Truth Essay Example For Students

Truth Essay The question of right and wrong has been battled over for centuries. Many conservatives still believe that truth is absolute, while others disagree, saying that truth is relative. I believe that truth is an individuals perception of beliefs and decisions. For that reason, truth differentiates among individuals thorough their contrasting opinions. But, truth is something that everyone believes to be correct. Thus, it greatly depends on whats true in the minds of the people. On the contrary, truth thats spoken with bad intent is considered to be worse than a lie. Hence, truth is an expression, symbol or statement that corresponds to reality and happiness. Truth is dominated by ones subjective thoughts and beliefs. It is a concept thats created by man, and therefore can never have any absolutes. And if a concept such as the truth has no absolutes, it becomes subjective based upon your perceptions of it. However, an individuals experiences, thoughts and beliefs shape their perception of truth. Truth is timeless, abstract and unchanging ideals based on the individual. All truth is subjected to an individuals opinion. We will write a custom essay on Truth specifically for you for only $16.38 $13.9/page Order now It is based on persons perspective on society and developed by their past experiences. Similarly, subjective truth deals with what is in the persons mind. Also could mean the opinion of a person of certain objects. A subjective truth is an idea which may be important to me but not to you. For example, I decide that killing, under any circumstance, is wrong, but you decide that killing to protect yourself is ok. The idea that killing is wrong is upheld by both of us, but your truth and mine are different, subject to our opinions on the idea. Nevertheless, I also consider truth to be absolute, and therefore, it is never right to do wrong. Truth is the purity that differentiates between right and wrong. Absolute Truth is true regardless of what we believe and think. Absolute truth stands on its own. In the sense, absolute truth is absolutely true no matter what evidence there is for it. Truth is what corresponds to the facts. Truth does not change just because we learn something about it. Also, truth is not always good to say. If the objective of telling the truth is to hurt someone, then it is considered to be inferior to a most terrible lie. For that reason, while speaking the truth we should keep in mind that it doesnt hurt someone elses feelings or relations. The problem we face is that, we feel the urge to tell the truth when we see it. But, we should try to accomplish this without disapproving condemnations that hurt others. So when we freely express harsh judgment of another, we are in fact talking about those negative qualities of ourselves that trouble us the most. Likewise, care should be taken that truth thats spoken for self-satisfaction does not impair someone elses life. Similarly, we should always bear in mind that at times lie can also be beneficial to say if, it brings happiness to others. Hence, if the truth is spoken with the purpose of destruction of something or someone then its considered to be more awful then a major lie. With this is mind; we can conclude that truth is a representation of actuality and contentment. Also, rather than truth, the lies have always been more accepted and believed in our world. But, people consider truth that everyone believes to be true. Thus, for that reason, truth is greatly dependent on subjective of ones opinion.

