Photography Assignment Example | Topics and Well Written Essays - 250 words - 1

Photography - Assignment Example Photograph 2-2 shows a picture of a bride. It talks about shooting wedding photographs like any other professional without having to retake the shots. It’s all about passion and then getting the right shot and having confidence in yourself. In photo 3-3, shooting on a tripod stand makes the camera still and steady. This provides a chance to capture tack-sharp shots. Therefore, the quality of the tripod comes a long way in ensuring one gets shots like a pro. In order to get those quality photos one has to invest much on the accessories that accompany any shooting. In photo 3-4, it’s not only about changing the camera settings, but also getting the right equipment and more so what the pros use. Photograph 4-2 shows a ball head, which is used to position a camera at any angle with one turn of the knob. Like a tripod, a good ball head comes with a price which is worth. Photo 5-2 describes how a release cable allows one to get a tack-sharp shot. The cable is attached to the camera and upon pressing of the button the photo is taken without necessarily pressing the shutter on the camera which would otherwise compromise the sharpness of your photos. Photo 5-3 details the B&H as trusted dealers in camera and all accessories because of their professional photographers who offer the best advice and have cheaper more quality products that meet a photographer’s needs perfectly. Another technique of getting a sharp photo, especially in the field is using â€Å"The Death Grip’. As depicted in photo 6, holding a camera with the strap twisted on one’s arm and wrapping it around the wrist gives extra stability and hence clear

Individual Learner Differences In Second Language Acquisition Education Essay

Individual Learner Differences In Second Language Acquisition Education Essay 1. Introduction The fact that competency levels attained by second language learners fluctuate so greatly (Lightbown and Spada, 2006: 53), raises an intriguing question with regards to second language acquisition (SLA), why are some individuals better at acquiring language than others? A major reason for this variation in L2 proficiency levels is commonly attributed to individual learner differences (ILDs), (DÃ ¶rnyei, 2005: 2). This essay sets out to explain the important role that ILDs play in SLA, through an in-depth discussion on the contribution made by L2 motivation. Three influential theories offering different perspectives on L2 motivation: the Socio-educational model, self-determination theory and the Process model will be discussed in detail. I will also look at the theoretical shifts currently taking place in L2 motivation research, before concluding with a discussion on the strategies that teachers can use to instil and nurture motivation in their students. 2. Role of ILDs in SLA Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; DÃ ¶rnyei 2005). Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (DÃ ¶rnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (DÃ ¶rnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008). A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process. 3. L2 Motivation Motivation is a learners orientation towards learning goals (Gardner, 1985), and is regarded by many as the most influential ILD in the language learning process (Ellis, 1985). Therefore its relevance to the classroom environment becomes evident, and to know what drives this motivation is of great pedagogic interest. Many of the learner characteristics involved in the SLA process are dependent on, and in some cases completely overridden by motivation (Gardner, 2006). A learner with a natural aptitude for learning languages, for example, may find it difficult to attain long-term language goals without the necessary motivation (ibid). On the other hand, high levels of motivation may lead to successful learning, even where little aptitude exists for language (ibid). Theories looking to explain the role of motivation in language learning have evolved through four main stages. DÃ ¶rnyei (2005) categorises these as: the Social Psychological period (1959-1990); the Cognitive-Situated period (1990s); the Process-orientated stage (late 1990s); and finally a period (last decade) consisting of new approaches that have focused on a learners sense of self-identity. Table 1 summarises the main L2 motivation theories and concepts. 3.1. The Social Psychological approach to L2 motivation Interest in L2 motivation was initiated by social psychologists Wallace Lambert, Robert Gardner and associates as early as 1959, looking to understand the language and cultural Approach to motivation Examples Social-psychological Socio-educational model, (Gardner, 1985). Key concepts: Integrative motivation, Integrativeness, integrative orientation. Theory of Linguistic self-confidence, (Clement, 1986). Key concepts: Self-confidence a self-belief of having the ability to manage the learning process. Cognitive Situated Self-determination theory, (Brown, 1994; Noels et al., 2000). Key concepts: intrinsic/extrinsic motivation, amotivation. Attribution theory, (Weiner, 1992). Key concepts: attributing past success or failure to current actions. Goal setting theory, (Oxford and Shearin, 1994). Key concepts: Cognitive perception of goals as a motivating factor. Goal orientation theory, (Ames, 1992). Key concepts: Goal mastery andperformance orientations. Motivation and learner strategy use, (Oxford and Nyikos; 1989, Macintyre et al., 1996). Key concepts: Motivation as a key factor in stimulating strategy use. Task Motivation, (Julkunen, 2001; Dornyei, 2003). Key concepts: task execution, appraisal, action control. Mixed approach i. Willingness to communicate, (Macintyre et al., 