The Diary

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There are many stereotypes of masculinity and femininity presented in the Diary, which is written from Adam's point of view. The stereotypes are shown through Adam and Eve. The woman is portrayed as being overly talkative and bossy. Eve always names everything the way she wants it to be and this upsets Adam, but he cannot do anything about it I wish it would not talk; it is always talking. () Adam clearly shows his feeling of superiority to Eve as he calls her It. Eve is portrayed as being weaker than Adam. When I tried to put it out it shed water out of the holes it looks with…made a noise such as some of the other animals make when they are in distress.() She also follows him wherever he goes, presenting yet another stereotype of women being dependent on men. Another stereotype of femininity is shown through Eve's constant complaining about Adam and nothing seems so please her. The women is portrayed as being more intelligent than man. She engages herself in many foolish things; among others, to study out why the animals…live on grass and flowers…(1) The stereotype that women are very self conscious with their appearance is also shown. She fell in the pond yesterday when she was looking at herself it, which she is always doing. () Adam seems to only want to rest and not do any work, stereotyping men's laziness. Lastly, the stereotype of men being in charge and more capable to be in charge is shown through Adam being the one superintending Eve's work.. If this Diary had been written by Eve, it would be written completely different. Most of the feministic stereotypes would not be revealed. Eve would probably think of Adam as worthless and having no interest to learn. She would most likely share her thoughts about his lack of compassion and thoughtfulness. Either way, whether written by Adam or Eve, one will criticize the other.

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Fredrick douglas

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Fredrick Douglas Narrative of the Life of Fredrick Douglas, An American Slave

Fredrick Douglas has made the accomplishment of surviving the slave era and becoming a well-known author. His book Narrative of the life of Fredrick Douglas An American Slave, illustrates his life throughout his life as a slave until manhood. He could not have accomplished this without bravery. This paper will consist of biographical information of how Fredrick Douglas's bravery and personal experiences as a young boy in a society that was full of slavery and unfairness, helped him to become an educated man, author and leader in the black community.

Fredrick Douglas was an emancipated slave who passed from one master to another. He went through almost as many names as masters(McFeely 410 ). His mother's name was Harriet Barly. His father was thought to be a white man named Aaron Anthony. As a young boy Fredrick grew up with his grandmother, but at age six he moved on a plantation with the rest of his sisters and brothers. After witnessing and experiencing the cruel treatment of slavery, he later became a free man. It was when he came to New York City, where he changed his name to Johnson. He later went to New Bedford, where he changed his name to Douglas (40 ). That's when the name Fredrick Douglas was established. This was the name that gave him a sense of identity.

Fredrick Douglas not only transformed his name but he became educated and he started to focus on the issues of racism and slavery. Douglas lived in a time when things were being reformed. He was viewed as a blessing for abolitionist(41). In their struggles so far, there had been many skilled arguers but few who could convincingly portray the evils of slavery, and to demand little first hand experience, but which also required a clear understanding of it (41 ). Douglas had proved himself an incredibly powerful weapon for reform.

The life of a slave was full of hard times along with sadness. Slaves were bought and sold at random. There were slaveholders who had consistently whipped their slaves until they had calluses all over their backs. When they were transported, the slaves where ranked together with the horse sheep and swine (45 ). They were breed for size and strength.

Fredrick Douglas has also been described as bicultural. In other words, he occupied a middle ground shared by whites and blacks( 47 ). His mother was black and his father was white, so he was able to speak multiple languages and was able to translate in a well-spoken manner between the worlds of a black man and a white man.

The story of the American Dream, where a young man, born into a hostile world, never loses sight of one goal, is not all that distant in theme from Narrative of the Life of Frederick Douglas. The story of the American Dream has been embedded deeply in our culture from the beginning. Similarly anchored in the American consciousness is the presence of a slavery-complex (47). Along these lines Douglas' role is a major one, for relatively few first-hand accounts of slavery as powerful and representative as his exist, in light of the magnitude of the crime, and few voices have been as far-reaching. More recent heirs of this office such as Malcolm X have carried the torch further, just as America's racial sickness still clings to our collective consciousness (Ernest101).

