John Keats :: essays research papers

John Keats was one of the greatest poets of the Romantic Era. He wrote poetry of great sensual beauty and had a unique passion for details. In his lifetime he was not recognized with the senior poets. He didn’t receive the respect he deserved. He didn’t fit into the respected group because of his age, nor in the younger group because he was neither a lord nor in the upper class. He was in the middle class and at that time people were treated differently because of their social status. John Keats was born in London on October 31, 1795. He was educated at Clarke’s School in Enfield. He enjoyed a liberal education that mainly reflected on his poetry. His father died when he was eight and his mother died when he was fourteen. After his mother died, his maternal grandmother granted two London merchants, John Rowland Sandell and Richard Abbey, guardianship. Abbey played a major roll in the development of Keats, as Sandell only played a minor one. These circumstances drew him extremely close to his two brothers, George and Tom, and his sister Fanny. When he 15, Abbey removed him from the Clarke School, as he became an apothecary-surgeon’s apprentice. Then in 1815, he became a student at Guy’s Hospital. He registered for a six- month course to become a licensed surgeon. Soon after he decided he was going to be a doctor he realized his true passion was in poetry. So he decided he would try to excel in poetry also. His poetry that he wrote six years before his death was not very good. As his life progressed his poetry became more mature and amazing. He looked up to Shakespeare and Milton. He studied a lot of there poetry and imitated these two writers. His work resembled Shakespeare. Soon after medical school, he returned to London and met Leigh Hunt. They began to write the Examiner, which was love poetry. In his lifetime he published three books of verse: Poems (1817), Endymion (1818), Lamia Isabella and other poems including two famous poems “Odes'; and “Hyperion.';   Ã‚  Ã‚  Ã‚  Ã‚  Hunt then introduced him to a circle of literary men, including Percy Bysshe Shelley and William Wordsworth. These men influenced him to create his first volume of verses, called Poems by John Keats. Shelly persisted that he needed to develop a stronger body of work before publishing.

Western Civilization Role in the World Major Conflicts

World has experienced several conflicts, of all the major conflicts none had changed the world more than the world wars and the cold war. Western civilization played a great role as far as these three conflicts in the twentieth century were concerned. These wars were mainly fought in Europe and Asia. The century experienced some of the worst conflicts in the history of mankind some of which changed the face of the world for a long time. The world powers fought each others in a battle of supremacy. Different powers stood for different ideologies where each wanted to override the other as far as world power was concerned. The period preceding the first world was characterized by major changes that took place in Europe. These changes affected all the aspects of life, economically, scientifically, socially among other areas. An industrial revolution had just been witnessed in Europe and was spreading to the other parts of the world. Many western nations had been involved in the manufacture of sophisticated weapons in an attempt to protect themselves from their enemies. The First World War was by itself a show of might as far arms were concerned. The great nations took this chance to show of their technological development as well their military strength. It was during this war that Germany put to test some of the weapons that had been developed by its able military weapon technicians such as machine guns and deadly gases. On the other hand the British for the first time used tanks in the warfare. Both countries for the first time in the history of the warfare introduced new aircrafts to test their ability to be used in a major war. Politically alliances were being made by different Europeans power to safeguard their interests. One of the major alliances involved the Germans and the Austrians where they signed treaties creating the dual Alliance. This was to sideline Russia one of the western nations that was seen as a threat to advancement of Germany and its expansionist ambitions. This alliance later came to incorporate the Italians who were major asset to the Germans as they fought alongside in group that came to be known as the Triple Alliance. (Stefan, B 2006) The conflicts of the twentieth century especially the two world wars were mainly as a result of the ambitious plans by the German nation to expand its horizons occupying other nations and dominating them. They were aiming at imposing their rule on them and forcing these nations to adopt their ways. Russia was also interested in some parts of the continent, Austrian Hungary was busy trying to extend it power and in the process they were hiving parts of the Ottoman Empire something that did not go unchallenged. Each nation was busy trying to proof themselves to the rest; they were interested in dominating the continent. This competition was also extended to the other parts of the world especially regions where the European powers were interested in establishment of colonies. They could not agree on who should take which region. They were aiming at extending their power to these regions and at the same time introduce western civilization to areas that they considered backward. Western civilization factor did not stop at the end of the First World War, this concept continued to grow and shaping the face of the world. After the Great War nation did not stop at this point, they continued to fight for supremacy where other European nations were determined to punish Germany and her allies for the role they played in the great world war. The war had left one of the great civilizations in Europe heavily bruised such that one would have written it off. The nation was determined in its recovery program, they did everything possible to rise up and emerge as one of the most dominant power in Europe. (Stefan, B 2006) Adolf Hitler aim to make Germany the most powerful nation in Europe could have ignited another war that spread to other parts of the world and had very devastating effects than the Great War. Just like the first world nations were aiming at outdoing each other in terms of military power, economic and technological advancement. Again in the world history western civilization had led to another competition between different powers something which eventually led to a full scale war that touched every part of the world. The