1984 Quote Journal Essay Example for Free

1984 Quote Journal Essay On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. Big Brother Is Watching You, the caption beneath it ran. (Orwell 5) This quote is an example of how effective and convincing The Party can make a simple poster. The Party has put posters everywhere constantly reminding the Party members that they are being watched. Being watched played a major role in every Party members life in the book. Winston who was constantly scared of doing things, such as having a face of anxiety or not cheering with as much enthusiasm in the two minute hate. Everything that Winston did throughout the novel that he thought was not seen by the Thought Police was seen by them. Winston even tried to make sure that his diary was not bothered with so he sprinkled some powder on the corner of the book. That powder was carefully replaced as if it was the same as when it was first put there, by the Thought Police, that is how watchful and investigative the Thought Police is. The Thought Police are continuously spying on the Party members through the televisions, hidden microphones throughout Oceania, and spies of their own. The Party wants to keep an eye on their Party members to have control over them. They have no freedom. Winston cant even take a walk on a good day with out suspiciously being watched. Winston and Julia underestimate the power of the Party. Julia thinks that she has got the Party and Thought Police figured out. She believes that she can hide from the Thought Police. Yet when her and Winston think they have beaten the Party and were working and representing the real brotherhood. Though in the end they were the ones that were actually figured out, by the Thought Police. The Thought Police are actually watching, when least expected. The Party watches the people of Oceania as to control them. This quote basically shows that there is no freedom or privacy in Oceania. That people in Oceania live afraid to take a walk on a good day. All of this connects to the theme of the book. Orwell made the novel to show people what would happen in the future, or 1984, if the west turned into a totalitarianism government. This quote shows one of the dangers of the government controlling everything. He discovered that while he sat helplessly musing he had also been writing, as though by automatic action. And it was no longer in the same cramped awkward handwriting as before. His pen had slid voluptuously over the smooth paper, printing in large neat capitals-DOWN WIH BIG BROTHER (Orwell 19) The quote is an occurrence of what happens to Winston when he dazes off while writing in his diary. Since Winston wrote this, there is obviously a part of him that hates Big Brother. Of course Winston is afraid of what he has written. Because the Thought Police can catch someone even because of their thoughts. Since the dairy itself was already a risk now what he wrote was a risk. And even if he didnt write it just thinking about it was a risk. Why would he write this? The Winston that was writing this was his real conscious. His mind realizes that what the government does doesnt seem to be right. Like the constant watching. He notices that he had before been brainwashed to accept Big Brother. Though in the back of his mind he always knew that something wasnt right. And now his back thoughts have came forward by writing DOWN WITH BIG BROTHER.

