The eNotes Blog 6 Books to Read After Youve Aced YourAP

6 Books to Read After Youve Aced YourAP Devils, Ghosts, and a Menagerie of Pets Cramming for the AP has ended, you are well on your way to a relaxing summer, and your brain needs something fun to push that scantron form out of your head. After months of reading disembodied passages and stilted interpretations of said passages, I know I was ready to read something that would excite my imagination- something that mattered. Here are six short stories that will get you geared up for fun summer reading. Don’t let the publication date fool you, these stories are just as clever, witty, and captivating as everything on today’s best seller list. And, if your brain has jumped off the analysis train for the summer, we have some easy-to-read annotations throughout these stories to keep you engaged! 1. The Black Cat The Feline Horror Story Author: Edgar Allen Poe Published: 1843 Reading time: 21 minutes Readability: 9th Grade Enter the mind of a mad, drunk, and vile human being as he eloquently justifies his hatred for a housecat. Seriously. Like many of Poe’s other narrators (see â€Å"The Tell Tale Heart† or â€Å"The Cask of Amontillado†), this one is untrustworthy. He will keep you on your toes as you try to distinguish reality from the narrator’s own twisted truth. Why should you read this? If psychological thrillers fill you with gloomy delight, this story is for you. Poe is a master of atmosphere, irony, and double meanings. While his language can be hard to follow without a thesaurus, the flow of his sentences will suck you into the story and all its horror. Content Notice for animal lovers: The narrator is  explicitly cruel  to cats in this story  Ã°Å¸Ëœ ¦ 2. A Jury of Her Peers The Feminist Murder Mystery Author:  Susan Glaspell Published:  1917 Reading time:  20 minutes Readability:  9th Grade Set in rural Iowa (where Glaspell is actually from), the story follows Martha Hale to the scene of a murder. Minnie Wright, a sweet, fragile girl Martha knew in her childhood, has been accused of murdering her husband, John. Accompanied by her husband, the sheriff, and the sheriff’s wife Mrs. Peters, Mrs. Hale goes to the Wright house to uncover the truth and finds that things are not as they seem to be. Why should you read this? If you love murder mysteries and women sticking it to the man, this is your story. This story explores sexism with its folksy, relatable, and heartbreaking tone. As the women pull back the layers of Minnie’s life and discover the truth of what happened, you will cringe, flinch, rage, and cry. See if you can solve the mystery before Mrs. Hale does. 3. The Lady with the Pet Dog The Seaside Love Story Author:  Anton Chekhov Published:  1903 Reading time:  35 minutes Readability:  8th Grade This is the story of a jaded â€Å"lady-killer’s† path to falling in love. But, before you roll your eyes and move on, this is a different take on what might look like a common tale. Unlike other romantic heroes, Chekhov’s Dmitri does not undergo a remarkable transition or redemption because of his love. Instead, Chekhov presents a realistic figure of a man in love that offers an un-romanticized version of this unconventional relationship. The lack of moral judgement, redemption, or glorification allows the story to focus on the intense love between the two main characters, which in turn makes it the most romantic of love stories.   Ã‚  Ã‚   Why should you read this? For those of you who like forbidden-love stories with a hint of adultery, prepare your tissues. You may not always love Dmitri and his perspective on women and love, but the raw and very realistic portrayal of a couple who are caught off guard by love will make you empathize with them and all of their flaws. Watch how the POV of the narrator changes over the course of the story- its the key to the story’s most bitter-sweet revelation. 4. The Canterville Ghost The Comedic Ghost Story Author:  Oscar Wilde Published:  1887 Reading time:  50 minutes Readability:  12th Grade This is not your typical ghost story. The ghost who haunts the Canterville manner is crotchety, dramatic, and theatrical. But when his antics are thwarted by a very practical American family, his skittish and melancholic nature is comically revealed. Why should you read this? If you love all things absurd and macabre, this one’s for you. Wilde perfectly combines horror with comedy to transform the horror-story villain into a laughable fool. You will experience the same surprise that the ghost feels when the family reacts benignly to headless hauntings, rattling chains, and bloodstained carpets. Though chances are you will laugh rather than throw a ghastly tantrum. 5. The Devil and Tom Walker The Deal-with-the-Devil Legend Author:  Washington Irving Published:  1824 Reading time:  23 minutes Readability:  7th Grade In this classic deal-with-the-devil (Faustian) story, Tom Walker sells his soul for wealth and power in his small Boston town. The devil, or â€Å"Old Scratch,† offers to give Tom access to the treasure of Captain Kidd, a pirate who buried his treasure in the swamp. Driven by greed and amorality, Tom accepts the trade only to discover, far too late, what he’s actually lost. Why should you read this? If you like Lemony Snicket, Doctor Faustus, and urban myths, this one is for you. Irving’s narrator creates reality out of fiction by posing as a researcher relating â€Å"true stories† from 18th-century New England. The fun of this tale is not just the story, but the narrator’s ability to mimic a legend. 6. The Garden Party The Coming of Age Myth Author:  Katherine Mansfield Published:  1922 Reading time:  23 minutes Readability:  9th Grade Young Laura helps her mother set up for an extravagant garden party in New Zealand. When they hear of a neighbor’s unfortunate accident and death, Laura experiences sympathy for the man and is sent down the hill into the dark, ominous neighborhood of the working class to express her family’s condolences. Why should you read this? If you love 1920s dialect and Greek mythology, you will LOVE this story. This story doubles as a retelling of Persephone’s journey to the underworld. Mansfield includes so many subtle and overt references to the myth that you might miss them if you aren’t careful. See if you can catch them all, or use the annotations to appreciate Mansfield’s brilliance. Happy reading!

