6 Common Preposition Errors

6 Common Preposition Errors 6 Common Preposition Errors Prepositions are tricky words, especially if you speak English as a second language. They’re common, mostly short (e.g., at, in and on), and many have several uses, which can make it difficult to know which preposition to use. We won’t try to give a full explanation here (that would take a small book). But to help you avoid mistakes, here are six common preposition errors that you may want to watch out for in your own writing. 1. From Morning to Night (In vs. At) With â€Å"in† and â€Å"at,† the correct term may depend on the time of day! For example, in English we use â€Å"in the† with â€Å"morning,† â€Å"afternoon,† and â€Å"evening.† But we usually use â€Å"at† when talking about the night: Helen goes running in the morning. Tim goes running in the afternoon. Shirley goes running in the evening. Bob goes running at night. You could go for a run â€Å"in the night,† but that sounds like something a sporty vampire would do. So make sure to use â€Å"at† with â€Å"night† in your writing. 2. Arrivals (In and At vs. To) You can use the preposition â€Å"to† for discussing journeys (e.g., â€Å"I’m going to Tasmania†). But with the word â€Å"arrive,† we use â€Å"in† or â€Å"at† to describe reaching a destination. For instance: She arrived in Tasmania just after lunch. He arrived at the restaurant five minutes late. Whether to use â€Å"in† or â€Å"at† typically depends on the destination: Use â€Å"in† for cities, countries or other large areas. Use â€Å"at† for specific places (e.g., a library, a bar, or someone’s house). 3. Time, Days, Months, and Years (At, On, and In) When referring to a time or date, we use different prepositions depending on the situation. If you’re talking about a time of day, the correct term is â€Å"at†: The party starts at 9pm. For a specific day or date, meanwhile, we use â€Å"on†: The party is on Saturday. And for a month or year, the correct preposition is â€Å"in†: We’re having a party in April. In other words, the preposition depends on the time window in question. 4. Of vs. Have It’s common to see the preposition â€Å"of† used alongside helper verbs like â€Å"should† or â€Å"must.† For example: I should of gone to bed earlier. âÅ"â€" However, this is an error. The correct word here isn’t even a preposition. Rather, it should be the verb â€Å"have,† which sounds a bit like â€Å"of† when spoken (hence the confusion). Thus, it should say: I should have gone to bed earlier. âÅ"“ 5. For vs. Since When talking about how long something has been happening, we use â€Å"for† when referring to a length of time (e.g., a period of hours, days, or months): I’ve been writing for six hours. But if we’re using a specific time as a point of reference, we use â€Å"since†: I’ve been writing since breakfast. The difference here is that the first refers to a measure of time, while the second refers to a fixed point in the past when the activity began. 6. Talking About and Discussing â€Å"Talking† and â€Å"discussing† are similar activities, so people often treat these words as interchangeable. However, you should only use the preposition â€Å"about† after â€Å"talking.† For example: We’re talking about extreme sports. âÅ"“ We’re discussing extreme sports. âÅ"“ We’re discussing about extreme sports. âÅ"â€" To make sure you’ve used all the right terms in all the right places, try submitting a document for proofreading today.

Using the Preterite Perfect Tense in Spanish

Using the Preterite Perfect Tense in Spanish The preterite perfect tense is unusual in Spanish, and you  are unlikely to hear it in everyday speech nor have a need, in most situations, to use it. But you should be aware of how it is used in case you come across it in literature or historical accounts. Except when a writer is seeking a literary effect or providing a bad translation from English, the preterite perfect is seldom used in modern writing. Key Takeaways: Preterite Perfect Tense The preterite perfect tense is formed by using the preterite form of haber followed by a past participle.The preterite perfect is not common in modern Spanish, being mainly used for literary effect.In its historical use, the preterite perfect was often used to provide a sense of immediacy of action. How To Use the Preterite Perfect The preterite perfect, also known as the anterior perfect or the  pretà ©rito anterior  in Spanish, is formed by using the  preterite  of  haber  followed by the  past participle. It is used to refer to an event that was completed immediately prior to another event in the past, and thus it is usually used in sentences that also include use of another verb past tense. In other words, a verb in the preterite perfect is almost never the only verb in a sentence. Here is an excerpt from  Cervantes Don Quijote to illustrate:  Apenas  hubo dicho  esto el cristiano cautivo, cuando el jinete se arrojà ³ del caballo y vino a abrazar al mozo.  (The Christian captive had barely said this when the horseman leaped off his horse and came to hug the lad.) Note that the act of saying something (hubo dicho) immediately preceded a past action of hugging the lad. As in the examples below, use of the preterite perfect follows a phrase or word with a time element. Regardless of the specific words used, the word or phrase can be translated as something that means as soon as or immediately after, as that sense of immediacy is conveyed by the verb tense. And while the preterite perfect frequently is translated using an English perfect tense (one using had and the participle), it is often fine to translate using the simple preterite. There seems to be little difference, for example, in meaning between as soon as I saw it and as soon as I had seen it, so feel free to use whichever sounds better. Examples of the Preterite Perfect in Use Y luego que yo la  hube visto, caà ­ sobre mi rostro.  (And as soon as I saw it, I fell upon my face.)Cuando  hubo comprendido  esto no pudo evitar echar un vistazo al chico.  (Once he understood this he could not avoid glancing at the boy.)Una vez que  hubimos encontrado  un rbol que daba sombra, me ayudà ³ a sentarme en el pasto.  (Once we found a tree that provided shade, he helped me get seated in the grass.)Una vez  hube conocido  varios pueblos de la provincia, decidà ­ escaparme al Sur.  (Once I had met some peoples from the province, I decided to flee to the South.)Cuando todos los dioses  hubieron muerto, Tonatiuh, el sol, comenzà ³ su interminable camino por el firmamento.  (When all the gods died, Tonatiuh, the sun, began his eternal journey through the firmament.()Cuando  hube sabido  del budismo sabà ­a bien lo que era el dharma.  (As soon as I knew about Buddhism, I knew what the dharma was.)

