Set Induction Essay Example | Topics and Well Written Essays - 750 words

Set Induction - Essay Example The set should be clear enough for the students to know what is expected of them. It should also help them have an idea of what to expect from their instructor. A good set should also help create motivation among learners. This motivation will help enhance clarity and enable students to be fully engaged in the whole learning process (Schuck, 227). Proper set induction by course instructors is necessary for creating interest in and understanding of a new subject among students. I attended an in-depth science class to assess the impact of set induction on students. The lecturer just went straight for the lecture notes once the lesson began. There was no introduction to the lesson; therefore there was nothing to grip the attention of the students. The lecturer used power-point presentations for his notes, which were all in the class text books. I thought that set induction to the subject was lacking. The lecturer did nothing to introduce the students to the new concept of the lesson, and yet this is a science class in which students need to understand the concept from the beginning. The lecturer did not welcome the students, and I sensed some indifference in the way he started the lecture without settling the students down. This sense of indifference was also obvious among the students who lost attention during the early stages of the lesson. Some of them turned to other activities that were not related at all to what they were learning, like sending emails and messages on their phones. I think that the way the lecturer started his lecture was not the right way to go about any learning process. He should have used a simple set induction to get the students ready for whatever he was going to teach them. I think the students turned to other activities other than paying attention to what the lecturer was saying due to the fact that they did not understand anything he said. The lack of attention could also be attributed to the fact that the instructor used

Databases Coursework Example | Topics and Well Written Essays - 2250 words

Databases - Coursework Example The insert statements used for the creation of two rows are shown below along with the screen shot of populated table. Four staffs were added, two for each clinic. One staff is assumed to a nurse and the other as manager. ID for each staff is populated as a combination of year of joining, the clinic number and staff number. The city for each staff is populated with the same value as the city in which the clinic (they are employed) is located. Two managers were then updated in the clinic table. The SQL statements and the screen shot of populated table are shown below. Records for four patients were created, two for each clinic. Patient ID is chosen as a combination of clinic number of the clinic at which the registration is performed and a patient number incremented by one upon each entry. SQL statements and screenshot of populated table is shown below: Two rows are created for two vaccines: One for typhoid and another for yellow fever. VaccineID for each vaccine are chosen as an integer which increments by one upon every entry. Invoice cost is populated by querying the vaccine table for vaccine cost based on the vaccine id for which the invoice is created. The SQL statements and screen shot of populated table are shown below: Four invoices were recorded for two registered patients one for each clinic. Invoice ID are chosen as numbers incremented by one upon each entry. SQL statements and screen shot of populated table are shown below: Four rows were inserted, two for each clinic. Appointment ID is chosen as a combination of date on which the appointment is fixed and an appointment number incremented by one upon each entry for the day. The SQL statements and the populated table are shown

Emerging Infectious Diseases Essay Example for Free

Emerging Infectious Diseases Essay Emerging infectious diseases are diseases that are new or changing, and are increasing, or have the potential to increase in incidence in the near future. (Pearson, Microbiology) Some important contributing factors to the development of EIDs are evolutionary changes in existing organisms, the movement of previously identified diseases to new geographic locations and populations by modern transportation, and increased human exposure to previously undocumented, uncommon infectious agents in areas of ecological growth or change. This includes previously uninhabited areas that may be undergoing deforestation or construction. EIDs also emerge as a result of resistance, and in recent years, an unusually high incidence of EIDs has drawn the attention of the global population in reaction to unsatisfactory health care facilities and geographic locations with tendency