Douglas embraced the New World that he found himself in and learned from it. He also continued to carry the weight of his past so that he could interpret it to others. Douglas learned and mastered the power of dialect and used it to show the very same group who invented and hoarded it, the evil that they and their withholding of language caused (110 ). In a world where knowledge is sat on by the have's language is power, and language was Fredrick Douglas first key to freedom, then his armor and finally his sword (115). He turned on his oppressors and raised it against them. Douglas and his gift of language underwent yet another transformation, and his words became a healing balm and a fixer of wrongs (Andrews 1 ). Douglas continued to use his gift of language in his book, Narrative of the Life of Fredrick Douglas. In this book, he revels his freedom of expression, during his life from a slave to a free man. This narrative shows the many ways that Douglas demostrate's his bravery throughout his lifetime.

The first incident where Douglas demonstrated bravery is when his aunt was whipped. His aunt was told not to see a certain person, but she went to see him regardless of what the master said. Douglas watched his master beat his aunt from the closet (Douglas 54 ). It takes a very brave boy not to interfere when a loved one is enduring pain.

Douglas also demonstrated bravery through his ambition to learn. When he goes to live with the Auld's, he is taught his ABC's by Mrs. Auld. In this era, it was unheard of for slaves to become educated. If slaves were caught educating themselves, they would be beaten and whipped. Douglas knew the consequences and decided to risk his life for the chance to be educated. He took another risk of being caught when he asked the street children to educate him. This is the biggest act of bravery that Douglas demonstrates as a boy. Not only does he try to learn, but he also tries to do it in a public place with white children.

However, some situations contribute to Douglas carrying out his bravery in a more physically aggressive manner. Chapter 8 in Narrative of Fredrick Douglas, An American Slave, is when he foreshadows his bravery. When captain Anthony dies, Douglas is left to ponder whom he will live with, Andrew tries to instill fear in Douglas. He does this by knocking his brother to the floor and kicking him in the head. This incident would make Douglas more aggressive and less fearful. This aggressiveness becomes the building block of his bravery.

Douglas demonstrated remarkable bravery when he lived with Mr. Covey. Mr. Covey being an abuser, told Douglas to take a pair of unbroken oxen to the forest to get firewood. Most people would not have taken wild oxen for fear of being hung. However, Douglas took the oxen without any doubts. As he entered the forest, the oxen ran away and broke his cart. Mr. Covey not only punished Douglas through beatings and whippings, but also through starvation. Mr. Covey would not give proper amounts of food to Douglas causing him to become malnutrition. This entire behavior by Mr. Covey drives Douglas to become immensely brave.

Douglas finally said to himself that it is timed to stand up to Mr. Covey. This forces a dramatic turning point in his life. After becoming very sick from working, Mr. Covey beat Douglas because he could not continue. Douglas used his bravery to tell his master how his overseer was abusing him. However this did not accomplish anything, but only to build up courage and bravery in Douglas.

The next and final stage of his irrepressible bravery occurred when Mr. Covey tried to kill Douglas. Douglas finally fought back. After Douglas fought Mr. Covey, his bravery lead him to the idea that with bravery, he could accomplish anything. He used this method of thinking to escape from slavery.

Since Douglas has found his bravery, he tries to teach other slaves his remarkable quality. Douglas develops a plan to escape and persuades fellow slaves to follow him. He quotes his bravery, With us it was a doubtful liberty at most, and almost certain death if we had failed…, I should prefer death to hopeless bondage(Douglas 86). Knowing the consequences of death, would make any man hesitant. Consequently, Douglas and his colleagues were caught trying to escape. Douglas teaches his colleagues bravery at this point. If they do not destroy their protection note, then they would be in serious trouble. Douglas acts as a leader and throws his note into the fire, and soon the other slaves destroyed their notes. Douglas is a remarkable man because not only does he have bravery but also he knows how to teach it to others.

Douglas has demonstrated irrepressible bravery in his narrative through his life experiences. These contributing elements changed American attitudes towards slaves. Douglas has endowed bravery into every one that was able to read his book. This eventually leads to the civil war and then the emancipation proclamation. Douglas should be viewed as a role model of bravery.

