Soliloquies In Shakespeares Macbeth Essays - Characters In Macbeth

Soliloquies In Shakespeares Macbeth Essays - Characters In Macbeth Soliloquies in Shakespeare's Macbeth Even though people in retributive justice feel satisfaction, the perpetrator can also suffer. William Shakespeare?s powerful Macbeth shows the deterioration of an honourable and respectable general, Macbeth, who becomes a tragic hero after temptations from the witches and his wife to perform murders. Macbeth soliloquies enable the audience to experience the conflict within Macbeth and thus, gain an understanding of the reasons for his behavior and decisions. As a result, the tremendous reversal of Macbeth?s fortunes in the end leaves the audience filled not with pity, but also awe, at the realization that people can suffer greatly. Macbeth?s soliloquies before the murder of Duncan shows the vigorous internal struggle of himself, as his conscience is fighting against his evil minds. Also, they shows Macbeth has brought his own downfall upon himself. The audience will then feel pity about Macbeth?s deterioration brought by himself when witnessing his choice of following the evil. Macbeth is a courageous and honourable general in Scotland. His success in the battle against the invaders of Scotland gains respect from the King Duncan and his fellow soldiers. However, the demonic forces, symbolized by three witches, temptates Macbeth. The witches hail Macbeth as the Thane of Glamis and Cawdor who will be king and hail Banquo, who is a nobleman of Scotland and Macbeth?s friend, as one who will become the father of a line of kings. Macbeth ambition deep in his heart starts growing at that time. In Act I, scene iii, when Macbeth is thinking about the fulfillment of the two prophecies given by the witches before, "My thought, whose murder yet is but fantastical, shakes my single state of man"(I, iii, 139- 140) In this soliloquy, Macbeth reflects his idea about the "two truths" told by the witches. He is ambitious to become king, as he reacts nervously when the witches mention his fate. The very idea of murder "shakes his single state of man". However, at this! point, he is loyal to the king, and he rejects the idea of murder, "If chance will have me king, why, chance may crown me, without my stir."(I, iii, 143-144) The predictions by the witches may have strengthened the criminal intentions that he had probably never yet dared to express clearly, even to himself. He is not alliance with crime, he is neutral, but obviously temptation is working upon him. Yet, he might overcome the promptings of his evil ambition by an effort. After the battle, Macbeth is greeted with effusive thanks by Duncan. Duncan then announces that he will make Malcolm heir to the throne. In Act I, scene iv, Macbeth in his aside states that this announcement is a bar to his ambition and calls upon darkness to cover what he wishes to be done: That is a step on which I must fall down, or else o?erleap, for in my way it lies. Stars, hide your fires; let not light see my black and deep desires: The eye wink at the hand; yet let that be which the eye fears, when it is done, to see (I, iv, 49-54) As Duncan makes the announcement, Macbeth starts wondering if murder is the only way in which he can achieve the kingship. His ambition overcomes his finer nature. He calls upon the stars to hide their light, indicating that his "black" desires comes out, and he thinks it is too evil to be seen. Macbeth?s image of the eyes? winking upon the work of the hand is expressive both of his intense aversion to the deed and of his intense desire to get what the deed will accomplish. At the same time his "let that be" marks the point at which his fascinated contemplation of the thought of murdering Duncan becomes a resolution, although he will waver from it. The opposition between eye and hand is indicative of the civil war within him. In Act I, scene iv, shortly after Duncan?s arrival to Macbeth?s castle, Macbeth gives voice to his feeling concerning the rashness and the awfulness of the projected murder: If it were done when ?tis done, then ?twere well it were done quickly. If th? assassination could trammel up the consequence, and catch, with his surcease,

504 Plans for Students with Dyslexia

504 Plans for Students with Dyslexia Some students with dyslexia are eligible for accommodations in school under Section 504 of the Rehabilitation Act. This is a civil rights law prohibiting discrimination based on a disability in any agency or institution which receives federal funds, including public schools. According to the U.S. Office for Civil Rights, students are eligible for accommodations and services, as needed, under Section 504 if they (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. A major life activity is one that an average person can complete with little or no difficulty. Learning, reading, and writing are considered major life activities. Developing a Section 504 Plan If parents believe their child needs a 504 plan, they must make a written request to ask the school to evaluate a child for eligibility for accommodations under Section 504. But teachers, administrators and other school personnel can also request an evaluation. Teachers might request an evaluation if they see a student having chronic problems in school and they believe these problems are caused by a disability. Once this request is received, the Child Study Team, which includes the teacher, the parents and other school personnel, meets to decide if the child is eligible for accommodations. During the evaluation, the team reviews recent report cards and grades, standardized test scores, discipline reports and talks with parents and teachers about school performance. If a child has been privately evaluated for dyslexia, this report will probably be included. If the student has other conditions, such as ADHD, a doctors report may have been submitted. The educational team reviews all of this information to decide if a student is eligible for accommodations under Section 504. If eligible, the team members will also offer suggestions for accommodations based on the individual needs of the student. They will also outline who, within the school, is responsible for implementing each of the services. Usually, there is an annual review to determine if the student is still eligible and to review the accommodations and see if changes need to be made. The General Education Teachers Role As the teacher, general educators should be involved in the evaluation process. During the evaluation, teachers are in a position to offer an insider view of the daily problems a student is having. This may mean completing a questionnaire to be reviewed by the team, or you may elect to attend the meetings. Some school districts encourage teachers to be in the meetings, giving their perspective and offering suggestions for accommodations. Because teachers are often the first line in implementing classroom accommodations, it makes sense for you to attend meetings so you better understand what is expected and you can voice objections if you feel an accommodation would be too disruptive for the rest of your class or too difficult to carry out. Once the Section 504 has been developed and accepted by the parents and the school, it is a legal contract. The school is responsible for making sure all aspects of the agreement are carried out. Teachers do not have the ability to decline or refuse to implement accommodations listed in the Section 504. They cannot pick and choose which accommodations they want to follow. If, after the Section 504 has been approved, you find that certain accommodations are not working in the students best interest or interfere with your ability to teach your class, you must talk with your schools 504 Coordinator and request a meeting with the educational team. Only this team can make changes to the Section 504 Plan. You may also want to attend the annual review. Usually Section 504 plans are reviewed on an annual basis. During this meeting the educational team will decide whether the student is still eligible and if so, whether the previous accommodations should be continued. The team will look to the teacher to provide information about whether the student utilized the accommodations and whether these accommodations helped the student within the classroom. Additionally, the educational team will look toward the coming school year to see what needs the student has.References: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities, Modified 2011, Mar 17, Staff Writer, U.S. Department of Education: Office for Civil Rights IEPs vs. 504 Plans, 2010 Nov 2, Staff Writer, Sevier County Special Education Section 504 Handbook, 2010, Feb, Kittery School Department