passive nature of the western powers at around this period allowed Germany to break most of the treaties that had been made to prevent another war. Britain was having problems at home such that whatever Hitler was doing as far as preparation for the war was concerned was not such a bother. Hitler continued to arm himself in preparing to expand his horizons making his country a powerful nation in Europe once more. He was determined to get this at all cost. Even with the end of the Second World War western civilization still strong, it was taking a new shape with the entrance of United States in the arena. A new form of conflict was emerging where two opposing ideologies were out to clash. On one side we had the communism which was threatening to dominate the world and on the other side we had the capitalism which was being propagated as part of the western culture. Soviet Union and other communist powers in the world were up against the capitalistic powers which were led by United States to a kind of welfare that has been described as cold war. This war lasted for a long period as compared to the other wars as it lasted up to the eighties when the communist powers collapsed. Germany just like in the previous wars was actively involved in this quiet warfare but in this time as a divided nation. One side of this nation, the western was inclined towards the capitalism world where the eastern part of Germany was controlled by the communist powers. (Bartlett, C (1977) The attempt to spread western civilization to the other regions and the competition that existed among the European powers led to the conflicts that had very devastating effects in the face of the world. Some of which changed the course of history and brought a new dispensation that have dominated the power circles in the world. These three conflicts brought both positive and negative effects to United States and the world at large. It is as a result of these wars that America emerged as one of the powerful nations on earth. Its might came to be recognized at the end of the world war when its intervention brought the conflict that had left Europe weary. (Bartlett, C 1977). One of the common effects of the three conflicts is the loss of lives and destruction of property. The great world war had millions of people from across the board losing their lives. This is not a small number given the world population at that time. Those who lost their lives included soldiers who were in the battlefields and civilians who were either involved in the war. Other people were killed by factors directly related to the war such as starvation and diseases which were as direct result of the war. Looking at the Second World War lives were lost too but in this case in great magnitude than in the First World War due to the level of technological advancement as far as weapons are concerned. The weapons used at this particular war were much destructive compared to those used in the previous war. This meant heavy casualties on both soldiers and civilians. It is estimated that close to fifty million people may have died in this war. This figure includes the casualties suffered after Japan was bombed by the United States using atomic bombs. Psychologically the effects of the world wars were similar to those of revolution in America. There was a growing sense of distrust towards political class and government officials among the people who witnessed the horror and destruction that accompanied the wars. Many people were not happy that the peacemakers had not expressed their sentiments to the fullest wondering why the war was allowed in the first place. To them it could have been avoided by all means. A feeling of disillusionment was felt across the globe as people came into conclusion that their governments were not interested in serving them rather they were only after glory that comes with winning of a war. The loss of loved ones was disturbing to many families which were affected . The future of the families whose members were killed in the wars was not bright; they just accepted the reality grimly optimistic that their dreams will last. (Stewart, R 2003) Technology advancement was registered after the war especially on the military hardware. With the end of the First World War countries that participated engaged in military advancement each outdoing the other as far as manufacturing of the weapons was concerned. This also included technological advancement in other areas which did not involve weapons. For example production of automobiles, aircrafts, radios and other products was boosted. The advantage of mass production and use of machine in production stimulated the economies making them grow at a tremendous rate. After the end of the Second World War two super powers emerged, one would have expected that the two nations would work together to foster world peace but the two nations became hostile to each other. Each one of them started building up huge arsenals and strong ballistic missles. The two super powers were suspicious of each other. They were competing with each other as far as world power was concerned. This situation prevailed for so long such that there was a fear of a third world war erupting. This war had some effects on both countries and the world at large. One of the major effect was the collapse of Soviet Union something that marked the end of an ideology that was being spread by this mighty nation. With the collapse of Soviet Union other communist nations were not very strong to advance its course therefore the system came to an end with the death of the union. (Powaski, R 1998) Germany as a nation was once again united, ending a hostile period that characterized a former European power. Other Baltic states that were part of the Soviet Union achieved their independence and became autonomous nations. With the collapse of communism and Soviet Union America was left as the only super power in the world. This meant that the competition that ensued between the two nations in the dominance of the world was no more. This gave America chance to concentrate on other issues of importance since the threat of invasion by Soviet Union was no more. Western civilization can largely be blamed for all the major conflicts that have happened in the world. Forcing their ideals on other coupled with the competition for power among the nations has resulted to the first two major conflicts. The third conflict was mainly suspicion between east and west. The two sides could not trust each other; they were trying to spread ideologies across the world with each trying to out do the other. The two super powers were just advancing the concepts of the western civilization in different ways.