Reflective Practice And Risk Essay

Reflective Practice And Risk Essay The purpose of this essay is to critically evaluate the following statement with reference to my own practice experience in working with risk. As social workers it is especially critical that we apply a resilience-lens, that is, a strengths-based practice approach (Saleeby, 2006, p.198). With the focus of this piece of practice on working with a family, this essay will predominantly explore the above statement from the perspective of a Children and Families placement. The essay will start with a brief outline of the practice experience that will be referred to and will then explore the concepts of resilience and strengths-based practice as well as risk assessment and risk management. The social, cultural and political concepts that shape practice in relation to risk management will also be explored. A reflective discussion of my practice will follow and this will incorporate the concepts of resilience and strengths-based practice as well as risk assessment and risk management and how this approach was utilised to complete BBs Pre-Birth Assessment. This discussion will also be set within a theoretical framework of reflection. The practice experience that will be referred to within this essay is the assessment process I undertook in order to prepare for the completion of a Pre-Birth Assessment which had been requested by the Community Ante-Natal Midwife. The completed Pre-Birth Assessment would be sent to the Local Authoritys Child Protection Officer. This was in line with the Local Authoritys High Risk Pregnancy Protocol. BB is 18 years old and pregnant with her second child. She lives alone in local authority housing in a small village. Her oldest child, CA, was at the time of the referral 9 months old. BBs partner, BA, who is aged 21, is currently in prison serving a two year sentence for Assault to Severe Injury. BA is not expected to get released from prison until October 2010. The Midwife was concerned that BB would find it difficult to cope with the new baby as well as her daughter and described BB as appearing to lack capacity in her understanding of responsibility of CAs health and welfare and the health and well-being of both herself and her unborn baby. The midwife also raised concerns about BBs mental well-being with respect to her partners long term prison sentence and in particular raised concerns that BB was finding it difficult to contemplate the birth of her second child without the support of her partner. The Midwife was satisfied that substance/drug misuse was not an issue with BB. The concept of resilience refers to a dynamic process of overcoming the negative effects of risk exposure, coping successfully with traumatic experiences and avoiding the negative pathways associated with risks. (Rutter, 1985; Luthar et al, 2000). From a developmental perspective, a pathway can become negative when circumstances lead to lower than expected progress or regression. Positive pathways occur as individuals or families overcome adversities. Turning points represent times when a pathway alters direction, such as when professional intervention enables a family or individual to start on or return to a positive pathway. (Hill et al 2007). Gilligan (2004) also suggests that three elements are seen as essential to understanding resilience which arises from a process and results in positive adaption in the face of adversity. Further to this, Fergus and Zimmerman (2005) argue that a key requirement of resilience is the presence of both risk and protective factors that either help bring about a positive outcome or reduce and avoid a negative outcome. In order to illuminate how resilience may operate, the key relationships in the lives of children and their families should be explored. The relationships the children and their families have with the wider world as well as their relationships with professionals should also be included in this exploration. (Gilligan, 2004). According to Hill et al (2007) many of the findings concerning resilience among young people as they move into adulthood are relevant to parents. The capacities and supports that assist their resilience also help them manage stresses arising from parental roles. However, much of the work on parent and family support has been based on the concept of coping and the development or building on the strengths of families facing difficulties rather than that of resilience (Pugh et al, 1995; Quinton, 2004). Nevertheless, as Hill et al (2007) point out successful coping equates to resilience (Hill et al, 2007, p.19). In order to identify and bolster strengths, as well as reduce risk Corcoran and Nichols-Casebolt (2004) consider how a risk and resilience ecological framework (Kirby and Fraser, 1997) can fit with social works emphasis on empowerment and the strengths-based perspective. Corcoran and Nichols-Casebolt (2004) put forward the ideas that the strengths perspective underlies the concepts of protective factors and resilience in which people are not only able to survive, but also triumph over difficult life circumstances. The ecological emphasis of the framework expands the focus beyond the individual to a recognition of systemic factors that can create problems as well as ameliorate them. (Corcoran and Nichols-Casebolt, 2004, p.212) In describing elements and principles of strength-based practice, Saleeby (2000) asks us to imagine an equilateral triangle. P at the apex stands for promise and possibility whilst C on the left represents capacities, competencies and character. R on the angle to the right symbolises resources, resilience and reserves. Taking into account the character and tenor of the helping relationship using the work of Carl Rogers (1951) by utilising respect, genuineness, concern, collaboration and empathy as well having useful and appropriate interventions can provide a context for the family and/or individual to confront the difficult and consider the future. Central to the strengths approach is to begin making an assessment of the assets, resources and capacities within the service user and equally within their environment e.g. household composition, extended family, neighbourhood and local amenities as well as access to community resources. (Saleeby, 2000; Corcoran