William Butler Yeats poem, Leda and the Swan and Fred Chappel’s Narcissus and Echo :: Yeats Leda and the Swan Essays

William Butler Yeats poem, Leda and the Swan and Fred Chappel’s Narcissus and Echo Poets use many different stylistic devices to capture the attention of the reader. After all, who wants to read a boring poem? Many times, it is the opening line that acts as the "hook." What better way to capture someone's attention than to incite emotion with the first word. Some poets use form to their advantage. Perhaps by writing the words out in different shapes, they will create a broader readership. Some poets use symbolism, or structure to benefit their artistic license. I prefer the subtler and less common stylistic devices. Fred Chappel, in "Narcissus and Echo," and William Butler Yeats poem, "Leda and the Swan." use different, yet effective stylistic devices to capture the attention of the reader and hold on to them throughout the entire poem. By echoing the last sound of each line in his poem, Chappel is able to create two separate poetic rhythms. The first is the fundamental poem written about two mythological characters. Narcissus, the first character, was so enthralled with his own beauty that he fell in love with his own reflection in a pond. He, being so brokenhearted that he could never be with his true love (himself), wasted away until all that was left was a beautiful flower. Hence that flower called Narcissus. Echo is the other character in this "tragic" love story. She fell in love with Narcissus. This was before he turned into a flower, of course. She followed him, trying to speak to him but in his vanity he did not notice her. She was heartbroken and withered away until all that was left was her voice to follow him. Hence the echo. It was her voice combined with his reflection that Narcissus fell in love with. After all, who wouldn't want to hear their words echoed back to them by their lover? Chappel uses this story as the base for his poem, which seems to be of Narcissus' love. The difference is that the words that are echoed back are not quite the same as the original. They seem to be almost an ironic look into the shallow nature of this character. In the seventh line, Chappel brings this irony to light when he writes, "teasing playfully the one being. Unbeing" (181), almost as if he is trying to tell Narcissus that his love is a pretense.

Cyberbullying: Bullying and Possible Solutions Essay

Cyberbullying has become one of the main problem in today`s world, which is under the influence of social networking. Nowadays, more and more young people at the age of twelve from to seventeen claim that they have been subjected to the attacks of cyberbullying. Cyberbullying is an act of online bullying, which represents anonymous nasty comments and messages that can hurt a person psychologically or even physically (safetyweb.com, 2012). The purpose of this essay is to recognize the problems of cyber bullying and to find any possible solutions for it. So, first of all, this essay will show the problems of the cyber bullying. Secondly, there will be some solutions and evaluations of these problems. There are a number of problems connected with cyberbullying, but a psychological state of victim teenagers is one of the most important. According to the website pcmag.com, 88% of all users of social networking stated that they saw how somebody said unkind things to their peers. It is clear that 26% of girls 12 to 17 treat their peers more than boys (ibid.). So it is clear that unkind comments and messages have a great impact on the psychological states of teemagers. Depressions, tantrums, appetite changes and changes in behavior are an important sign of cyberbullying (safetyweb.com). Cyberbullying can influence that the teenager stops participating in social life, inwards him or her and it may even lead to suicide. Moreover, there is one more specific problem is bad grades. The victims might stop going to school, because they are afraid of their peers due to cyber bullying. This will lead to bad grades and the possibility that a child looses his chance for education. So we can see a series of problems and now move on to their possible solutions. According to Palfrey (2009) there are few solutions. For instance, it is a rational decision to provide a psychological help for victims by talking with them and helping to forget about accidents. Furthermore, adults can â€Å"get the whole story and listen closely to child`s feelings† (safetyweb.com). It is clear that there must be a strict punishment for bullies such as special fines. It is also an opportunity to provide an education for them and possibly for their parents. In case of school,  teachers can help victims to increase their grades. Also school can provide a safe process of education for victim children. As for social websites, it is possible to avoid anonymity by entering a real-name policy (BBC program Panorama). According to possible solutions, we need to understand that all these solutions have a great number of consequences. For example, psychological help for victims can cost a considerable amount of money, because people will need to provide classes and courses for specialists. It might also cannot be efficient. If we were talking about bullies, it would be almost impossible to recognize who the bullies were due to anonymity. If police finds the bullies it would be illegal to fine children, so their parent will have to pay fines. Nevertheless, it will be also hard, because parents could refuse to pay money or the welfare of the families would not let paying such penalties. To summarize all of the information we can see that there are some possible solutions, such as psychological training for victims and punishment for bullies, but, unfortunately, these solutions are hard or even impossible to implement, because they cost money, take time and in most cases are not efficient. References: 1. http://www.pcmag.com/article2/0,2817,2397419,00.asp (Acesses 12.02.12) D. Poeter 2. http://www.safetyweb.com/poster (Acesses 12.02.12) 3. http://www.law.harvard.edu/news/2009/04/01_cyberbullying.html#BodyWrapper (Acesses 12.02.12) 4. http://www.bbc.co.uk/i/b01c00y3/ (Acesses 12.02.12)

A Tale of Oppression and Reaction Handmaid´s Tale by...