1998, 2003). Key concepts: Willingness to communicate as a key factor for achieving communicative competency. Process-orientated Process model, (Dornyei and Otto, 1998; Dornyei, 2001b). Key concepts: temporal nature of motivation, which includes a preactional/actional/postactional stage. Current and future L2 motivational self system, (Dornyei, 2005). Key concepts: ideal L2 self, ought-to L2 self. Complex dynamic systems, (Larsen-Freeman, 2007). Key concepts: integrating different theoretical perspectives. Table 1. Some of the different approaches used in L2 motivation research conflicts between English and French speaking communities in Canada. Their research adopted a socio-psychological approach, based on the central idea that a learners success in acquiring a second language is dictated by an attitude towards the target language community (Gardner, 1985). Their research on students learning French showed that aptitude and motivation are closely associated with achievement in language learning (ibid). They concluded that motivation is characterised by an individuals willingness to be like members of the target community (ibid). A model based on a socio-psychological approach that has been very influential in L2 motivation research is Gardners socio-educational model (see for example, Gardner and Lambert, 1972; Gardner, 1985; Gardner and MacIntyre, 1991). The most recent version of this model is shown in figure 1. LANGUAGE ACHIEVMENT Other Factors (for example, Learning strategies, language ANXIETY (Gardner, 2001)) Other Support LANGUAGE APTITUDE INTEGRATIVE MOTIVATION INTEGRATIVENESS MOTIVATION ATTITUDE TOWARDS THE LEARNING SIITUATION Figure 1. A basic model of the role of motivation in SLA (adapted from Gardner (2001b)). The most elaborate and researched aspect of Gardners model is integrative motivation, which he defines as the motivation to learn a L2 because of a positive attitude towards, and a desire to integrate with that community (Gardner, 2001b). The three variables that constitute integrative motivation are (ibid): Integrativeness this represents a desire to learn a second language to identify with the target community, and is reflected in a learners behaviour through the following: An integrative orientation, representing the reason for learning, which in this case is an interest in learning an L2 to interact with the target community. A positive attitude towards the target language group. An interest in foreign languages or a general openness to all language groups. Attitudes towards the learning situation (ATLS) this refers to attitudes towards the language teacher, the course in general, the course materials and other factors related to the learning context. Motivation this is a learners goal driven behaviour. A motivated learner: makes a concerted effort to learn a language, for example by doing extra work and seeking more learning opportunities, displays a strong desire to learn a language and is focused on achieving the goal, enjoys learning and has an overall positive attitude towards the learning process. An integratively motivated learner is therefore: motivated to learn a second language, keen to interact and be associated with the target community, and has a positive outlook on the learning situation. To sustain consistent levels of motivation, integrativeness and/or a positive ATLS are essential characteristics, however, it is the motivation element of the Integrative Motivation complex that is the active variable and which directly influences Language Achievement (Gardner, 2001b: 6). Therefore, a learner who has a high level of integrativeness and/or a positive attitude towards learning, but is low in motivation is unlikely to achieve high levels of proficiency. The affect of instrumental factors on L2 motivation was not included in Gardners core theory, but he suggests that they could be one of the other supports affecting motivation (Gardner, 2001a: 7). Based on this, it is possible to substitute integrativeness with instrumentality in the representation of the model in figure 1, to give what Gardner calls Instrumental Motivation (ibid). This is a motivation to learn a L2 for instrumental gains, such as better employment or education. An instrumentally motivated learner has specific communicative needs, which provide a purpose for learning and an impetus for successful language acquisition (Gardner and Lambert, 1972). Gardners model makes little reference to other attributes, for example, personal aspirations and past experiences, which could affect an integratively motivated learner. However, empirical research in different contexts is continuously bringing to light the possibility of including more factors in the general L2 motivational construct. To check Gardners model for adaptability, Tremblay and Gardner (1995) integrated other measurements of motivation, such as anxiety and goal-setting strategies. Empirical testing of the extended model showed that addition of the extra variables did not affect the structure of the original model (ibid). Research on motivation in different context has led some applied linguists to suggest the notion of the language community associated with integrative motivation is untenable for international learners of English (Ushioda and DÃ ¶rnyei, 2009). In a multi-lingual society like China, for example, few opportunities exist for interacting with native English communities. In such a context, instrumental motivation or external factors (for example, exams and employment) are more prevalent among learners than a desire for integrating with native speakers of English (Warden and Lin, 2008). For this reason, other researchers have suggested that the integrative construct should at least be re-examined by including the global L2 learning context and the multi-dimensionality of a learners identity. DÃ ¶rnyei and Csizer, (2002) suggested that rather than identifying with an external language community, the integrative concept could be more accurately linked to a learners internal process of identification with a self-concept. DÃ ¶rnyeis (2005) motivational self-system which developed from this idea is discussed in section 3.4. 