Achievement Motivation Essay Example for Free

Achievement Motivation EssayWhat is it?This links personality with the degree of competitiveness picturen by an soul. Its main focus is the extent to which an individual is propel to attain advantage. Some Theories about it Murray (1938) indicated that it was natural for individual to strive to surpass another (genetically) like singularity. Bandura (1977) deald that a competitive drive was a product of teaching (social learning). Atkinson and McCelland (1976) has the view of an interactionist and predicts feat indigence is generated through a combination of personality and situation factors. Atkinson and McCelland view of deed submit as a personality trait which is activated by a situation, the situation comprises the probability of success and the incentive value of success.-Probability of successthe extent to which success is likelyFor archetype success is more(prenominal) likely of the task is found by the individual to be easy.-Incentive value of successthe inc entive value experienced by the individual after success-been achieved. For mannequin the harder the task the greater will be the incentive value because the probability of success is reduced. There are two personality types to determine feat motivation and these are1.High need to achieve (high Nach)Linked with the low need to avoid failure (Low Naf). With these characteristic, desire to succeed overcomes the fear of failure. These performers=high in achievement motivation (high achievers) 2.Low need to achieve (Low Nach)Also linked with high need to avoid failure (High Naf). These characteristics the fear of failure overcome the desire to success. These performers=low in achievement motivation (low achievers)Characteristics of high and low achievement motivation personality traits.High Nach Personality Characteristics Low Nach personality characteristicsHigh need to achieve Low need to achieveLow need to avoid failure High need to avoid failureApproach behaviour is pick out Avo idance behaviour is adoptedChallenges is accepted Challenges is rejectedRisks are undertaken Risks are declinedShows persistence and perseverance when task is difficultCurtails effort when task is difficult Success tends to be attri merelyed to external factors mischance tends to be attributed to internal factorsFailure is seen as a route to successFailure is seen as the route to further failureAspire to mastery penchantAdopt learned helpessnessKey TermsApproach behaviour-describes behaviour that accepts a challenge Avoidance behaviour-describes behaviour that rejects a challenge Attribution-The process that predict reasons for success or failure Mastery Orientation-The strong motive to succeed found in the high achievement. This type of person will expect to succeed but will persist when failure is experienced Learned helplessness-The belief that failure is inevitable and that the individual has no control over the factors that cause failure.Atkinson and McCellandTheir theory of a chievement motivation is best at predicting behavioural responses in situations where there is a 50/50 chance of success. This will trigger motivation for those performers with high achievement traits=likelyto display approach behaviour and mastery orientation characteristics in these circumstances. Incentive value=high when chance is evenly balanced. In contrast to performers who show low achievement motivation would experience greatest anxiety in situations with a 50/50 chance of success later adopt scheme behaviour and experience learned helplessness. Approach or avoidance behaviours likely to arise when in a evaluative situation=Situation in which an individual believes they are being assessed.Drawbacks1.Achievement or success can interpreted in many ways. Some performers regard success as victory over others. For example a long jump athlete winning an event. These people are said to have ego goal orientation. Those with this believe that ability and comparison over others=crit eria for success. 2.Others judge on the basis of person improvement in a given task-For example a second long jump athlete whitethorn view success as the achievement of an improved performance. These people are said to have task orientation. Those with the task orientation value internal goals and believe that effort and comparison with self=criteria for success.Sport Specific Achievement Motivation(Competitiveness)Competitiveness in this context means- motivation to achieve in sport. Gill and Deeter (1988), using their deliver test called the Sport Orientation Questionnaire (SOQ), confirmed that athletes were far more competitive than non-athletes. As as statement, this would appear obvious. Evidence of greater significance-athletes favoured performance goals (task orientation) while non-athletes emphasised the importance of winning (ego orientation) The type of goal set by the teacher as the measure of success in sport-related activities has, therefore, a significant influence u pon the close to adopt and sustain an active and healthy lifestyle. The important association between sport-specific motivation (competitiveness), confidence and goal setting.

