflect the sweet taste of the elements salts. Although the element tastes sweet, it is toxic, so you shouldnt eat it! Inhalation beryllium can cause lung cancer. There is no cure for beryllium disease. Interestingly, not everyon e who is exposed to beryllium has a reaction to it. There is a genetic risk factor that causes susceptible individuals to have an allergic inflammatory response to beryllium ions. Beryllium is a lead-gray metal. It is stiff, hard, and nonmagnetic. Its modulus of elasticity is about a third higher than that of steel.Element atomic number 4 is one of the lightest metals. It has the one of the highest melting points of the light metals. It has exceptional thermal conductivity. Beryllium resists oxidation in air and also resists concentrated nitric acid.Beryllium is not found in pure form in nature, but in combination with other elements. It is relatively rare in the Earths crust, found at an abundance of 2 to 6 parts per million. Trace amounts of beryllium are found in seawater and air, with slightly higher levels in freshwater streams.One use of element atomic number 4 is in the production f beryllium copper. This is copper with the addition of a small amount of beryllium, which makes the alloy  six times stronger than it would be as a pure element.Beryllium is used in x-ray tubes because its low atomic weight means it has a low absorption of x-rays.The elemen t is the main ingredient used to make the mirror for NASAs James Webb Space Telescope. Beryllium is an element of military interest, since beryllium foil may be used in the production of nuclear weapons. Beryllium is used in cell phones, cameras, analytical lab equipment, and in the fine-tuning knobs of radios, radar equipment, thermostats, and lasers. It is a p-type dopant in semiconductors, which makes the element critically important for electronics. Beryllium oxide is an excellent thermal conductor and electrical insulator. The elements rigidity and low weight make it ideal for speaker drivers. However, expense and toxicity limits its use to high-end speaker systems.Element number 4 is produced by three countries at present: the United States, China, and Kazakhstan. Russia is returning to beryllium production after a 20-year break. Extracting the element from its ore is difficult because of how readily it reacts with oxygen. Usually, beryllium is obtained from beryl. Beryl is sintered by heating it with sodium fluorosilicate and soda. The sodium fluoroberyllate from sintering is reacted with sodium hydroxide to form beryllium hydroxide  Beryllium hydroxide is converted to beryl lium fluoride or beryllium chloride, from which beryllium metal is obtained by electrolysis. In addition to the sintering method, a melt method may be used to produce beryllium hydroxide. Sources Haynes, William M., ed. (2011). CRC Handbook of Chemistry and Physics (92nd ed.). Boca Raton, FL: CRC Press. p. 14.48.  Meija, J.; et al. (2016). Atomic weights of the elements 2013 (IUPAC Technical Report). Pure and Applied Chemistry. 88 (3): 265–91.Weast, Robert (1984).  CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp.  E110.