The Left And Right Brain Theory

The human brain is divided into two: the right brain and the left brain. The Herrmann brain dominance theory provides good details on how both divisions of the brain co-ordinate and also gives the functions of each side of the brain. The theory was developed by William Herrmann while leading management at the general electric company. In his model, Herrmann identified four different modes of thinking. The first mode of thinking according to the theory which is analytical thinking involves activities such as collecting data, judging ideas based on facts and logical reasoning.The second mode of thinking is sequential thinking and involves activities such as following direction and structured problem solving. The third type of thinking involves listening and expressing ideas as well as group interaction and is known as interpersonal thinking. The last type of thinking is the imaginative thinking in which individuals look at the bigger picture. (Voges, 2005). The theory thus suggests tha t people develop a thinking preference. Analytical techniques are associated with the left brain while intuitive understanding is associated with the right brain.A person may therefore be dominant in analytical style of thinking but be weaker in interpersonal style of thinking meaning that the person’s left brain is dominant. According to the theory however, all people use all styles but to varying degrees. (De Boer, 2001) Brain hemispheres develop symmetrically meaning that the functions that develop on one side of the brain also develop on the other side. A child who suffers brain injury before attaining the age of four years can utilize the other side of the brain for basic functions.However, the child will not grow normally. This is what happens in children otherwise known as alpha or right brained children. (Barbara, 1982). Most theories of curriculum consider cognition, maturation and development, concepts and skills, thinking skills and the philosophy of education. Mos t core subjects have moved toward student centered experiential and constructivists learning strategies. Constructivism is a theory the nature of knowledge with the belief that knowledge is created by people and influenced by among other things their values and culture.In curriculum therefore, the teacher is expected to pose problems that will challenge the student’s conception of reality. The doctrine of the theory supported by brain research makes it necessary to have major changes in the design and implementation of the curriculum of social studies. It is important to recognize that a child actively develops his /her own meanings from what he/she observes in the community. Change of curriculum in a manner that reflects this aspect would reflect the complex nature of meaning making.This theory supported by the brain dominance theory is very important in offering many social studies teachers a chance to make inquiry teachings a reality. This is because, the dominance theory clearly stipulates that there is a part of the brain charged with the responsibility of acquiring meanings and children therefore should be left to make interpretations on their own albeit under the guidance of teachers(Gibson & Roberta 2004). According to Carla Hannaford, learning is not all in our heads. Understanding and use of connections between the body and mind is the key to extensive learning.Carla also emphasizes the importance of teaching, valuing and developing the whole child. Both sides of the brain are balanced when children are involved in activities such as crawling because Carla argues that learning begins with movement in response to stimulus and then create a context to understand the sensory input. Just as the constructivist theory, understanding has to be made by the children them selves through the coordination of the brain hemispheres, and not just forced on a child. (Carla ,1995)When a child is reading, it is true that not all words are read correctly and man y mistakes are made in the process. An interactive form of learning which involves discussions and hands on experiment where learners try and fail and keep on trying until they get the right thing is very vital in enhancing the child’s reading capabilities. This form of learning falls in the third form of thinking according to the Herrmann’s theory. To help the child further his/her reading capabilities, it is also important that procedural learning be applied.This form of learning involves methodical step by step testing of what is being learnt. This means that the teacher will ask a child to read out some words that had earlier been taught. The constant reference to earlier works and readings will help the child to fully learn. Procedural learning falls in the second category of thinking according to Herrmann’s dominance theory and thus the opposite side of the interactive learning theory. (De Boer, 2001)It is important to note that even if the dominance theor y suggests that people have one side of their brains dominant over the other, comprehensive learning is all about the use of the entire brain. The use of all quadrants as categorized in the dominance theory is the only way to help achieve a students full potential. REFERENCE: De Boer Ann – Louis. â€Å"The value of HBDI in facilitating effective teaching and learning in criminology. † Acta criminologica vol 14(1)2001. Acessed 21st May 2008 from http://www. hbdi. co. za/deboervdb. pdf . Voges, A.