History of Yugoslavia - Overview

History of Yugoslavia - Overview Location of Yugoslavia Yugoslavia was located in the Balkan region of Europe, to the east of Italy. The Origins of Yugoslavia There have been three federations of Balkan nations called Yugoslavia. The first originated in the aftermath of the Balkan Wars and World War One. At the end of the nineteenth century, the two empires which previously dominated the region – Austria-Hungary and the Ottomans – began to undergo changes and retreats respectively, sparking discussion among intellectuals and political leaders about the creation of a united South Slav nation. The question of who would dominate this was a matter of contention, be it a Greater Serbia or a Greater Croatia. The origins of Yugoslavia may partly lay in the Illyrian Movement of the mid-nineteenth century. As World War I raged in 1914, the Yugoslav Committee was formed in Rome by Balkan exiles in order to come up with and agitate for a solution to a key question: what states would be created if the Allies of Britain, France and Serbia managed to defeat the Austro-Hungarians, especially as Serbia looked on the verge of destruction. In 1915 the committee moved to London, where it had an effect on allied politicians far greater than its size. Although funded by Serbian money, the committee – comprised mainly of Slovenes and Croats – was against a Greater Serbia, and argued for an equal union, although they conceded that as Serbia was the state which did exist, and which had the apparatus for government, the new South Slav state would have to coalesce around it. In 1917, a rival South Slav group formed from deputies in the Austro-Hungarian government, who argued for a union of Croats, Slovenes, and Serbs in a newly reworked, and federated, Austrian led empire. The Serbs and the Yugoslav Committee then went further, signing an agreement to push for the creation of an independent Kingdom of Serbs, Croats and Slovenes under the Serb kings, including land currently in Austria-Hungary. As the latter collapsed under the pressures of war, A National Council of Serbs, Croats, and Slovenes was declared to rule Austria-Hungary’s former Slavs, and this pushed for a union with Serbia. This decision was taken in no small part to rid the area of marauding bands of Italians, deserters and Habsburg troops. The Allies agreed to the creation of a combined South Slav state and basically told the rival groups to form one. Negotiations followed, in which the National Council gave in to Serbia and the Yugoslav Committee, allowing Prince Aleksander to declare the Kingdom of Serbs, Croats, and Slovenes on December 1st, 1918. At this point, the devastated and disjointed region was only held together by the army, and bitter rivalry had to be damped down before borders were set, a new government was formed in 1921, and a new constitution was voted in (although the latter only just occurred after many deputies walked out in opposition.) In addition, in 1919 the Communist party of Yugoslavia formed, which received a large number of votes, refused to join the chamber, committed assassinations and got itself banned. The First Kingdom Ten years of political infighting between the many different parties followed, largely because the kingdom was dominated by Serbs, who had expanded their governing structures to run it, rather than by anything new. Consequently, King Aleksander I shut the parliament and created a royal dictatorship. He renamed the country Yugoslavia, (literally ‘Land of the South Slavs’) and created new regional divisions to try and negate the growing nationalist rivalries. Alexander was assassinated on October 9th, 1934 while visiting Paris, by an Ustasha affiliate. This left Yugoslavia governed by a regency for the eleven-year-old Crown Prince Petar. War and the Second Yugoslavia This first Yugoslavia lasted until the Second World War when