Physics Atomic Force Microscopy - 1429 Words

ATOMIC FORCE MICROSCOPY 1. Introduction to Atomic Force Microscopy An atomic force microscope (AFM) is a type of scanning probe microscope (SPM). An AFM uses a cantilever with a probe to scan over a sample’s surface. The probe is a sharp tip (3 to 6 ï  ­m pyramid; 15 to 40 nm end radius) such as the one shown in Fig. 1. As the tip of the AFM approaches the surface, at close range, attractive forces between the sample surface and the tip of the AFM causes the cantilever to deflect towards the surface. As the cantilever moves close to the surface, when the tip tends to make contact with it, increasingly repulsive forces take over and causes the cantilever to deflect away from the surface. A laser beam is used to detect cantilever movements towards or away from the surface. The laser beam is reflected back from the cantilever to a position-sensitive photo diode (PSPD). The deflections due to the interaction between the tip and the sample’s surface causes slight changes in the angle with which the laser beam reflects off the cantilever as shown in Fig. 2. This change in the angle of reflected beam is detected by the PSPD. Thus, if the tip passes over a depression on the sample, the resulting deflection of the cantilever causes a change in the angle and direction at which the laser beam reflects f rom the cantilever to the PSPD. AFM uses a feedback loop to continuously control the position of the tip (Fig. 3). By controlling the tip, an accurate surface imaging and topographicShow MoreRelatedThe Physics Of Atomic Force Microscopy1259 Words   |  6 Pages Abstract Atomic Force Microscopy was the method used to analyze samples inorder to identify their surface composition and determine their top structure. Compiled data was used to calculate the roughness of the sample. Introduction Atomic Force Microscopy is a powerful tool used to identify the surface structure of a solid by contouring the top layer with a sharp tipped probe and amplifying the hills and troughs viaRead MoreCopper Iron Alloy Of Different Thickness By Electrodeposition Technique1153 Words   |  5 Pagesproject, I fabricated thin films of cobalt iron alloy of different thickness by electrodeposition technique and studied the domain and dynamics of the domain walls by taking measurements from magnetic force microscopy (MFM). I measured the roughness by taking measurements from Atomic force microscopy. I characterized the films with XRD which showed the crystal structure of the film. The SEM images of Cobalt iron film exhibited nano crystallized structure and the variation of granular size as a functionRead MoreStructural And Electrical Properties Of Pva Ag Nanocomposite Films1738 Words   |  7 PagesEl-Kader *, Physics Department, Faculty of Science, Suez Canal University, Ismailia, Egypt ABSTRACT In the present work, PVA-Ag nanocomposite films with thickness 0.18 mm, constant silver content (0.4 wt. %) and with different time of reaction (0.1, 3, 5, 7, 9 h) were prepared by chemical reduction method. Structure, surface topology, photoluminescence and electrical properties of PVA-Ag nanocomposite were studied using x-ray diffraction (XRD), electrometer, atomic force microscope (AFM)Read MoreUsing Graphene And Its Effects On The Environment2317 Words   |  10 Pages CHAPTER-3: Properties2.1. Form and structure Delocalized electrons in favor of the network. Whether it is freely suspended graphene has the inherent ripples or not been resolved Monte Carlo simulations [ and transmission electron microscopy study. The microscopic corrugations is estimated as having a transverse size of about 8-10 nm displacement height from 0.7 to 1 nm approximately. Height stacked SiO2 - subnanometer fluctuations platelet ketone graphene on a silicon substrate byRead MoreStructure, Photoluminescence And Electrical Properties Of Pva Ag2311 Words   |  10 PagesAbd El-Kader *, Physics Department, Faculty of Science, Suez Canal University, Ismailia, Egypt ABSTRACT In the present work, PVA-Ag nanocomposite films with thickness 0.18 mm, constant silver content (0.4 wt. %) and different time of reactions (0.1, 3, 5, 7, 9 h) were prepared by chemical reduction methods. Structure, surface topology, photoluminescence and electrical properties of PVA-Ag nanocomposite were studied using x-ray diffraction (XRD), electrometer, atomic force microscope (AFM)Read MoreEnhancement Of Optical And Electrical Studies On Pva Ag Nanocomposite Films2347 Words   |  10 Pages xxxxxxxxxxx Physics Department, Faculty of Science, Suez Canal University, Ismailia, Egypt ABSTRACT In the present work, PVA-Ag nanocomposite films with thickness 0.18 mm, constant silver content (0.4 wt. %) and different time of reactions (0.1, 3, 5, 7, 9 h) were prepared by chemical reduction methods. Surface topology, optical and electrical properties of PVA-Ag nanocomposite were studied using absorption spectroscopy, electrometer, atomic force microscope (AFM) and photoluminescenceRead MoreEffects Of Point And Line Defects On The Properties Of Graphene9719 Words   |  39 Pagesare inevitable at the time of production can alter the structural properties of any engineering materials. Developing graphene with specific structural properties depends upon controlling these defects, either by removing or deliberately engineering atomic structure to gain or tailoring specific properties. In the present article, a comprehensive review of defective graphene sheets with respect to its mechanical and thermal properties are presented and examined. Key Words: Graphene; point defects; lineRead MoreThe Theory Of Graphene On Science And Future Electronic Technology1905 Words   |  8 Pagesgraphene held together through weak Van der Waals forces.6 