Typical Course of Study - 7th Grade

Typical Course of Study - 7th Grade By the time they are in 7th grade, most students should be reasonably self-motivated, independent learners. They should have a good time-management framework in place, though they will likely still need guidance, and parents should remain actively involved as a source of accountability. Seventh-graders will move onto more complex reading, writing, and math skills and a more in-depth study of previously-learned concepts alongside the introduction of new skills and topics.   Language Arts A typical course of study for 7th-grade language arts includes literature, composition, grammar, and vocabulary building. In 7th-grade, students are expected to analyze text and infer its message, citing the text to support their analysis. They will compare different versions of a document, such as a book and its film  version  or a historical  fiction book with a historical account of the same event or time period. When comparing a book to its movie version, students will learn to notice how elements such as lighting, scenery, or musical score affect the message of the text. When reading text that supports an opinion, students should be able to state whether the author supported his claim with solid evidence and reasons. They should also compare and contrast the texts of other authors presenting the same or similar assertions. Writing should include more in-depth research papers that cite multiple sources. Students are expected to understand how to quote and cite sources and build a bibliography. They are also expected to write well-researched and fact-supported arguments in a clear and logical format. Seventh-grade students should also demonstrate clear, grammatically-correct writing across all subjects, such as science and history. Grammar topics should ensure that students know how to correctly punctuate quoted text and use apostrophes, colons, and semicolons. Math   A typical course of study for 7th-grade math  includes numbers, measurements, geography, algebra, and probability. Typical topics include exponents and scientific notation; prime numbers; factoring; combining like terms; substituting values for variables; simplification of algebraic expressions; and calculating rate, distance, time, and mass. Geometric topics include the classification of angles and triangles; finding the unknown measurement of a triangles side; finding the volume of prisms and cylinders; and determining the slope of a line.   Students will also learn to use a variety of graphs to represent data and to interpret those graphs, and they will learn to compute odds. Students will be introduced to mean, median, and mode.   Science In seventh grade, students will continue to explore general life, earth, and physical science topics using the scientific method.   Although there isnt a specific recommended course of study of 7th-grade science, common life science topics include scientific classification; cells and cell structure; heredity and genetics; and human organ systems and their function. Earth science typically includes the effects of  weather  and climate; properties and uses of water; atmosphere; air pressure;  Ã¢â‚¬â€¹rocks, soil, and minerals; eclipses; phases of the moon; tides; and conservation; ecology and environment. Physical science includes  Newtons laws of motion; the structure of atoms and molecules; heat and energy; the Periodic Table; the chemical and physical changes of matter; elements and compounds; mixtures and solutions; and the properties of waves. Social Studies Seventh-grade social studies topics can vary greatly. As with science, there is no specific recommended course of study. For homeschooling families, the topics covered are usually influenced by their curriculum, homeschooling styles, or personal interests. World history topics may include the Middle Ages; the Renaissance; the Roman Empire; European revolutions; or World War I and World War II.   Students studying American history may cover the Industrial Revolution; the Scientific Revolution; the early 20th century including the 1920s, 1930s, and the Great Depression; and Civil Rights leaders.   Geography may include a detailed study of various regions or cultures, including the history, foods, customs; and religion of the area.  It may also focus on the geographic influences on significant historical events. Art There is no recommended course of study for seventh-grade art. However, students should be encouraged to explore the world of art to discover their interests.   Some ideas include learning to play a musical instrument; acting in a play; creating visual art such as drawing, painting, animation, pottery, or photography; or creating textile art such as fashion design, knitting, or sewing. Technology Seventh-grade students should use technology as part of their studies across the curriculum. They should be competent in their keyboarding skills and have a good understanding of online safety guidelines and copyright laws. In addition to using standard text and spreadsheet applications, students should learn to use tools for collecting data and conducting polls or surveys.  Ã‚   They may also want to publish or share their work using formats such as blogs or video-sharing sites.

Summary Case Study Example | Topics and Well Written Essays - 1250 words

Summary - Case Study Example Mrs. Fairlie's son Hamish benefited from this program and now goes to regular school. Miss Taylor's chosen charity was Make a Difference, a small charity that supports children and their families in Sydney suffering from financial crisis. These Sydney families would be directly supported by the funds raised here. Both ladies were awarded $15000 each to visit their charities of choice, as well as a trip to Hawaii. APEC summits usually draw their share of protesters to each meet, and the businesses of the CBD at Sydney are being asked to beef up security in anticipation of untoward events or damages to property by protesters. According to the NSW Business chamber's chief executive, Kevin MacDonald, the challenge for the businesses would be to cope with upsets in everyday business due to security and transport measures taken by the government as well as taking on additional individual security measures. The reinforced security measures could include simple things like locking doors, limiting access to vital areas and increasing the amount of security at the shop fronts. Businesses with shop fronts would be particularly vulnerable, and both Australian as well as international businesses could be targeted. These conclusions are based on previous experiences of demonstrations by protesters at APEC summits. All businesses are therefore taking the threat of possible damage to property very seriously . This year, the theme of the one of t... Since Bowral is the home of the cricket icon Don Bradman, and the McGrath Foundation is founded by former Australian cricketer Glenn McGrath, the natural association of cricket into the cause of breast awareness is marked by two remarkable themed gardens. Other than the100,000 tulips in the Corbett Gardens, some exotic private gardens can be seen on the "Garden Trail", and art, textile and pottery exhibitions enjoyed on the "Garden and Art Trail" spread across the Southern Highlands. The weekend would also be marked by a food and wine festival, a special charity cricket day, and a gala dinner. ---------------------------------------- The APEC summit would end with a short, five-minute fireworks display. This is supposed to mark the end of the summit, and would complement the appearance of the APEC logo that would be shining on the Sydney Harbour Bridge from September 2 to 9. The fireworks would be sent off from various tall ships and yachts, but not from the Sydney Bridge itself, and the entire display would be called "River of Fire". The show would be exclusive to the visiting dignitaries who would be attending a 45-minute performance featuring young Australian artists inside the nearby Sydney Opera House. Since the fireworks display would be very short, and would be held inside the area under APEC security restrictions, APEC spokeswoman Anne Fulwood felt that the general public would enjoy it better on their television sets. This would also prevent any disruptions in the area under the APEC strict security lock-down. ----------------------------- A new music, art and media festival called Up! would be presented by the Frontier Touring Company this spring. It would be headed by