Axis forces invaded in 1941. The Regency had been moving closer to Hitler, but an anti-Nazi coup brought the government down and the wrath of Germany onto them. War ensued, but not one as simple as pro-Axis versus anti-Axis, as communist, nationalist, royalist, fascist and other factions all fought in what was effectively a civil war. The three key groups were the fascist Utsasha, the royalist Chetniks and the communist Partisans. As the Second World War was concluded it was the Partisans lead by Tito – backed at the end by Red Army units - who emerged in control, and a second Yugoslavia was formed: this was a federation of six republics, each supposedly equal – Croatia, Bosnia and Herzegovina, Serbia, Slovenia, Macedonia, and Montenegro - as well as two autonomous provinces within Serbia: Kosovo and Vojvodina. Once the war was won, mass executions and purges targeted collaborators and enemy fighters. Tito’s state was initially highly centralized and allied to the USSR, and Tito and Stalin argued, but the former survived and forged his own path, devolving power and gaining assistance from western powers. He was, if not universally regarded, then at least for a time admired for the way Yugoslavia was progressing, but it was Western aid – designed to keep him away from Russia – that probably saved the country. The political history of the Second Yugoslavia is basically a struggle between the centralized government and the demands for devolved powers for the member units, a balancing act that produced three constitutions and multiple changes over the period. By the time of Tito’s death, Yugoslavia was essentially hollow, with deep economic problems and barely concealed nationalisms, all held together by the cult of Tito’s personality and the party. Yugoslavia may well have collapsed under him had he lived. War and the Third Yugoslavia Throughout his rule, Tito had to tie the federation together against growing nationalism. After his death, these forces began to increase rapidly and tore Yugoslavia apart. As Slobodan Milosevic took control first of Serbia and then the collapsing Yugoslavia’s military, dreaming of a Greater Serbia, Slovenia and Croatia declared their independence to escape him. Yugoslav and Serbian military attacks in Slovenia failed quickly, but the war was more protracted in Croatia, and longer still in Bosnia after it also declared independence. The bloody wars, filled with ethnic cleansing, were mostly over by the end of 1995, leaving Serbia and Montenegro as a rump Yugoslavia. There was war again in 1999 as Kosovo agitated for independence, and a change in leadership in 2000, when Milosevic was finally removed from power, saw Yugoslavia gain wider international acceptance again. With Europe afraid that a Montenegrin push for independence would cause a new war, leaders produced a new federation plan, resulting in the dissolution of what remained of Yugoslavia and the creation of ‘Serbia and Montenegro’. The country had ceased to exist. Key People from the History of Yugoslavia King Alexander / Aleksander I 1888 - 1934Born to the King of Serbia, Alexander lived some of his youth in exile before leading Serbia as regent during World War 1. He was key in declaring the Kingdom of the Serbs, Croats, and Slovenes, becoming king in 1921. However, years of frustration at the political infighting made him declare a dictatorship in early 1929, creating Yugoslavia. He tried to bind the disparate groups in his country together but was assassinated while visiting France in 1934. Josip Broz Tito 1892 – 1980Tito led the communist partisans fighting in Yugoslavia during World War 2 and emerged as the leader of the new second Yugoslavian federation. He held the country together and was notable for differing markedly with the USSR, which dominated the other communist nations of Eastern Europe. After his death, nationalism tore Yugoslavia apart.

