Imagery of Blood, Light and Clothing in Macbeth by William...

Imagery of Blood, Light and Clothing in Macbeth by William Shakespeare Imagery, the art of making images, the product of imagination (Merriam- Webster). Shakespeare uses many forms of imagery in his writing of Macbeth. Three main forms of imagery in this play are blood, light and darkness, and clothing. Within each form of this imagery Shakespeare incorporates symbols that the reader must understand if they are to interpret either the passage or the play as a whole. In Macbeth blood symbolizes many things. We have all known blood to represent life, death, and often injury. In the play, Shakespeare uses blood to represent treason, guilt, murder, and death. Shakespeare uses the word blood many times throughout Macbeth. The best†¦show more content†¦Such as seen on pg.124 Act I scene v when lady Macbeth asks the spirits Make thick my blood. In this quote she wants to make herself insensitive towards the deeds that she is about to commit. Towards the end of the play blood symbolizes guilt. This is best seen on pg. 176 Act V scene ii, when Lady Macbeth states Out, damned spot! Out, I say! One: two: why, then tis time to do t. In this quote Lady Macbeth is remembering the night of the murder. It is the guilt in her soul that is making hr have these recurring nightmares. The last symbolism of blood is on pg. 185 Act II scene viii when Macduff states I have no words: my voice is in my sword, thou bloodier villian than terms can give thee out! In this quote the imagery of blood again begins to deal with honor. The second form of imagery Shakespeare uses is light and darkness. In the play Macbeth Shakespeare uses the witches, the guilt in Macbeths soul, and the darkness of the night to establish the atmosphere. The immoral scenes of the play seem to take place at night. For instance, the vision of the dagger, the murder of Duncan, the murder of Banquo, and Lady Macbeths sleep walking. In the opening scene the witches set the mood of the play. A great storm of thunder and lightning is taking place one of the witches ask When shall we meet again? One replies That will be ere set of sun. This is foreshadowing the evil that takes place in the night. Another example ofShow MoreRelatedEssay on Images and Imagery in Macbeth939 Words   |  4 PagesImagery in Macbeth      Ã‚  Ã‚   Darkness, disorder, mayhem, fear, guilt, and hypocrisy are all important themes carried throughout William Shakespeares Macbeth by the effective use of imagery in reference to ill-fitting clothing, blood, and light verses dark. Imagery in this play tiptoes its way though every scene to create a malevolent atmosphere of shame and false pretenses.    The contrast between light and dark during Macbeth clearly relates to the conflict between good andRead MoreImagery in Macbeth by William Shakespeare1172 Words   |  5 PagesImagery in Macbeth William Shakespeare use of imagery creates a picture in the mind of his audiences that tells a thousand words. 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Clinical Thinking and Critical Judgement Essay - 1100 Words

Qualitative Article Critique Critical thinking and clinical judgment are important skills that professional nurses use in every day clinical setting. In 2012, a mix method qualitative study by Dr. Jeanne Mann was done to evaluate the effectiveness of educational strategy to develop clinical judgment skills in nursing students. In this study, the population was identified as volunteered Level II baccalaureate nursing students from a Midwest nursing program. The variables identified in this article are the relation between critical thinking and clinical judgment. The title of the article clearly indicated the focus of the study and created an interest in reading the research due to nurses utilize their ability to critical think and†¦show more content†¦The oldest reference was in 1997 and the most recent reference was in 2009. References that are older than five years are considered outdated. The current Knowledge________ Framework or Theoretical Perspective The framework was explicitly expressed. Tanner’s Theory of Clinical Judgment provides a framework for this study (Mann, 2012). The framework identified, defined, and described relationships among the concepts of interest. Why_______ Research Questions There were two questions developed for the purpose of this research. According to Mann (2012), the two questions were as following: (1) How do nursing students use critical thinking skills and clinical judgment to resolve a healthcare dilemma? (2) Does grand rounds as an educational strategy promote development of critical thinking and clinical judgment in nursing students? Variables The major study variables in this investigation were critical thinking and clinical judgment skill of nursing students. 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Two Sides of Imperialism Free Essays