Nichols-Casebolt, 2004). Further to this, professional assessment needs to focus on strengths as well as deficits, on protective as well as risk factors. (Werner Smith, 1992; Gilligan, 2001). What also needs to be understood, in terms of professional assessment is that protective and risk factors have been found to vary according to the type of adversity, type of resilient outcome and life stage. Also risk factors in one context may by protective in another. (Rutter, 1999; Ungar, 2004). Risk assessment should be understood as collecting information on the two key risk elements; these are known as the outcomes (also known as the consequences, harm or damage) and their likelihood (also known as chance or exposure) and to assess a risk both should be taken into consideration. (Carson Bain, 2008; Titterton, 2005). Risk assessment is also described as a systematic collection of information to identify if risks are involved and identifying the likelihood of their future occurrence. It can also be used to predict the escalation of the presenting behaviour as well as the service users motivation for change. (Calder, 2002) When considering outcomes Carson Bain (2008) argue that a risk assessment only requires from a legal, ethical and professional perspective to cover reasonable outcomes. The goal should be to include as much information, and as many considerations as necessary but to keep the decision as simple as possible. Including unreasonable outcomes quickly become counterproductive and thereby show poor practice. Further to this beneficial outcomes should also be taken into consideration. Risk assessment should also take into account that risk is being considered, and can be justified because its likely benefits may be more important than the possible harms. Quality risk assessment requires us to think about the amount of harm and/or benefits which might be achieved. When assessing likelihood Carson Bain (2008) suggest that the knowledge source and the quality of knowledge are variable. They advocate the adoption of the cognitive continuum model by Hammond (1978 cited in Carson Bain, 2008). This suggests that we should be able to distinguish six levels of knowledge. The lowest level being intuitive judgement next is peer-aided judgement where two or more people will share knowledge, experience and discuss assumptions and predictions. The third is system-aided judgement e.g. supervisor/manager aided. The final three levels relate to the quality of scientific and empirical research which may or may not be available. However, as Carson Bain point out the value of the cognitive continuum is that it reminds us that When making an assessment of likelihood we ought to use knowledge from the highest level, providing it is relevant knowledge. (Carson Bain, 2008, p.142) Therefore, when conducting an assessment, it is important that the nature of the interactions between the family and environmental factors are examined carefully, including both positive and negative influences and knowledge and meaning attached to them explored and weighed up with the family. What is useful in this respect is the use of grids and visual aids such as resilience/vulnerability matrix (Daniel Wassell, 2002), My World Triangle and genograms. The usefulness of these is enhanced when completed together with the service user. At this point it is useful to mention that there are two basic assessment tools used to assess risk. These are clinical which involves professional judgement, information from research on risk factors and constructs risk management as well as allowing intervention strategies to be tailored to situation. The other is actuarial and is based upon statistical calculations of risk and uses scales to assess parental dangerousness. This method does not allow for children and their families unique cluster of circumstances and also takes no account of child development theory. (Barry, 2007; Davies, 2008). Risk management is discovering and controlling the dimensions of the proposed risk into a plan to manage the risks; it is involved with implementing, monitoring, influencing, controlling and reviewing the risk decision. Risk dimensions are features of risk that could be influenced by the practitioner, for example the available (and the availability of) resources to manage the risk and uncertainty (Carson and Bain, 2008). Gurney (2000) defines risk management as processes devised by organisations to minimise negative outcomes and suggests that risk management moves along a continuum between control, legitimate authority and empowerment. Between the empowering and controlling ends of the continuum lie models of risk minimisation which seek to reduce harms and maximise benefits. (Manthorpe, 2000). However, in order to have good risk management we must be able to make effective use of all the dimensions of the risk assessment. Risk management suggest ways in which a decision may be best implemented. Different levels of resources may be applied. For example, the child who is perceived possibly to be at risk may be visited more frequently. People are an example of a major resource for risk management. The number of people being able to visit to check on a risk decision will be important but will be of little advantage if they are not sufficiently knowledgeable or skilled in identifying problems or opportunities and to make appropriate interventions. However, the availability of resources is money orientated and the availability of risk management resources in one part of the country (or neighbouring local authorities) could lead to a different risk proposal being assessed from that in another local authority that does not have those resources available. (Carson Bain, 2008) Webb (2007) identifies social work as operating within a risk society, that is, a society which views risk as something which should be managed and can be identified and eradicated. Since the beginning of the 21st Century there have been several reports regarding child abuse deaths and, as pointed out by Ferguson (1997), there are Few more disturbing phenomena in advanced modern society than the premature deaths of socially valued children who were known to be at high risk. (Ferguson, 1997, p. 228) Examples of high profile child death inquiry cases include Victoria Climbià © (2003), Caleb Ness (2003) and Baby P (2008). These are all very good examples of how the media and public blamed practitioners. The resultant media coverage of how risk assessment and risk management have failed along with demands for minimising risks and organisational and professional accountability have, over the years, constrained the role of a social worker. With respect to this Houston and Griffiths argue that Approaches to risk assessment and management in child protection have led to an emphasis on prediction, control and culpability. (Houston and Griffiths, 2000, p.1). Furedi (1997) argues that the worship of safety and the avoidance of risk make up the new moral order, an order which is prescriptive, intrusive and deeply anti-humanistic. From this perspective, concern about identifying risk is becoming more dominant than concern about identifying need in assessment and resource allocation in risk management. Avoiding risk is a difficult business which cannot be reduced to simplistic methods and rather than try to calculate the incalculable social workers should develop mutually trusting, respectful relationships with service users. Also this approach to risk assessment and risk management may deny the social worker empowering approaches which respond to need, focus on prevention and which more centrally tackle issues of poverty and social inequality. (Stalker, 2003; Ritchie Woodward, 2009). Further to this Ritchie Woodward (2009) point out that if social workers are preoccupied with high risk situations they are less likely to find the space to work either creatively or therapeutically. Additionally, the Changing Lives Report (2006) suggested that the social work profession had become increasingly risk averse. One of the key areas identified in Changing Lives was the need to develop a new organisational culture and approach to risk management and risk assessment which promoted excellen ce. (Scottish Executive 2006). In order to complete BBs pre-birth assessment I took into account risk factors and strengths which I had to analyse and reflect on. Calder (2002) offers a framework for conducting risk assessment by assessing all areas of identified risk and ensuring that each is considered separately e.g. child, parent and surrounding environment. To counteract the risk factors present family strengths and resources were also assessed, for example good bonding, supportive networks. I undertook research regarding parental resilience and according to Hill et al (2007) a vast array of research shows that parents in poverty or facing other stressors usually cope better when they have one or more close relationships outside the household and these are activated to give practical, emotional or informational support. In the case of BB she had a practical and supportive relationship with her mother as well as the support of her extended family which included her grandmother. BB also had a good relationship with BAs family and his mother in particular was a source of support for BB as she regularly took CA overnight. Whilst completing the assessment I centred my practice on the strengths-based perspective. As Saleeby (2000) explains the work of the strengths-based approach is the work of empowerment as both a process and a goal. As a goal, those who are empowered seek a firmer sense of purpose, self-esteem, the possibility of choice and connections to resources. As a process it is the collaboration between a social worker and a family or individual, working together on a mutual plan that will move them closer to their aspirations. Utilising a strengths-based practice with BB was important as she was finding it difficult to interact with the Community Health Visitor and Midwife. BB felt that she was a bad parent as she was not conforming to the routines the Health Visitor had recommended. BB also described how she felt that the Health Visitor was judging her and finding her wanting as a parent. Taking this conversation into consideration I realised that BB had no sense of self-efficacy, self-esteem or self-concept which Payne (2005) describes as resources that people have in order to cope. However, BBs strengths lay in the care of her daughter. She had a good bond with her daughter and was quick to attend to her needs. BB also had a routine in place with regard to mealtimes, naps and a bedtime routine. CA was also reaching her developmental milestones, had age appropriate toys and had the freedom of the living area. BB had also erected a baby gate to stop CA from gaining access to the kitchen and stairs. After a thorough analysis and supervisory discussions with my practice teacher I recommended that a Post-Birth Multi-Agency Conference not be convened. BB was happy to continue to work voluntarily with the Children and Families Area Team which would allow ongoing assessment and intervention. However, I recommended that a Post-Birth Multi-Agency meeting be arranged to discuss future interventions as I was aware that the birth of the new baby could be a future pressure on BB. I also recommended a further assessment take place when BA returns to the family home in October 2010. These recommendations were accepted by the Child Protection Officer at the Local Authority. In conclusion, Kolbs Reflective Cycle (1984) was useful in the reflection of my practice concerning BB as it allowed me to take into account Scottish Social Services Council (SSSC) Codes of Practice, particularly Section 4.1 and 4.2. This reflective cycle also helped me look at BBs situation holistically by looking at resilience and risk, strengths-based practice and risk assessment and management. On reflection I felt confident that I had used the resources available to me well, particularly research and knowledge and I could justify my risk decision if harm was to occur and would be able to explain how I came to my risk decision. Overall, I felt that my first practice was very much influenced by the negative issues associated with risk however, I believe that this placement allowed me to put risk, risk assessment and management into perspective and accepting that risk decisions should not be influenced by the blame-culture but from a balanced approach which takes into consideration beneficial outcomes. This will in the future enable me to better support service users. 2,998 words