Effective Human Resources Leadership for Nursing Home and Assisted Living Facilities Essay Example for Free

Effective Human Resources Leadership for breast feeding Home and aided spirit Facilities EssayManagement Style for Assisted Living and Nursing Home Facilities Human Resource Management in Healthcare OrganizationsThe type of cheek I chose to discuss is an independent the assisted living facility and nursing home. They both provide some of the same functions, although the name of the facility may be slightly different. While these are separate types of organizations now, in the future, they will blend due to the fact that the longer the clientele is a resident of the Assisted Living Facility (ALF), the more likely they will be in need of full-time nursing care. (NursingCenter). I chose this particular type of organization because it is one that I am interested in due to the fact that such a large portion of our population will be served by these organizations in the rise future and for some time to come based on our aging population statistics. Forty-two percent of the populat ion that lives until the age of seventy will blow over time in a nursing home before they die. (Knickman).Residents, or patients, in those facilities will receive services from a variety of providers like corporal and occupational therapists, medication focal point for mental and physical ailments and perhaps social service support services as they move toward the nursing home in lieu of assistance from family members when they have none to call for assistance. Because the milieu is clinical and service oriented over longer periods of time, it is important to examine what kind(s) of management ardour is successful in order to manage the intensive daily clinical needs and the ongoing relationships that develop among the staff and residents.One report on the national of leading styles suited for nursing homes and assisted living facilities reported that a consensus leadership style had a strong association with quality of care. (Castle). Models indicate that consensus leadershi p style is also the best uprise in limiting staff turnover, which is essential in how the residents rate their satisfaction of service. (Donoghue).Consensus management style is not a majority vote. After management hasreached a decision, consensus approach seeks to determine if all the team members find it acceptable and if they are in support of the decision. In this management style we would ask what could be changed in order to obtain staff support. All members of the group should feel that their ideas and views were heard and that they heard the others in the group as well. The idea is that the team will support the management because decisions were arrived at fairly. (Mayoclinic).To meet all the demands of infection control, government regulations, service to the residents, clinicians, families and inherent risks associated with the geriatric population, management must not only be task oriented, but people-centered. Management must develop clear and effective strategic plans , but with a humanistic approach of consensus so that all the team members that serve the clientele are happy and effective. It is truly an environment where management must foster employee relations which will reduction risk, and improve patient satisfaction which should in turn also reduce marketing needs as each point of contact that the staff has with a family member is also an ambient sales opportunity.In order to meet the patient needs in such a high demand environment where a majority of the time the patient/customer is in contact with a lower educated, less clinical staff such as a certified nurse assistant making a low wage, that staff must have a voice to understand that they make a great impact on the organization. When they feel valuable, the organization will run much more smoothly. My first job and customer training out of high coach was working the front desk of a four star hotel. We were the lowest paid on the totem pole, but management and human resources through incentive programs and awards recognized our achievements and solicited our commentary of ideas at all times.WORKS CITEDCastle, N., Decker, F. (2011), Top Management Leadership Style and Quality of Care inNursing Homes. doi 10.1093/geront/gnr064. Epub 2011 Jun 30.Donoghue C, Castle NG, (2009), Leadership Styles of Nursing Home Administrators andTheir Association with Staff Turnover, doi 10.1093/geront/gnp021. Epub 2009 Mar 27.Knickman JR, Snell EK, (2002), The 2030 problem Caring for Aging Baby Boomers. Retrieved from http//www.ncbi.nlm.nih.gov/pubmed/12236388Kreofsky, B., Vrtiska T., Rego S., Lewis T., Chihak A., Spurrier B., Larusso N., Farrugia G. (2011), Using Innovative Idea Management Tools in a Large Health Care Organization Lessons Learned. Retrieved from http//www.mayo.edu/mayo-edu-docs/center-for-innovation-documents/wp-cfi-lessons.pdf Nursing Center. Nursingcenter.com. N.p. n.d. Web. 1 Sept 2013. Olson, Dana. (2007). Effective leadership in long term care the need and the opportunity. Retrieved from http//www.achca.org/ subject/pdf /ACHCA_Leadership_Need_and_Opportunity_Paper_Dana-Olson.pdf

Criminal Justice System as a Deterrence

Criminal Justice System as a DeterrenceDeterrence is used on individuals who already take hold a recital of offend, but also it prevents potential offenders from committing similar discourtesy. Deterrence is used very often and everyone is aware of it even if they do non they are. People generally see to not commit a crime whether its a serious or less serious one, because they know they will be consequences, which could be a bonny or time in jail, depending on what form of offence it was. There are two types of rejectrence specific and general. Specific deterrence is when an offender decides not to commit any future crimes. General deterrence is when a person makes a decision to not commit a crime, because they are familiar with the consequences by observing offenders get punished and they do not want to deal with the same thing if they are caught. in time there has been many arguments about what is judge to deter other. Some suggest that the best solution is to be setting penalties to outweigh the benefit of committing a crime, but the reality is that state who commit crime are rational thinkers and are responsible for their action. This causes conflict as to whether or not execrables are rational within their actions or whether crime is an act of impulse. The nous of being caught and the idea od spending time in prison should deter potential offenders, therefore prison in some way does deter crime by simply catching offenders, which shows the consequences to those potential ones.One of the reasons why deterrence is more limited is understood by viewing the dynamics of criminal justice system. When any crime is committed there is not a certainty of arresting the criminal, and that has an impact on how effective deterrence is, if it was well know fact that police always apprehend the offender not many people who still want to or try to commit any crimes. However there are cases where crimes also serious crimes are not solved and are not followed u p by any arrest and conviction, which is why the deterrent outcome of the certainty of punishment is significantly reduced. Evidently, any improvements on making sure that offenders are being arrested would have huge impact on people who may think they will not be convicted for the crimes they commit. Overall many studies across nations confirm that improving the certainty of sentence provides better deterrent pull up stakes rather than increase the harshness of punishment. The Institute of Criminology at Cambridge University was ordered by the British Home Office to a write a review of search they have done on big studies of deterrence. They have produced a report in 1999 confirming that the studies reviewed do not provide a basis for inferring that increasing the severity of sentences generally is capable of enhancing deterrent effects. Daniel Nagin and Greg Pogarsky, they research concluded that punishment certainty was found to deter crime more than punishment severity. Micro train studies that studied offense lays of particular population, the evidence shows that higher certainty of punishment was linked with decreasing crime. They also have detected that people who know more about crime and punishment are less likely to commit any crime. Different study compared crime and punishment results in the U.S, England and Sweden, til now they have failed to discover a consequence for severity. Records of studies shows that certainty of punishment has shown some connection to decreasing of crime statistics, as yet other studies argue that growing levels of surmise of arrest for serious and minor offences may result in viewing prison as less labelling institution.Deterrence does not seem to be works as the prison population in England and Wales has almost doubled since 1993. In addition, there is also evidence that most offenders come out of prison and re-offend, however the rates are lower for offenders with long sentences. Statistics published on the Min istry of Justice websites confirm that the proven reoffending rate for adult offenders released from custody between April 2014 and March 2015 was 44.7% and the rate for those released from short sentences has been consistently higher compared to those released from longer sentences. Adults who served sentences of less than 12 months reoffended at a rate of 59.7%, compared to 32.2% for those who served determinate sentences of 12 months or more. The trends for those released from short and long sentences have both remained broadly flat since 2005 and are consistent with the overall trend. Thats form a question in prison really works.Does prison reduce offending?Are re-offending rates worse for prisoners than those who receive community sentences?Does the prison environment improve or hinder the physical, social and emotional well-being of offenders?Does prison tog out prisoners for life on the outside?