Works Cited

Andrews, Williams L. Critical essays on Fredrick Douglas Boston G.K. Hall

11.

Douglas, Fredrick. The Narrative of the Life of Fredrick Douglas, An American Slave.

American edition, Massachuesetts Anti Slavery Society Boston 1845.

Ernest, John. Resistance and Reformation in Nineteenth -Century African-American

Literature Jackson University Press of Mississippi, 15.

Mcfeely, William. Fredrick Douglas New York Norton 11

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North American Squirrels

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Squirrels are one of the most easily recognizable animals and widely distributed animals in North America. They are popular for their liveliness and natural curiosity. It is hard to imagine that squirrels were running around North America between 54 and 7 million years ago. Squirrels are characterized by any of a group of small to medium-sized gnawing mammals with a long cylindrical body, a furry tail, and powerful jaws. The word squirrel comes from the Greek, and means shadow tail.

Squirrels have many similarities between species and just as many differences. Similarities include the sharp incisor teeth and powerful jaw muscles. They are well suited for gnawing through hard-shelled nuts and thick pine cones. Their sharp claws and flexible bodies help them grasp branches and leap from tree to tree. Their tails act as a balancer when leaping and climbing. It also serves as a blanket and as a signaling device when waved vigorously from a high perch.

Some of the squirrels differences between species will be evident when broken down into categories of squirrels in North America. Member of the squirrel family in North America can be divided into three groups; ground squirrels, tree squirrels, and flying squirrels.

Ground squirrels are compact, short-tailed, burrowing rodents that are especially abundant in open country, such as grasslands and tundra. Ground squirrel include chipmunks, thirteen-lined ground squirrels and prairie dogs. Chipmunks, which range from length from ½ to 6 ½ inches are ground-dwelling squirrels. Chipmunks that are the smallest are also among the most active. They spend most of their lives at or below the surface, although they will also climb trees. Their extensive burrows are up to 1 feet long and may include many rooms and several concealed entrances. The pantry hold up to a half a bushel of nuts and other food, all carried there in the chipmunks outsized cheek pouches. Eastern chipmunks partially hibernate in winter. They wake frequently and feed. Females give birth to between two to eight young. Like all other members of the squirrel family, chipmunks are naked, blind, and helpless at birth.

The thirteen-lined ground squirrel is also know as the federation squirrel because of his unusual markings. He has many stripes on his sides and back. Some are broken into small dots. It gives the illusion of stars and stripes. They are active throughout the day and they retreat to their burrows at night and on overcast days.

Prairie dogs are much larger than the other ground squirrels. They are not a dog at all. They are a stocky rodent that takes its names from its bark. The bark is used as an alarm that signals all others return to their burrows. A prairie dog burrow is an elaborate network of tunnels at the base of shaft. It can be more than a dozen feet below the surface. They are a very social animal and known for their colonies. What is so amazing about this is that the colonies can cover many square miles and contain millions of inhabitants. Members of this social animal, groom each other, and communicate through a variety of gestures and sounds.

The more common squirrels in this area are tree squirrels. They include the eastern gray, and the red squirrel. These squirrels are all larger than the chipmunks. The gray squirrel which is the most prevalent in Florida, have nests high in the branches of trees. Their litters are smaller than the chipmunk, with an average of three babies. Males play no role in raising the young. Gray squirrels do not hibernate, and stay active year round. They rely on buried food and stolen birdseed for winter sustenance.

A smaller tree squirrel, the red squirrel is known for its harsh call when announcing an intruder. These noisy rodents spend much of their time cutting cones from pines, spruces, and other trees. The seeds in the cones will serve a food during the next winter. Red squirrel are able to eat certain mushrooms that are deadly to man. Their diversified diet include buds, sap, and even bird eggs and nestlings. These squirrels, in turn are an important food source for birds of prey.

The only nocturnal squirrel in North America is the flying squirrel. These tree-climbers have folds of skin between their front and back legs which enable them to glide long distances. They do not fly at all, but can glide 0 to 0 feet. To become airborne, this mammal leaps and spreads its legs; to control the glide, it moves its legs and uses its tail as a rudder. Being nocturnal, these tiny squirrels are seldom seen.