toward breakdown of public sanitation measures. (Pearson, Microbiology) Avian Influenza A (H1N1), or bird flu, became a subject of global attention in 2003 when it caused he death of millions of poultry and 24 humans in eight countries in central and south Asia. Avian Influenza A is transmitted by birds around the world, however, certain wild birds, particularly waterfowl, do not get sick but instead carry the virus in their intestines and release it through their excretions. Most frequently, wild birds spread influenza to domesticated birds and poultry farms, where the virus causes death. Most avian influenza viruses actually do not naturally cause disease in humans. However, some Influenza strains, like Avian Influenza A, are zoonotic, meaning that they can infect humans and cause disease possibly resulting in death. World Health Organization) The NS1 protein of the influenza virus is the most critical virulence factor that allows it to antagonize the host’s antiviral response. In doing this it employs several mechanisms, including the binding and sequestration of double-stranded RNA. The structure of full-length NS1 protein has now been identified using samples from a virulent H5N1 avian influenza virus strain. â€Å"The molecules RNA binding domain displays noticeable differences when it is compared to that of the non-H5N1 strains, whereas the effector domain is significantly altered. The two domains interact in such a way as to form tubules that may act to sequester dsRNA, allowing the virus to evade the hosts innate immune response. † (International Weekly Journal of Science) The following groups od individuals are at an increased risk for contraction Avian Influenza A: Farmers and others factory farm workers who handle poultry, Travelers who may be visiting visiting affected countries during an outbreak, Those who touch an infected bird, or Those who consume raw or undercooked poultry products from birds infected with the disease. Health care workers may also be at an increased risk of contracting the bird flu from an infected patient. (NYT Heath Guide) The avian flu virus (H5N1) has been proven to survive in the environment without the help of a human or animal host for long periods of time. Infection is possible simply by touching contaminated surfaces. Birds who were infected with Avian Influenza A can continue to foster the virus and release it in their excretions for as long as 10 days, and are still a risk after death. NYT Health Guide) Infection with the H5N1 virus in humans causes flu-like symptoms that often progress quickly to more adverse complications such as Acute Respiratory Distress, Organ failure, pneumonia, sepsis or death. The initial onset of symptoms may include cough, diarrhea, difficulty breathing, unusually high fever, headache; muscle aches, a runny nose or a sore throat. NYT Health Guide) Tests to verify Avian Influenza in an individual exist, but are currently not widely available to the public. If you are unable to receive a preliminary test which yields results in four hours, your physician may also conduct the following tests: Auscultation, to detect abnormal breathing and lung function, a chest x-ray, a nasopharyngeal culture and blood work, all to determine the presence of the virus in an individual based on their bodily immune functions. (World Health Organization) Many strains of the influenza virus have become resistant to the effects of the antiviral drugs that were previously being used to treat them. Health officials are now recommending the use of Oseltamivir, known as Tamiflu and possibly Zanamivir, known as Relenza as the newest, most helpful pharmaceutical treatment options. (Mayo Clinic) These drugs must be taken within forty-eight hours after the appearance of symptoms in order to be effective, but this may prove as a roblem in the vent of a global outbreak. Because of the short supply, its not entirely clear how Influenza drugs would be distributed and administered if there were an epidemic of global proportions. In terms of prevention, physicians recommend that all healthy patients receive an influenza shot (commonly called a â€Å"flu shot†) to reduce the likelihood of an existing avian flu virus mixing with a human flu virus, which would create a new virus that may easily spread and cause an epidemic. The U. S.  Food and Drug Administration has approved a vaccine to protect humans from the avian flu, and experts say that the vaccine could be used if the current H5N1 virus began spreading between humans. (NYT Health Guide) Human infections with Avian Influenza viruses detected since 1997 have not yet resulted in sustained human- to-human transmission. However, because Influenza Viruses have the potential to mutate and gain the ability to spread easily between people, monitoring for inter-human transmission is extremely important.