â€Å"research on how adults learn† University of Pretoria. (2005)accessed 21st may 2008 from http://upetd. up. ac. za/thesis/available/etd-08112005-153748/unrestricted/02chapter2. pdf Barbara, M. (1982). Unicorns are real A right brained approach to learning. jalmar press. Gibson, S. Roberta, M. (2004) â€Å"What Constructivist Theory and Brain Research May Offer Social Studies† constructive curriculum theory. Accessed 21st May 2008 from http://cc. ctu. edu. tw/~g eek/Constructivist%20Curriculum%20Model. htm Carla, H. (1995) Smart moves. Great ocean publishers

Discuss how Rhys Ifans and BBC Shorts Production “realises” Act 2 Scene 3 Essay

Discuss how Rhys Ifans and BBC Shorts Production â€Å"realises† Act 2 Scene 3 for television. Do you think this is a successful adaptation? The scene we are studying is directly after the killing of Duncan. This will mean the Director and Actors will have to create a realistic setting. There will be a lot of drama and tension. We all know that Macbeth killed Duncan but what the production has to do is show that he is trying to play along with the rest of the characters as though he is as surprised as them. I have decided to focus my attentions on the BBC Shorts Production of this scene, directed by Justin Chadwick. Firstly we are introduced to the actor, Rhys Ifans, who is to play Macbeth. He is extremely interested in this dynamic character and the scene he is to perform in. He hopes in his performance to convey the conflicting emotions of Macbeth. Macbeth has just murdered the King. He knows this and cannot escape this reality. When Macbeth brings Lenox and Macduff to the room where Duncan’s body lies, he cannot face to go into the room yet he cannot change what has happened. He is trapped. Ifans also describes how there is a â€Å"plethora of options† which the language offers to the actors meaning the character is diverse and can be performed in many different ways. The actors also have to display the relationship of Macbeth and Lady Macbeth. She has been the dynamo behind him all this time. Yet when he kills the henchmen we realise that he is no longer â€Å"plotting† with her, but has left her behind. He is also angry with her. He feels as though he has killed for her affections and to prove his manliness which angers him. Lady Macbeth is still a strong character but the actress playing her, Abigail Campton, needs to show that the tables have turned and she has been forgotten. Ifans needs to portray Macbeth in such a way that shows us he detests Lady Macbeth for what he ultimately thinks she pushed him to do. There is also the suggestion that Banquo is suspicious of the Macbeth and his wife as he is shocked at Lady Macbeth’s response to the hearing of the killing when she immediately thinks of her reputation, rather than Duncan’s welfare; and when MacBeth defiantly kills the Henchmen. Banquo, played by Dave Fishley, needs to show that he has a close relationship with Macbeth and he knows that although Macbeth is a brave soldier he is not a cold – blooded killer. This production is set in a Modern Gothic Mansion. This is important because at MacBeth’s time it was gothic so this is an updated version. It is supposed to have affluence and decadence but with an end of the millennium feel to it. The setting is as though it is the morning after a huge party. Top designers such as Gucci, Versace and Alexander McQueen create the costumes. They are very extravagant which suits this production. Ifans creates the atmosphere by saying it gives us a sense of â€Å"heightened reality where anything can happen†. The millennium feel also fits in as it gives us the feeling that it is the end of an era and the beginning of a new one. It would be very difficult for the director to do this scene as it is taken from a very diverse text and he is only concentrating on this section of the play. The production opens with a Prologue: a piece of drama that is not in the text. He decides to show us the actual murder of Duncan, which has spine-chilling effects. The first Shot we see is of a â€Å"door† far away. The door is actually a white curtain, which could refer back to earlier in the text when Macbeth talks of â€Å"wicked dreams† and how they â€Å"abuse the curtained sleep†. When you are sleeping you are protected unless you are disturbed by something evil. The colours in this shot are blue and grey suggesting coldness. There is the sound of a heavy drum and the camera does not zoom up to the door but cuts three times, which creates drama. Heavy breathing is also heard. I feel the director is trying to show us MacBeth’s journey as he goes to kill the King. It is dramatic and the camera is angular. Your attention is totally fixed on the door. The door is a bright white, which signifies that good lies behind it and is going to be destroyed. In the final cut there are noticeably two people posing as statues. They are Egyptian Ka Statues. These statues