In Margaret Atwood’s Handmaid’s Tale, the character of Offred is restricted by the severe regulations of her society. The once democratic United States of America with equality for all has been turned into the theocratic and totalitarian Republic of Gilead. When Offred is affected by the strict standards of this society, she responds in audacious, yet furtive ways in order to not attract the attention of the omniscient Eyes who control the society and punish offenders After the United States becomes Gilead, many aspects of society change. In a sense the society travels back in time, erasing the strides feminists had fought to obtain. Offred arrives to work as usual and is told that it is against the law for women to work. They now have to†¦show more content†¦Now you are being given freedom from. Don’t underrate it† (Atwood 24). Although the women are no longer subjected to lewd remarks and catcalls from men on the streets, they are forbidden from many previous freedoms. Aunt Lydia is arguing that the women should be grateful for these â€Å"freedom froms† and not lament the â€Å"freedom tos† they have lost. As a rare and coveted fertile woman, Offred is forced to become a Handmaid and be passed from Commander to Commander. Each handmaid is renamed â€Å"Of,† signifying ownership, followed by the name of her commander, rebranding her as property. Renaming handmaids takes away their individuality and erases their former life, reinventing them as new people with a refocused purpose. It likewise makes her dispensable because a new handmaid can easily replace her and adopt the name Offred. She is obligated to partake in the â€Å"Ceremony† each month during which the Commander reads a bible verse before having sex with her as his wife encircles them. Offred struggles to define the act. As she explains, â€Å"I do not say making love, because this is not what he’s doing. Copulating too would be inaccurate, because it would imply two people and only one is involved. Nor does rape cover it: nothing is going on here that I haven’t signed up for. There wasn’t a lot of choice but there was some, and this is what I chose† (94). She goes on to emphasize that no passion or love is involved for anyone, even the Commander: he is simplyShow MoreRelated Feminism In The Handmaids Tale Essay1588 Words   |  7 PagesFeminism In The Handmaids Tale      Ã‚  Ã‚   Feminism as we know it began in the mid 1960s as the Womens Liberation Movement. Among its chief tenants is the idea of womens empowerment, the idea that women are capable of doing and should be allowed to do anything men can do. Feminists believe that neither sex is naturally superior. They stand behind the idea that women are inherently just as strong and intelligent as the so-called stronger sex. Many writers have taken up the cause of feminismRead MoreMargaret Atwood s The Handmaid s Tale1544 Words   |  7 PagesFeminism as we know it began in the mid 1960 s as the Women s Liberation Movement. Among its chief tenants is the idea of women s empowerment, the idea that women are capable of doing and should be allowed to do anything men can do. Feminists believe that neither sex is naturally superior. They stand behind the idea that women are inherently just as strong and intelligent as the so-called stronger sex. Many writers have taken up the cause of feminism in their work. One of the most well known writersRead MoreAnalysis Of Margaret Atwood s The Handmaid s Tale Essay1623 Words   |  7 Pagesthe id, ego, and superego. When examined using this theory, Margaret Atwood’s The Handmaid’s Tale, a dystopian novel about a patriarchal totalitarian government that has replaced the United States of America, is particularly interesting. 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Margaret Atwood’s novel was written during a period of conservative revival in the West partly fueled by a strong, well-organized movement of religious conservatives who criticized ‘the excesses of the sexual revolution.’ Where Brontà «Ã¢â‚¬â„¢s Jane Eyre is a clear depiction of the subjugation of women by men in nineteenth-century Western culture, Atwood’s The Handmaid’s Tale explores the consequences of a reversal of women’s rights by menRead More`` The Road `` By Cormac Mccarthy2000 Words   |  8 Pa gesexpress writer’s concerns; in her award winning book The Handmaids Tale Margaret Atwood warns of the instability in our patriarchal society, likewise Cormac McCarthy in his acclaimed book The Road also gives a warning; that of the fragility of human nature. Using the setting of hostile, post-apocalyptic America these authors explore what happens to both individuals and the wider society when rights and basic human necessities are taken away. Atwood creates the patriarchal dystopia, Gilead, which strips