Many species of squirrels may become used to people and seem quite tame. A few species of squirrels may damage food crops, trees, and pastures, or invade houses or storage areas. Some occasionally carry plague and other diseases that can spread to human beings. Most people, however, enjoy watching squirrels and their antics. They enjoy squirrels as neighbors and want to protect them. Nevertheless, the major threat to the squirrel species worldwide is the destruction of their forest and grassland homes by human beings.

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The Good Life – Bertrand Russell

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The Good Life Bertrand Russell

A Precis

Russell believes the good life is one inspired by love and guided by knowledge.

Knowledge leads us to benefit those we love while love leads intelligent people to seek knowledge, so love and knowledge are interconnected. Love is divided into two poles pure delight in contemplation which is love for those you care about and pure benevolence which is helping others without any element of aesthetic delight. Love at its fullest is an indissoluble combination of the two elements, delight and well-wishing. If one of these elements is without the other, there is no longer love. We desire affection in order to escape from the feeling of loneliness, in order to be, as we say, understood. We ought to attempt to have the compounded delight of benevolence and understanding towards all the sentient beings whom we encounter. However, benevolence has its limits, hence in all descriptions of the good life here on earth we must assume a certain basis of animal vitality and animal instinct; without this, life becomes docile and boring. Delight, the most emphasized element in the best love, is unavoidably selective and prevents us from having the same feelings toward all mankind. Knowledge is another ingredient in the good life. There is no such thing as ethnical knowledge but only scientific knowledge and particular facts because ethnical notations only influence desire. They do this through the desire for approval and the fear of disapproval. Since all behaviour springs from desire, more desires will be satisfied when there is more love and more knowledge therefore living the Good Life.

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How does the opening of the 'Lord of the Flies' prepare the reader for the rest of the novel?

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The opening passage of the 'Lord of the Flies', by William Golding, gives the reader an

idea of the events to come in the rest of the novel. With the use of foreshadowing, which

is used throughout the novel, Golding gives clues that become clearer once the reader

finishes the novel. The descriptions of the boys also set up their characters and

personalities that become known as the novel develops.

The novel is about a group of boys who become stranded on an island without any adults

and therefore without any sense of order or discipline. The boys are excited about this and

begin their adventure with rules and organisation but as the novel progresses they soon

forget about the importance of the rules. The island is no longer a paradise and they

Golding is illustrating that

Ralph is introduced at the beginning and becomes a main character. He is described as

'The boy with fair hair'. The word 'fair' shows that Ralph is a kind, honest person, which

is revealed throughout. Ralph is popular straight away with the other boys. He shows

leadership as 'every hand' went up to elect him. When the boys agree to three people

exploring the island Ralph takes 'Jack and, and… Simon' with him for a reason. He takes

Simon to make him feel better after he fainted when they all met. He asks Jack along to

compensate for not being leader. He also gives Jack leadership over the choir for the

same reason. Giving Jack this power though leads to trouble as Jack has different ideas.

He wants to have fun rather than find away to get off the island, which is Ralph's priority.

A main theme of the novel is the boys' decent into savagery. The boys gradually loose all

sense of civilisation. The 'school sweater' reminds us that this boy is from a civilised

world where there is discipline and order. Ralph had 'taken off his school sweater' and

later the other boys remove their clothes showing that they are already starting to abandon

civilisation. When Jack forms his tribe they live like savages. They have 'painted faces'

and hunt violently for meat.

The boys have forgotten about the outside world and are no longer worried about getting

off the island. Jack soon believes that hunting is more important than the fire, which is

their only way of being rescued. There is an incident when the hunters let the fire go out

in order to go hunting and a ship comes along. Ralph is devastated but Jack doesn't seem

to understand. This is the beginning of the relationship between Ralph and Jack

deteriorating.