â€Å"Few-layer graphene† (very thin films of graphite, called FLG) was produced as early as 1948 by G. Ruess and F. Vogt7 but single-layer graphene, a single carbon atom thick, was not isolated successfully until 2004 at the University of Manchester by Andre Geim and Kostya Novoselov.1 Their work was published in the highly influential journal Science, and was subsequently awarded the Nobel Prize in Physics in 2010, for â€Å"ground-breaking experiments regardingRead MoreThe Effect Of Carbon Nanotubes On Other Fields Of Materials Science2155 Words   |  9 Pagesof sp2 bonds, like the ones seen in graphite. This bonding structure, stronger than the sp3 bonds found in diamond, provides the molecules with their unique strength. Nanotubes naturally align themselves into ropes hel d together by Van der Waals forces. Under high pressure, nanotubes can merge together, trading some sp2 bonds for sp3 bonds, thus acquiring great possibility for producing strong, unlimited-length wires through high-pressure nanotube linking. Carbon nanotubes (CNTs) are allotropesRead MoreCase Study on Future Scope of Nanorobotics in Medical Field3531 Words   |  15 PagesTechnology Management, Bhilwara 1 ABSTRACT Nanorobotics, just as with all nanotechnology is still in very early stages of development and as such is largely based within electronic engineering and physics and concerns micromachining, microelectromechanical systems (MEMS)and Scanning Probe Microscopy methods. Research into any particular method for creation of nanorobots will largely depend on the group carrying out the research rather than the subject within which they are based. For instance, IBM

Graduation Speech My Experience - 1594 Words

This class, UWP 104FY, has lead me to realize the areas I struggle in and how I overcame those struggles. When I entered this class, I lacked practice with writing and was unable to adjust my habits to accommodate the flow of this course. I had not written an essay, except for research papers, since my fall quarter of freshman year. It was especially hard for me to adjust my time to account for all the activities in the class. Since the course is a hybrid course, I only had one face-to-face meeting with the class. Half of the class requires self-pace and constant checking of what needed to be accomplished. With my initial abilities, I was unable to excel in the course. However, as the course progressed, I was able to change some of my†¦show more content†¦As I learn about myself more throughout the course, I became more curious about the things I write about. I had originally accepted things as they are because following is much simpler and easier to do, but as the course pr ogressed, I became more curious and frequently generated new ideas to incorporate into my writing. When I first started the Annotated Bibliography, the course reader was a great help in outlining a template to follow. The Annotated Bibliography doesn’t require too much thinking, so I merely followed what needed to be done. The Annotated Bibliography still required knowledge of the general topics I would like to summarize. The summary themselves did not require me to be creative, but the brief assessment of the entries’ usefulness did. The assessment allowed me to connect ideas that I never thought would come together. It was very interesting to make these connections, and I started to generate more ideas about how I can incorporate these for the Literature Review. However, I did not use these ideas for my Literature Review because I restricted my topic more towards a specific research question. The Literature Review allowed me to general new ideas. Reading those articl es I have chosen offered me a variety of options to let my ideas flow and integrate with each other. Synthesis of these literature requires curiosity and the ability to generate new ideas. I struggled with synthesizing the materials, but I enjoyed makingShow MoreRelatedGraduation Speech : My Experience880 Words   |  4 Pagesinto the class and what my thoughts were. I was very excited to be taking the class and I was very curious as to what the course would be like. Prior to this class my entire coursework have been online and this is the first time in some time that I was on campus so I was really ready for that in class interaction. I can remember telling my mentors and my Godly counsel that I was taking multicultural counseling and they were very excited about the work of the Lord they see in my life. I was also worriedRead MoreGraduation Speech : My Experience Essay1735 Words   |  7 PagesGraduation The long buildup to one of my happiest experiences began many years ago, when I first started school. This experience isn’t just one single event that occurred in the span of a day, but a transition that took place over a few months. Even on my very first day of kindergarten, it was already clear to me that going to school wasn’t going to be something that I enjoyed. I was very shy and withdrawn, and the other kids weren’t at all interested in being friends with me. Despite my effortsRead MoreGraduation Speech : My Experience957 Words   |  4 PagesI can remember a presentation I gave to my school when I was in grade 4. Students were nominated by their teachers from grade 4 to grade 6 and the students were asked to give a speech on a particular question. I believe it was my first big presentation, so I made sure I practiced many times at home in front of my parents and on my own in front of a mirror as well. When it came time for me to present, I forgot all th e words to my presentation. I remember feeling embarrassed, but also disappointedRead MoreGraduation Speech : My Experience877 Words   |  4 PagesMy experience in education from kindergarten