Change And Change Management At Sony Essay Example | Topics and Well Written Essays - 3000 words

Change And Change Management At Sony - Essay Example Sony, an electronics company as indicated in the case underwent very many changes due to the retrogression in economic strength it was experiencing. Two categories of change occur in the company; people related changes and organization related changes. The first change that occurred at the company was the drop in the value of the company share from a high of $150 to a very low value of $25. The drop in the value of the shares of any company is a clear indication that the real value of the company had gone down. In this case, the drop was a very high of 83%. An urgent action was desperately needed here to rescind the situation given that the drop took just three years. The second change was that one of breaking from the norm (cultural change). In 2005, a non-Japanese took over the leadership of the company. This was a change from the normal norm in which only Japanese top management had been in control. Having been in charge of the American unit, he had the record of integration of al l units and creative coherence for a better progression in the country. This was important in that the record was the change that was required in the country and the world as a whole. More change came in after the executive; Howard Stringer took over the top management of the company (leadership change). With the company facing stiff competition from the other companies in the industry; Samsung and Apple, the first change that inevitably followed was streamlining of the company into five production groups. There was need to specialize in electronics, television, DVD recorders, digital imaging and the portable audio. This was stimulated by the fact that some of the companies competing Sony were moving away from the CRO televisions and adapting flat screen television sets. Apple was embracing the killer iPhone which had so many properties that it was almost full taking over the market. Every change was coming with the resultant consequences which were dubbed change in themselves. Elev en plants were closed and 10,000 employees were laid off. According to Cordrey (2010), such a step is taken to remain with the most effective personnel in operation. When he joined the company, Stringer found out that the decision making process was autonomous across all the units. The autonomy, he found out was creating internal strife and imbalance. This autonomy was inclusive of the key decisions of the company. On this, the change he made was that of centralizing all decision making processes in the company. Over the product lines, the decision was to make it possible for easier decision making processes to take place. His goal was to make SONY products to operate seamlessly with one another in the communication. To save on the cost spend on research and development, the new executive had to eliminate product redundancies which had been adopted by the seamless networking of the company products. The change realized here is in the mode of spending in which there was need to reduc e the expenditure on such unnecessary items like the extended research that was being done (structural change). Sony products had worked miracles over the years and they were still doing fine until the simplicity of the other company products came to the market. This change was brought about as a result of the realization that the customers were not just interested in the complex Sony products but were also interested in the ability to operate the products. The overall outlook of the items at Sony needed to change and this is seen in the simplicity of the Apple products that force the general thought at Sony to change (technological change). The last plan that happened at the company was that leading to the