Piggy is the next character to be introduced. He is described as 'shorter', 'very fat' while

wearing 'thick spectacles'. He is a complete contrast to Ralph who is an attractive boy

who could 'make a boxer'. Later while Ralph is running around and swimming, Piggy is

watching and complaining about his 'asthma'. There are clear differences between them,

as they don't appear to get on at first. When Piggy asks Ralph his name, Ralph doesn't

pay him the same interest. By the end of the novel though, they stick together once the

tribes have split and when Piggy is murdered Ralph realises he has lost a good friend;

'Ralph wept for…his wise friend called Piggy.' The fact that Piggy is described not by his

name but by his size is significant throughout the novel. He is different straight away and

unlike Ralph he doesn't fit in with the other boys. Jack and the others often laugh at him

and pick on him. He is later known as 'fatty' and then 'piggy' but his actual name is never

known.

At first impressions the island appears to be a paradise but there are certain things that

suggest the island has a darker atmosphere. The 'scar' is the first negative image that

appears. 'A bird' appears that is described as 'a vision of red and yellow' but has a

'witch-like cry'. It looks pretty but it has a harsh sound so what appears to be positive on

the outside isn't.

Initially the island appears to be a paradise. There are many positive adjectives to suggest

this such as 'dazzling', 'tropical' and 'glittering'.

As soon as the novel begins there are signs that 'man' has already damaged the island. It

appears to be a paradise and yet the crash caused the 'long scar'. This is the start of the

destruction of the island that is to come. The scar is 'all round him'. The alliteration 'scar

smashed' emphasises the harsh image. As the novel progresses the boys abuse the island.

An example of this is when the boys set the island on fire.

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"The concept of modernity with reference to sociological contributions of those representing the modernization school"

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I would like to define the concept of modernity or modernization as a continuous change in the mindset (and life style) of a person, with regard to its social, legal, economic, political and technological environments. A person or a group of people (a society) to be modern refers to a process of development (or becoming mature/organized) enabled through mass media. Where one turns from its traditional ways of thinking and doing things to a more advanced/more developed or in other words modern way of thinking and doing things.

Thus, modernity is a product of development. And development is made possible through effective mass media.

The development of communication & the concept of modernity strongly came about during World War II. With World War II came dozens of new, very poor, countries, left by their former colonial overseers with little infrastructure, education, or political stability. It was widely accepted that mass media could bring education, essential skills, social unity, and a desire to modernize.

Daniel Lerner, Walt Rostow, Everett Hagen & David McClelland are some of the representatives of the Modernization school.

Daniel Lerners study, The Passing OF Traditional Society (158) refers to modernization. The study was conducted in Middle East after the World War II.

To him, the society was of two parts, traditional & modern. According to Lerner what makes one part traditional and another modern depended on how much they were willing to accept information on development and how far they made use of it.

Thus under-development to him was a 'people-problem' and not merely fatalism or lack of alternatives!

Lerner, identifies a modern person as a person with a 'mobile personality'. Mobility in identifying & understanding changing environments, participating in those changes positively and rationally. And such people were called to be 'empathetic' persons.

Lerner suggested that exposure to Western media would create empathy for modern culture, and a desire to move from traditional to modern ways.

He believed that it was the responsibility of mass media to convey information about the changing environment to the society effectively. As a matter of fact it was considered as a pre-requisite to participate in a modern society. Also a similar emphasis was given to the policy makers/planners, as persons who control the media and was held responsible in educating, directing the society towards embracing modernity and driving towards development.

Walt Rostow, another sociological contributor to the modernization school, theorized that, societies progress through specific stages of development on their way to modernity, what he termed as the age of high mass consumption.

Stages of development were vividly explained by an analogy of an airplane to the process of development.

The traditional economy was seen as a stationary plane on the ground waiting to take-off. And the pre-requisites to take-off was a clear vision of the destination, a scientific mind-which is positive and rational that has an action plan.

The taking-off period refers to executing the action plan in an enterpreneuval manner using all resources such as media to the optimum. Forces making for economic progress, which yielded limited bursts and enclaves of modern activity, expand and come to dominate society (Rostow, 160)

Drive to maturity is the final stage referring to the maintenance of development. This is also where high mass consumption comes to play, when people increasingly consume goods and services well in excess of their basic need. Thus, according to Rostow, the process of development is a step by step growth pattern.