Teaching English As A Foreign Language

statement side As A Foreign LanguageThe aim of this deliberate is to assess the executing of the instructors of side for the first year of the alter aboriginal Australian checks in Missalata in the new textbook. It excessively investigates some early(a) factors that influence teachers presentation, such as the time allocated to the teach of incline and the lack of important materials such as tape recorders, dictionaries and other pedagogy aids.The main tool through which the researcher collected data is checklists adopted from a thoroughly known figure in teaching English as a foreign row named Jack Richards. The study consists of five chapters. Chapter unrivaled looks at defining round of the concepts involved in the TEFL teaching serve as hygienic as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also embarrasss a literature review. Chapter three surfacelines the background to the study and introduces the acquire environment of it. It also hash outes the methodology of the study and looks at the applied checklist as wellspring as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recomm shuttingations which ar thought to be helpful to improve the English dustup teaching in Libyan schools.Chapter one1.1- IntroductionTeaching English as a Foreign Language (TEFL) is a complicated exercise because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001 1) puts in this context The success of a course of English as a FL depends on several factorsHe discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here it is the teacher. This study examines the important role of the teacher in relation to the methodology employed.The re asons behind the important role played by the teacher in the teaching process is illustrated by the following points1. The teacher stern compensate for any shortage of material or poor material, either by utilise other sources, or by tailoring the material to suit his particular class.2. The teacher can balance the alterations of the scholarly persons levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation.3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain lying-ins and activities. Harmer (2002 128) maintains thatIn big classes, it is difficult for the teacher to let in contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimid(prenominal)ating for inexperienced teachers.Ur (1997 303) also lists some problems in teaching large classes suchas Discipline Correcting written assignments. Effective scholarship for all. Materials. Individual awargonness. Participation.4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. several(prenominal) syllabus quantify is longer than that allocated by the Education Authority.All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the teaching methodal process. Dubin and Olshtain (198631) however, put it well when they expressThe teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms argon crucial.Alien and Valette (1977 3) also stress the important role of the teacher. They say t hatThe teacher is the key figure in the linguistic process course. It is the teacher who sets the tone for the learning activities.They score that The teacher plays a prime role in effecting student progress or lack at that placeof.The teachers role, thusly, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an military rating of teachers lessons at secondary schools in Missalata, Libya.1.2-Elements Involved in English Language TeachingBefore this analysis is undertaken, however, the process behind EFL teaching in common require to be examined in some detail. This will place the teachers role in context and illustrate the overall obscureity inherent In the EFL processThis proc ess according to Al-Mutawa and Kailani (1998 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section1. 2.1-The PupilThere are two types of English voice communication learners in the Libyan environment a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private actors line centres. The objective behind learning English at these types of style centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners cap dexterity in a specific field such as, English for medicine, English for engineering, etc. The difference amid the two can be summarised as followsA. The syllabus for the learner at the academic ins titutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another.B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres.C. Private wording centres care a lot about the number of learners inone class, but public classes are al government agencys oversized which in turn can affect their learning process.1.2.2- The EFL TeacherEach job has its own specification or what is called a job description. Accordingly it is unavoidable, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process?It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001 209-210) points out that two main factors should be considered carefully in employing EFL teachers1.2.2.1- The Teacher s Knowledge.In this respect he outlines the following practical noesis the teachers repertoire of classroom techniques and strategies inwardness of language knowledge the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information pedagogical knowledge ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise personal knowledge the teachers personal beliefs and principles and his or her individual approach to teaching reflective knowledge the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching SkillsTeaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993 297) who lists the followingKnowledge of the language systemGood pronunciationExperience of living in an English-speaking countryQualifications (perhaps further development taken, or in-servicedevelopment)Classroom performanceEvidence of being a good colleagueLength of time as a teacherAbility to create verbally teaching materialsCareful planning of lessonSame LI as students, or a sound knowledge of itExperience of a variety of teaching situations individualised qualities (outgoing, interested in learners and so on)PublicationsKnowledge of learning theoriesWide expressionAbility to manage a team of teachers. In addition to the above points education governance at all levels (planners, inspectors and headmasters) are asked to follow up and assistEnglish language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001 218). Lists a number of conditions to achieve and maintain g ood teaching standards Monitoring in this respect he states that to provoke the level of teaching, monitoring can play a major role throughgroup meetings, written reports, classroom visits, and student evaluations. Observation This can also play a part in upgrading teaching and heproposed different ways to implement this task. He suggests self-observation, peer observation or supervisor observation. appellation and Resolution of Problems problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. Shared Planning This task can be done through the collective work among teachers on