Macbeth Charachter Essay Essay Example

Macbeth Charachter Essay Essay Example Macbeth Charachter Essay Essay Macbeth Charachter Essay Essay Macbeth Character Essay In Act 1, Macbeth is described by Duncan as â€Å"O valiant cousin! Worthy gentleman! † By the end of the play, Malcolm calls him a â€Å"dead butcher†. Trace the changes in Macbeths’ character, analysing the reasons behind them. Macbeth’s ruthless seeking journey for power, urged on by his wife, becomes his tragic flaw which leads to his downfall in all ways. The tragic hero is used by Shakespeare to show how the tragedy lies in the greatness that could so easily have been Macbeth’s. Inevitably, his conversion in character all results in his ambition which causes him to act in such brutal ways. We note how an idealised individual such as Macbeth’s changes into a despised one. We observe Macbeth’s greatness and bravery in combat through the Captain’s account of the battle. Macbeth is described as â€Å"Valour’s minion† who â€Å"carved out his passage till he faced the slave†. One examines the respect enclosed in his companion soldiers who give him the name â€Å"brave Macbeth†. This is followed by a line of reassurance which is â€Å"well he deserves that name†. Macbeth’s honour and excellence in battle is demonstrated in Duncan’s words â€Å"O valiant cousin! Worthy gentleman! †. His lack of fear displays his courage and heroism presented in the line â€Å"As cannons over-charged with double-cracks†. Shakespeare uses this to highlight the greatness he once had. We immediately suspect the thought of Duncan’s murder in Macbeth’s mind through the line â€Å"Good sir, why do you start and seem to fear things that sound so fair? . Macbeth’s ambition seems to take control of him as he continuously orders the witches to inform him of the prophecies in the lines â€Å"Stay, you imperfect speakers! Tell me more† and â€Å"Speak, I charge you! †. One can imagine Macbeth’s subsequent actions in the line â€Å"nothing is but what is not† as through it we realise that the only values t hat exists for Macbeth are those which he does not yet have, the Kingship. This continues to demonstrate how his ambition takes full control over him. Macbeth realises that he must act quickly as â€Å"The Prince of Cumberland† is â€Å"a step on which he must fall down, or else o’erleap†, which continues to indicate how his ambition is taking over him and triggers his thought of Duncan’s murder which will soon become a reality. Macbeth recognizes the various reasons of why he should not kill Duncan and is tormented about these doubts, however he resolves to his â€Å"Vaulting ambition, which o’erleaps itself and falls on the other†. However the loyalty shown to King Duncan in previous scenes is forgotten completely and his true colours are really being shown. We can see how Macbeth deceives Banquo by replying: â€Å"i think not of them† when Banquo says he dreamt of the witches. This is linked to the theme of â€Å"appearance vs. reality† as we see the â€Å"false face† Macbeth has put on. Macbeth’s guilty, overwrought brain induces him to see visions before he does the murder. His guilt becomes outwardly visible to his own eyes, which he calls â€Å"a dagger of the mind†. This is a sign of the great turmoil in his mind where this fearless soldier is now tormented by images of blood and fear of the unknown. After Duncan’s murder Macbeth realizes that because of the deed he has just committed he has lost the possibility of ever receiving blessing. He appears to be conscience stricken as he struggles to say â€Å"Amen†. He realises perfectly well the extent of his guilt as we see in the lines â€Å"Will all great Neptune’s Ocean wash this blood clean from my hand? No† and â€Å"The pluck out mine eyes†. Macbeth’s guilt induces loss of sleep and, since he has lost his peace of mind, his innocence and guilt will torture him. His guilt becomes clearly evident in the line â€Å"Wake Duncan with thy knocking! I would thou couldst† and this shows how he will be scarred and damned for eternity. Macbeth’s mind is tormented by the witches’ prophecy that Banquo’s descendants will be kings of Scotland and convinces murderers that Banquo has always been their enemy while forcing them to kill him. This imposes the reprehensive position with which he has become, even worse than the murderers. Macbeth’s guilt and wickedness is also embodied in the ghost of Banquo which appears to torture Macbeth at the banquet he has organised for the succession of the throne. As soon as Macbeth hypocritically mentions Banquo, he sees his ghost however Macbeth attributes his hallucination of the ghost to being a result of him being a beginner in murder. In later murders Macbeth appears to be quite hardened to the horrors of murder. He does feel guilt but this is not enough to keep him from committing further murders as he says that he is â€Å"in blood stepped in so far that should I wade no more returning were as tedious as going o’er†. Macbeth derives security from the witches as he typically interprets the apparitions in his favour, rejecting what is unfavourable to him. We remember Hecate’s words: â€Å"security is mortals’ chiefest enemy†. By the end of the play Macbeth becomes completely ruthless and irrational and decides that â€Å"The very firstlings of my heart shall be the firstlings of my hand†. He therefore resolves to attack Macduff’s castle and kill his family. This accentuates Macbeth’s evil even more while showing the degeneration in his character as he murders a defenceless woman and her children. Macbeth no longer has any soul searching as he does not justify himself anymore with soliloquies before doing his deeds. This causes him to become completely ruthless and unscrupulous, making him an outright villain. Although throughout the book Macbeth seems to be influenced by his wife and the witches, it is Macbeth and his will to become king that performs each and every deed. Macbeth could so easily have been a righteous and respectable person however it is his ambition and will that induces him to become a â€Å"hell hound† and a â€Å"dead butcher†. Although Macbeth has become a changed man his only kingly characteristic was his courage to fight until he, the lonely saddened yet ruthless character, died in battle.