Psychologists & economists, had also contributed greatly to the building up of modernization school as given below.

In traditional societies, the style of life inhibited the formation of a creative or innovative personality so that life went on the same generation after generation. If so, how was the change possible? Since the 150s this has been seen as a puzzle to be solved. In explaining the origins of development, Everet E. Hagen and David McClelland concentrated on psychological changes occurring within the individual. HOW DOES PERSONALITY INFLUENCE ECONOMIC DEVELOPMENT?

Early studies of Everett E. Hagen. 16 On the Theory of Social Change. Hagen inquires into the forces which disrupt the great stability of traditional society and cause groups to emerge which abandon traditional ways and turn their energies to the tasks of modernization. His question is What does influence some individuals to alter their cognitions, needs, and values? What are the social bases of innovational and creative personality? It corresponds to this dimension of personality that is usually identified with openness to experience. It defines it terms of drives and needs. Hagen's answer is formulated in the concept of withdrawal of status respect. Hagen finds that innovational and creative personality is a deviant individual who belongs to a rejected group. This individual is a member of some marginal group which perceives that its values are not rightfully acknowledged by other groups. People from this group tend to change their situation and in the process of adaptation develop innovative and creative personality and, as a result, engage in entrepreneurial behavior. Finally, this behavior leads to economic development.

David C. McClelland. 161 (The Achieving Society) McClelland introduced a new concept characterizing psychological functioning of individuals a need for Achievement (nAch). An achievement motivation is defined as the need to perform well or the striving for success, evidenced by persistence and effort in the face of difficulties. Achievement motivation is a recurrent preference or readiness in thought and behavior for experiences of attaining excellence--of competing with a standard of excellence (McClelland. 185. Human Motivation) McClelland contends that the persistence of individuals with a high need for Achievement is antecedent to entrepreneurship and economic growth.

Both Hagen and McClelland based their work on the concept of motivation (Hagen implicitly, McClleland explicitly). Motivation has been traditionally conceived of in terms of stable individual differences in the strength of motive dispositions. A motive disposition refers to a cluster of affectively pursued goals/values. Motives energize, direct, and select behavior. In contemporary individual and social psychology, considerable literature have developed around the Big Three Motives (1) Achievement () Affiliation/Intimacy () Power.

To Hagen and McClelland personality is the independent variable and the social structure, or that part of it which is related to the economy, is the dependent variable, Changes occur in the minds of people with the result that economic development is likely to follow through which modernity is created. For a number of researchers the opposite is true.

Alex Inkeles. 16 Alex Inkeles and D. H. Smith. 174. Becoming Modern Individual Change in Six Developing Countries.

The characteristics of modernity include - a disposition to accept new ideas and try new methods; - a readiness to express opinions; - a time sense that makes people more interested in the present and future than the past - a better sense of punctuality; - a greater concern for planning, organization, and efficiency; - a tendency to see the world as calculable - a faith in science and technology; - a belief in distributive justice. These characteristics embrace more than the need for Achievement, but modern people, as Inkeles describe them, clearly are achievement oriented. Inkeles finds that elements of the social structure change individuals.

In a nutshell the representatives of the modernization school views that; Modernization is the goal of development. It is characterized by a change of society from a traditional culture to a modern culture through certain stages of development. Therefore, modernization is a unilinear process. This linear process is facilitated by modern and efficient communication.

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Lady macbeth

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In Shakespeares Macbeth, Lady Macbeth is made to act as the main cause in Macbeths evil doings. Even though Macbeth is generally the one to have the final say in the many killings that take place in the play, Lady Macbeth plays the role of a villain alongside him. She mocks him throughout the play to do something she has instructed him to do, saying he would be less of a man if he does not follow through on their plan (I. vii. 56-57). She gives Macbeth a short lecture in deceptiveness when they are planning to kill King Duncan (I. vi. 7-78). She also prepared the daggers for Macbeth to kill Duncan in advance (II. ii. 15-16). Though he was still having doubts, she was in a way, ready to go in for the kill.