planning a course of study.EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks.1.2.3-The Method of TeachingBefore discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985 228) give very simple explanation. They say method is (in language teaching) a way of teaching a language which is ground on systematic principles and procedures, i.e., which is an finish of views on how a language is best taught and learned. They go on to say that these views includea. The nature of languageb. The nature of language learningc. goals and objectives in teachingd. the of syllabus to usee. the role of teachersf. the techniques and procedures to useAs with deal to the definition of approach, Al-Mutawa and Kailani (1988 12) say in this respect The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definitionone of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a handling of the major teac hing methods.1.2.3.1- Grammar Translation MethodThe history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behindThe application of this method includes as Rivers says ( 1983 29)an understanding of the grammar of the language and training the student to write the new language blamelessly by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to say texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. ( baker and Westrup 2000). Less emphases is made on accurate pronunciation thus auditory modality and speaking are ignored in this method.The Grammar Translation method is known to be very useful as Baker and Westrup( 2000 4)) point outin teaching academic work and for passing written exams .1.2.3.2- The ingest MethodThe Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the channel method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language adept from the regaining and to avoid the use of the mother tongue. In this resp ect Rivers (1983 32) saysThis renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while course session and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000 4) list the following limitation in learning L2 through the use of the Direct Method Students may not always understand what they are repeating Students cannot make their own responses in new and different situations Teachers may not be confident enough to use English throughout the lesson They are not so useful for advanced learners. 1.2.3.3- The audio-lingual MethodOne of the main reasons for the consequence of The audio-lingual Method came as a conduct of the need of the American forces to use and understand the language of the invaded countr ies in the 40s and 50s. Kara(1992 82) says in respect of the application of the Audio-lingual theFollowingthen being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent.She goes on to describe the mechanical application of the method by sayingClasses were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embeddeda) Language learning is primarily mechanical habit formation.b) Language is a form of verbal behaviour.c) precedence goes for mastering spoken first in order for the other skills to be effectively gained.d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules.e) Teaching language involves teaching the cultural norms of native speakers of the target language.The major criticism addressed to the Audio-lingual method is represented in Rivers (1981 47) words as followsIf Audio-lingual training is given in a mechanical way, students may progess like well handy parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,t meaning of what they are saying and unable to use .zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in conversation situations contrived within classroom group. 1.2.3.4-The Communicative ApproachThe Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but so far in our schools and training centres in Libya. excessively the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form.As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in true to life(predicate) situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and body process leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures tha t the learners should proceed fromguided to freer practice of language items. The teacher has also to encourage group and pair work.1.2.3.5- The Eclectic ApproachSome teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988 27) sayTeachers often incorporate features of different approaches in their particular methodology.Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or bring out grammar rules.1.2.4- The Teaching MaterialsTeaching materials include textbooks, workbooks, newspapers and magazines, posters, bla ckboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students.1.2.5- The Classroom EnvironmentMost of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class.They have enough windows to provide light and fresh air. The strong-arm building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desk s as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere.Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another.Since this study uses these terms very frequently, it becomes essential to define what each one of them means.1.2.6.CurriculumNunan(19886) defines curriculum as followscurriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme.On the same line, Lim (cited in Richards 2001 41) also includes the following parameters as part of the curriculum processneeds analysis, goal setting, syllabus design, material design, language programme design, teacher preparation , implementation of programmes in schools, monitoring, feedback and evaluation.Curriculum can be divided into three different groups think Curriculum Implemented Curriculum Realized Curriculum Nunan (2000) describes these stages as followsI like to draw a distinction between the planned curriculum, the implemented curriculum, and the recognise curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction.This study will be mainly dealing with the implemented curriculum.Chapter Two Literature Review2.1.- Secondary School Syllabus (Past and Present) 2.1.1- Introduction.The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001 8) said in this contextSince the start o f British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments square up into two main stages2.1.2-Secondary School Syllabus Before 1996.Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999 9) maintained thateducation was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last days of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Ara b citizen through imposing the Italian language.This stage lasted well-nigh half a century.Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic.Moreover, education in Libya, generally, was very limited for many reasons, for example, meagerness and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972 206 ) in his book The History of Libya put the rate of analphabetism at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001 8) says thatThe curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form kinda than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises.The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983 4-5) only section C is different with the submission of some comprehension questions. One finds them concentrating on g rammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc.With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of lecture and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy.The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 60) describe the syllabus in the Arab Gulf States before the mid 70s by sayingWith the fundament of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatic items, and particularly sentence patterns.At that time the Communicative approach was introduced into the curriculum in Europe and the USA.2.1.3-Secondary School Syllabus After 1996In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching.The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995 66) in this context quoted Littlewood when he describes the communicative language teaching by sayingOne of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication.This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) saysIn spite of the resistance to the introduction of the communicative approach in China, there were still many teachers in favor of CLT.Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books vocabular y, grammar and the four language skills listening, speaking, interpret and writing. The textbooks content of vocabulary, grammar and the four language skills serve the makeup of each unit in a communicative way.The authors (Tankard and Tankard 20011) give an example of this point in their introduction to the First year Secondary School Textbook by saying Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. contrasted to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which th e authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, ghastly and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar inclusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity.In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching pro cess i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been Is the teach

The Importance Of Branding

The Importance Of instigatoring1. INTRODUCTIONNow a day, the companies have recognized the greatness of scrapeing as an important key to success. This appellation is aims to analyse the splendour of faulting and its role in ensuring success in assembly line of products. The scope of assignment covers the introduction to the brand, need of branding, key conceits in branding, importance of branding, brand architecture and role of branding for creating value. The exploratory studies include the both agate line to business (B2B) and business to con spunker (B2C) markets. The research is establish upon inessential data, collected from secondary sources such(prenominal) as journal articles, scholarly reviews, books and websites. In the end, a conclusion has been presented, based upon the research findings on with recommendations.2. BRANDINGThe Amerifanny Marketing Association (AMA) defines the brand as, a design, reference, symbol, term, logo or symbol or combination of the m, intended to identify the goods or serve of one seller or group of sellers and to tell them from those of competitors. The branding is, endowing ingatherings and service with the power of a brand (Kotler and Keller, 2009, p241). The Malhotra (2012) defines the branding as, process of utilizing marketing strategies to recruit their products or services image so that it is much readily recollected by the customer. A product or service is called brand only when its dimensions differentiate from others, exactly pay off the same need. The point of difference rump be related to products performance ( utilitarian, discernible and rational) or related to the image/abstract of brand (intangible, randy or symbolic).The success of branding strategy of a company is mainly dependent on its brand planning, represents of branding models. The Keller (2009, p2) presents two important models for building brand.(a) Brand location Model The focus of the brand positioning model is to estab lish the matched advantage in the minds of customers. Its all ab pop out positioning brand let out than others. The competitive positioning can be developed through with(predicate) four steps.Competitive Framework of Reference identify the competitors and the nature of competition in the market.Creating Point of exit (POD) identify the attributes and features, different from competitors products.Creating Point of Parity (POP) Identify the attributes and features, similar to the competitors products.Creating Brand Mantra A core promise or brand essence, three to five news phrases, presents the spirit of the brand. Like Nokia Connecting People, TESCO, every little help, Sony Ericson Finger Talk, McDonald I M loving it (Gangal, 2011) (TESCO-Strategy, 2012).(b) Brand Resonance Model The brand resonance model focuses creating unabated and loyal relationships with customers. The key components of this model be following (Appendix 1) (Keller, 2009) these four steps atomic number 18 also guided by brand pyramid (six building blocks) consist of brand salience, brand meaning, brand response, brand judgement, brand feeling and brand resonance, which help in con noning the sequence.Brand identity diagnose who are you? Through brand awareness.Brand Meaning Describe what are you? Through defining POP POD.Brand Response Describe what about you? Through positive actions.Brand Relationships Describe what about you and me? Through loyalty.1.1 Need of brandingThe marketers engage in creating brand and promoting brands due to many reasons, because they understand the significance of branding into their business. The different authors / researchers presents the different reasons (motives), john making their brands. The Kotler and Keller (2009, p241) and CMS (2011) indicates towards differentiating motive as a major reason of branding. The marketers are engaged in branding, because they want to wanton away their products different than other branded and non-branded prod ucts, so that the consumer can easily identify their brand, otherwise, without branding, the consumer cannot identify the products of a particular seller (brand).The Malhotra (2012) presents the reason behind branding is to enhance the image of a product that can be recalled by customers. When consumers are having high image of product in their minds, they can easily recognize the brand among other brands. A chocolate raw sienna can easily recognize KitKat Chocolate as it is his preferent chocolate brand and he is having high image in its mind, so he would be only KitKat chocolate among other chocolate brands. The ultimate impact of high brand image results in higher sales and higher customer loyalty.The shelter (2011) Hankinson (2012, p974) states that the branding plays vital role in the success of business. When a company does clear brands of its products and services, it enjoys many benefits such as, (a) branding differentiates the companys products from other products. (b) branding provides the company with chat ways in order to communicate the messages, principles, values and characteristics of products to customers. (c) Branding builds the report of company in the market, as new products with good tint and reasonable quality are best known in the market. (d) Branding is an impressive way of developing the loyalty of customers. (e) Once the brand is established, the companies also feel ease to dip a new brand or product under its established brands. (f) Strong brands also help the company in difficult times or at the time of crises. (g) branding helps the companys in winning the purchase decisions of customers. (h) branding increases the branding recall among customer and ends up with firm customer loyalty.1.2 Key Concepts of BrandingThe key concepts of branding are the pillars, which help the companies to promote their brands towards their target customers.