3.2. Self-Determination Theory and SLA Influenced by advances in motivational psychology, and a need to understand the classroom-situated nature of motivation, L2 research moved on from a socio-psychological approach, to look at affects of classroom-situated factors on motivation. Self-determination theory (SDT) is a highly influential approach in motivational psychology, and several studies have attempted to incorporate some of its components to explain L2 motivation (for example, Brown, 1994; Noels et al., 2000). According to this theory there are three types of learner motivations: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan, 2002). These motivations form a continuum depending on the degree of learner self-determination, where self-determination is as an individuals sense of choice and control over the learning process (ibid). Intrinsic Motivation (IM) refers to an individuals motivation to undertake an activity, purely for personal feelings of pleasure and enjoyment associated with that activity, and is driven by a desire for competence and self-determination (Noel et al., 2000). Intrinsically motivated students are considered more likely to achieve autonomy, competence and fulfil long-term language goals (Ramage, 1990). Extrinsic motivation (EM), on the other hand, relates to actions carried out for: instrumental gains, in search for reward or to avoid punishment (Noels et al., 2000). This motivation can vary in degree depending on the extent to which the activity is controlled by the learner or other variables (Deci and Ryan, 2002). Vallerand et al., (1993) have suggested six subtypes of IM and EM which lie on a continuum of self-determination (see table 2). Noels (2001) suggests that L2 learner motivation can be assessed using the intrinsic and extrinsic constructs. These motivations however, do not necessarily have to be exclusive, for example, a learner whose behaviour is consistent with identified regulation may also exhibit some of the adjacent motivations on the continuum (ibid). Self-Determination Type of Motivation Description HIGH Zero Intrinsic Motivation to know Performing an activity for the pleasure associated with learning or exploring new knowledge. E.g., when reading a new book. Intrinsic Motivation to accomplish Performing an activity for the pleasure associated with accomplishing or creating something. E.g., a student doing more homework than is required. Intrinsic Motivation to experience stimulation Performing an activity for the stimulated sensations (e.g. pleasure and excitement) associated with engagement with the activity. E.g., a student who goes to class for the pleasure of participating in discussions. Extrinsic Motivation Identified Regulation Extrinsic motivation is internalised to the extent that learner behaviour is regulated by a sense of value and usefulness of the activity to the self. E.g., a student who studies the night before an exam because they think it is important to them. Extrinsic Motivation Introjected Regulation Learner behaviour is regulated by internalisation of past external means. E.g., studying the night before an exam because it is expected of a good student. Extrinsic Motivation External Regulation Learner behaviour is regulated completely by external means (rewards or constraints) showing the least self-determined form of extrinsic motivation. E.g., Studying the night before an exam because of pressure from parents. Amotivation A lack of extrinsic and intrinsic motivation. A learner feels their behaviour is regulated by factors out of their control, and may eventually drop out of the learning process. Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation (adapted from Vallerand et al., (1993)). Intrinsic motivation is characterised by a strong sense of self-determination, and is closely associated with integrative motivation (Noels, 2001). This suggests that students learning a language for pleasure may also be seeking interaction with the L2 community. Intrinsic motivation however, is identified more with attitudes towards learning, than the target community (ibid: 54). The social environment (for example, the teacher, family members and the L2 community) has considerable influence on a students perception of self-determination. A teacher plays a significant role in this regard, and can promote intrinsic motivation by encouraging learner autonomy and providing positive feedback (Noels, 2000: 55). Similarly, students learning for intrinsic reasons are more sensitive to the teachers instructional style (ibid). In contrast, the less self-determined external regulation component of extrinsic motivation is linked to instrumental behaviour (Noels, 2001: 53). A limitation of extrinsic behaviour is that it can have short-term characteristics. A study carried out by Ramage (1990) showed that students who learnt a language for academic reasons are more likely to discontinue future language classes. Extrinsic course pressures, for example, compulsory reading, can also negatively affect a learners intrinsic interests (DÃ ¶rnyei, 1994a). 