Experiment to Prove Hookes Law

Experiment to Prove Hookes Law Hooke’s Law Aim: -To prove Hooke’s law i.e. the extension of the force is directly proportional to the force applied. To find the spring constant of the spring. Apparatus: Clamp Stand Helical Spring Mass Hanger Pointer Meter Ruler Measuring Balance Method: -Hang a helical spring from a clamp stand. -Attach a mass directly to the bottom of the helical spring and record the position of the bottom of the mass hanger relative to a meter ruler. -Add masses to the spring and record the position of the bottom of the mass hanger. Safety Precautions: Wear safety goggles to prevent any accidents that could occur due to the weights bouncing off the spring. Keep a distance from the apparatus. Be sure that the spring is tightly attached to the clamp. Do not play around with the masses or springs. Data Collection and Processing Uncertainty in a measuring balance =  ±0.1g To covert to kg = 0.1à ·1000 =  ±0.0001kg Uncertainty in a meter ruler =  ±0.05cm To convert to meters = 0.05 à · 100 =  ±0.0005m †¢Formulas Absolute Uncertainty= Limit of readingà ·2 Relative Uncertainty= Absolute Uncertainty à · Measured Value % Uncertainty = Absolute Uncertainty à · Measured Value Ãâ€" 100 Force (Newton’s) = Mass (Kg) Ãâ€" Acceleration (ms- ²) Average Extension (cm) = Extension while loading (m) + Extension while unloading (m) à · 2 Spring Constant, k (Nm- ¹) = Force (Newton’s) à · Extension (m) Elastic Potential Energy (Joules) = 0.5 Ãâ€" Spring Constant Ãâ€" Extension ² Range Of Extension = Extension while loading – Extension while unloading Random Error = Range of extension à · 2 Table 1 Raw Data Table: Trial No. Mass (grams)  ±0.1 Mass (kilograms)  ±0.0001 Force Applied (Newton’s) F=MÃâ€"g  ±0.0001 Extension While Loading(meters)  ±0.0005 Extension While Unloading(meters)  ±0.0005 Average Extension =E1+E2à ·2 (meters)  ±0.001 1 10.2 ±0.1 0.0102 ±0.0001 0.100062 ±0.0001 0.036 ±0.0005 0.037 ±0.0005 0.0365 ±0.001 2 20.4 ±0.1 0.0204 ±0.0001 0.200124 ±0.0001 0.040 ±0.0005 0.039 ±0.0005 0.0395 ±0.001 3 30.6 ±0.1 0.0306 ±0.0001 0.300186 ±0.0001 0.043 ±0.0005 0.042 ±0.0005 0.0425 ±0.001 4 40.8 ±0.1 0.0408 ±0.0001 0.400248 ±0.0001 0.048 ±0.0005 0.046 ±0.0005 0.0470 ±0.001 5 51.0 ±0.1 0.0510 ±0.0001 0.500310 ±0.0001 0.051 ±0.0005 0.050 ±0.0005 0.0505 ±0.001 6 61.2 ±0.1 0.0612 ±0.0001 0.600372 ±0.0001 0.056 ±0.0005 0.057 ±0.0005 0.0565 ±0.001 7 71.4 ±0.1 0.0714 ±0.0001 0.700434 ±0.0001 0.061 ±0.0005 0.060 ±0.0005 0.0605 ±0.001 8 81.6 ±0.1 0.0816 ±0.0001 0.800496 ±0.0001 0.067 ±0.0005 0.067 ±0.0005 0.0670 ±0.001 †¢ Calculations for trial 1 Force (Newton’s) = Mass (kg) Ãâ€" Acceleration (ms- ²) = 10.2 ±0.1 (g) Ãâ€" 9.81 (ms- ²) = 100.062 ±0.1 (g) Covert the g to kg: 100.062 à · 1000 = 0.100062 ±0.0001 (kg) Average Extension = Extension while loading (cm) + Extension while unloading (cm) à · 2 = 3.6 ±0.05 (cm) + 3.7 ±0.05 (cm) = 3.65 ±0.1cm In meters = 3.65 ±0.1cm à · 100 = 0.0365 ±0.001m Table 2 The range of extension and the random error of the experiment: Trial No. Extension While Loading(meters)  ±0.0005 Extension While Unloading(meters)  ±0.0005 Average Extension =E1+E2à ·2 (meters)  ±0.001 Force Applied (Newton’s) F=MÃâ€"g  ±0.0001 Range of Extension (meters)  ±0.0005 Random Error (meters)  ±0.0005 1 0.036 ±0.0005 0.037 ±0.0005 0.0365 ±0.001 0.100062 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 2 0.040 ±0.0005 0.039 ±0.0005 0.0395 ±0.001 0.200124 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 3 0.043 ±0.0005 0.042 ±0.0005 0.0425 ±0.001 0.300186 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 4 0.048 ±0.0005 0.046 ±0.0005 0.0470 ±0.001 0.400248 ±0.0001 0.002 ±0.0005 0.001 ±0.0005 5 0.051 ±0.0005 0.050 ±0.0005 0.0505 ±0.001 0.500310 