(a) Brand Positioning Branding positioning is all about placing an image of the brand in t he minds of customers. The Keller (2009, p6) describes the positioning as, act of designing the companys offering and image to occupy a distinctive place in the minds of the target market.(c) Brand Attributes The brand attributes are cumulation of features and characteristics which highlights spirit aspects of brand (Managementstudyguide.com, 2009). The brand attributes are developed through actions, images and advertising.(c) Brand Elements The brand elements are components, which creates the identity of brands such as name, motto, colour, characters, symbol, sound, jingle, shape, graphic, tastes and movements etc. (Kerr, 2012). For example, the symbol of Honda (H), slogan of TESCO every little helps, character of KFC KFC + old man, the yellow colour of McDonalds (M) and jingle of Nokia (Tune) etc. are the examples of brand elements, which creates the brand.(d) Brand Personality The personality of brand is, sum total of characteristics of the organization or its culture, which r eflects the organizations philosophy and mission (brandXpress.net, 2008).(e) Unique Selling Propositions (USP) The effectiveness of branding strategy can be enhanced through better identification and highlighting the USPs. The USPs are the key characteristics and factors, which presents that the companys product is better than competitors products (Kerr, 2012).(f) Brand Image The brand image is basically customers set of beliefs about a item brand (Managementstudyguide.com, 2009). The image of a brand is built up with the core association about brand in the mind of customers.(g) Emotional Branding The emotional branding is consumers attachment to a specific, relevant and soaked emotion (bonding), love or companionship to the brand (Rossiter and Bellman, 2012, p291). The focus of companies is to gain the emotional attachment of large number, because when people are emotionally attached to a brand, it creates attitudinal loyalty that is beyond of behavioural loyalty. The emotional branding is effective for those products, which seeks the high involvement of people and positively motivated. The conventional advertising (based upon USPs) is also much effective for creating emotional attachment, but the impact of customers positive experience of products is effective in highly competitive dynamic environment.(h) inherent Branding Due to the paradigm shift from product to services, a need of internal branding has been increased rapidly. There people actually deliver the services to final customers, so their role is vital in service delivery. They can deliver the service only when they truly understand the brand identity, commitments, values and elements, which can be communicated to internal employees through internal branding (Patla and Pandit, 2012, p115). The effectiveness of internal branding can be measured through employee complaints and feedbacks. Further, employees emotional attachment and lesser communication gap also enhance the efficiency of interna l branding (Franois-Gagne, 2012).1.3 Importance of BrandingThe most distinctive capability of marketing managers is to create, maintain, enhance and defend the brands, because they know the importance of branding for their business. It is said that the great brands, such as Nike, Sony, Mercedes etc. are not accidently become great, but they are the result of plan and thoughtful branding strategies (Keller, 2009). The important aspect of branding is that it enables the companies to launch their own brands and also protect their brand through registering copyrights (Kotler and Keller, 2009, p242). The high street clothing brands such as Next, Nike, Levis and Wallis etc. are running their own branded products through registering their own brands, which not only differentiate them from market competitors but also protect their brands from the copy. The big retailers such as TESCO, Sainsburys, Morrisons and Primark etc. have also launched their private label brands, which helped the c ompanies establish their own brands in competition and their brands and trade market are registered, so its protection for them due to branding.According to CMS (2011), branding also supports the advertising strategy of a company, because when people are quite familiar with the brand name, colour, logo, symbol or any other brand element, thusly people, when they see advertised, feels their emotional attachment and feelings for the brand. In addition, if the people are having a good branding experience, then a high level of attachment will be formed and it will take the customers towards buying decisions and remain loyal.The key aspect of a brand is that, an effective branding strategy does not work for a sole brand but also works for the entire companys brand. The Kerr (2012) states that an effective branding increases the sales, but the impact of effective branding is not limited to the one brand or service, but all other brands receive the impact, associated with a particular bra nd. An effective branding of Apply iPhone 4 is not only promotes the brand equity of Apple and promotion of iPhone 4, but also promotes the other iPhone models and products of Apple.The Ashton and Pressey (2011, p1027) claim the branding reduces the competition. This concept is similar to the differentiation strategy, opposite of cost leadership strategy. A company that is facing high competition from its competitor can avoid the competition through differentiating its products from others with the help of branding. There are many examples about avoiding competition from branding. The Mercedes is a brand of automobiles, but it positioned itself as premium and luxury brand, bring out itself out from competition of regular car brands. TESCO belongs to the retail industry, but it positioned itself as wholesaler or cheaper product brand. Redbull belongs to the beverage industry, but it positioned itself as energy drink and separated itself from other beverage brands. This is how brandi ng differentiates the