Study On The Reflection Paper

Study On The Reflection Paper Chapter I. Whats in a word? All languages have words. All words have different meanings, different function and they belong to different groups and classes as well, some carry grammatical function other words carry more information. One thing is for sure, even today we learn new meaning of existing words or we learn new words even in our first language. Understanding meaning of new words in second language is much more difficult, there are many words that are used in novel ways and that confuse learners of second language. In this concept it is crucial for Second Language Learner to understand both meaning and the use of specific word, and to be able to produce it when necessary, and to develop their own strategy of learning new words. It is very important for learners to know and make distinction between different forms of same word, this helps S.L.L (Second Language Learners) to identify the word class and to produce and use proper meaning. From my personal experience I would like to share some of the problem s that usually occur. E.g I will take like as verb and as a preposition. What is London like? (Prep); What do you like? (Verb). To understand differences in meaning and in concept of target word students have to take in consideration and word class. It is not only issue of grammar difference, change of word classes and switch from one to another, but also new vocabulary word with new meaning and form. Another very important issue is word families. Different languages have already the same structure that gathers words, form new words, or new meanings to existing words. I will try very briefly without getting in details to share my opinion based on readings class discussions and my own experience. Both suffixes and prefixes appear in English and Albanian. Being a native learner of Albanian language is very easy for me to identify and use words in different forms and meanings in Albanian Lang, but for E.F.L learners it is quite difficult even they are familiar with the models of inflexional or derivative words. What I have noticed the most is the difficulty of ESL learners to master the process of Word Formation in English, it differs a lot and it is far more complex than, in this case Albanian. Compounding, conversion, blending and clipping express very firmly the complexity of this process. Another important point that it is worth to be mentioned in Vocab Teaching is grouping of words that form units as if they were single word units. These are called multi word units, their meaning is usually subject of change upon the parts that word unit contains, these can phrasal verbs with either literal or non-literal meaning, as sentence frames and multi part verbs. The occurrence of words mentioned above is another important , words happens very often to co- occur next to each other and to give new meaning to the sentence as a whole. It is very important to be able to notice the difference in meaning, of words that share the same form. At this point we can come to conclusion that it is very difficult for foreign learners because many word have different but overlapping meanings, in this line homonyms, homophones, homographs can really confuse learners, and in the other hand polysemy is a real challenge for compilers as they are real headache for learners. E.g the word fair that has different meaning in every our example: long fair hair; Skripton fair; fair cook. Other meanings of words we have the words that occur in line with other words ang give new meanings. To sum up and not to go further in detail and to give conclusion of what we have learnt about words is that language first emerges as words and going farther into structures and forms we use them to produce language that we have learnt. Chapter-II. How words are learned. How important is vocabulary- without grammar very little can be conveyed, without vocabulary nothing can be conveyed (David Vilkins). The importance of vocabulary is very high, you can master the grammar very well but without proper knowledge of vocabulary spoken language will be of lowest levels. Also it is very important when you visit a foreign country, you dont bring a grammar book but a vocabulary and people usually try to learn more common expressions in their very first days. There were many various problems with vocabulary teaching because it wasnt on the fore in the Direct Method or Audio Lingual Method- which gave greater priority to grammar learning and grammar structures. Number of words taught on these courses were very low and the words learnt were chosen because were easy to demonstrate. But nowadays teaching a vocabulary is given a special importance, and courses and course books are giving much more space to teaching new words and communication. In order to have a be tter communication L2 learners need to have a critical mass of vocabulary to get the over threshold of second language. In this context they should develop their own and unique style about remembering the words. These styles can be developed with teachers help; their role in this case is to guide students toward their learning styles and strategies. Looking back in the early period in the era of Direct Method and A.L.M, students had to learn, repeat the words that they have learnt. Of course nowadays these models are old fashioned and things have changed. From my experience when I was in primary school- teachers translated for us the key words, but without much effort to make us understand more. Of course these words were placed in short term memory, and after a while couldnt be recalled and used properly when needed. In comparison with this I as E. L teacher am using different models to explain the meaning of new words, avoiding as much as possible translation to L1, and old fashioned methods like learn words by heart. I found for my students very helpful eliciting meaning of new words, or new meaning of existing words, also using flashcards, pictures, word games not only that make students feel more relaxed. Another fact that we should take in consideration is the first language, having a good command of first language is help ful but sometimes can be a potential block to the development of second language vocabulary, it can come to this because the patterns of every language are different and when learners try to make links, sometimes they may succeed but sometimes not. In second language learning vocabulary is