to being a senior in high school was very challenging but rewarding. Throughout my schooling, I was blessed to have some exceptional teachers and coaches that had taught me life lessons and challenged me to be a better person outside the classroom and a better student in the classroom. From kindergarten to being a senior in high school, I attended three different types of schools in the South Carolina School system. I attended a small private ChristianRead MoreGraduation Speech : My Experience913 Words   |  4 Pagesof spending the summer abroad in Hong Kong through UCLA for my college classes. From the beginning, I knew that my goal of this summer abroad was to understand how to work with a culture very different than my own. I would be lying if I stated that I wasn’t a challenge to adjust, but with my patience, understanding, and my desire to succeed, I eventually prevailed. I pushed through my fear of not doing well enough and decided to try my best. The skills I learned in communicating with people whomRead MoreGraduation Speech : My Experience Essay1654 Words   |  7 PagesThe long, gloomy buildup to my joyful experience began many years ago, when I first started school. Even on my very first day of kindergarten, it was already clear to me that going to school wasn’t going to be something that I enjoyed. I was very shy and withdrawn, and the other kids weren’t at all interested in being friends with me. Despite my efforts to try and fit in, they never seemed to like me as much as they all liked each other, The kids in my class didn’t see my quiet nature as shyness, butRead MoreGraduation Speech : My Experience Essay1873 Words   |  8 Pagesworst classes throughout my school years. In all of my English classes, I was always behind n o matter how hard I tried to catch up and stay ahead. As I grew up I was always worried about what we would be doing in English even if it was just going over a story and digging into it; I always made myself more nervous than I needed to be. Going through many different English classes to try to get to graduation was the only way I could get through. Based on previous academic experiences, reflecting back onRead MoreGraduation Speech : My Educational Experience915 Words   |  4 Pages My educational experience is just now beginning as of now I am taking an English class also over summer I took an online academic skills class. Although online classes don’t do college justice you don’t really get the full college experience. As of now I am just focusing on my general education then eventually I hope to attend an RN program. So as of my educational experience this far would be high school and as Dweck author of Brainology would say I had a fixed mindset during high sch ool even duringRead MoreGraduation Speech : My First Experience905 Words   |  4 PagesIn my twenty nine years of life I have met every type of teacher. I remember when I was in kindergarten having a strict teacher that never let anything slip by. When I was in fifth grade I learned what it was to have no extra help, I repeated fifth grade. The one type of teacher I will never forget is my Junior year social studies teacher, she encouraged me throughout that year to be the best at everything I did in school. You will have these type of teachers throughout your life, the strict teacherRead MoreGraduation Speech : My Personal Experience909 Words   |  4 Pageslearn from their mistake because my parents gave me the opportunity to fail and later on in life I achieved success from my fail and my personal experience as well as sherry connects with how failure improved education. For example in her essay, â€Å" In Praise of the F word†, she states how countless students do not have the skills they need to succeed and how diplomas for students don’t value anything. Furthermore, she in the essay it also give a personal experiences about her son and h ow she as a parent

What Extent Can Racism Be Prevented in Society Free Essays

To what extent do you think racism can be prevented in society? Racism has long been a critical issue in our society and while many measures have been taken to prevent racism, it is a controversial issue as to whether racism can really be eliminated. Many are confident that racism can be prevented, while others are not as convinced. Hence, my topic for this essay is to discuss the extent to which racism can be prevented. We will write a custom essay sample on What Extent Can Racism Be Prevented in Society or any similar topic only for you Order Now Perception is the ability to see, hear, or become aware of something through our senses. It’s a way of regarding, understanding and interpreting something. However while perception is an unavoidable part of our life, it has also been said to encourage racism. It is said to encourage racism through two aspects; visual and auditory perception. Firstly, visual perception is our ability to see while auditory perception is our ability to hear. Both are natural abilities that we are born with and we use them on a daily basis but yet, it can be a dangerous tool. For example, when people see a â€Å"black† person, they may immediately respond by thinking that they are inferior, because society has influenced them to think that way. Similarly, when people hear someone with an African accent, that person can be subjected to racism because we have been influenced to think that Africans are an inferior race. In both cases, visual and auditory perception has aided in us to be racist! Another issue is that to stop racism, we first must identify what is classified to be racist and what isn’t but how do we even begin to measure the severity of racist comments? For example, in the article, John Terry was accused for racist