products from the competition. The red action and blue ocean strategy also help the companies to avoid from competition (Appendix 2) (Kim and Mauborgne, 2010).The key responsibility of brands is to create value for their stakeholders. According to Kotler and Keller (2009, p242), the branding works for both consumers and companies. For consumers, brandings help them in identifying their favourite brands, because when brands are identical, consumer can easily recognize them. It also helps the consumers to identify the brands, based upon the experience, which brands satisfy their needs and which dont. Consumers are also saving from risks of buying such products, which are not giving them the true value of money. In the modern world, in which consumers are time starved, complicated and more than rushed, so branding crystallises their lives easy with decision making and reducing risk.From the perspective of the firm, the key form of the value of a company is monet ary benefits that means branding increases the returns on investment for their companys stakeholders through increasing sales. Further, brands also provide other benefits to companies. Branding simplifies the product tracing, product handling, maintaining accountancy records, organizing inventory, legal protection and predicting demand for a particular product. Nestle UK Ireland is dealing in many brands across the UK, so branding of Nestle provides the company to differentiate its products from other companys products. The in-house facilities include locating the product, handling inventory and maintaining records of products (Kotler and Keller, 2009).Apart from internal attribute characteristics, brand elements and associations the branding strategy also leverages the brand equity from secondary sources such as Things (third party endorsements, events, causes), places (channels, country of origin), People (employee, celebrities, endorsements) and other sources (company, alliance s, ingredients and extensions) (Appendix 4). The brand uses the foreign brand names, language and country of origin (Coo) in order to enhance brand equity of their product (Melnyk, Klein and V-lckner, 2012, p21) (Herstein, 2012, p147).The branding creates the value for its stakeholders through increasing sales, profitability and return on investment. When a strong brand is successful in achieving loyalty (both behavioural and attitudinal), then customers make repeat purchase and also recommends its fellows and friends to buy from the particular company (called positive word of mouth and referral group impact) (Kapferer, 2008, p20). Further, the strong brand can easily charge higher from their loyal customers, so development the premium pricing strategy for strong brand is an easy and strong brand also makes the customers less elastic to price increase (Kotler and Keller, 2009, p244). In short, from a financial perspective, the strong brands can get higher returns on investments.1.5 occasion of Brand ArchitectureThe brand architecture represents the structure of brands in an organization. Brand architecture basically sets of all components of the brand, like brands visual requirements, operational requirements, story, promises, meaning and personality traits, under a single unified structure (Moderandi Inc, 2006). In brand architecture, the corporate brands or umbrella brands (overreaching brand, top brand) are used across the products in the company such as Virgin Train, Virgin Cola, Virgin Mobiles and Virgin airlines etc. Brand architecture can be unitary (one company name for all brands Virgins), hybrid (sub-brands work individually but linked with company brand Nestle SA), and diversified (brands are marketed individually Yams Food (Pizza Hut, KFC) Pepsi Brands) (MarketingforWAHM.com, 2012, p260). There are several benefits of advantage of brand architecture (Verma, 2009) (Kotler and Keller, 2009) (KENNEDY and McCOLL, 2012) (a) the company can easily man age the products across family brands. (b) The consumers can easily recognize the brands as part of their favourite brand. (c) It develops understanding about brands, how brands are related to specific portfolio and how they are different from each others. (d) It also reflects that how sub-brands along with corporate brand support the core decide of the overall corporate brand. (d) It helps to develop new brand elements for new products. (e) It can help to assess performance of corporate brand, family brand and sub-brands individually. The characteristics of brand architecture, simplicity, no more than two levels, flexibility and proper arrangement of brands improves the performance of brand architecture (Daye, 2009).1.6 Branding for Business to Business (B2B) marketsThe previous discussion on branding and its importance presents the role of branding for business to consumers (B2C) markets. The business to business (B2B) branding is almost same as B2C branding but there are few dif ferences, which indicates towards apply slight approach for B2B branding. (a) The corporate brand is more visible in B2B branding than product branding. (b) The B2B target market is smaller than B2C large customer community (selection of advertising strategy is important). (c) The contracts with customers are long term (so pricing and product details are important). (d) The decisions of branding in B2B are more inclined towards functional aspects. (e) B2B buyers are using rational decision making rather than emotional decision making. (f) B2B buyers focus business relationships more than individual sales. (g) B2B buyers are elastic more on price (Brown, 2009) (Miller, 2007). These differences stimulate the marketers to take different approach for branding in business to business markets.In B2B branding, the companies build their brand equity and strain competitive advantage through their core brand values. For example, the brand value of Dell is flexibility, Sony is famous due to innovation and IBM is having brand value of quality. So, when buyers (other companies) would like to make purpose decisions, they would focus on key value of company before making buying decision (Hague, 2010). Secondly, the B2B buyers make buying decisions on the basis of product performance, product availability, product price and services (guaranty warranty), so marketers of B2B markets highlights these particular benefits of their products in advertising rather than focusing on attributes of products. Further they focus on tangible advertising materials such as indoor and outdoor material, one to one marketing, relationship marketing etc. One research findings states brands when personified as a tender-hearted can be used to manage B2B customers relationship with in a B2B network (Gupta, Melewar and Bourlaskis, 2010, p395).1.7 Implications for Brand ManagersThis section highlights the implications for brand managers, because there are some preclude arguments on a few concept s of branding and suggestions for brand managers to understand these keep points in order to correct their focus and ripe the optimal