3.3. A Process-orientated approach to motivation DÃ ¶rnyei and Ottos (1998) process model of motivation integrates various theoretical perspectives of L2 motivation, and draws attention to the temporal nature of motivation in classroom learning. The model is influenced by Heckhausen and Kuhls Action control theory, which proposes two sequential phases of motivational behaviour: an individuals motivation to form an attention, and a motivation to initiate and sustain the intended action (Heckhausen, 1991). DÃ ¶rnyei and Ottos model breaks down the motivational process into three temporal phases. The first relates to the transformation of initial desires to goals, and then intentions. The next sees these intentions being enacted, leading to the successful/unsuccessful accomplishment of goals, and the final phase is an overall evaluation of the learning process (see figure 2). Preactional Stage (Choice Motivation) Motivational Functions: generate motivation to select a goal; form an intention to act; select an action plan to enact the intention. Possible factors influencing motivation: goal properties; attitude towards the learning process; attitude towards the target community; perception of self-ability; social environmental encouragement or discouragement. Actional Stage (Executive Motivation) Motivational Functions: carry out sub-tasks to maintain motivation; ongoing appraisal of achievement; action control (self-regulation to help persevere with learning). Possible factors influencing motivation: quality of the learning experience; degree of autonomy; teacher, learner group and family influence/support; classroom structure (competitive or co-operative); knowledge and ability to use self-motivating, goal-setting and learning strategies. Postactional Stage (Motivational Retrospection) Motivational Functions: attribute reasons to success or failure; elaborate internal standards and action-specific strategies; dismiss original intention and further planning. Possible factors influencing motivation: personal attribution style; self-confidence; feedback. Figure 2. Process model of L2 learning motivation (adapted from Dornyei, (2003: 19)). An important assertion made by the process-orientated model is that motivational behaviour is influenced by different factors. Consequently, different theories of motivation can be associated with each phase (DÃ ¶rnyei, 2003: 18). Integrativeness, for example, may be the motivational influence on goal setting in the preactional stage. In the executive phase, situated aspects of motivation play a greater role, mechanisms of the task processing system are more relevant here (DÃ ¶rnyei, 2003). The retrospective links that learners make between the original goal and actual achievement in the post-actional stage are likely to be attributed to past learning experiences, a motivational behaviour addressed by Weiner (1992) in the attribution theory. Two aspects that the model overlooks are: the possibility of several actional processes running concurrently, or an actional process with multiple motivational influences (DÃ ¶rnyei, 2003). This is likely in a school setting, where students often have multiple goals (for example, social and academic) and overlapping motivational influences (for example, task, course or curriculum related) (ibid). The model assumes that the actional processes have defined boundaries, however in an educational context it may be difficult to identify where one actional process starts and the next begins. 3.4. Present and future: The motivational self-system and a Dynamic systems approach. Since the socio-psychological period of motivation research, the global reality of English has changed immensely. The rapid globalisation of English has challenged the validity of many SLA theories (Kachru, 1988), because these theories fail to consider the context of the world Englishes learner (Sridhar and Sridhar, 1992). With limited or no contact opportunities with the native target community, the notion of a self-concept (referring to an individuals images and cognitions of the self) suggested by DÃ ¶rnyei and Csizer (2002), is possibly a more relevant motivational feature in many EFL contexts. DÃ ¶rnyei developed this idea further, in his L2 motivational self-system, which equated integrativeness with an ideal L2 self (DÃ ¶rnyei, 2005; 2010). The main components of this system are: (DÃ ¶rnyei, 2010) Ideal L2 Self a L2-specific image of the attributes that one would like to possess. For example, hopes, desires, aspirations. Ought-to L2 Self a self-guide which refers to those attributes one thinks one ought to possess to meet expectations and avoid negative outcomes. L2 Learning Experience this refers to the executive motives (similar to those identified in the Process model) associated with the immediate learning environment and experience. For example, impact of the teacher, other learners, the course, the experience of success. The hypothesis behind the self-system is that a learners desire to become a person proficient in the L2, serves as a powerful motivating force to learn a language (Ushioda and DÃ ¶rnyei, 2009: 3-4). A recent study in the Japanese context showed that this desire represented by the ideal L2 self is equivalent to the concept of integrativeness in Gardners socio-educational model, but the ideal L2 self is probably more accurate in explaining motivated behaviour (Ryan, 2009) DÃ ¶rnyeis idea of placing the self at the centre of the conceptual role of motivation offers a new perspective, however it overlooks the process-orientated, and contextually dynamic nature of motivation. Justifying this complex nature of L2 motivation, can only be possible by integrating more than one approach (Macintyre et al., 2010). A possibility of combining different perspectives of motivation is suggested by Ushioda (2009) with her person-in-context, relational view of emergent motivation. She suggests that integrating relevant theoretical frameworks to support future analysis of the complex nature of interactional processes and contextual factors in motivational behaviour can help to provide a better understanding of how L2 motivation is shaped (ibid). A similar possibility is offered by the theoretical paradigms of dynamic systems theory (for a detailed review, see Larsen-Freeman and Cameron, 2008). This theory involves a study of systems, where the system is analysed as a whole rather than as its individual parts (ibid). Learner variation is seen as the result of a complex system of relevant factors working in unison, rather than as a result of differences in individual determinants (for example, aptitude or motivation) (DÃ ¶rnyei, 2009). As an example of an application of a dynamic systems approach to L2 learning, DÃ ¶rnyei suggests the possibility of identifying an optimal combination of motivational, cognitive and affective factors with regard to task behaviour, that function as an integrated unit (for a detailed review see, ibid). 