were put outside the tombs and it was believed the soul of the dead inside would be transferred into the statue. This is significant, as we know Duncan will die in this room yet by having real people pose as the statues intensifies what is about to happen. There is not one statue but two, implying that there will be more deaths after the King. There is then an abrupt change. A dramatic colour change is noticed. It is a deep red but it is also very dark and there are shadows being formed. This is very dominant after the greys and blues. The light is almost as though it is infrared so we can see into the darkness. I think this is to show that it was night time and the red creates the image of evilness and blood. The actual act of the murder is done very cleverly. We see a close-up of Macbeth leaning over Duncan’s sleeping body. His face is tense and his eyes wide to show anxiety. The shot then cuts to Duncan abruptly waking up. There is another quick change of camera as Macbeth makes his first wound in Duncan and then there is a shot of Lady MacBeth’s eye. By introducing her into this scene it shows the control she had over Macbeth and could also suggest he is thinking of her as he kills. The camera then goes back to Macbeth who stabs Duncan twice more then leans over his body breathing deeply. This image is very sexual and his breathing represents a man at the height of sex. Again this makes us think of Lady Macbeth. She challenged her husband’s manhood when he was having second thoughts about the murder. This could also suggest that they both are sexually aroused by the thought of the murder. By killing the King he is in some way making love to her. The dagger is then used as a phallic symbol, which is a representation of a man’s penis in Greek Legend. Macbeth looks straight into Lady MacBeth’s eyes as if questioning to see if he had performed well enough for her. Also by having Lady Macbeth at the murder heightens the drama, as though she is still pushing him. He then offers her the daggers. This again is a sexual reference as he is offering her his manhood and she takes it away, satisfied. We are then taken to outside the door and it is now a retreat away rather than coming towards it. The retreat is slow and gives us the feeling of dizziness, as though Macbeth is faint after completing the deed. There is a backlight now behind the door suggesting that something has happened. There is the sound of music now. It is quite futuristic with slow rhythm tic beats and creates the perfect atmosphere for the next shots. It cuts to a Landscape shot of the main hall of the mansion. The camera slowly moves to the right. Firstly we see Macbeth’s arm. He is holding on tightly to the railings behind him. His head is down and he is still breathing very heavily. His position is suggestive of the crucifixion, almost as though he is crucifying himself for his actions. His behaviour could also represent drugs as the night before was a party. Macbeth is presented by Ifans as sleep-deprived and high. He then looks directly into the camera, which is very dramatic. It implies Macbeth is dangerous as he stops breathing so heavily, as if he is beginning to calm down. This makes the character seem very frightening. The camera then gives us a wider shot of the gothic hallway. At the gothic arches there are colours of deep pink and red on them. This is significant as there has been a murder. Lighting is being used again to show the change in the atmosphere. The drumbeat continues as the camera cuts to a room full of sleeping people. They are lying â€Å"sprawled† across the floor as if they just fell there after their night of partying. We are then shown a close-up shot of Lady MacBeth’s face. The camera is at an angle, which could represent the confusion. Her face is shadowed and she is wearing heavy, dark make-up. This makes her appear evil with no compassion for what has just taken place. Campton has a wonderful glaring look in her eye enabling us to see how cold this character is. This then cuts to the porter who jumps up from the mass of sleeping bodies. Before this character even speaks we know he is going to be outrageous. The costume is really brought into effect here. The wacky headdress and slashed top, along with the mad antics of this character provide this dark scene with some light relief. The Porter is being very crude, shouting, laughing and running about. This could help us realise how the other people in the house were feeling. They were probably hung over and confused about their actions the night before. An interesting shot is taken when there is an Ariel view of two stairwells inter-linking. The Porter runs up and down appearing at different places. This could represent the confusion of the mind and also gives us an image of hell as he is talking about letting people through. It is an image of eternity. Also as he approaches the door quickly, we can see a statue with an orange glow. This is another sign that this house is connected with the evils of hell and because this is the topic the porter is talking about, it makes it all the more dramatic. Two new characters are introduced. Macduff who is played by Christopher Colquhen and Lenox played by Joseph McFadden. They arrive to awake the King as he had made plans to go early. There is the creation of tension, as Macbeth appears on the line â€Å"Is thy master stirring?