Mao Zedong Essay Example | Topics and Well Written Essays - 1000 words

Mao Zedong - Essay Example Mao was raised as a peasant in a small village called Shaoshan in central China2. As a young man, Mao trained as a teacher; a profession that saw him serves briefly as a librarian in a university in Beijing. Mao was an avid consumer of Marxist literature, which instilled the policies of literature to the young scholar3. Mao would later lead the Chinese Communist Party (CCP) as a founder member in 1921. A troubled alliance with Kuomintang Party (KMT) turned problematic when the communists turned against the CCP forcing Mao to flee with many of his supporters to establish an alternative operational base. The second merger between CCP and KMT was primarily based on the need to engage the Chinese who posed a threat on the Chinese territory. Problems would later emerge between the two eventually culminating into a civil war. The outcome of the civil war favored the communists forcing the nationalists to KMT to flee. It was in 1949, after the civil war the Mao Zedong established The People ’s Republic of China. Although the Chinese, at first, embraced the party, Zedong would later convert it into an oppressive edifice that was impatient with all forms of rebellion. The communist experimentation included the nationalization of all industry and the forcing of formers into some collective groups. The communist leader then sought to customize his own brand of communism, which he thought would be Chinese in orientation4. Instead, he only succeeded in plunging the country into famine through the retrogressive policy well known as The Great Leap Forward. The failure of his style of politics mark the beginning of his decline in popularity as the people increasingly pulled back their support even as the regime vigilant against oppression. Some of the policies that collapsed during The Great Leap of Labor included his dream for mass mobilization of labor. This led to a decline in food production as the country grappled with the resultant famine. Following the rising deat h toll that resulted from the drive, the regime was forced to abandon the project. Multiple issues engaged the attention of the regime’s critics. The emerging political reality led to the growth of dissidents who had to flee as the regime became increasingly intolerant to popular opposition. One of the strategies by which Mao sought to quell internal dissent was by the introduction of Cultural Revolution. The ruthlessness that followed, which included the use of the army led to the death of many dissenters. The introduction of the Little Red Book marked the fervor with, which Mao Ze Dong sought to impress communist ideals within his own people5. The book marked an important part in the history of Marxism and the Chinese were forced to internalize the ideals, which were customized, summarized to suit the tastes of Mao Ze Dong as he wanted them. All Chinese were forced to carry the book and normally failure to comply was usually considered as a mark of treason. It is believed t hat police arrested thousands of Chinese people for non-possession of the book. One of the most notable periods during Mao’s time was the Gang of Four. They comprised of Mao Zedong’s wife, Jiang Qing and some of three most trusted colleagues.These were Zhang Chunqiao, Yao Wenyuan, Wang Hongwen. These four were accused later after Mao’s death of systematically manipulating the structures of the Communist Party and the famous Cultural

The children of King Tutankhamun Essay Example | Topics and Well Written Essays - 1000 words

The children of King Tutankhamun - Essay Example The two mummies are suspected to be his still born children of Tutankhamun, DNA testing is currently being undertaken by the Supreme Council of Antiquities in collaboration with the Cairo University‘s Faculty of Medicine. In ancient Egypt, a pharaoh’s family was buried in a tomb, which essential was similar as Pharaoh’s tomb (David 60). The mummified bodies discovered in the tomb were accorded the respect that the ancient Egyptian had on the dead. The Egyptians respected the gods and worshiped then sometimes even praying to the m for children. They thus saw children as pure and blessings from the gods. They were buried alongside their belongings with the belief that they would require them in their next life. Some people also believe that the pharaoh was buried, alongside these children for him, to start life as a newborn in the new life where they believed that he was headed (Fleming & Alan 57). The objects symbolize the children of the pharaoh; they tell us much about the Egyptian history. The way people lived and related with one another in that community. By the study of these mummies, then the scientists have been able top uncover much about the pharaoh’s life (Fleming & Alan 56). The two mummified bodies do not represent any gods; the gods could be represented by something else found in the tomb. It is believed that the ancient Egyptian did not use people as symbols to represent their gods. However, they did use certain objects like images of the gods casted in gold (David 67). In ancient Egypt, if the pharaoh’s children died at a tender age, then they were supposed to be buried beside their father in his tomb. This is what is suspected to have happened to the children of Tutankhamun. Studies by the archaeologists show that the two children might have been twins who died at a birth. They had several defects that might have caused their deaths (Zaki 67). The children were buried with the pharaoh in