4. The practical value of theory motivational strategies for the classroom Chomsky (1988) emphasises the vital role played by teachers in learner motivation by suggesting that ninety nine per cent of teaching involves getting students interested in learning. A language teachers motivational practice is also linked directly to increased levels of learner motivation (Guilloteaux and DÃ ¶rnyei, 2008). Therefore, the need to use appropriate strategies to manage classroom motivation is extremely relevant to L2 practitioners. Motivational strategies are techniques used by a teacher to manage learner motivation, or used by individual learners to regulate their own motivation levels (Guilloteaux and DÃ ¶rnyei, 2008). Although, several motivation strategies have been proposed in L2 literature (for example, Williams and Burden, 1997; DÃ ¶rnyei, 2001a; Alison and Halliwell, 2002), very few are supported by empirical evidence. Self-motivating strategies for learners are an even less researched area of L2 motivation (DÃ ¶rnyei, 2006). An example of an elaborate, theory-based framework which looks at motivational strategies from both a teacher and leaner perspective is proposed by DÃ ¶rnyei (2001a). This model consists of four phases (ibid): Creating the basic motivational condition, by establishing a good student-teacher relationship, a relaxed learning atmosphere and a cohesive learner group. Generating initial motivation by: Strengthening language related values and attitudes (intrinsic, integrative or instrumental values). Increasing the expectancy of success. Increasing goal-orientedness, for example, by making learners aware of the practical (non-syllabus related) reasons or value of doing an activity. Making teaching materials relevant. Creating realistic learner beliefs. Many new learners have inaccurate beliefs about language learning, a realisation of their falseness can have a demotivating influence. Maintaining and protecting motivation, to keep sight of goals, and maintain interest and concentration. The most relevant strategies in this phase include: Making the learning process stimulating and interesting. Presenting tasks in a motivating manner, making them stimulating and relevant. Setting specific learner goals. Preserving the learners self-esteem and promoting their self-confidence. Creating learner autonomy. Promoting self-motivating learner strategies in order to: Preserve the original goal commitment, for example, by encouraging learners to remember favourable expectations or positive rewards. Maintain concentration, for example, by encouraging learners to: identify and manage distractions; and focus on the first steps to take when beginning an activity. Eliminate boredom and add extra interest in a task, for example, by showing learners how to add a twist to a task and using their imagination to make it more stimulating. Manage disruptive emotions and generate a positive emotional state, for example, by getting students to self-encourage and introducing them to relaxation techniques. Remove negative and utilise positive environmental influences, for example, by encouraging students to remove distractions and asking for peer help. Encouraging positive retrospective self-evaluation, by : Promoting positive learner attributions (an idea supported by the Attribution theory, Weiner, 1992) Providing motivational feedback, that is informative and encouraging. This can help to increase learner satisfaction and self-confidence, and encourages constructive self-reflection on weaknesses. Using rewards and grades cautiously, as they can distract the learner from the real purpose of the task (DÃ ¶rnyei, 2006:730). When they are used, they should be offered in a motivational manner. The most motivating of teachers are considered to be those who rely on a few simple and carefully selected techniques (DÃ ¶rnyei, 2006: 730-731). Therefore, achieving optimal levels of learner motivation are more likely if motivational strategies are matched by a teacher selectively, to learners specific needs. 5. Conclusion This essay discussed the significant role that motivation, as an example of an ILD variable, plays in the long and arduous task of second language acquisition. I presented three influential theories that have approached L2 motivation from different perspectives, and looked at some of the current trends in motivational research. A look at some possible motivational strategies demonstrated how theoretical concepts can be applied to improve the quality of classroom learning. The motivational characteristics of the L2 learner highlight the complex but influential role played by ILDs in SLA. Many of the variables involved in L2 motivation have a degree of overlap, and interact both with each other and other ILDs (Gardner, 2008). In order to understand the true nature of these webs of interactions and their affect on L2 achievement, the possibilities offered by a dynamic systems approach is probably the best way forward.