Piaget s Theory Of Cognitive Development - 1401 Words

Piaget’s Theory Piaget’s theory of cognitive development is named after Jean Piaget, the Swiss clinical psychologist who came up with it. As the name suggests, the theory focuses on the nature of knowledge and how human beings acquire it, construct, and later use it for a particular purpose. According to Piaget, mental development is a progressive reorganization of conceptual process that results from the environment experiences and biological maturation. The theory focuses on the cognitive of children and how their thinking changes as they grow from their infancy, to young adult age, and into adult age. The theory is also referred to as genetic epistemology which is generally the study of the origins of knowledge. Piaget did not focus on how well the children could solve problems, count, or spell words as the measure for their IQ; he focused more on how fundamental concepts emerged such as the idea of quantity, time, and numbers. Since the theory was invented, it has had a great impact on th e nature of education that the children receive. However, it has also been faced with criticism from critics who argue that some of the ideas that Piaget uses lack concrete basis. This essay discusses the strengths, limitations, implications to personal life, and how it compares to other closely related theories. One of the major strengths of this theory is that it has had a great impact on education. For instance, the theory has helped to develop instructional strategies. It isShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagesare many great cognitive theorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many contributions to learning and to cognition. One of most important contribution was a model that was made by Piaget. This modelRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biolog ically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). 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Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development Essay1790 Words   |  8 PagesCognitive developmental theories provide a framework for understanding about how children act and perceive the world. However, every theory has both strengths and weaknesses. A certain theory may explain one aspect of cognitive development very well, but poorly address or completely ignore other aspects that are just as important. Two well known theories of cognitive development are Piaget’s stage theory and Vygotsky’s sociocultural theory. As I plan to be a pediatric nurse, these two theories willRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 PagesJean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is differ ent from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development

Nobody Understands Terrorism Better Than The Citizens Of...

Nobody understands terrorism better than the citizens of Pakistan do. It’s been plaguing us since the soviet invasion of Afghanistan in 1979, and Pakistan’s significant role in it, and more so, after the 9/11 fiasco that we won’t ever live down, it would seem. While terrorism happens to be a global issue, Pakistan has had to bear the brunt of it a lot of the times. A quick research on this topic will invariably bring about the same results, papers, thoughts, etc. those being; the last decade or two has seen a rise in the instability, insecurity and political violence in Pakistan, thanks to it being the frontline state in the global war on terror. Owing to this, there is no dearth of people with the opinion that Pakistan suffers from an†¦show more content†¦It’s a universally accepted fact that education is the cornerstone of development, progress and all that sought after stuff. Unfortunately, we are slightly preoccupied; fighting the war on terror, and paying a huge price for it. Stats on the casualties we’ve incurred would agree; according the Institute of strategic studies; in terms of human losses more than 52,000 people, including civilians, personnel of law enforcement agencies, and troops have been killed in terrorist attacks from 2002-2013. Since the education sector is being focused on, an incident of terrorism that really put us on the global pedestal was that of Malala Yousafzai - the very recently youngest ever Nobel peace prize winner - getting shot at by a Taliban gunman. And in this case – sadly - the showbiz adage, ‘there is no such thing as bad publicity’ really didn’t apply †¦ While it’s not the absolute truth that the education sector of Pakistan has terrorism only to blame for the debilitating condition it is in in some areas, it is safe to assume that terrorism did lend a very generous hand in not letting education become the government or the masses first priority, and threatening to bomb educational institutions and following through with the threats every now and then probably didn’t help matters much. Searching for information pertaining to education and terrorism shows that it is areas like FATA and Swat that have been afflicted with the terrorism epidemic the most. The

Linguistics Classes, Verb and Noun Free Essays

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). We will write a custom essay sample on Linguistics Classes, Verb and Noun or any similar topic only for you Order Now I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization. This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any doubt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting. A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples. An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity. Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes and semantic distances: pitch, division. As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities). English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (przesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect. Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence. Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not. I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts. They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the context of culture. It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun. It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholars like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille. I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ——————————————– [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26. How to cite Linguistics Classes, Verb and Noun, Papers