abuse against Ferdinand. While many believes that Terry is guilty of being racist, there also others that argues that Terry did not mean what he said as an insult but rather as a challenge to what he believed had been said to him. The chief magistrate believed that Terry was only repeating the words that he believed Ferdinand had accused him of saying. How do we judge what is considered to be racist and what isn’t? How do we begin to measure what is a â€Å"severe† racist comment and what can be let off? If someone only said racist comments to defend themselves because another erson is attacking them verbally, should they be let off? Lastly, who has the â€Å"power† to decide whether something is classified as racist or not? However, on another note, there is a number of ways that racism can be eliminated in our society. A lot of measures have been taken to prevent racism and many campaigns and petitions have been set up to challenge racism. This has resulted in increased awareness on th e important issue of racism and society has really opened their eyes and started to think before they speak. Many people have become more careful when choosing their words to ensure that they do not offend anyone. Racist comments are so regarded with contempt that people who engage in racism are often criticized severely by society and these people can even be imprisoned. Thus, this measure has also resulted in a decrease in racist cases in our society. However, in my opinion, while racist cases have decreased dramatically, I do not think that racism can ever be eliminated completely in society. Firstly, even though people who engage in racism can be imprisoned, this does not necessarily stop people from engaging in racism when they are alone or when they are with their close friends who share the same views as them. Furthermore, children who grow up in families that engage in racism will influence them to think that racism is okay and it is extremely difficult to change their way of thinking as its our word against their family’s. Due to the increased advancement of technology, it is also very easy for people to post racist comments anonymously, resulting in a whole new way of engaging in racism that is difficult to stop. Thus, I do not believe that racism can be eliminated entirely, but I do believe that racism is a very serious issue and we should all play a part to try and decrease the number of racist cases in society. We should always do what we want others to do unto us, and I am sure that none of us would want to be judged based on our race. Most importantly, we should all play our individual role and to think twice before we speak and to understand that our tongue is a sharp tool, and what we say can affect someone’s life in ways that we do not understand. How to cite What Extent Can Racism Be Prevented in Society, Papers

What Extent Can Racism Be Prevented in Society Free Essays

To what extent do you think racism can be prevented in society? Racism has long been a critical issue in our society and while many measures have been taken to prevent racism, it is a controversial issue as to whether racism can really be eliminated. Many are confident that racism can be prevented, while others are not as convinced. Hence, my topic for this essay is to discuss the extent to which racism can be prevented. We will write a custom essay sample on What Extent Can Racism Be Prevented in Society or any similar topic only for you Order Now Perception is the ability to see, hear, or become aware of something through our senses. It’s a way of regarding, understanding and interpreting something. However while perception is an unavoidable part of our life, it has also been said to encourage racism. It is said to encourage racism through two aspects; visual and auditory perception. Firstly, visual perception is our ability to see while auditory perception is our ability to hear. Both are natural abilities that we are born with and we use them on a daily basis but yet, it can be a dangerous tool. For example, when people see a â€Å"black† person, they may immediately respond by thinking that they are inferior, because society has influenced them to think that way. Similarly, when people hear someone with an African accent, that person can be subjected to racism because we have been influenced to think that Africans are an inferior race. In both cases, visual and auditory perception has aided in us to be racist! Another issue is that to stop racism, we first must identify what is classified to be racist and what isn’t but how do we even begin to measure the severity of racist comments? For example, in the article, John Terry was accused for racist abuse against Ferdinand. While many believes that Terry is guilty of being racist, there also others that argues that Terry did not mean what he said as an insult but rather as a challenge to what he believed had been said to him. The chief magistrate believed that Terry was only repeating the words that he believed Ferdinand had accused him of saying. How do we judge what is considered to be racist and what isn’t? How do we begin to measure what is a â€Å"severe† racist comment and what can be let off? If someone only said racist comments to defend themselves because another erson is attacking them verbally, should they be let off? Lastly, who has the â€Å"power† to decide whether something is classified as racist or not? However, on another note, there is a number of ways that racism can be eliminated in our society. A lot of measures have been taken to prevent racism and many campaigns and petitions have been set up to challenge racism. This has resulted in increased awareness on th e important issue of racism and society has really