Imperialism in the 19th and 20th centuries began crumbling at its foundations. Small enclaves of ethnic and nationalist groups sprouted throughout their native countryside, binding their people together to rise against their enemies and oppressors. The thought of independence from the foreign rulers, from the class system they set up, and from the atrocities they committed to gain control of the land was more than enough to motivate the fellow countrymen to take action. We will write a custom essay sample on Two Sides of Imperialism or any similar topic only for you Order Now The foreigners, however, stood confused, wondering how such a great colony turned into such a massive conflict. The seeds of oppression and cruelty were sown year after year, and finally bore fruit. What these foreigners didn’t consider, however, was that there are many ways of creating an empire. The Roman Empire’s standard of conglomeration is a better method of imperialism than the exploitative approach employed by 19th century nations. The Roman Empire never fell by a revolution from its own people. Rather, many of its subjects lived life as either full-time or part-time citizens of the empire. Many of the conquered people were given some semblance of citizenship, as â€Å"provincials†. The Empire, however, did provide the newly-conquered the opportunity to become a citizen, provided they meet certain qualifications or expectations. In the study of Roman affairs, it is found that, †¦ the Roman government worked to maximize the number of persons to whom Roman ius civile, the law of Roman citizens, applied†¦ †¦ Beginning with the reign of the emperor Augustus (27 B. C. E. -14 C. E. ), institutionalized practices permitted provincials to become citizens, generally by serving either in the Roman army or on a city council†. While the Roman Empire continued its oppressive conquest of Europe, it continually sought to make conquered lands and their people a part of Roman life and economy. By providing the conquered a chance to someday become a Roman citizen, there was little incentive to rebel and revolt against the Empire. The Western stance on imperialism, however, was based off of an ideology much more different than the Romans. The general consensus many European countries shared was that Europeans were, racially speaking, superior to any other race, and as such, were predetermined to rule the rest of the world. One such instance is given in a speech given by Jules Ferry at the French Chamber of Deputies in 1883. At one point, Ferry states that â€Å"in effect, superior races have rights over inferior races†. When questioned about the rights of man, he promptly replies that, â€Å"if the declaration of the rights of man was written for the blacks of equatorial Africa, the by what right do you impose regular commerce upon them? They have not called upon you. † While the French were, like the Romans, interested in expanding, the justification by which they use extend themselves onto other lands are not the same. Ferry is of the opinion that because the French are a superior race, they should embark on a conquest over inferior races and makes them work for the benefit of the French Empire, without any of the same rights as a French citizen. The difference is that while the Romans implemented a system to someday incorporate their newly-conquered people, the French were only planning on exploiting their labor and commerce without ever extending to the people the same rights the French enjoyed. This exclusion did not go unnoticed among the French colonies, and would be a foundation for revolution in the coming years. But what about in colonies where there existed such a small opportunity for advancement? In colonies like India, there were chances for an Indian to learn like scholars, and as a result of such education, could communicate effectively with their ruling British counterparts. In fact, many of the Indians who had such education could see the flaws the colony had to address, and hoped to work with the British on fixing such problems. William Duiker writes that â€Å"members of the (Indian National Congress) did not demand immediate independence and accepted the need for reforms†¦ at the same time, they called for an Indian share of the governing process and more spending on economic development† The British however, still shared the same Western notion of racial superiority as the French, and as a result, remained convinced that British rule over India is still the best thing. Duiker states that the â€Å"British responded with a few concessions†¦but in general, change was glacially slow†3. Great Britain remained focused on keeping India’s resources, and giving Indians the same rights as British citizens was never part of the plan. Dissent grew over the imbalance of government, and the same people who were educated by the British were now starting to realize that there lay no future in pledging loyalty to British rule. One such man, Bal Gangadhar Tilak, spoke openly against Great Britain at the Indian National Congress in 1907. Pax Britannica has been established in this country in order that a foreign government may exploit this country†¦ We believed in the benevolent intentions of the government, but in politics there is no benevolence. Benevolence is used to sugarcoat the declarations of self-interest and we were in those days deceived by the apparent benevolent intentions under which rampant self-interest was concealed Great Britain’s biggest concern was for itself and its interests, and never intended to follow through on any plans benevolent to the Indian people. Even after being provided with an education, Indians still would never attain the same level of citizenship and respect that Britons night receive. The British Empire never expanded into India to make Indians a part of Great Britain; its textiles, teas, and labor were more than enough. With the chance to become fellow British citizens practically non-existent, many Indians soon turned to rebellion, boycotts, and a push for independence. Without the opportunity to ascend into British society, the Indians were left with no choice but to stay as loyal subjects of the British Crown, or call for independence. To conclude, the Roman Empire, while it may not have survived the test of time, used a method by which it kept its subjects content. The path for upward mobility in society was available to those who wanted it. The 19th century imperialist countries, however, such as France and England, felt that it was only necessary to implement brute force and harsh laws to get the same output from their subjects in distance colonies. Were it not for that sense of superiority, we might all still be loyal subjects of European nations. How to cite Two Sides of Imperialism, Papers