Marketing in a regulated market Essay Example | Topics and Well Written Essays - 1250 words

Marketing in a regulated market - Essay Example Although it is a regulated market, the government decides on the production practices it realizes the tobacco monopoly and does not try to implement measures that would eventually curb the business out of operation (Pampel, 2009:89). The script outlines the basis at which producers deceive buyers, market the product against the wish of ethics and morals, and ignore the constraints issued by the world health organizations to amass profits at the long run, and a documented inclusion of defiant states to the constraints. Further, the script entails the marketing mix variables and the ethical concerns of tobacco. Ethical issues pertaining GBT’s practices The company advertises the Gold brand uniformly through social networks and media, and this aspect catches the public equally, but fails to warn possible buyers on the consequences of smoking. Another ethical concern arises from the untamed advertising that, tobacco contains medicinal value, which is an ancient belief, and the com pany expresses it to increase demand on the output (Smith, 2003:42). The third ethical dilemma arises from the product design and packaging of the cigarettes since there are no warning signs on the Gold brand depicting the possible health hazards of smoking. Distribution of the GBT’s Gold Brand (Place) Tobacco market decline would adversely affect a nation that grows, processes, produces, and sells the cigarettes. The economy of Malu produces tobacco and depends upon it for economic growth and change in the people’s lifestyles. The government allows distribution of tobacco product brands in different channels to reach a wide range of consumer effectively. The famous homemade cigarette brand of â€Å"Gold† sells among all ages in Malu, despite the constraints to refrain from the practice, this practice is unethical to the extent that it will harm the health of the citizens. The product reaches the market via proper distribution and adequate creation of awareness throughout the potential market segments in the south Asian country (Mani and Sandhu, 2006:69). Promotion marketing mix strategy of the GBT’s Gold Brand The various promotion practices of the Gold brand cigarettes are deceptive and meant to retain buyers, entice new ones, recall old consumers, and increase the marginal consumptions. The idea of deception enables the GBT firm to survive in the market since buyers tend to retain the â€Å"value† they derive from consumption of cigarettes and avoid quitting altogether, as they feel affiliated to the product. Therefore, Fiona’s practices are unethical and morally bend to lure citizens in promoting economic growth through consumption of cigarettes and, at the expense of their general welfare and health (Weightman, 2011:87). Pricing strategy of the GBT’s Gold brand The international Tobacco products Manager at GBT, Fiona Fuller defines the best practices that the company intents to take in the process of wedgin g out possible threats that may injure the company’s operations and the desire to acquire the set goals profitably in the next decade. Fiona adapts to penetration pricing in acquiring the market that guarantees the company that the new venture is profitable (Pampel, 2009:95). She understands the presence of strong brands in the market from European nations that currently dominate 20% of market. Therefore, she strategically prices the

Step Motor Driver For Full Step, Half Step Excitation Mode Lab Report

Step Motor Driver For Full Step, Half Step Excitation Mode - Lab Report Example For a bipolar motor, an external device referred to as an H-Bridge can be used to reverse the polarity of the winding and thus the flux. An H-Bridge can also drive a unipolar motor by not connecting the center tap (common) lead or use only one of the windings in the pair. Using the given state machine states and truth tables, the driver circuits for all the three modes of stepper motor excitation were designed and simulated. The following are the diagrams showing the truth table and state machine states with actual motor motion in this design, the no load or constant load accuracy of a 7.5 degree/step motor is within 0.5% noncumulative. It simply implies that the positioning error is the same whether the rotational movement is one step or 1000 steps. Since the step error is noncumulative, it averages itself out to zero within a 4-step sequence, which corresponds to 360 electrical degrees. This causes the transistor collector/emitter junction to conduct. When transistors Q1 and Q3 on, the current flows through the motor coil in the forward or + direction. However, when Q2 and Q4 on, the current to flows through the motor coil in the reverse direction. In the experiment, only half step truth table was presented. However, if you compare the half step and full step tables, it's noticed that all of the full step sequences appear in the half step table, even though not in the same order. This information was useful in the circuit design, especially when writing the codes for the microcontroller.