opened their eyes and started to think before they speak. Many people have become more careful when choosing their words to ensure that they do not offend anyone. Racist comments are so regarded with contempt that people who engage in racism are often criticized severely by society and these people can even be imprisoned. Thus, this measure has also resulted in a decrease in racist cases in our society. However, in my opinion, while racist cases have decreased dramatically, I do not think that racism can ever be eliminated completely in society. Firstly, even though people who engage in racism can be imprisoned, this does not necessarily stop people from engaging in racism when they are alone or when they are with their close friends who share the same views as them. Furthermore, children who grow up in families that engage in racism will influence them to think that racism is okay and it is extremely difficult to change their way of thinking as its our word against their family’s. Due to the increased advancement of technology, it is also very easy for people to post racist comments anonymously, resulting in a whole new way of engaging in racism that is difficult to stop. Thus, I do not believe that racism can be eliminated entirely, but I do believe that racism is a very serious issue and we should all play a part to try and decrease the number of racist cases in society. We should always do what we want others to do unto us, and I am sure that none of us would want to be judged based on our race. Most importantly, we should all play our individual role and to think twice before we speak and to understand that our tongue is a sharp tool, and what we say can affect someone’s life in ways that we do not understand. How to cite What Extent Can Racism Be Prevented in Society, Papers

John Adams Essay free essay sample

Adams is described as a bold, righteous man whose character was undeniably the fire behind the American revolution. Adams played a key role throughout the entire beginning of colonial America and contributed to its independence immensely. The three most significant events In which Adams played a large role in American history was his pursuit In being a lawyer and protecting the soldiers In the Boston Massacre, his trip to France, and the drafting of the Declaration of Independence.These events were most prevalent out of the many things Adams contributed and personified Adams struggle and push for American Independence. John Adams was a lawyer, scholar and political figure. A leading champion of independence Adams was a prominent lawyer and public figure and was highly educated. He was highly Influential and one of the key founding fathers of the united States. In the early stages of his life and Importance for the American cause, Adams had at first made what many call a mistake. We will write a custom essay sample on John Adams Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, Adams backed and protected the soldiers who were involved in the 1770 Boston Massacre. This act of justice reflected Adams fierce integrity. His part in this political drama only increased his public standing and in the long run made him more respected than ever. This act of firm belief established the fairness and principle in Adams mind that no man in a free country should be denied the right to counsel and a fair trial.. . (66). This mindset from the beginning had transferred and this basis later became the roots for American independence.Adams had taken on many trials, often taking the risky side, but had always stood behind his firm beliefs. Adams always wanted to ensure that the innocent were protected and even though he disagreed with British policies, he wanted to ensure the British soldiers got a fair trial. Moreover, this act of courage only solidified his honesty and loyalty. It proved to the public that he would stand up for what he believed in. That message would later become confirmed and the outlook of these cases created what would be the flashlight in Adams life.Continuing on his path for independence, Adams next significant events were his trips to France. He was at first apprehensive but with his overriding sense of duty, his need to serve, his ambition, and as a patriot fiercely committed to the fight for Independence he would not have done otherwise (179). Accompanied, on both occasions, by his eldest son, John Adams sailed for France aboard the Boston In 1778. Adams went on a treacherous trip selling through many storms but was determined. Adams was also entering unusual territory for he did not speak French.HIS first trip was largely unproductive and Adams returned only to be called back for a second time In 1779. On the second trip, Adams secured the recognition of the united States as an Independent government through his Dutch connections. During this visit, he also negotiated a loan by the Dutch and he negotiated with the Dutch a treaty of amity and commerce. During the second trip he helped create the Treaty of Paris with Benjamin Franklin and John Jay which ended the American Revolution. His strength in politics and the ambition towards independence.Lastly, Adams was a part of the drafting of the Declaration of Independence which was a beacon of his hard work and dedication. John Adams was an important figure in both the First and Second Continental Congresses in 1774 and 1775. He had also been an important opponent of British policies before the American Revolution arguing against the Stamp Act and other actions. He was chosen to be part of the committee to draft the Declaration of Independence, and although he deferred to Thomas Jefferson to write the first draft Adams was a major leader and has been the roots of the movement.