important and spelling, pronunciation and length. All this can cause errors because words with difficult pronunciation, with spelling mismatches, long and complex words, appear to more difficult to be learnt and remembered. Chapter III- How to Teach Vocabulary In this chapter the main issue is teaching vocabulary, sources and methods and techniques that best fit and explain these sources. Here are mentioned at least five possible sources that provide vocabulary input for learners. -Lists -Course books -Vocabulary books -The teacher Other students. Based on class discussions and readings about lists and shared experiences vocabulary learning requires a close attention at being done activities in order to acquire new words or new meanings to existing words. One of vocabulary sources as it is mentioned above are lists, they provide students with new words, some of these words will be learnt actively and some occidental. One of the main tasks should be, these lists should consist of words that are selected for active study. Criteria of usefulness, frequency or lexical dont seem to be applied. One reason that students would like to learn from lists is the economical way of organizing vocabulary for learning and it doesnt matter if they arent put in random way. In order to be successful with lists it is necessary that learning activities be integrated into lesson plan activities in classroom. Another source of teaching vocabulary are course books, usually in course books are some criteria of choosing vocabulary. Usefulness- it means that can be put to immediate use, e.g. classroom objects in elementary level. Frequency- words that appear most frequently express the most frequent meanings in the language, and importance of these words. Learnability- includes careful choice of words in syllabus, especially for beginners. Teach ability is very important because we make words for students very easy to understand through different activities by demonstrating or illustrating them. Vocabulary work in course books is organized in segregated activities that present practice of lexical sets, word formation rules, test of words indicated before, guessing activities; integration of vocabulary into skill works, usually a pre-task or post-task activities. Another source are Vocabulary Books, due to priority given to learning new words in a foreign language (English) there is a wide selection of supplementary books available. Usually these books are targeted as books needed for specific purposes, such as business or technology. The aim is to test vocabulary knowledge rather than to teach it. Activities used in this kind of books such as brainstorming of ideas or meanings to new words and eliciting students with new meaning of words appears to be very useful for students. Teacher is also considered as a useful source of acquiring new words, phrases or expressions that teachers use most commonly in classroom. Teachers own stories also can be very valuable to students. They can ask students to make similar stories or new stories with given words in order to practice both use and meaning of words. It is in human nature that all develop their own lexicon. Sharing of their knowledge either in brainstorming activities, pair working or spoken activities in classroom is very useful. This leads to student- student lexicon combination and ability to recall and express when necessary. Chapter IV- Texts, Dictionaries and Corpora From what we discussed in last chapter about offering vocabulary teaching through lists. In our days texts are being more explicit and the vocabulary teaching has been incorporated into text books. Comparing to lists short texts have great advantages in vocabulary teaching and building purposes. The fact that words are in context increases the chances of learners to appreciate not only the meaning, but and their structural and word order in sentences. Texts usually display connected sets of words. Short texts are very useful for classroom use since they can be subjected to intensive grammatical and lexical study. Advantage of short texts to long texts is that students do not usually get bored and their attention is not overtaxed. Authentic texts are usually rich in vocabulary especially literary texts. Extensive reading provides the opportunity for students to meet words in their context of use, and also supplies repeated encounters with many of these words. Words are usually repeated up to six times, and as more as they repeat it is easily for learners to acquire the meaning or to get it from context of the sentence. In this context words that are introduced once should at least be reminded once more or if possible more. This has to do with linking between the lessons. It is very important the learners need to enjoy and to get as much as possible, and this type of reading shouldnt be regarded as hard work. Dictionaries are regarded as tools and as vocabulary resource because they contain rich information of the words. For a long time use of dictionaries has been discouraged in class. It was argued that use of these may encourage learners to focus only in native words if it is mono-lingual, and might inhibit the development of more useful skills such as guessing from context. Kinds of dictionaries available: monolingual and bilingual dictionaries. It is very important to make the difference between these two kinds. From my experience I prefer monolingual dictionary of target language, because not only we understand the word we want but also and words related to the meaning or context. The benefit for teachers and learners of corpus data is that it provides both with easily accessible information about real language use, frequency and collocation. Before the advent of corpora, teachers had to rely largely on intuitions about the way words are actually used. Before the advent of corpora, frequency information was also largely guesswork- or involved a great deal of pen-paper counting. Corpus information is typically presented in the forem of concordances; they display the results of a word search as individual lines of text, with targeted word or words aligned to the centre. Corpora are the latest addition to the resources available for vocabulary input. Concordancing and keyword programs are two of the tools that make corpus data available for classroom use. For the end I would like to say these words Vocabulary teaching and learning is like exploring universe. Burim Sopa i.d- 119325