Teaching ESL Students Essay Example for Free

Teaching ESL Students Essay In the summer of 2008 I worked in a private college for girls in Jeddah, Saudi Arabia. ( Due to the college’s policy, I was asked not to reveal the name of the college). This College offers continuing education and extension courses to meet the needs of women in the community for professional development and personal enrichment programs. In summer it offers a 4 week Intensive English Language Program. I was asked to teach two levels; level one and level three. In my level one class, I had a total of 9 students, and they were all Saudi’s: four of them were 15 years old, 2 of them where 11 years old, 2 were 13 years old, and one of them was 24 years old. All of them came from Saudi government schools. I met with them 5 days a week for 2 hours. The books used for the course was interchange level 1. However I also used Word by Word Picture Dictionary. Reading, writing, grammar, listening, speaking, and vocabulary were skills I taught in the program. Puzzle Area Generally, as an ESL teacher, I never use Arabic in class in order to expose students to the new language. However, I very quickly realized that the students were not responding well to my use of English only. I could see that the students felt insecure and confused. Even the simplest question â€Å"What’s your name? † was answered with head nodding or a crooked smile. So I used the Tarzan method, â€Å"I AM JANE†, but it was not effective. This response was a sign to change my method. I remembered the days in Pakistan as a child I tried to fit in while my classmates spoke Urdu and I felt like an alien lost and confused listening to gibberish from my perspective or rather trying to solve secret codes and guess what is being said. My focus automatically shifted not to learn the words but to try and understand body language. And this is what I saw in my students’ eyes i. e. they lost track of words and focused on my facial expressions and body language to try and understand what was going on. The look on their faces always seemed to say â€Å"What an earth is she saying † Thus, I puzzled over how I could best meet the needs of these very low level learners and whether or not I should use Arabic in class or not. Exploring the Puzzle Area I decided to experiment with using Arabic minimally to encourage learning English and to especially create a comfortable atmosphere for the beginners to express themselves. For instance when I introduced the vocabulary words, I allowed them to use Arabic. It was more or less a co-operative learning strategy. I gave them the word and defined it in English and some students said it out loud in Arabic helping each other understand the new words fully. Moreover, I felt the need to use Arabic myself when it came to teaching abstract vocabulary because I wanted to ensure induced errors would be avoided. I would ask my students to tell me what the word means in Arabic. Saying the word in Arabic myself was my last resort for I did it to spot check on the students and to further avoid their frustration. In grammar it was a different issue. I decided not to use Arabic, but eventually I realized it was big mistake and a waste of time. Explaining the grammar rules only in English was causing lots of problems with understanding the lesson, due to the low level of my students. I repeated the lesson many times speaking slowly with the simplest words believing that they at least understood something from the lesson. But my efforts were in vain because once I asked the class to start practicing the exercises orally, no one responded. Whereas when I used a bit of Arabic as well as English in the same lesson, it was more effective. For example, Arabic generally follows the verb- subject structure. In English, however, the general structure is subject-verb-object. So pinpointing such basic factors and presenting model sentences in both languages clarified their misuse of a simple sentence in English. Thus, the passivity in the beginning changed; the students suddenly got interested and active, and started to work in groups to combine many sentences on their own. I realized that using L1 for beginners was beneficial grammar because students could understand grammatical structures and practice their application gradually as their level improves. Teaching reading was basically an individual effort that depended on the students’ efforts. To improve their reading skills they were asked to read aloud simple passages to improve their reading and pronunciation of words. However, for critical thinking skills, I asked them to silently read paragraphs and then asked questions about the part they read to check their perception and understanding of the topic. In reading, I allowed them to use Arabic to express their thoughts about a topic, because if I depended on English alone the class would be unresponsive. Gradually, in two weeks time the class began to open up and feel comfortable with using English in their responses. For example, in a reading lesson after silently reading the passage, one of the students knew she understood the topic but admitted that she was shy and afraid to answer the questions in English. This phobia is a general problem in Saudi students especially beginners. There is a fear of being wrong or feeling embarrassed. So, the fact that she was allowed to start in Arabic and include some English was a comforting experience. A student for instance would respond with broken sentences: â€Å"exercise it about exercise†¦ † and form discussions with their classmates in Arabic and ask the teacher for the correct form of answering, mimic it, and in turn learn it. Hence, they initially began with participating in L1 but grew to use L2 too after a while. The most difficult part of L2 learning that many beginners face is writing. In the first writing class I started with the basics, such as brainstorming then classifying their ideas. The problem that arose was the students’ limited vocabulary. They were able to participate using L1 and began asking the words meanings and jotting them down. It was not an effective process because the class turned out to be a vocabulary lesson. So I had to change plans. The next class I assigned them to read short paragraphs and focus on the structure, sentence order, words meanings and punctuation. Then in class we worked on a similar paragraph but with mistakes and edited it together. The students enjoyed this activity and used L1 to tell me the mistakes and why it is wrong. Gradually, I encouraged them to copy the forms they took but with a different topic. For example, they took a paragraph about fishing, and I asked them to write about swimming. The students copied the exact paragraph with a few changes. They got to learn a lot gradually when they wrote a paragraph on their own. L1 was used minimally just as a comfort zone for discussing topics and explaining rules, and they did learn the basics of writing in L2 at the end. Students don’t ask each other about particular words and structures and get it much easier. In upper-intermediate group we talk in English and that’s not a problem we don’t have to explain vocabulary or grammar in Arabic. So it’s the matter of the language advancement in English. This way of teaching is much more efficient. Conclusion Whether to use native language when teaching ESL students is a matter of constant debate and when choosing education method the teacher should consider students’ background, their primary knowledge and their abilities to learning. It is known that the more differences between languages the most difficulties students are faced with. The same situation is observed with Arabic and English as languages are completely different. Nevertheless, from the very beginning I was against using Arabic in teaching English as, in such a way, I hoped to achieve the higher level of commitment and I expected students to learn faster. But education process showed that it is normal to use Arabic when teaching students with low level of English because many students simply didn’t respond to my speech and efforts to explain some rules. I see students were confused as they couldn’t understand what I expected from them. The method to focus on facial expression, not on learning words failed as well. When I decided to use Arabic minimally I saw that such encouragement appeared to be more effective in creating more comfortable atmosphere for students to express their ideas. Therefore-, I concluded that co-operative learning strategy is the best method of learning beginners. Native language can be used when explaining abstract vocabulary, explaining new grammar and ensuring that all rules are understandable.