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 6 0.056 ±0.0005 0.057 ±0.0005 0.0565 ±0.001 0.600372 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 7 0.061 ±0.0005 0.060 ±0.0005 0.0605 ±0.001 0.700434 ±0.0001 0.001 ±0.0005 0.0005 ±0.0005 8 0.067 ±0.0005 0.067 ±0.0005 0.0670 ±0.001 0.800496 ±0.0001 0.000 ±0.0005 0.0000 ±0.0005 †¢Calculations for trial 1 Force (Newton’s) = Mass (kg) Ãâ€" Acceleration (ms- ²) = 10.2 ±0.1 (g) Ãâ€" 9.81 (ms- ²) = 100.062 ±0.1 (g) Covert the g to kg: 100.062 à · 1000 = 0.100062 ±0.0001 (kg) Average Extension = Extension while loading (cm) + Extension while unloading (cm) à · 2 = 3.6 ±0.05 (cm) + 3.7 ±0.05 (cm) = 3.65 ±0.1cm In meters = 3.65 ±0.1cm à · 100 = 0.0365 ±0.001m Range Of Extension = Maximum Value – Minimum Value = 0.037 ±0.0005 – 0.036 ±0.0005 = 0.001 ±0.005 (m) Random Error = Range of extension à · 2 = 0.001 ±0.005 à · 2 = 0.0005 ±0.0005 (m) Table 3 Processed Data Table: Trial No. Force Applied (Newton’s) F=MÃâ€"g  ±0.0001 Average Extension =E1+E2à ·2 (meters)  ±0.001 Spring Constant, k (Nm) % Uncertainty Elastic Potential Energy (Joules) % Uncertainty 1 0.100062 ±0.0001 0.0365 ±0.001 2.74 ±2.8% 0.0018251825 ±8.3% 2 0.200124 ±0.0001 0.0395 ±0.001 5.01 ±2.6% 0.0039084263 ±7.7% 3 0.300186 ±0.0001 0.0425 ±0.001 7.06 ±2.4% 0.0063760625 ±7.1% 4 0.400248 ±0.0001 0.0470 ±0.001 8.52 ±2.1% 0.0094103410 ±6.4% 5 0.500310 ±0.0001 0.0505 ±0.001 9.91 ±2.0% 0.0126364880 ±6.0% 6 0.600372 ±0.0001 0.0565 ±0.001 10.6 ±1.8% 0.01721974 ±5.3% 7 0.700434 ±0.0001 0.0605 ±0.001 11.6 ±1.7% 0.02122945 ±5.0% 8 0.800496 ±0.0001 0.0670 ±0.001 11.9 ±1.5% 0.02670955 ±4.5% †¢Calculations for trial 1 Force (Newton’s) = Mass (kg) Ãâ€" Acceleration (ms- ²) = 10.2 ±0.1 (g) Ãâ€" 9.81 (ms- ²) = 100.062 ±0.1 (g) Covert the g to kg: 100.062 à · 1000 = 0.100062 ±0.0001 (kg) Average Extension = Extension while loading (cm) + Extension while unloading (cm) à · 2 = 3.6 ±0.05 (cm) + 3.7 ±0.05 (cm) = 3.65 ±0.1cm In meters = 3.65 ±0.1cm à · 100 = 0.0365 ±0.001m Spring Constant = Force (Newton’s) à · Extension (m) = 0.100062 ±0.0001 (N) à · 0.0365 ±0.001 (m) % Uncertainty for Force = Absolute Uncertainty à · Measured Value Ãâ€" 100 = 0.0001 à · 0.100062 Ãâ€" 100 = 0.1% % Uncertainty for Extension = Absolute Uncertainty à · Measured Value Ãâ€" 100 = 0.001 à · 0.0365 Ãâ€" 100 = 2.7% Spring Constant = 0.100062 ±0.1% (N) à · 0.0365 ±2.7% (m) = 2.74 ±2.8% Nm- ¹ Elastic Potential Energy = 0.5 Ãâ€" Spring Constant Ãâ€" Extension ² = 0.5 Ãâ€" 2.74 ±2.8% Ãâ€" (0.0365 ±0.001)  ² = 0.5 Ãâ€" 2.74 ±2.8% Ãâ€" (0.001332255 ±5.5%) = 0.00183 ±8.3% Conclusion Evaluation Conclusion: In this experiment, I have been quite successful by proving the aim of the experiment which is Hooke’s Law. The results obtained are slightly incorrect due to any errors as part of the experiment. My calculations were all shown for trial one which whereas follows. In relation to the graph, the line does not pass through the origin as there were uncertainties. The line therefore starts a few cm from the origin on the y axis. The slope in the graph indicates the spring constant. It can be seen that the spring constant value in the graph does not match my result for trial no.1 as I have taken the spring constant value in N/cm. If I take the values in N/m and average all the values of the spring constant from my calculations I will end with a result equal to the gradient or slope of the graph that is 0.227. The units taken for every other value is standard and therefore is correct. My results are reliable as they do result in the Force being proportional to the Extension. I feel t hat my data is reliable and the graph does show that the extension of the spring directly proportional to the force that is applied to it. We also