Consumer Appeal Essay -- essays research papers fc

Consumer Appeal Advertisers of today have strategically combined commercials and television shows in order to sell products. Gloria Steinem discusses a similar idea in her article, "Sex, Lies, and Advertising." She repeatedly demonstrates how advertisements, particularly in magazines, are complementary to the articles around them. In the same manner, so are commercials to television programs. They are both aimed at the same groups or types of people, such as sex, age, gender, etc. Many times, the time of day or day of the week a show is aired has a lot to do with the types of viewers the program will attract. Thus, the types of commercials will also differ. On Saturday nights at 10:00 p.m., the program "Profiler" airs, a mystery-thriller series. The story line is of a young, beautiful white female trying to capture a serial killer/stalker, who killed her husband and continues to stalk her. The show is very detail oriented, in the sense that the viewers need to pay close attention to what is going on to be able to follow along with the mystery. It tends to "suck you in", so to say, because it causes the viewers to become involved and engrossed in solving the mystery. The assumed target of this series is mainly adults over the age of twenty-five, with the exceptions of those viewers that do not watch it at the time it actually airs, but they tape it to watc...

Rosalind Franklin :: essays research papers

Rosalind Franklin Rosalind Franklin lived during an exciting and turbulent era both socially and scientifically. Upon passing the admission examination for Cambridge University in 1938, at fifteen, Franklin was was informed by her affluent family that she would not recieve financial support. Franklin ¡Ã‚ ¯s father disapproved of women receiving college educations, however, both Franklin ¡Ã‚ ¯s aunt and mother supported her quest for education. Eventually, her father gave in and agreed to pay her tuition. Franklin would later prove to be worth her education. As Rosalind Franklin was pursuing her degree World War II raged. She focused her research on coal, the most efficient use of energy resources. Five papers on the subject were published before Franklin ¡Ã‚ ¯s 26th birthday. Further, Franklin had given up her fellowship to become a physical chemist at the British Coal Utilization Research Association at age 22. She was indeed an efficient and driven researcher. Franklin utilized the X-ray diffraction techniques (that she has become most famous for) while working in a Paris laboratory between 1947 and 1950, with crystallographer Jacques Mering. X-ray crystallography helped determined the three dimensional structure of DNA when Franklin returned to England. She became the first person to find the molecule ¡Ã‚ ¯s sugar-phosphate backbone while working with a team of scientists at King ¡Ã‚ ¯s College in London. Unfortunately, leadership misunderstandings and personality conflicts depreciated Franklin ¡Ã‚ ¯s effectivness in the laboratory. Maurice Wilkins, the laboratory ¡Ã‚ ¯s second in command, returned from a vacation expecting Franklin to work under him. Franklin came to the laboratory with the understanding that she would be researching alone. While Franklin was direct and decisive, Wilkins tended to be alluding and passive-aggressive. As Franklin made further advances in DNA research, Wilkins secretly shared her findings with the famous duo of Watson and Crick, who were then working at Cambridge. Franklin ¡Ã‚ ¯s discoveries fueled their research machine, allowing them to advance beyond others in the field. T hey would eventually publish on DNA structure in 1953. Due to discriminatory procedures at King ¡Ã‚ ¯s College, Franklin eventually left to become the lead researcher at London ¡Ã‚ ¯s Birbeck College--upon agreeing not to work on DNA. She furthered her studies in coal and made significant advances in virology. Franklin died in 1958 of ovarian cancer. She lived 37 monumentally significant years. After researching Rosalind Franklin ¡Ã‚ ¯s scientific career, I truly believe that she was a pioneer rather than a follower. Her early coal work is still referred to today; she helped launch the fields of high-strength carbon fibers; and was an integral part of early structural virology.