MacbethS Supernatural Scenes Explained Essays - Free Essays

MacbethS Supernatural Scenes Explained Essays - Free Essays MacbethS Supernatural Scenes Explained Macbeths supernatural scenes explained In todays rational and scientifically explainable world, it would be hard for us to believe in supernatural intervention in our every day lives unlike during the times of the Shakespearean plays. In Shakespeares Macbeth, there are three examples of this kind of thing: one with the witches, one with a ghost of a best friend, and one with the a few apparitions. In the first nonrational scene three old dirty hags (witches) are discussing where they should meet Macbeth to persuade him into thinking he should be the nest king. When Macbeth finally meets the three witches on the heath like they had planed, him and his best friend Banquo are there. The witches know form years of experience that people that are Thanes always want to be king some day no matter what it takes. With the witches knowing this, they make Macbeth think that he is to be king or made king by saying All hail, Macbeth, thou shalt be king hereafter!(I, iii, 50) Therefor most of what the witches say they know because the have many years of experience and wisdom under their sleeves. Banquo, knowing what the witches had said, has to be dealt with by Macbeth. So Macbeth hires a hit man to take care of Banquo, and at Macbeths dinner party all the seats are filled except for Banquos. Macbeth, feeling guilty about his best friend, starts to hallucinate and thinks he is seeing Banquos ghost in his seat. So Macbeth says to everyone The table is full(III,iv,46) and everyone thinks he is physco. Macbeth starts talking to the so called ghost that he thinks is sitting there saying Thou canst say I did it.(III,iv,50) With Macbeth saying this it lets everyone know about the guilt that Macbeth feels and some of the other people know the crime he has committed as well. In the last witch scene Macbeth wants to see some things or people that he should beware of in the future. So the witches give Macbeth the descriptive physique of three apparitions: one of a solider in battle, one of a king that is a kid, and one of a bleeding child. While the witches call the apparitions out Macbeth sees them, and again it could be a figment of his imagination or it could be because it is at night and he cant see very well. So maybe there are some things in the Elizabethan era that then could not be explained and they were considered supernatural. But now as we look back into that era we can most likely find a rational explanation for most of the things called supernatural in that day, like the witches, Banquos ghost and the apparitions. In todays society most things are scientifically explainable. In todays rational and scientifically explainable world, it would be hard for us to believe in supernatural intervention in our every day lives unlike during the times of the Shakespearean plays. In Shakespeares Macbeth, there are three examples of this kind of thing: one with the witches, one with a ghost of a best friend, and one with the a few apparitions. In the first nonrational scene three old dirty hags (witches) are discussing where they should meet Macbeth to persuade him into thinking he should be the nest king. When Macbeth finally meets the three witches on the heath like they had planed, him and his best friend Banquo are there. The witches know form years of experience that people that are Thanes always want to be king some day no matter what it takes. With the witches knowing this, they make Macbeth think that he is to be king or made king by saying All hail, Macbeth, thou shalt be king hereafter!(I, iii, 50) Therefor most of what the witches say they know because the have many years of experience and wisdom under their sleeves. Banquo, knowing what the witches had said, has to be dealt with by Macbeth. So Macbeth hires a hit man to take care of Banquo, and at Macbeths dinner party all the seats are filled except for Banquos. Macbeth, feeling guilty about his best friend, starts to hallucinate and thinks he

A Brief Overview of British Literary Periods