Lady Macbeth shows the fear of getting caught when she unintentionally gives herself away in her sleep (V. i. , 7-4, 44-47, 5-55, 65-67, 6-7). Though her fear can suppress itself during a conscious state of being, she can do nothing about it when she is asleep.

Throughout the play and leading up to her suicide, Lady Macbeth slowly weakens. However, in the beginning of the play, she acts as if she is ruthless and unstoppable. When Macbeth has his doubts and fears about murdering the Duncan, Lady Macbeth chastises him, calling him everything from a coward to a helpless baby (I. vii. -4, 5-67). She even offers to do it herself, possibly to make Macbeth feel that hes even more cowardly because a woman is offering to do his job. This pushes Macbeth to kill Duncan, and later deaths in the play. Macbeth tries to convince Lady Macbeth, as well as himself, that she is wrong by I dare do all that may become a man. Who dares more is none. (I. vii. 50-5) He indeed goes through with the murder anyway.

Not only does Lady Macbeth push her husband to do things he does not want to, but she also informs him that his face is too easy to read. Of course, she does not want her husband or herself to get caught, so she gives him advice. When she tells him to look like th innocent flower, But be the serpent under t (I. vi. 76-78), not only is she doing this so that Macbeth will not give himself away, but so that he will not give her away in the meantime. Even before that early point in the play, Lady Macbeth has already demonstrated that she is two-faced. When Duncan first arrives at the castle, Lady Macbeth acts as a welcome hostess, when in reality she has different plans for Duncan than she lets on. Lady Macbeth manages to manipulate her Macbeth so that she may get what she wants. This being a dead King Duncan in her house basically. Indeed, Lady Macbeth does get what she wants, and ultimately what she deserves, as the play progresses. Usually, though she has to push Macbeth a little before he takes action, Macbeth is pretty much obedient. Lady Macbeth seems to realize that her husband probably will not go through with the murder of Duncan until she pushes him to the point of insanity, so she prepares everything in advance. All Macbeth has to do for his part in the murder, is actually kill Duncan; Lady Macbeth sets out the daggers and gives the guards enough alcohol so that they pass out. She was so eager to have Duncan dead that she almost killed him herself. Had he not resembled/ My father as he slept, I had done t (II. ii. 16-17). Yet she still had her husband commit the crime, whether it was because she was actually scared to do so, or because she wanted him to feel empowered. Either way, Lady Macbeth was definitely ready for Duncan to die.

Despite her excitement earlier in the play, Lady Macbeth seemed a bit afraid that she might get caught later in the play. When she sleepwalks and talks in her sleep, she demonstrates a fear that clearly represents the fact that she is scared of being caught. She talks of going to bed and washing her hands with the famous Out, damned spot, out, I say! (V. i. 7) phrase. When she yells about ridding herself of Duncans blood, she is presenting a metaphor she does not truly want to be rid of Duncans blood itself, but rather the fear and guilt that his murder has forced upon her. The constant nightmares she has and the fear and guilt she must live with will eventually become too much to handle. She commits suicide, proving that she is a villain because she cannot deal with the consequences of her actions. William Hazlitt, (Characters of Shakespeares Plays, 1817) states that She is a great bad woman, whom we hate, but whom we fear more than we hate.... She is only wicked to gain a great end. Samual Taylor Coleridge, (Coleridges Shakespearean Criticism; edited by Thomas M. Raysor, 15) states that she shames her husband with a superhuman audacity of fancy which she cannot support, but sinks in the season of remorse, and dies in suicidal agony.

As a result of her and Macbeth's actions, Lady Macbeth meets her death at the end of the play. However, most of what happened was because of Lady Macbeth. If she didn't push Macbeth so hard to do something that he did not originally want to do, then Duncan would have lived and Lady Macbeth would not have gone through such anguish. She was too eager to kill. She seemed to be only interested in her own personal gain and possibly her husbands gain. Lady Macbeth was indeed the villain in Macbeth who intended on winning, but in the end, ultimately lost.

Please note that this sample paper on lady macbeth is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on lady macbeth, we are here to assist you. Your persuasive essay on lady macbeth will be written from scratch, so you do not have to worry about its originality.

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