Comparing Relationships in E. M. Forster’s A Passage to India and Virg

Comparing Relationships in E. M. Forster’s A Passage to India and Virginia Woolf’s To the Lighthouse E. M. Forster’s A Passage to India and Virginia Woolf’s To the Lighthouse are concerned with the lack of intimacy in relationships. Forster’s novel is set in English-run India, the difference between race and culture being the center of disharmony. Woolf’s novel is set in a family’s summer house, the difference between genders being the center of disharmony. Despite this difference of scale, the disharmonies are much the same. Unity and intimacy are intertwined in both novels. Whereas the definitions of intimacy vary with each person, all of the characters strive for unity through their relations with others. The difference in ideas of intimacy are what prevent unity from being achieved. For the Indians, intimacy is a sharing of possessions and personal information that acknowledges equality. For the English, intimacy is similarity of background and allegiance. Thus, Heaslop tells his mother that he made a mistake by asking one of the Pleaders to sm oke with him because the Pleader then told all the litigants that he was in with the City Magistrate (Forster, 20). To the Pleader, this sharing of cigarettes and leisure time is an act of intimacy because it seems an acknowledgement of equality. To Heaslop, this is only a friendly act of social convention because equality is based on race and class, is something inherent, not given. The idea of intimacy as unity is a strain throughout A Passage to India. When Aziz thinks of his wife on the anniversary of her death, he wonders if he shall meet her in an afterlife, but does not have specific faith in an afterlife. He believes that â€Å"God’s unity was indubitable and indubitably ... ...ziz is frustrated that his attempt at conciliation is not successful. Unity requires intimacy because intimacy is an acknowledgement of equality. Only when one transcends limitations of gender and race, extends oneself beyond social codes that emphasize division can true unity be achieved. Both authors end their novels with an insinuation of a future that will be friendlier to intimacy and unity: Lily finally achieves unity in her painting and the final words of the land to Aziz and Fielding are â€Å"’No, not yet†¦No, not there.† (Forster, 282). Sometime, somewhere the English and the Indians will unite and man and woman will achieve gendered unity within the self. Works Cited Forster, E.M. A Passage to India. London: Everyman’s Library, 1991. Woolf, Virginia. To the Lighthouse. Introduction by D.M. Hoare, Ph.D. London: J.M. Dent and Sons Ltd., 1960.