Robert Brownings Childe Roland to the Dark Tower Came Essay -- Childe

Robert Browning's Childe Roland to the Dark Tower Came   Robert Browning's "Childe Roland to the Dark Tower Came" is a poem about torture. Whether Roland is actually in Hell or just trapped in the madness of his mind, his own failure and the way in which he wasted his life will continue to torment him for all eternity. The imagery throughout the poem displays a completely despairing attitude, and several bitter ironies which he cannot escape plague him during his quest. The title "Childe" implies an untested knight, but Roland is already jaded at the beginning of the poem. Reliving his failure, Roland has no reason to have any positive thoughts. Everything he sees is negative and ugly. The grass "[grows] as scant as hair in leprosy," and the oak tree is "gaping at death." The way in which he views Nature is almost Puritanical. It speaks to him peevishly, saying that it is waiting for Judgment Day. To him, the land is sparse and dead because it is being punished, just as he is. Even the river seems to have a life of its own when he describes it. First he ascertains that the...

How Macbeth changes throughout the play Essay

Macbeth starts off as a very proud honourable man who is very loyal to the king. Macbeth must be trust worthy and looked up to as everyone is telling the king how well he has fought for Scotland, you can tell this by the captain saying ‘yes, as sparrows, eagles, or the hare, the lion. If I say sooth, I must report they were as cannons over charged with double cracks; so they doubled and redoubled strokes upon the foe. This means they put twice as many strokes on the enemy with his sword. Act1 scene3 is the first time we hear macbeth speak, his first words are the same as the witches words in act1 scene1 ‘so foul and fair day I have not seen’ As the witches speak he is slowly changing, I think he is thinking that it cant be true but he really wants it to. When Ross tells Macbeth he is thane of cawdor he cannot believe it, he is starting to believe the witches he tests Ross ‘the thane of candour lives. Why do you dress me in borrowed robes’Macbeth is starting to live that there is a chance the witches are correct. ‘If chance will have me king,why chance may crown me without stir’ In scene 5 Macbeth is home ,his first words are ‘Duncan comes here tonight’ This means that he hasw thought about the situation again and again I also he has thought about killing him.Ww start to see Macbeth weaken as he starts to think of the concequences.He is no longer the brave, furious man he has changed, he is now starting to think.Lady macbeth starts to call Macbeth names such as a coward and slowly seduces macbeth to changr his mind. ‘I have done the deed’ Macbeth says this is a voice of worry, regret and this suggest’s disbelief.He starts to question ‘did thoust not a noise’ he is looking for reasurance he is scared. This is not the Macbeth we know.He starts to question himself ‘To know my deed, twere best not know myself.He plays it very well asif he doesnt know what has happened.He slays the servants to make it look like it was not him. He is not man enough to kill banquo himself so he has murderers do it for him. In one speech he talks about him and banquo,he gives clear insructions to do it properly or else ill kill you. When Macbeth findsn out they did not suceed he is infuriated. Macbeth sees banquos ghost in his armchair and asked who put him there, his head is naked?He is hallucinating,Lady Macbeth tries to calm him down but she cant he is to scared, he is not man enough to face his problems. As a result of this experiance he decides to return to the witches. The first aparrition says ‘beware Mc Duff tahne of fife’Macbeth thinks but cant really make any sense of it.He gets anxious ‘had I three ears, I here thee’.He is feeling as high as a kite as none of woman born shall harm him he feels super, on top of the world, he knows he can be as ruthless as he pleases.He is even more careless now as cthe woods can never move so far. He is now so strong assured and confident it is almost unreal.Macbeth has McDuff’s family killed this shows how ruthless he is now. After a long break we next see him in act5.He finds out that the army are coming he asks for his armour, he tells them hel’l fight them all, he is extremeley confident.He finds out that the woods are coming closer and he is effected tremendously, at this time there is only one life line left.He finds out lady macberth is dead he takes a minute but is not that bothered, he’s concentrating on his battle ahead. He kills young siward and brags that he was woman born and he laughs at swords. Macbeth hears ‘turn hell hound turn’ ,at this time he’s thinking oh my god, he says none of woman born shall harm macbeth. McDuff says ‘McDuff was from his mothers womb untimeley ripped’ at this time macbeth realises that he is going to die.He refuses to fight but McDuff tells him he will be put on show in scotland so he rises and fights.At this point we see the old macbeth the strong, brave, lion hearted, heroic macbeth we have always known.McDuff kills macbeth , but I dont think macbeth would of wanted to die any other way as he was fighting. I think the witches told him one thing that meant something else but Macbeth was all braun and no brain.He changes in this play many times from good to bad to brave to loyal to deciving.He ends the play by dying in style.