found that the spring constant and the elastic potential energy increases due to the extension of the spring being proportional to the force. Evaluation: I have found that the experiment did have many errors which could have been improved. There were both systematic and random errors involved in the experiment. The meter ruler (uncertainty of  ±0.05cm) and the digital balance (uncertainty of  ±0.1g) had uncertainty’s which could have altered the accuracy of the results. The experiment also had a parallax error due to the carelessness of me not observing the pointer and the length in the straight path. My equipment was not very accurate as I was given a meter ruler and not an attached ruler. This could have made it very inaccurate as the ruler was leaning over a wall. I could only take one reading per mass, as time management was an issue, which is not reliable as taking more than two readings and averaging the answer will give a more accurate result. The next time I perform this experiment, I will need to make sure that I have at least three readings per mass and should take the average of the three readings to minimize the errors. I should also make sure that the meter ruler is not leaning on a wall and that it is held on by a clamp or that I have the ruler stuck behind the clamp stand. While repeating the experiment one should also put a pointer on the hook to avoid parallax error and get the measurements even more accurate. Wasif Haque

First Impressions :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  I can remember the first time that I’ve ever met a white person before. My first time was in sixth grade when I went to Academy school in Glastonbury. Sure I’d seen them in movies, at the stores, and maybe I had a white teacher, but the first time I’d ever interacted with a white person was that year.   Ã‚  Ã‚  Ã‚  Ã‚  I was an exceptional student then. Too smart for my grade they said. My English teacher in 5th grade, Mrs. Wimberly, told me I needed to get out of the Hartford Public School system. She suggested to my mother that I try out a program called Project Concern. This was a program that brought inner city youth out into suburban schools so as to give equal opportunities for education.   Ã‚  Ã‚  Ã‚  Ã‚  My mother applied to this and was informed before the end of my fifth grade school year that I was accepted and would be going to school in Glastonbury. Glastonbury!? Where the heck was that? I didn’t even know such a place existed in my small little world. The farthest I’d ever been was East Hartford or maybe the Westfarms mall, and I just saw those as extensions of Hartford. I was a little worried as to what this experience was going to be like.   Ã‚  Ã‚  Ã‚  Ã‚  I told everyone at Annie Fisher, my elementary school in Hartford, the news at the lunch table one day. While unwrapping my lunch from those plastic cases, and opening my carton of low-fat milk I broke the news. Some of the girls at the table began to say, â€Å"Oh we’re gonna miss you Chancellor!† Then the guys chimed in. My one friend, Barry, informed me that I was going to a mostly white school only he put it in other terms, â€Å"Ha ha, you’re going to be going to school with a bunch of crackers!† I’d never heard the term before, but another kid chimed in through mouthfuls of his dry salami sandwich, â€Å"You’re going to a white school!?†   Ã‚  Ã‚  Ã‚  Ã‚  I was a bit confused. What was this? I was never told I’d be going to school with white people. I’d never in talked to a white person before. They seem like some abstract, far off idea that I could not yet comprehend. I began to get nervous sitting at that lunch table, with my feet sticking to the dried juice on the floor. I asked them, â€Å"What are they like?