Unlawful Justice Essay Example for Free

Unlawful Justice Essay Many people have disagreements on the death penalty. My opinion on this argument is that we should abolish the death penalty from our criminal punishment system. As someone once said two wrongs do not make a right and I think that he is right. It is not doing justice killing another person because that person killed someone. My friend says this If the person didnt mean to kill them they should live but, if they wanted to kill them then they should die(Holeman). More than half of the countries in the world have abolished capital punishment from law or practice. Some of these countries that have abolished it, to us are considered third world countries. Are we any better than these third world countries if we still use the death penalty and they dont? A total of 109 countries have abolished the death penalty. 749 prisoners have been executed since capital punishment was resumed in 1977. Almost all the states in the U.S. use the lethal injection if they even have the death penalty. Electrocution that used to be widely used is now the second most used. Very few states use the gas chamber, hanging, and firing squad and most of the states have lethal injection as a secondary. Most people see the lethal injection as the most humane but; all of them are very terrible deaths to die. On January 1st 2001 there were around 3,700 inmates on death row. The average cost to seek the death penalty is $218,112 and that is added to the total cost of the case. U.S. is the leader in killing kids worldwide. We have sentenced 160 children to death since 1973. There is not really an official age at which you can sentence a child to the death penalty. Mississippi sought the death penalty in 1996 for kids of the age of 13. Most kids sent to death row are colored and stats show that two out of three kids sent to death row are children of color. Also, almost 90% of people put  to death for committing a crime were convicted of murdering whites but, about half of all homicide victims in the U.S. are colored. It is so bad in Maryland that if you kill a white person you are seven times more likely to get the death sentence than if you murder a colored person. About 90 % of the people that the U.S. Government prosecutors tried and execute are Black or Latino. Many people that seek the death penalty only want it for people that are not white. Another major problem with the system is that even if you are innocent you have a high chance of being put on death row. Around 23 innocent people have been sentenced to death row and have been executed for crimes they did not commit this century. More than 69 people have been released from death row since 1972 for being wrongly convicted. That is more than one innocent person for every 100 convicts on death row. One example of mistaken guilt was of Robert Nelson Drew who was executed even after another man confessed to the murder. A few countries other than the U.S. show that we dont execute people that bad. Go live in Afghanistan they will stone you to death or maybe go to Sudan where you can be stoned or crucified and other countries even behead you. Another bad thing about the death penalty is that in Florida each of the states executions cost $3.2 million and life inprison only cost $600,000. Spending our taxpayers money on the death penalty takes away from more important stuff for example investigating drug crimes, domestic violence, and child abuse. If we did not have the death penalty we could have better education and rehabilitation. Around five years ago many Americans heavily supported the death penalty and around 80% of Americans favored executing convicted murders. According to the polls now it is at 66 percent that is a major drop. In ten or twenty years will we even have the death penalty? Now for the first time for a very long time people can debate whether we should have the death penalty or not.  Governor George Ryan of Illinois started up the train to debate the death penalty and has it moving. Many states in the U.S. are looking over the death penalty in their state. In the 1990s the death penalty was the main thing to do to get tough on crime movement. In the 90s the death penalty has seen the toughest increase in death row inmates. With President Clinton in office he expanded the federal death penalty to additional 60 more crimes. Now I come to my conclusion many people have disagreements on the death penalty but nobody will change my decision. If you look at the facts the death penalty has some major mess-ups. Nobody is going to be able to correct those fully and the only way to stop the mess-ups is to abolish the death penalty. Many innocent people are killed and a lot of jurors are racist and judge the crime poorly. Almost half of the countries in the world have abolished it why shouldnt we. What if you were wrongly accused of committing a crime and were put to death would justice have been served I think not. Do you see why it should be abolished? Maybe some day you will march against the death penalty even if you dont just please do not support it. Thank you for your time and I hope you learned a lot about the death penalty. Works Cited www.web.amnesty.org 2 April 2002 www.agitator.com 2 April 2002 www.abcnews.go.com 2 April 2002 www.derechos.org/dp/ 2 April 2002 www.uscourts.gov 2 April 2002 www.ncadp.org 2 April 2002 www.amnesty-usa.org 2 April 2002 www.alternet.org 2 April 2002 www.prodeathpenalty.com 8 March 2002 Pence, Alex. Death Penalty. Report by Alex Pence. 2001 Holeman, Spencer. Interview. 4 April 2002