All the World by William Shakespeare Essay

William Shakespeare has been considered the greatest poet of all times. Only school educated, this great poet acquired fame because he had an extraordinary power of observation which he tempered with his brilliant imagination that gave a creative boost to his art. He was also gifted with unique taste of music which helped him to compose beautiful songs and sonnets. His imagination and observation along with a keen ear towards tone and rhythm rendered a sonorous and lyrical quality to his verses- something which was missing in other poets of his times. Shakespeare wrote several comedies, tragedies and poems depicting his profound wisdom and psychological understanding of human nature. The poem ‘All World’s a Stage’ is typical example of Shakespearean genius as he metaphorically compares the world to a stage where every human makes an entry like a stage actor, plays different roles and, when time declares, leaves the stage eventually. The poem is beautiful example of his vision of life. The first stage of life is infancy. The poet here describes a baby crying and throwing out in the mother’s arm calling for attention. In the second stage of life, the baby is now a school-going child who is unhappy and complaining as is unwilling to go to school but is forced to do so. The third stage in life is that of a lover. Young man in this age is full of deep sighs missing his beloved. He is preoccupied with her thoughts so much so that he sits writing long poems in praise of her beauty. The fourth stage in his life is that of a sincere and ambitious career-oriented professional. A this age he is competitive, jealous for opportunities, desires recognition even if it involves risk or great danger. Next comes the middle-aged man, well-fed, highly experienced and full of wisdom. He has great sayings ready for every occasion and a remedy for every problem. The sixth stage is that of a retired old man. He is thin and dressed comfortably, wearing specs and a small purse with him. He is wearing a hose of his youthful times which he has saved till now which helps him in walking. He is grouchy, complaining like a child carrying a pipe in mouth The last stage of life is when man has grown, weak, feeble and lacks strength and vitality. His life is at an end and he has nothing to look forward to. All he has before him is a memory of good old days. He sits reminiscing those times without teeth, eye-sight, taste and everything (hopes, desires, aspirations, etc), patiently waiting for his death.