Red Badge Of Courage Essay -- essays research papers

The Red Badge Of Courage The Red Badge of Courage by Stephen Crane outlines the effects of war on a Union soldier, Henry Fleming, from his dreams of being a soldier, to his enlistment, and through several battles of the Civil War. Henry Fleming was not happy with his boring life on the farm. He wanted to become a hero in war and have girls loving him for his big achievements in battle. He knew his mother would not like to see him go to war, but it was his decision to make. He dreamed of the exiting battles of war and the thrill of fighting magnificent battles. He didn't want to stay on the farm with nothing to do, so he made the final decision to enlist. After enlisting he finds himself just sitting around with nothing to do. He manages to make friends with two other soldiers, John Wilson and Jim Conklin. Wilson was as exited about going to war like Henry, while Jim was positive about the success of the new regiment. Henry started to realize after a few days of marching, that their regiment was just wandering pointlessly, and going in circles. They kept marching on without fighting. During time Henry started to think about the battles in a different way, he started to become afraid that he might run from battle when duty calls. When the regiment finally learns of a battle taking place, Jim gives Henry a little packet in a yellow envelope, telling Henry that this will be his first and last battle. The regiment managed to hold off the rebels for the first charge, but then ...

How does Macbeth change between Act one scene three and act three scene one Essay

Shakespeare is definitely the most influential writer of all English literature and the author of many comedies, history plays, poems and tragedies. Shakespeare’s shortest and bloodiest tragedy was Macbeth. It is a dark tragedy that tells of ambition and guilt in a background of violence and supernatural. It has been described as â€Å"not Shakespeare’s most complex play, but †¦certainly one of his most powerful and emotionally intense†1. It tells the story of a man that changes from a noble warrior to a murderer and a cruel ‘abhorred tyrant’. In this essay I will analyse how Macbeth changes through the play and who is to blame for his changes. It is very important to state that Drama plays are usually created to be performed on stage and seldom created to be read. There is a great difference between reading a play and watching it performed; the performed play is performed the way the director and the actors themselves imagine the characters and the scenes. Hence we get a good idea of what characters are like. On the other hand, when reading a play, we have no description of the characters or places available and therefore we have to recreate the characters in our heads, only using the stage directions and the dialogue of the characters -the rest is up to our vivid imagination. The stage directions are a vital thing in understanding the characters, their emotions and of course in understanding the whole play. The opening of this play is very short but very meaningful-however the stage directions give us our fill of details: the place of the action, the mood and weather conditions and the characters that are present in this scene. Further understanding follows as we start reading the play. The weather in the first scene is hostile to men; the ‘fog and filthy air’ suggests unusual darkness but it also tells us a lot about the play as a whole. We understand that the play will be filled by lies, betrayal and unclearness. Additionally we meet the ‘weird sisters’ talking about a battle being ‘lost and won’. The quotations ‘ the battle is lost and won’ and ‘ Fair is foul and foul is fair’ chanted by the witches during Act 1 scene 1 are considered to be curious paradoxes since their words contradict themselves. Furthermore Macbeth’s personality will contradict itself during the play also as he starts off as a noble warrior and ends up as a cruel tyrant. This very first scene is on the whole a prologue of the evil present throughout the play, evil that is somehow connected to Macbeth from the very beginning. In the next scene we are give a lot of valuable knowledge about Macbeth, although he is not yet present on the scene. We learn that he was a ‘good and hardy soldier’, was called ‘brave’ by the captain and ‘valiant cousin, worthy gentleman’ by Duncan the king of Scotland. After hearing all this praise we expect Macbeth to be a noble warrior and a loyal subject to the king. However we are still knowledgeable that the