benefits of branding (Malhotra, 2012) (Royston, 2006).Branding should be simple The people can remember and recall the brands, which are simple and having positive associations. The complex brand elements and ideas are difficult to remember and recall.Brandings should be safe The game of branding should be played safe. Especially in global brand marketing, brand managers mustiness focus on following topical anaesthetic culture, customs, norms and legislations that would keep the brand safe from social or legal menaces.Branding should be different The success of branding is only when it is different from competitors through using innovative strategies and methods as part of branding strategy. Its all about creating opportunities through singing the customers that you are different than competitors.A brand is not only a Logo Although the logo and br and name is an important element of branding (CMS, 2011), but brand is not only the logo.Brand Loyalty never was telling The success of branding strategy is not evaluated how good you are doing advertising and promotions in order to tell the people they should trust you, but this trust must be initiated by people by themselves that would reflect the true effect of branding.Positioning is presence Now a day, actions speak louder than words. The positioning of brand is not what people feel about your brand, but what you really make them feel about your brand.2. CONCLUSIONThe findings of secondary research conclude that the branding is having significant importance for the success of business. The marketers get several advantages of branding such as, greater financial returns, greater loyalty, improved brand perception, larger margins, improved employee performance, opportunities of extensions and licensing, improved communication, less threat from competition and more elastics to pric e increase and less elastic to a price decrease and overall success of the business. For consumers, the branding helps the customers to select their favourite brand, make buying decisions easily and reduce the risk of buying less valued product against their money. Apart from business to consumer markets, the branding is also very helpful for business to business markets. Brand architecture is good practice of arranging the brand into sequence in accordance with their positions in architecture as corporate brand, sub-brand, line extensions etc. The use of brand architecture is helpful for companies to manage their brands effectively. The implications for brand managers are to understand the true spirit of the brand, develop effective associations and manage the brand across the architecture in order to reap the maximum benefits of architecture.

Macbeth Is A Tragic Hero :: essays research papers

Macbeth Is A Tragic Hero     One might choose to assent to the statement, "Macbeth is a tragic hero."This conclusion may be based upon certain char effecteristics , proposed byAristotle, that warrants him worthy of such a title. Aristotle stated that atragic hero must be of certain qualities a bit of noble stature, favourable, thoughnot perfect, have a fall that results from committing an act of injustice, whichis his own fault, and receive a punishment that exceeds the crime.     A tragic hero is unity of noble stature, and is good. Macbeth is known asthe Thane of Cawdor. He receives this honor because he has just returned from amilitary success that has covered him in glory. Macbeth can be considered"good" at the start of the work. He is good, although he is not perfect. He hasa good heart and is in a keen state of mind in advance he hears the witchesprophecy. Macbeth does not begin to become evil until he is convinced to act onthe prophecy by Lady Macbeth. Lady Macbeth is the evil single who poisonsMacbeths mind although, she is only encouraging her husband to do what shefeels is in his best interest.     The heros free fall is his own fault, the result of his own free choice,not the result of an disaster or fate. An accident and/or fate may be acontributing factor in the heros downfall, but are not alone responsible.Macbeths downfall is entirely his fault. He chose to listen to the witchesprophecy. Banquo heard the same prophecy, but chose not to allow himself to beduped. Macbeth could have done the same thing. He, instead, chose to acceptthe prophecy and act upon it. Macbeth spends most of the play in moralindecision. Lady Macbeth encourages him, but it is he that chooses his actions.     A tragic heros misfortune is not wholly deserved. The punishmentexceeds the crime. Macbeth does not in all deserve to die as a result of theseincidents. He begins the work as a good man, but later declines because of thedesires of his wife, and bad choices. Macbeth does not compliments to kill anyone, butdoes it. He is a person of greatness, but is also of weakness.

John Donne :: essays research papers

John Donne     John Donne was a writer with exceptional talent and had an intense feeling virtually all that he wrote. In the beginning of his life he was a charming man who , was accepted by royalty because of his personality and physical composition ability. Having been engaged by one of the queens highly regarded men , he worked and associated with the high class royalty. Donnes life and job lead him to meet and at long last marry his employers daughter. This couple caused scandal due to the classifications of the two people. Having lost his job because of this and also not being able to obtain steady art the family lived in poverty for years. Donne held low class secretary jobs and wrote during this time , but lack of financial security kept them where they where in life. He , by writing with the motivation from the live of his wife , became one of the most widely read writers of the time. As time went on Anne passed away and Donne was left with the chil dren. He soon was elect dean of St. Pauls Cathedral , became a famous speaker , he used the motivation of God and the church to fuel his writing.      Much of Donnes poetry was written for his wife and was very intense due to the love he felt for her. In "The Canonization" Donne tries to fight why he cannot love Anne and asks what is the matter with his love , for he sees it as true. He writes in a civil manner asking if his love has hurt anyone , if the fanaticism that he loves her has always injured anyone. Never fearing what others say or do to the couple he bases the security of his life on their love. He ponders why people are agony about their love when awful people are committing horrible acts throughout the world. He says that they are one and nothing could break them apart. Not wanting to be bothered anymore and yearning to live free with his love he wonders if people will approve and , though his love will not cash in ones chips , fears that the impact of the world will destroy their bond.      During his years without his wife Donne wrote about the love of the church and the Lord. Much like the prior years in intensity and feeling , but with a different object of affection.