Essay Comparing the Role Models in Beowulf and Sir Gawain and the Green

Role Models in Beowulf and Sir Gawain and the Green Knight Excellence has always been a virtue revered by society. Writers throughout the ages have tried to capture the essence of excellence in their works, often in the form of a title character, who is the embodiment of perfection, encapsulating all the ideal traits necessary for one to be considered an excellent member of society. However, the standards for excellence are not universally agreed upon. On the contrary, one man's idea of excellence may very well be another's idea of mediocrity. Yet, human nature is constant enough that by analyzing different literary "heroes", one can discover the standards of excellence that are common to different peoples. The title characters in both Beowulf and Sir Gawain and the Green Knight were both considered paragons of excellence by their peoples. Yet, upon close inspection of the specific actions of these characters, stark differences emerge. While Gawain is virtuous and exemplifies selflessness, Beowulf's heroism is marred by his pursuit of fame and wealth, which seems to dominate his every action. The discrepancy can be explained by a contextual analysis of both heroes. Gawain's code of chivalry emphasized perfection and thus he is flawless. Beowulf on the contrary adheres to the code of heroism, which is much less stringent on man's actions, and much more open to interpretation. Gawain's actions reflect the social mores of 14th century England, where a good knight was expected to adhere firmly to the code of chivalry. Gawain is the model knight, gallant and valorous, not to mention a devout Christian. Gawain's superb character traits are bolstered by his status as a member of King Arthur's court. Th... ...ulf saw themselves as means by which the end of achieving glory for their society could be achieved. They didn't leech on to society and drain precious resources as do many of today's corrupt leaders. On the contrary, they gave back to their people and lived up to the ancient notion of the "good citizen" as first advanced by Plato. Present society would be the better for it if more people like Gawain and Beowulf were born. They were truly excellent members of society. Â   Works Cited and Consulted Bede, The Venerable. Ecclesiastical History of the English People. 731 AD. Beowulf. Ed. Burton Raffel. New York: Signet Classic, 1999 Brewer, D.S. Courtesy and the Gawain-Poet. Ed. John Lawlor. London: Arnold, 1966 Sir Gawain and the Green Knight. Ed. Brian Stone. New York: Penguin, 1974