Conservation of Water in Nagaland

94% of the total area of Nagaland is hilly terrain with heavy annual rainfall ranging from 120cm to 240cm As proposed in the 4th Plan, 3 (three) Watershed Pilot Projects have been demarcated i. e. , at Zubza in Kohima District, at Tuli in Mokokchung District and at Chare in Tuensang District by the end of 1972-73, where field works on various aspects of Soil Conservation viz. , terracing, Contour bunding, Afforestation, Orchard Plantation and construction of irrigation channels are in full swing in all the above Projects.The Department has 14 (fourteen) meteorological observatories spread all over the state, which has been supplying and catering the met. data to various land users departments as well as providing the daily weather bulletin in media viz. , Radio, T. V. , and News papers. Augmentation of Water Supply to Kohima Town by Gravity flow from Dzukou and Dzuna river. A Survey has been conducted to find out the possibility of tapping water from Dzuna Rivers and has been found t o be feasible. This Project envisages for a 975 million litre capacity Balancing Reservoir to store the surplus monsoon run-off water from Dzuna river.This will, to a large extent supplement the deficiency during lean season. The estimated project cost is Rs. 33. 97 crore at 2003 price levels. The project has been approved and sanctioned recently by the Urban Development Ministry. ) Augmentation of Water Supply to Mokokchung Town : Due to problems faced by the present water supply system by pumping from Dikhu River to Mokokchung Town, a project to augment water supply to Mokokchung town by Gravity from Tichipami source with an estimated cost of Rs. 1000. 3 lakhs has been taken up. A budget provision of Rs. 192. 00 lakhs under Negotiated Loan (HUDCO) is ear marked during 2002 –03. Anticipated expenditure up to 31/3/2003 is Rs. 800. 00 lakhs and is anticipated to be completed and commissioned by June/2004. i) Augmentation of Water Supply to Mon Town :- The project has been sanc tioned at an estimated cost of Rs. 653. 00 lakhs. The expenditure up to March 2003 is Rs. 569. 901 lakhs. The project has been completed and is expected to be inaugurated shortly.The scheme will deliver purified water at the rate of 60 litres per capita per day (lpcd) for a design population of 13000. ii) Augmentation of Water Supply to Zunheboto Town : The project has been sanctioned at an estimated cost of Rs. 959. 00 lakhs. Budget provision kept for the year 2002 –03 is Rs. 30. 00 lakhs under AUWSP. The anticipated expenditure up to March 2003 is Rs. 904. 00 lakhs The project was commissioned on 18th May/2001. The Scheme is designed to deliver purified water at the rate of 70 litres per capita per day to a population of 17,800.Extension of distribution lines and introduction of metering system is in progress. (iii) Augmentation of Water Supply to Wokha Town : This project has been sanctioned at an estimated cost of Rs. 351. 30 lakhs. Budget provision during 2002 –03 is Rs. 0. 22 lakhs. The anticipated expenditure up to March 2003 is Rs. 189. 47 lakhs The project is expected to be completed by March/2005. Once completed, the Scheme can deliver purified water at the rate of 50 litres per capita per day (lpcd) to a total design population of 20,000.

Macbeth – Analysis of Fear. In Macbeth, it is evident of how fear can affect any character