† As he enters there is a high sound of a computerised noise, like a string on a violin, which causes tension. There is still the rhythm of the drum representing the heartbeat. This is to show Macbeth may look cool on the outside but there is still the anxiety hidden inside. He speaks calmly to both men and tells them he will bring them to the King. He arrogantly walks through them and there is even a hint of bisexual advances between Macbeth and Lenox as they look at one another. Macbeth is relaxed and cool yet the walls are still red showing the truth. We are then taken back to a far off shot of the door. This time two cameras are used. One to show the men as they walk toward the door and another to show what they are looking at. This is a repetition of the opening of the scene. Macbeth is making the same journey. This whole sequence is slowed down and the camera is swaying. The music becomes louder and as the three men walk toward the door they almost seem like models walking on the catwalk. This represents the stylishness of the production. Macbeth’ suit is a tie-dye effect with white and dark blue. The colours are dramatic because it is almost as if his goodness which is represented by the white colour is being covered up by the darkness of the murder, the dark colour. The modern cinema idea comes into play here as the three men walk toward the door, almost like three warriors or FBI agents about to uncover something. There is a glow of red behind the three men, which is very effective. The slowing down of the camera leav es us to wait in anticipation of what is going to happen. They arrive at the door and Macduff goes in to wake the King. Ifans shows us that Macbeth cannot face going inside by continuing to stare at the door, waiting for the truth to be revealed. The cleverness of the text means that although Macbeth will not go into the room, he cannot escape his actions and Lenox represents the death with his words. Lenox is making polite conversation about the weather and as he recounts how the night had been bad due to weather, Macbeth begins to focus on what Lenox is saying. As Lenox speaks of â€Å"Lamentings heard I’ the air†, we can see by Ifans facial expression that he is re-playing what the murder was like in his head. His position on screen is identical to at the start of the production when he is about to stab the King so visually we are reminded of the killing also. The drum becomes louder here as though Macbeth is anxious. MacBeth’s reply totally understates everything which Lenox has said, â€Å"‘t’was a rough night†. The music heightens here to create drama as Macduff re-enters. He is standing with his head lowered and mutters the word â€Å"Horror† as if in total disbelief. The lighting is clever here and we cannot make out his eyes as they are blackened. This is to represent that he has been blinded by the sight he has witnessed and links to the reference in his speech about â€Å"gorgons† which are terrible monsters that blind people. As Macduff comes forward in between the two other men it shows that one of MacBeth’s eyes are blacked out. This could tell us that he two has been blinded but only partially, not fully. Colquhen is excellent as Macduff. Usually, in other productions such as Channel 4’s version directed by Michael Bugbane, we see the character run out of the room shouting in utter disbelief. However, Colquhen gives us the sense that the character is almost faint due to the sight he saw. He begins to walk up the corridor talking in shock and thinking of the people he has to deliver the news to such as the King’s two young sons. This is when he begins to seem deeply angered and spits out his words for the whole mansion to here. This leads us to the room, which Lady Macbeth is in. Macduff enters. Her position is excellent. She is sitting high up, almost as though she is already on the throne assuming power. She speaks to Macduff in a nasty way. She almost spits out the line, â€Å"What’s the business†¦Ã¢â‚¬  and commands him in a strong voice to speak. Macduff refuses to tell the â€Å"gentle lady† what has happened and this is very ironic. It is like black comedy. She is looking very domineering while sitting on her throne and speaking cruelly to Macduff yet he still remarks she is a woman and cannot handle what he has to say. Banquo enters asking about the confusion and Macduff whispers it into his ear but Lady Macbeth overhears. Campton speaks with venom in her words. She sneers at the thought of Duncan being killed in her house. She is showing that Lady Macbeth is not worried about Duncan but because it happened in her house and she will seem responsible. Her costume emphasises this part of her character as she is wearing dark clothes with an elaborate hat, almost like a crown. Banquo is disgusted at her reaction and talks through gritted teeth. He directs the line â€Å"Too cruel anywhere† at her implying his suspicions then turns his back to her to show he does not want to talk about what happened with