Macbeth

At the start of the play, Macbeth was portrayed as a heroic and courageous man. He created this image for himself by fighting long and hard in the King of Scotland’s battle. The King of Scotland (along with all his people) was very impressed with Macbeth. He was rewarded for his efforts, being presented with the title of the Thane of Cawdor. After the battle, he and Banquo were out riding when they bumped into a group of incredibly strange women that had a strange aura of power about them (the witches). It was here that Macbeth was confronted with the prophecy that someday he would become King of Scotland. There were many reasons Macbeth could become King without murdering anyone – the current king could die, renounce his throne and appoint Macbeth as King, or Macbeth could overthrow him. Macbeth did indeed think for a while that he could become King without murdering anyone. â€Å"If chance will have me king, why chance may crown me without stir. † There were a lot of reasons why Macbeth was reluctant to murder King Duncan. For a start, he was a good King. He had been treating Macbeth very well, showering him with praise and rewards. The King wasn’t the only one who thought highly of Macbeth. The people of Scotland also held him in high regard. If he killed or tried to kill the King and got caught, his reputation would be gone. The final reason he had for not murdering King Duncan was that he was his host, and he should be protecting not endangering him. These reasons were all forgotten when Macbeth’s wife, Lady Macbeth, convinced him to murder King Duncan. She told him straight out that he ‘wasn’t a real man’ if he didn’t do this. She was involved in the murders both by convincing Macbeth and by drugging the men who stood guard in front of the King’s sleeping chambers. King Duncan’s sons feared that after their father was murdered, they would be next. They were very wary of everyone, and wanted to leave the castle as soon as possible. Banquo strongly suspected Macbeth was involved in the murder. He had also heard the witches’ prophecy, and he feared that Macbeth had ‘played foully’ to make the prophecy come true. Meanwhile, Macbeth was shocked by what he did. He wondered whether in killing King Duncan he had not made the position available to himself, but to others. The prophecy played heavily on his mind, and he wondered whether he had now made the Crown available to children that are not his, namely Banquo’s. Macbeth decided to kill Banquo and his son Fleance for more than one reason. The major reason was the prophecy predicted that Banquo’s children would become kings. By killing Banquo and his son, he would be able to prevent Banquo from having more children and stop Fleance himself from becoming King. The other more minor reason was that Macbeth thought that Banquo was suspicious of him, and he was worried that Banquo would tell someone or act on his suspicions. Macbeth didn’t tell Lady Macbeth about what he was planning to do because he thought his wife would think that it would upset their plans. The appearance of Banquo’s ghost made Macbeth very scared and worried, it definitely made him appear incredibly disturbed to all the people around him. Macbeth then decided to go to the witches. He had become caught up in events and felt he had lost control of the situation. He desperately wanted to know what was going to happen next. This did help him a bit, or so he thought, because he knew more about what was going on. This was due to three new prophecies made by the witches – ‘Beware Macduff’, ‘No fear until Birnam Wood come to Dunsinane Hill’ and finally ‘No man of woman born can harm you. After hearing these prophecies, Macbeth felt much more confident. He scoffed at the idea that a wood could climb a hill, and after hearing that ‘no man of woman born can harm you’, the only thing he felt threatened by was Macduff. Since he was a threat, Macbeth wanted to kill Macduff (just like everyone else who had been a threat to him). But he couldn’t get to Macduff, so instead he killed everyone that Macduff loved and destroyed everything that he cherished. As expected, this had a very negative affect on Macduff. Macduff most likely would’ve preferred to have been killed himself. Lady Macbeth at the end of the play was very different from the composed lady at the start. Her guilty conscience had gotten to her, and by the end of the play she was a guilty, stuttering mess. She began admitting to some of the terrible deeds she had done. Finally she just couldn’t take it anymore, and committed suicide. Macbeth kept on going because he thought that the prophecies would protect him. He figures he’s killed so many people he might as well keep going. Finally, he didn’t want to look weak in front of everyone and he wanted to keep his honour. The witches were the starting point and basis for all the murders Macbeth committed. No matter who he killed, it could always be linked back to the witches and their prophecies. They were the ones who first put the idea into his head about becoming King of Scotland. Lady Macbeth also played a major part in him becoming a murderer. When he was undecided about whether he was going to kill King Duncan, she urged him on until he finally made the decision to kill him. This first murder resulted in all subsequent deaths. Nevertheless, Macbeth wasn’t forced to kill anybody. He has to take some responsibility for his actions. If he was not so egotistical and keen to hold power, the witches prophecies would not have has such an effect on him. Macbeth was obviously responsible for all the murders, and Lady Macbeth played her part in them too, but I think the people most responsible for the murders were actually the witches. Before he met them, Macbeth led a perfectly normal life, free of any thoughts of treason or murder. But when he met the witches they planted all sorts of thoughts into his head via the prophecies. He wouldn’t have thought of being King of Scotland, let alone killing the current King, if he hadn’t heard the prophecy about him being King. He wouldn’t have killed Banquo and attempted to kill his son if the witches hadn’t told him that Banquo’s children would one day be kings. Macbeth wouldn’t have ordered that Macduff’s family be killed and his household destroyed if the witches had not told him to beware Macduff. Therefore I think I can safely say that the witches were the ones who were most at fault for the murders, and for the downfall of Macbeth.

Huck Chapter Summary Essay

Chapter 12: Huck and Jim float down the Mississippi for a few days. They spot a boat and Huck, looking for an adventure, decides he and Jim should hop aboard. They overhear two robbers threatening to kill a third. Jim and Huck’s raft breaks loose and floats away. Chapter 13: Jim and Huck steal the robbers’ getaway boat. Huck feels bad and goes to shore for help. Jim and Huck abandon the robbers’ getaway boat and go to sleep. Chapter 14: Jim and Huck go through the items salvaged from the robbers’ boat. Huck tells Jim stories about kings and queens. Jim expresses his dislike for adventures, pointing out that they could get him killed or captured. Chapter 15: As they head for the Ohio River, Huck and Jim get separated by a thick fog. Huck finally rejoins Jim, who is sleeping. He tells Jim that he dreamed the entire incident. When Jim notices the debris on the raft, he realizes the truth and is upset. Huck apologizes. Chapter 16: Huck’s conscience troubles him on account of his helping the widow’s â€Å"property† escape and he resolves to turn Jim in. When Jim tells Huck he’s his only friend and the only one that hasn’t lied to him, Huck changes his mind. Huck encounters two men who want to search Huck’s raft for a runaway slave. Huck concocts a story about his family having small pox and the two change their mind. Huck and Jim’s canoe is stolen and their raft is destroyed by a steamboat. Huck escapes to shore and he’s surrounded by dogs.