three evil witches present in the first scene were somehow connected to Macbeth. The first time he meets the witches (Act I Scene 3) he is with Banquo who is amused by them. He asks them if they are really women since he exclaims that their ‘beards forbid me to interpret that you are so’. The witches hail Macbeth as thane of Glamis and as thane of Cawdor and finally they say that Macbeth is fated to be king of Scotland one day. Perturbed, frightened and amazed, Macbeth asks the witches for more information but they were now predicting Banquo’s future and declaring that he is somehow â€Å"lesser than Macbeth, and greater,† and â€Å"not so happy, yet much happier†. Then they state that he will never be king but that his children will rule Scotland. Macbeth tries to make the witches explain what they meant by calling him thane of Cawdor, but they disappear as quickly as they came leaving him in total confusion. The paradox appears once more since Banquo is clearly aware of the witches’ nature while Macbeth, only focused on their promises, forgets about the other, more important details; Banquo realizes that the witches are ‘ foul’ while Macbeth still believes the witches are ‘fair’ due to all the good they have predicted him. As an audience we can judge the witches better than Macbeth can. We know from act 1 scene 2 that Macbeth was going to be declared ‘thane of Cawdor’ because of his courage and not because of their evil magic. In act 1 scene 2 we find out that the thane of Cawdor was a villain that betrayed Duncan and therefore was executed. After his execution, noble Macbeth received this title, the title of a previous villain. This could be interpreted as a clue that Shakespeare is giving his audience that Macbeth might have the same fate as the previous Thane. It would be hard for an ambitious and noble soldier, such as Macbeth, to resist the temptation of killing Duncan, and becoming king himself, once he has such a high position. The witches appear to have washed Macbeth’s brain since soon after the meeting with them; Macbeth admits that he has some ‘horrible imaginings’ and he says the word ‘murder’ to himself. In only one scene Macbeth has already changed completely and already has in mind ‘black and deep desires’ -the killing of his king. This first change is due to the witches’ prophecy combined with his fierce ambition and we realize that the predictions please his hungry-for-power soul. Shakespeare emphasizes the terrible effects of ambition on his noble character, Macbeth. On the other hand, Macbeth remains an honest and loyal subject to his beloved wife. He sends her a letter explaining everything that happened. This is an important proof of loyalty and devotion to his subjects, weakened ever since he met the evil witches. Shakespeare presents Lady Macbeth as ruthless and evil, a woman who is ready to give away her soul in order to reach her goal. She prepared her mind for killing the king right after reading her husband’s letter and to help her do so, she calls evil spirits to dehumanize and defeminise her. She sees Macbeth’s kindness as a crucial weakness which might be the doom of their rise to the throne of Scotland. In act 1 scene 7 Macbeth is wrestling with his conscience because he admires and respects Duncan a lot and can not bring himself to kill him. He speaks in a soliloquy explaining the audience all the duties he owes Duncan: ‘ he’s here in double trust:/first, as I am his kinsman and his subject’ and ‘ as his host /who should against his murderer shut the door/ not bear the knife myself.’ But even if Macbeth was not a host and a kinsman, killing the king would still be an unforgivable sin and he admits that the only reason for committing this horrible murder, his ambition was now not enough . The imagery in his speech ( act I scene 7 lines 1-28) is dark. We hear of ‘bloody instructions,’ ‘deep damnation,’ and a ‘poisoned chalice’. This suggests that Macbeth is aware of the seriousness of his crime. At this point Macbeth has already won a victory over himself and is prepared to give up but his ruthless wife would not let him. She asks him ‘was the hope drunk/wherein you dress’d yourself? †¦and wakes it now to look so green and pale†¦Ã¢â‚¬â„¢ She’s shocked that he wants to give up and she asks him if his hope had a hangover. Lady Macbeth’s worst fears have come true and Macbeth can’t commit the terrible crime. She said in her first soliloquy that ‘I do fear thy nature, / it is too full o’th’milk of human kindness/ to catch the nearest way.’ She knows her husband very well and she is aware of his great ambitions but she also knows how honorable he is. She knows very well that he will not want to ‘ catch the nearest way’, murder. However she’s not prepared to give up! To persuade him she calls him a coward and declares that she would rather kill her own child than break a promise as he has done. Her main argument is that Macbeth has to prove his manhood in her eyes. Lady Macbeth does not bother to contemplate failure and Macbeth is encouraged by her enthusiasm. In this scene we can see that Macbeth was not a bad person. His only fault is that he lacks strength of character and lady Macbeth uses this fault to her advantage. After the murder of Duncan Macbeth is horrified but lady Macbeth is only worried about destroying the evidence. Here we can see the difference between the two people. Macbeth feels guilty but Lady Macbeth is proud of him! She shows her good side in this scene when she confesses that she could not kill Duncan herself because he reassembled ‘my father as he slept’. However we are terrified by her evilness when she says ‘a little water clears us of this deed’. This is the hardest time for Lady Macbeth and her husband because they have to pretend that they are shocked and hurt when Macduff finds the dead body of Duncan. Because of the stress Macbeth manages to awaken the suspicion of Banquo and Macduff. From act 1 scene 3, the first scene when we meet Macbeth, he has suffered some serious character mutations. In the first scene he is described as a noble warrior and he’s prized for his courage and loyalty to King Duncan. However by the end of act 3 scene 1 he has killed his king and is planning to kill his best friend and his son in order to have Scotland’s throne for himself. However there are causes for his changes. As far as I am concerned the witches are partially responsible because they fooled Macbeth with their prophecies. On the other hand they are not to blame for the fact that Macbeth believed in their predictions. Banquo was with Macbeth the first time he met the witches but he did not fall in their trap. Thus Macbeth’s ambition is mostly to blame for his change since had it not existed in the first place none of these terrible deeds would have happened. As I explained Lady Macbeth is also greatly responsible fro her husband’s actions. She is the one who persuaded him too kill the king when he was ready to give up. She made Macbeth want to prove himself a man in her eyes by killing the king and rising to the throne himself. Despite what he has done, Macbeth is a good man. He proves this before and after the murder of Duncan. After the murder he feels very guilty and realizes that he has committed a terrible crime. However Shakespeare shows us how Macbeth becomes hardened to his crimes and yet the guilt and fears bring him imaginings. Another proof that he feels guilty for his actions is at the end of act 3 scene 1 when he talks to the murderers. He tries to show them that he is a good king and he tries to make them think that Banquo is their enemy, in order to get the burden of the deaths off his own soul. In conclusion Macbeth has changed from a noble warrior to a murderer due to his ambition, his lack of character and of course the persuasion of his wife. The message Shakespeare tries to convey to his audience is that ambition is the doom of the Victorian and modern society, and will always manage to end lives of good and innocent people. The quotations ‘ the battle is lost and won’ and ‘ Fair is foul and foul is fair’ chanted by the witches during Act 1 scene 1 are considered to be paradoxes since their words contradict themselves; a concept that can be easily applied about the perception of Macbeth’s character and his actual personality during the play. During Act 1 scene 2 , he is described by the Captain and King Duncan to be a ‘ worthy gentleman’ and ‘valiant’- adjectives which lead the audience to believe that Macbeth is a loyal warrior and a very correct person; while in Act 1 scene 3 ( when he officially steps into the play) he proves to be easily manipulated and swayed by the prospect of power after the witches exclaim their prophecies and disappear. His erroneous judgment, which eventually leads to his downfall and the mutation in his personality, is further displayed since Banquo is clearly aware of the witches’ nature while Macbeth, only focused on their promises, looses focus over the other , more important details; banquo realizes that the witches are ‘ foul’ while Macbeth still mistakenly believes the witches are ‘fair’ due to all the good they have brought upon him.