Macbeth a tragic hero Essay

A Tragic Hero is a common figure in many of Shakespeare’s works. A Tragic Hero is usually a figure of royalty, fame or greatness. This person is predominately good, but falls from prominence due to personality flaws that eventually lead to self-destruction. Macbeth’s major flaws are his ambition and impressionability. Due to their flaws, a Tragic Hero’s actions are often atrocious and cause them to battle with their conscience after their desires have been accomplished. These battles with their conscience evoke empathy from the audience. A Shakespearean Tragic Hero will always lose their life in the end of the play as a result of re-establishment of what is good in the play. In Shakespeare’s Macbeth, the title figure of the play can be seen as the Tragic Hero. There are many factors which contribute to the decline of Macbeth. The three main factors which contribute greatly to Macbeth’s degeneration are the prophecies which were told to him by the witches, Lady Macbeth’s influence and ability to manipulate Macbeth’s judgment, and finally Macbeth’s long time ambition which drove his desire to be king. Macbeth’s growing character decays from a noble man to a violent individual. When the play begins, Macbeth’s greatness is already established. Macbeth has already earned the title of Thane of Glamis and will soon become the Thane of Cawdor. The fact that he has these titles demonstrates to the reader that Macbeth is good and an important figure of responsibility. He is also addressed as â€Å"Valiant cousin, worthy gentlemen.† (Shakespeare 1:2 26), â€Å"Brave Macbeth, well he deserves that name.† (Shakespeare 1:2 18) and as â€Å"Worthy Thane.† by King Duncan. They way in which he is addressed by the influential members of his country further informs the reader that Macbeth is respectable. However, after Macbeth interacts with the three witches, his curiosity is stirred by their prophecies, especially their prediction that he will become king. He commits murder in order to fulfill their prophecy and then returns to the three witches a second time for reassurance. The three witches, with the aid of three apparitions, then revealed to Macbeth in Act 5, Scene 1 the following prophecies: Macbeth! Macbeth! Macbeth! Beware Macduff! Beware the Than of  Fife!†¦Macbeth! Macbeth! Macbeth! Be bloody, bold and resolute. Laugh to scorn the power of man, for none of woman born shall harm Macbeth†¦Be lion-mettled, proud and take no care who chafes, who frets or where conspirers are. Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane Hill shall come against him. (Shakespeare 4:1 80-107) Because of these predictions, Macbeth believes that no one can harm him. However, this is a false sense of security. Macduff, who was born by a Caesarean section and therefore was not born of woman, ultimately killed Macbeth, thus revealing that the witches predictions were only half-truths. Macbeth’s good nature is increasingly defeated by one of his major flaws-ambition. His ambition and desire to become king leads Macbeth to take rash and sudden actions that are immoral. This includes ordering the murders of his friend Banquo and his son and Lady Macduff and her children, as well as personally handling the murder of King Duncan. His ambition is also displayed by his willingness to kill anyone who threatens his power. Macbeth is largely influenced not only by the three witches, but by Lady Macbeth as well. Lady Macbeth encourages Macbeth to murder the king, Duncan. She helps plan out the murder and even offers to do it herself. When Macbeth changes his mind and decides not to carry out Duncan’s murder, Lady Macbeth questions his masculinity and love for her. [We will proceed no further in this business.] †¦From this time such I account thy love. Art thou afeard to be the same in thine act and valor as thou art in desire? Woudst thou have that which thou esteem’st the ornament of life and live a coward in thine own esteem, letting â€Å"I dare not† wait upon â€Å"I would†, like the poor cat I’ th’ adage?†¦When you durst do it, then you were a man; And to be more than you were, you would be so much more than a man†¦They have made themselves and that their fitness now does unmake you†¦ (Shakespeare 1:7 34-62) After Lady Macbeth accuses him of acting like a coward, he agrees to continue with Duncan’s murder. Macbeth is a prime example of a Shakespearean Tragic Hero. He is represented as a good man who, through his major character flaws- ambition and impressionability- falls from grace. After struggling with his conscience over the evil deeds he had committed throughout the play, Macbeth is killed and the rightful heir to the throne is restored to power.