Macbeth Macbeth The Tragic Hero Essay Example For Students

Macbeth: Macbeth The Tragic Hero Essay Macbeth: Macbeth The Tragic HeroThe most recent meaning of the word Tragic Hero as defined by MicrosoftWorks dictionary is A hero of noble stature whose fortunes are reversed as aresult of weakness. Many characters in the play were affected by tragedy fora number of reasons, but without argue, Macbeth and his reverse of fortunes aredue to his own actions, and the rest of the cast were merely victims of this. Macbeths actions lead to his very nemises. From the beginning of the play thistragedy of his was manifested through forces beyond human; the supernatural ifyou will. These forces were that of the witches. The next factor in determininghis fate was his own decisions and actions. Lady Macbeth is the second reasonfor Macbeths tragedy; without her support in aiding his decision, Macbeth wouldhave never had the strength to lie, scheme, and destroy to such extremes. Thelast, and most devastating to Macbeth, was his cripled conscious which made himact out of selfeshness and lust. The sequence of these factors were mostdefenitely provoked by the evilness and twisted nature of the witches, for if itwerent for their influence, then Macbeth would have never turned his desiresinto reality. At the very beginning of the play Macbeth is nothing but a generalfighting for his country. His fellow fighters admire Macbeth, for in theireyes, and even in the eyes of the highest of authority, his nobility andcouragousness is looked up to. His success for his acheivement is rewarded, andhis confidence is made stronger because of this. But this is only the beginning,and soon these good fortunes will come to a tragic end. The audience is thenintroduced to a group of witches. Three witches who appear as wicked andrepulsive. They seem to signify all that is wrong and corrupt. Macbeths over-confident attitude is the first characteristic the witches detect, and they takeadvantage of this trait to make his life as miserable as they possibly can. Heencounters the witches in Act1, scene1, and from this point he is now a stepcloser to realising what his future holds so he thinks. The witches firstaddress Macbeth as king, and Banguo as one Lesser than Macbeth.(1.2.65) Infact,Macbeth isnt kin g, never the less, the witches insist in prophecising that heis and will be. The witches are already planting seeds of persuation into hishead which are made to bloom into tragedy. These destructive and manipulativeforces the witches have power over alter his viewpoints about his values andmorals beyond the point of no return. Already, it is a tragedy in itself thatMacbeths invulnarability lead him to believing such evilness. Macbeth may have listened and considered what may be true about thewitchs prophecies, but he should be credited with the fact that he did havedoubt. It is true that Macbeth thought about what he had to do in order to everbecome king, and he could never imagined himself going as far as killing kingDuncan: Why, if fate will have me king, fate may crown me.(1.7.14) In otherwords, he hasnt established his decision yet. But now we are introduced to Lady Macbeth. She is very pleased to hearof Macbeths victory and she is very supportive once hes successfullyconsidered thane of Cawdor. She sees the horizon for her husband is now broader,and she wants only the best for him. Macbeth tells her what the witches see inhis future, and this gives her scope to an even grander possibilty; they cankill the king and make the vision actuality. So at this point it is LadyMacbeths to encourage Macbeth into following his dreams, despite what is rightor wrong. She doesnt allow Macbeth to be coward and she makes it very clear tohim that he lacks manhood:What beast wast then/ That made you break this enterprise to me?/ Whenyou durst do it, then you were a man;/ And, to be more than what you were,you would Be so much more the man. Nor time nore place Did then adhere,and yet you would make both;/They have made themselves, and that theirfitness now/ Does unmake you. I have given suck, and konw How tender tisto love the bab e that milks me:/ I would, while it was smiling in my face,/Have pluckd my nipple from his boneless gums,/ And dashd the brainsout, had I so sworn as you/ Have done to this.(1.7.48-59)Lady Macbeth convinces Macbeth to follow through with the killing of King Duncan. .uef4e04970cfa277da6c355476424eec5 , .uef4e04970cfa277da6c355476424eec5 .postImageUrl , .uef4e04970cfa277da6c355476424eec5 .centered-text-area { min-height: 80px; position: relative; } .uef4e04970cfa277da6c355476424eec5 , .uef4e04970cfa277da6c355476424eec5:hover , .uef4e04970cfa277da6c355476424eec5:visited , .uef4e04970cfa277da6c355476424eec5:active { border:0!important; } .uef4e04970cfa277da6c355476424eec5 .clearfix:after { content: ""; display: table; clear: both; } .uef4e04970cfa277da6c355476424eec5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uef4e04970cfa277da6c355476424eec5:active , .uef4e04970cfa277da6c355476424eec5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uef4e04970cfa277da6c355476424eec5 .centered-text-area { width: 100%; position: relative ; } .uef4e04970cfa277da6c355476424eec5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uef4e04970cfa277da6c355476424eec5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uef4e04970cfa277da6c355476424eec5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uef4e04970cfa277da6c355476424eec5:hover .ctaButton { background-color: #34495E!important; } .uef4e04970cfa277da6c355476424eec5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uef4e04970cfa277da6c355476424eec5 .uef4e04970cfa277da6c355476424eec5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uef4e04970cfa277da6c355476424eec5:after { content: ""; display: block; clear: both; } READ: Karl Marx Essay PaperShes now the second persuasive factor which aids Macbeth into the tragicdemise which is soon to come. Now it is up to Macbeth to analyze his thoughtsand decide his fate. He great hero of noble stature, Macbeth, chose the wrong path forhimself; he chose to follow his greed as well the depraved influences around him. These components lead to his killing the king, killing innocent people likewomen and children, which is cruel in itself, the loss of his morals and sanity,the lose of love for his wife, and at the end of the play, the loss of his verylife. All that he worked for was reversed as a result of his weakness, asdefined by the word tragic hero. His conversion from bad to good ultimatelyaffected his fortunes.