A Brief Overview of British Literary Periods Although historians have delineated the eras of British literature in different ways over time, common divisions are outlined below.   Old English (Anglo-Saxon) Period (450–1066) The term Anglo-Saxon comes from two Germanic tribes, the Angles and the Saxons. This period of literature dates back to their invasion (along with the Jutes) of Celtic England circa 450. The era ends in 1066, when Norman France, under William, conquered England. Much of the first half of this period, prior to the seventh century, at least, had oral literature. A lot of the prose during this time was a translation of something else or legal, medical, or religious in nature; however, some works, such as Beowulf,  and those by period poets Caedmon and Cynewulf, are important. Middle English Period (1066–1500) The Middle English period sees a huge transition in the language, culture, and lifestyle of England and results in what we can recognize today as a form of â€Å"modern† (recognizable) English. The era extends to around 1500. As with the Old English period, much of the Middle English writings were religious in nature; however, from about 1350 onward, secular literature began to rise. This period is home to the likes of Chaucer, Thomas Malory, and Robert Henryson. Notable works include Piers Plowman and Sir Gawain and the Green Knight.   The Renaissance (1500–1660) Recently, critics and literary historians have begun to call this the â€Å"Early Modern† period, but here we retain the historically familiar term â€Å"Renaissance.† This period is often subdivided into four parts, including the Elizabethan Age (1558–1603), the Jacobean Age (1603–1625), the Caroline Age (1625–1649), and the Commonwealth Period (1649–1660).   The Elizabethan Age was the golden age of English drama. Some of its noteworthy figures include Christopher Marlowe, Francis Bacon, Edmund Spenser, Sir Walter Raleigh, and, of course, William Shakespeare.  The Jacobean Age is named for the reign of James I. It includes the works of John Donne, Shakespeare, Michael Drayton, John Webster, Elizabeth Cary, Ben Jonson, and Lady Mary Wroth. The King James translation of the Bible also appeared during the Jacobean Age.  The Caroline Age covers the reign of Charles I (â€Å"Carolus†). John Milton, Robert Burton, and George Herbert are some of the notable figures. Finally, the Commonwealth Age was so named for the period between the end of the English Civil War and the restoration of the Stuart monarchy. This is the time when Oliver Cromwell, a Puritan, led Parliament, who ruled the nation. At this time, public theaters were closed (for nearly two decades) to prevent public assembly and to combat moral and religious transgressions. John Milton and Thomas Hobbes’ political writings appeared and, while drama suffered, prose writers such as Thomas Fuller, Abraham Cowley, and Andrew Marvell published prolifically. The Neoclassical Period (1600–1785) The Neoclassical period is also subdivided into ages, including The Restoration (1660–1700), The Augustan Age (1700–1745), and The Age of Sensibility (1745–1785). The Restoration period sees some response to the puritanical age, especially in the theater. Restoration comedies (comedies of manner) developed during this time under the talent of playwrights such as William Congreve and John Dryden. Satire, too, became quite popular, as evidenced by the success of Samuel Butler. Other notable writers of the age include Aphra Behn, John Bunyan, and John Locke. The Augustan Age was the time of Alexander Pope and Jonathan Swift, who imitated those first Augustans and even drew parallels between themselves and the first set. Lady Mary Wortley Montagu, a poet, was prolific at this time and noted for challenging stereotypically female roles. Daniel Defoe was also popular.   The Age of Sensibility  (sometimes referred to as the Age of Johnson) was the time of Edmund Burke, Edward Gibbon, Hester Lynch Thrale, James Boswell, and, of course, Samuel Johnson. Ideas such as neoclassicism, a critical and literary mode, and the Enlightenment, a particular worldview shared by many intellectuals, were championed during this age. Novelists to explore include Henry Fielding, Samuel Richardson, Tobias Smollett, and Laurence Sterne, as well as the poets William Cowper and Thomas Percy. The Romantic Period (1785–1832) The beginning date for the Romantic period is often debated. Some claim it is 1785, immediately following the Age of Sensibility. Others say it began in 1789 with the start of the French Revolution, and still, others believe that 1798, the publication year for William Wordsworth and Samuel Taylor Coleridge’s book Lyrical Ballads, is its true beginning. The time period ends with the passage of the Reform Bill (which signaled the Victorian Era) and with the death of Sir Walter Scott. American literature has its own Romantic period, but typically when one speaks of Romanticism, one is referring to this great and diverse age of British literature, perhaps the most popular and well-known of all literary ages. This era includes the works of such juggernauts as Wordsworth, Coleridge, William Blake, Lord Byron, John Keats, Charles Lamb, Mary Wollstonecraft, Percy Bysshe Shelley, Thomas De Quincey, Jane Austen, and Mary Shelley. There is also a minor period, also quite popular (between 1786–1800), called the Gothic era.   