her. Macbeth then enters with Lenox. He is no longer wearing his coat so he is identical to how he looked when he killed the King. This is ironic, as he has just come back from killing the henchmen. He immediately looks at Lady Macbeth. This is to show he sees her as the primary force in all this mess. Macbeth begins to speak and does so in an accusing way. We know he is speaking for the benefit of Lady Macbeth. He spits out the words almost as though he is ready to burst into tears. His line â€Å"Had I but died an hour before this chance, I had lived a blessed time†, is full of regret and is his way of telling his wife this. Donalbain, one of Duncan’s sons wakes up and questions what is happening. Macbeth responds to the young Prince’s question in an insane way. He holds the Prince’s head in his hands firmly and gently shouts into his face. This shocks the other men. Macbeth speaks to Donalbain in poetical language saying â€Å"the fountain of your blood is stopped†, whereas Macduff Comes straight to the point by saying his father is dead. Macbeth then holds the Prince’s head into his chest. He is realising the effect the murder is going to have on so many people and although it would appear he is comforting the King’s son, he is actually comforting himself. Lenox tells the young Prince’s that the evidence of the bloodied knifes show that the henchmen are guilty and Macbeth announces to the group he killed them in fury. Macduff questions this action and it is the first hint of suspicion by someone other than Banquo, who has been standing behind Macbeth trying to look into his face and discover the truth. Macbeth begins his speech to stick up for himself after MacDuff’s question. He starts to walk around the group of people gathered talking into their necks as though he is sniggering at them because they questioned his actions. As he is explaining the emotions that were running through his body when he discovered the henchmen, he makes eye contact with Lady Macbeth and begins to walk toward her. On the wall behind Macbeth there is a modern painting that looks like the image of the crucifixion. This is a connection with the image of Macbeth earlier in the production and could also be a sign that he has made a mistake and will be punished. He comes to Lady Macbeth and grabs her head into his hands as he did with Donalbain. He begins to describe the actual stabbing, â€Å"Here lay Duncan, His silver skin laced with golden blood† and spits the words into her face. Ifans wanted Lady Macbeth to know exactly what the murder was like and how gruesome it had been. I feel he is so passionate as he speaks because of her earlier accusation to him only loving her if he performed the murder. He is showing her what a mess he has made to prove his love for her and he is very angry. This is when we see the power switch between the two characters. She is genuinely frightened by his reaction and tries to free herself from his grip with trembling hands. Chadwick decided not to have Lady Macbeth faint, as it would not work in this situation. Instead he changes the meaning of the words spoken. When Lady Macbeth says â€Å"help me hence† she is asking the others in the room to help her, not because she feels faint. When Macduff steps forward he takes a hold of MacBeth’s arm and says, â€Å"Look to the Lady†. He is asking Macbeth to look at how he has scared his wife not for someone to attend to her after she faints. This was a very good idea and adds variety from other productions. When Lady Macbeth shouts for help we know she is doing this because Macbeth has overstepped the mark and is revealing too much. This is her way of trying to put him back in his place. Banquo then makes a declaration of loyalty to the dead King to question â€Å"this most bloody piece of work† and directs this speech at Macbeth. Fishley is trying to show that Banquo is taking the moral position. When he speaks he stresses the word â€Å"I† as though he is distancing himself from Macbeth. The other men in the room plight their feelings also but Macbeth remains silent which shows he is no longer the same and is excluded from the declaration. The drum again becomes louder and quicker as we sense MacBeth’s anguish. All the men leave the room and dramatically Lady Macbeth is left alone. She is still leaning against the wall and no longer looks as strong as before. She is by herself and this is significant to the rest of the play. Macbeth no longer needs her. The scene finishes with Donalbain and Malcolm speaking of how they must flee as there are â€Å"daggers in men’s smiles† and they could be in danger. Chadwick again introduces a new idea that Macbeth overhears their conversation about them both fleeing to England and Ireland. This shows us that Macbeth is not finished and will go on to lead a life corrupt with murder and evil. The final shot is of Macbeth looking straight into camera with a sly smile on his face. Ifans was trying to show that there has been a change in Macbeth and he is no longer the man he was before. The colour is again dark grey and blue implying he is cold to human feelings. This ends the scene in an interesting climax and leaves you wondering what will happen next.