Fear is a significant factor in building a person's character, be it affecting their actions, their words, regardless of whether it is right or wrong. This emotional quality, of which can motivate one to success as well as to downfall, had played an important role in countless works of literature. As for the play Macbeth by William Shakespeare, fear was the main motivating factor in influencing the actions and reactions towards the witches' prophecies of Macbeth, in addition to of Lady Macbeth. Seen through the development of the plotline, the final outcome of the play was affected greatly by fear and also inspired by how this particular sentiment can dominate and control the nature of mankind. Following the death of Duncan, Macbeth's subsequent acts of murder were carried out of fear and insecurity for his position as the king of Scotland. Once Duncan's body was discovered, Macbeth had immediately rushed up to the king's chamber and killed the two sleeping guards. He justified himself by saying ‘Who could refrain, That had a heart to love, and in that heart Courage to make's love known? ‘ (2. . 112-114) Out of fear and without thinking straight, Macbeth has slain the grooms of Duncan in order to deprive them of a chance to justify themselves. The over-exaggerated passion displayed by Macbeth, as well as the amplified account of his courage, fired up the rising suspicions of Macbeth's true intentions in the incident. His fear of getting caught and accused of Duncan's death only further enhanced his fear of Banquo, who was beginning to doubt the justice behind Macbeth's new status. As in the witches' prophecies, Banquo was destined to father generation after generation of Scottish kings. Macbeth demonstrated his anxiety regarding his royal legacy by commenting ‘To be thus is nothing; But to be safely thus. Our fears in Banquo Stick deep' (3. 1. 48-50). This lead to his participation in the murder of Banquo, where Macbeth's cautious attitude insisted that committing a second crime would further secure his role as king. This characteristic of Macbeth's fear was also shown much later into the play after meeting with the apparitions. Upon learning that ‘none of woman born Shall harm Macbeth' (4. 1. 8-81), Macbeth immediately scoffed ‘Then live, Macduff. What need I fear of thee? But yet I'll make assurance double sure, And take a bond of fate. Thou shalt not live' (4. 1. 82-84). Macbeth's psychological mindset was indicated through this quote, his vigilance drove him to the desire of murdering Macduff and hence his family. Therefore, fear precipitated Macbeth's many redundant murders, which then amplified his downfall. Lady Macbeth was greatly consumed by fear and guilt that she was slowly losing her sanity, as a result of not being able to handle what she had done to Duncan. In the quote of ‘Out, damned spot! Out, I say! ‘ (5. 1. 30), Lady Macbeth was trying to wash out what she saw as blood on her hands. The repetition of the word ‘out' towards an inanimate object – something insignificant – emphasized her emotionally instable behaviour and inability to control her sentiments. Also, Lady Macbeth's fear of blood contrasted greatly with Macbeth's obsession with murder and bloodbath in the latter half of the play: when Macbeth utilized his fear in evolving into a vigilant character, Lady Macbeth deteriorates from a callous character into one overwhelmed with fear. She mentioned hell – ‘Hell is murky' (5. 1. 31), announcing her fear of going there for what she has done. Initially, Lady Macbeth had been the driving force behind Macbeth's ambition to be king, masking whatever fears she occupied by calling proposed threats bluff as like in the quote ‘What need we fear who knows it when none can call our power to account? ‘ (5. 1. 32-33) Nevertheless, Lady Macbeth's role became smaller and more insignificant as the play neared the end as she was driven mad by guilt. Unable to take the torment, it was implied that she ended up taking her own life right before the battle between Macbeth and the English troops began – ‘The queen, my lord, is dead' (5. 5. 17) – which demonstrated her fear and what fear can do to a person. The witches' prophecies, particularly the apparitions, were a main source of fear for Macbeth, where he fell further into a belief of what fate had in store for him. The straightforward warning from the first apparition – ‘Macbeth! Macbeth! Macbeth! Beware Macduff. Beware the thane of Fife. ‘ (4. 1. 1-2)' – angered Macbeth greatly and drove him to kill Macduff's family. This then further motivated Macduff to slay Macbeth in combat. The second and third apparitions then told of the causes of Macbeth's downfall. Once the battle commenced, Macbeth repeatedly announced the prophecies, either to himself or to whatever audience is there to listen, fearing he would have forgotten. He would declare ‘Till Birnam Wood remove to Dunsinane I cannot taint with fear' (5. 3. 2-3) and ‘I will not be afraid of death and bane, Till Birnam forest comes to Dunsinane' (5. . 61-62). The fear of Macbeth's own defeat had lead to a constant reminder for himself to continue fighting and living until the predictions did come true. Meanwhile, his consistent repetitions of the apparitions' predictions implied a certain mindset of where he saw them as a protection against whatever harm. In using verbs like ‘cannot' and ‘will', the determination of Macbeth is demonstrated, as well as him trying to calm himself down in trying to be relieved of whatever emotions or fears which may affect his performance. On the other hand, Macbeth's obsession with the prophecies also weakened himself. Once having killed Young Siward in battle, Macbeth laughed ‘Thou wast born of woman. But swords I smile at, weapons laugh to scorn, Brandished by man that's of a woman born' (5. 7. 15-17) and this lead to the underestimation of Macduff once they started to fight and hence brought the tyrant and protagonist of the play to his end. In conclusion, fear plays a part in one's decisions in every day life. Though one may hide his or her fears behind a strong exterior, it remains a potent motivating force throughout life. In Macbeth, it is evident of how fear can affect any character. For the duration of the play, Macbeth's fears of losing his position as king contributed to his many acts of murder in the means of being cautious. Similar to Lady Macbeth who found relief from her fears in death, Macbeth then buried himself into the witches' prophecies; trusting whatever was told for security and, in the end, lead to his downfall. Therefore, fear can force people into great situations, motivating and hindering actions as stimuli for accomplishment in life.