Critical factors that made the Capetian dynasty so powerful Essays

Critical factors that made the Capetian dynasty so powerful Essays Critical factors that made the Capetian dynasty so powerful Paper Critical factors that made the Capetian dynasty so powerful Paper Essay Topic: Claim Of Fact History There are several factors to be considered when discussing the consolidation of the powers of the Capetian Kings. This essay seeks to outline and discuss three critical factors that made the Capetian dynasty so powerful. These include; marketing the image of kingship through anointing, agricultural development and the importance of succession. The first of the influential powers, which marked out kings, was their anointment. The Church consecrated the king; the ointment using holy oil, the kings where seen to act as a bridge between God and the people a king would be the chosen one of God. This einforced the religious image of the monarchy. The dukes of Francia were undeniably kings, along with all the prestige this brought. The Capetians above all other European monarchs integrated spirituality into their self-image the kings were marked out to rule. Louis VI and Louis VII made themselves into the most Christian kings. French kings received noticeably better reviews than other monarchs of their time, adored by their people. The capetians certainly used their ties to the Church to their advantage. The kings claimed to possess powers of miracles; the water Robert the Pious (996-1031) had ashed his hands with cured a beggar of his blindness. These type of tales created hysteria, fascination and the kings where seen as cult figures. The kings where becoming more beloved by the common people. To them, the Kings were their only protectors. This religious image proved extremely beneficial. Developments such as these strengthened the position of the kings. The second main influence when considering the power of Capetian Kings and definitely a related development throughout this period is the great agricultural production. The apetian initially controlled only the duchy of France (Paris and Orleans) but owing to a shrewd and persistent policy of annexation their jurisdiction progressively extended to other regions. This, for the first time now could convert the latent fertility of the soils of northern France, and especially in the Ile-de-France, into great wealth. The Ile-de-France was the centre of the kings domain, the land was relatively small but of significant importance, with an excellent location surrounding cultural Paris- the capital of western Europe- accessible transport links and the University- attracting many students. This gave the king the opportunity to tax this popular area, thus creating revenue. This localized area was the basis to rapid grow and future expansion of agricultural expansion and trade. This was seen to be an economic revolution with the expansion of lands, fairs and markets, tools and mills. With climatic changes and rapid advanced farming techniques saw the demand in economic developments. Its manifestations varied from region to region, and time scales ere widely different, but overall it is clear that by the time of Philip 1s reign land clearance was increasing, villages and monastric communities expanding, long-distance trade growing as the demand for luxury goods gradually increased, local markets multiplying and coinage circulating widely in much of France. The demand led to land clearing. The pressure of an expanding population and the stimulus of better agricultural techniques now caused lan d to be cleared and reclaimed from the forests for farming. The final factor but just as important as to the consolidation of powers of the Capetians as family and dynasty became so strong is due to succession particularly fortunate as well as clever. The capetians had the infinite advantage of being a long-lived clan. Aside from Hugh Capet himself the first of seven Capetian kings to all rule for over twenty- five years a piece- as well as Philip I reigning for almost half a century. This was the beginning of the succession from father to son; the continuation of succession was vitally important which kept a certain loyalty within the family. The throne was unlikely to be challenged. They also had the good fortune and shrewd match-making-and-breaking to secure themselves and their male heirs. The royal policy of crowning the son in his Fathers lifetime was carried out extremely smoothly. One place the Capetians certainly did find difficulty in maintaining their position was in the indisputable fact that their house had usurped the throne from existing Carolingians. Without a break in the succession, however, it became increasingly difficult to foresee a return to the old bloodline, especially with some judicious marriages on the part of the capetians. The old 4 History Of Medieval Europe p189. 5 France In Middle Ages regime confirmed a central fact about the way the capetians saw themselves, the capetians genuinely saw themselves to be legitimate successors to his title, especially as time went on. Survival, despite the precarious situation of the late tenth century, was something, which was becoming more and more certain as the dynasty progressed. The capetians as a family and as a dynasty became so strong due to many factors but land holdings, anointment and succession all demonstrate the crucial role in which they played n the development of their powers and of the dynasty. All were well thought out and very clever. The increase of agricultural development converted into genuine wealth and prosperity. The shrewd thinking and aggressive tactics of succession securing themselves and their heirs to the throne and the importance of anointment and their connections to the Church had on developing their reputations and popularity. All three factors clearly demonstrate and provide support in the consolidation of the powers of the capetian kings.

why the Australian governem in essays

why the Australian governem in essays The Australian Government intervenes for several of reasons in the economy to address failures in the free market. The government uses various methods or intervention in order to allocate resources , the distribution of income and the economic stability. The Australian government intervenes in the economy because the free market does not always provide the most efficient allocation of resources for the economy. There are many reasons that show this, the government does this so it can provide important things that would not otherwise be provided. They do this because some necessitys and goods and services may not be provided under a pure market system. The government does this so it can look after the economy much better and sometimes better for essential goods and services to be provided by the government. A great example of this would be the defence force, it is more safer to have a defence force in the hands of the government rather than to have a system of private armies.The government also provides regulations to prevent producers from exploiting consumers with misleading information or by agreeing to raise prices. That is one way the government intervenes in the Australian economy. Secondly the government intervenes in the Australian economy is in the distribution of income. Because the free market will not necessarily provide a socially desirable or fair distribution. They do this so people are able to live so the rich dont get richer and the poor dont get poorer. The government does this through social welfare payments and progressing income tax. Therefore social welfare payments is when the government redistributes income by taxing people on higher incomes more heavily than a person earning ends meat, and this money is redistributed back into the economy to the members that dont contribute to the production process. Some examples of the social welfare payments are disability pensions,...