Movie - essay Example | Topics and Well Written Essays - 1250 words

Movie - - Essay Example It also provides difficult lessons that Robert McNamara learned about modern war when he was the United States’ Secretary of Defense. In addition, it involves a study of moral complexities in conflicts. The documentary can explain common contemporary issues happening in the modern world, especially the Israeli-Palestine war. For example, it focuses on one of the most significant and controversial figures in the government of the United States in the 20th Century (Grothaus 1). The documentary focuses on the war involving Cuba, United States and United Soviet Socialists Union (Grothaus 1). Cuba almost engaged in war with the United Soviets Socialists Union. In addition, the documentary provides methodologies that can be adopted in times when one has to make a quick decision (Grothaus 1). Moreover, Robert McNamara claims that some war situations might be hard and dilemmatic. However, learning is not possible when dealing with nuclear weapons because any mistake made in the process would be highly consequential.As directed by Errol Morris, the film focuses on eleven lessons that can be learned from Robert McNamara’s life. Some of the lessons learned are decisions concerning critical situations in events of war. The first lesson is to empathize with your enemy. Consequently, it is necessary for the Israelis to sympathize with Palestinians and vice versa. Empathy will allow leaders from both divide to acknowledge that civilians are the most affected (Merip 1). The lesson analyses the need to view the world according to enemies’ perspective. The situation help understand their opinions concerning certain conflict situations. The approach also helps in comprehending their thinking and decision making process. For instance, McNamara illustrates one of the major events that took place when he was the Secretary of defense. The Cuban Missile Crisis illustrates the increased likelihood of Cuba exchanging nuclear weapons

Leadership Case Analysis Essay Example | Topics and Well Written Essays - 500 words

Leadership Case Analysis - Essay Example he didn’t falter a bit when he told the men that the Japanese would attack the front lines and that it is going to be a long night.His effectiveness lies in his immediate action over a problem. When it comes to organizational Leadership, General Cummings is a seasoned person and it seems that no amount o f pressure would ruffle his feathers. He was only quite a bit peeved when found his coat dirty with mud after the storm which is an indication of his humanity. When it comes to developing people, he knows very well how to sharpen them by experience. He doesn’t spoon feed , mentor, or pat your back. On the contrary, he antagonizes and throws Hearns into situations that will challenge his weakness- emotions. This reflects that attitude not intelligence is valued in the battlefield. When it comes to delegation , it is very apparent that he delegates well since he can bark orders to any one with precision. Aside from this, In fact, he is very keen on details because he even knows almost all the equipment in the camp as well as the personlaities of people around him. One can see his planning skills when he sent the tanks to beef up the forces ahead of time since he alway s consider the worst to happen (n whether man-made or act of God). Communication skills is also a strength of the General. He manages by walking around and talking to people concerned. His hands-on leadership style with a charismatic tinge elicits respect , awe, and fear from among his men. General Cummings strength was his brilliance, courage , and experience that almost makes him complete. However, the end of the case ( or the story ) reveals that he has a weakness which was very crucial since it indirectly cost him Hearn’s life. He overlooked the verification of facts and reports that reached him. Since he is a man of action, his quick decision based on the immediate facts provided to him made him create the scenario he wants to believe in: that island is a stronghold of Japanese army.

Problem solving Essay Example | Topics and Well Written Essays - 500 words - 4

Problem solving - Essay Example Gandhi was committed to one course of action, truth, and love (John, 1). In a way, it is presumable that Gandhi was inclined to a commitment block, which made him blind to the realities of religious animosity, a notion that eventually led to his demise through an assassin’s bullet. Although his message of love and truth and non-violence worked against the colonial government, a strategy would not help the citizenry come together, as each segment held strongly to their own religious belief. Even though violence based on religion dissipates, Gandhi remains experiences a constancy block by relying on a previous strategy to resolve issues in the Indian social milieu, which annoys many dissidents on either side and culminates in his sudden assassination. Gandhi’s popularity had made him increasingly vulnerable to limitations of complacency block, and he did not realize the increasing controversial aspect his campaign was taking for the religious issues in the country. Therefore, his shooting was completely unexpected, as the movie portrays in his final words, ‘Oh God!’ (John, 1). Admiral Kimmel was a casualty of constancy blocking. Through experience, Kimmel strongly believed that Japan would never attack Pearl Harbor, a viewpoint that made the harbor highly vulnerable to attacks by Japanese forces (MSU Billings, 1). Using compression blocking it is apparent that Admiral Kimmel was basing his decisions on his own creations of realities, where he imagined that war with Japan would never get as close to American soil as Pearl Harbor. Both Kimmel and Gandhi were subject to conceptual blocking. Kimmel’s vulnerability to commitment block made him oblivious to the possibility of attack at Pearl Harbor, and Gandhi’s constancy block made him adhere to a similar stance for resolving religious issues in his country, resulting in his assassination. In a way, Gandhi was able