Writers of note for this period include Matthew Lewis, Anne Radcliffe, and William Beckford. The Victorian Period (1832–1901) This period is named for the reign of Queen Victoria, who ascended to the throne in 1837,  and it lasts until her death in 1901.  It was a time of great social, religious, intellectual, and economic issues, heralded by the passage of the Reform Bill, which expanded voting rights. The period has often been divided into â€Å"Early† (1832–1848), â€Å"Mid† (1848–1870) and â€Å"Late† (1870–1901) periods or into two phases, that of the Pre-Raphaelites (1848–1860) and that of Aestheticism and Decadence (1880–1901). This period is in strong contention with the Romantic period for being the most popular, influential, and prolific period in all of English (and world) literature. Poets of this time include Robert and Elizabeth Barrett Browning, Christina Rossetti, Alfred Lord Tennyson, and Matthew Arnold, among others. Thomas Carlyle, John Ruskin, and Walter Pater were advancing the essay form at this time.  Finally, prose fiction truly found its place under the auspices of Charles Dickens, Charlotte and Emily Bronte, Elizabeth Gaskell, George Eliot (Mary Ann Evans), Anthony Trollope, Thomas Hardy, William Makepeace Thackeray, and Samuel Butler.    The Edwardian Period (1901–1914) This period is named for King Edward VII and covers the period between Victoria’s death and the outbreak of World War I. Although a short period (and a short reign for Edward VII), the era includes incredible classic novelists such as Joseph Conrad, Ford Madox Ford, Rudyard Kipling, H.G. Wells, and Henry James (who was born in America but who spent most of his writing career in England), notable poets such as Alfred Noyes and William Butler Yeats, as well as dramatists such as James Barrie, George Bernard Shaw, and John Galsworthy. The Georgian Period (1910–1936) The Georgian period usually refers to the reign of George V (1910–1936) but sometimes also includes the reigns of the four successive Georges from 1714–1830. Here, we refer to the former description as it applies chronologically and covers, for example, the Georgian poets, such as Ralph Hodgson, John Masefield, W.H. Davies, and Rupert Brooke. Georgian poetry today is typically considered to be the works of minor poets anthologized by Edward Marsh. The themes and subject matter tended to be rural or pastoral in nature, treated delicately and traditionally rather than with passion (like was found in the previous periods) or with experimentation (as would be seen in the upcoming modern period).   The Modern Period (1914–?) The modern period traditionally applies to works written after the start of World War I. Common features include bold experimentation with subject matter, style, and form, encompassing narrative, verse, and drama. W.B. Yeats’ words, â€Å"Things fall apart; the center cannot hold† are often referred to when describing the core tenet or â€Å"feeling† of modernist concerns. Some of the most notable writers of this period, among many, include the novelists James Joyce, Virginia Woolf, Aldous Huxley, D.H. Lawrence, Joseph Conrad, Dorothy Richardson, Graham Greene, E.M. Forster, and Doris Lessing; the poets W.B. Yeats, T.S. Eliot, W.H. Auden, Seamus Heaney, Wilfred Owens, Dylan Thomas, and Robert Graves; and the dramatists Tom Stoppard, George Bernard Shaw, Samuel Beckett, Frank McGuinness, Harold Pinter, and Caryl Churchill. New Criticism also appeared at this time, led by the likes of Woolf, Eliot, William Empson, and others, which reinvigorated literary criticism in general. It is difficult to say whether modernism has ended, though we know that postmodernism has developed after and from it; for now, the genre remains ongoing. The Postmodern Period (1945–?) The postmodern period begins about the time that World War II ended. Many believe it is a direct response to modernism. Some say the period ended about 1990, but it is likely too soon to declare this period closed.  Poststructuralist literary theory and criticism developed during this time. Some notable writers of the period include Samuel Beckett, Joseph Heller, Anthony Burgess, John Fowles, Penelope M. Lively, and Iain Banks. Many postmodern authors wrote during the modern period as well.