Research Paper and Proposal on Advertising Essay

Research Paper and Proposal on Advertising - Essay Example , Tv programs are made to encourage viewers’participation (Henry 343).4Reality shows in particular require viewers to call and send text messages in order to influence the verdict of the judges(Henry 343).5 A show such as the American Idol in 2003 would attract more than 20 million calls or text messages per episode during its final weeks(Henry 343).6Marketers use the calling data to place their commercials during the most popular TV shows in order to reach out to their potential market(Henry 344).7According to Jhally, most of the advertisements broadcasted on TV are grossly misleading(217).8Although some programs purpot to unscripted, this is not always the case (Jhally 217).9The growing form of interactive viewership has allowed the advertisers to direct consumers towards certain consumption habits(Jhally 217).10Interactive viewership has also led to the formation of some cultures and social groups that shape the strategies and decisions of the corporates(Jhally 217).11 The popularity of the American reality TV shows lies on the fact they are short termed and carry a lot of drama and excitement(Henry 344).12 The fact that the characters that are staged on reality TV are real makes many people to be excited about them(Henry 350).13The stardom that is generally associated with reality shows creates a lot of appeal among the viewers(Henry 351).14 The reality TV shows and the incorporated advertisements have significant impacts on our cultures and social behavior. Many viewers, especially children, tend to have their hero from the reality TVs with whom they like to be associated with. In most cases, reality TV show participants are coached and therefore, do not portray the true selves as they make us believe (Henry 355; Rideout, Ulla, Donald1).1516 According to Victoria, Foehr, and Roberts, an average American child spends more than four hours watching television every day (2).17 Although there are a lot of researches on the impacts of watching television

Sean Connery and his screen character James Bond Essay

Sean Connery and his screen character James Bond - Essay Example I choose Sean Connery as the actor who best portrays the British as a person and institution. He has won an Academy Award and has been knighted, which tells us that he is recognised in the U.S., as well as his homeland, the U.K. He is the first actor to play the role of James Bond on film. Connery has a distinctive Scottish accent which adds to his popularity as a British actor. Although he only found fame when he started acting as James Bond in 1962 at the age of 32, Connery was admired for his good looks. His fan base has remained loyal to him throughout his James Bond film career from 1962 – 1983. At his last unofficial Bond film, Never Say Never Again, he was older than most male movie star sex symbols but he still commanded great screen presence. Fans from all over the world were introduced to Britain, and all things British because of James Bond.Connery is a world icon in his representation of the British Secret Service agent/ In accordance with the screen image of Bond as the world’s super intelligent British Intelligence Secret Service agent, the scripts were written to include locations world-wide. I have chosen to examine From Russia With Love in detail because the bulk of the setting was located within Britain, namely, its capital, London. The producers of the Bond films started with a very small budget for their initial Bond movies so this second Bond movie was filmed mainly at their home ground, Britain. ... Ian was an active serviceman during World War II. He worked in the intelligence division. He put his skills and experience to good use in writing his James Bond novels. The British world of Britain's top British fictional character had such a realistic and elaborate architecture that there have been many writers who have cashed in on reconstructing this fictional and yet realistic world in books. One such writer is Griswold. (Griswold 2006). It was because of Fleming's careful construction of his fictional world of Bond and its relative realism that made Bond so successful as a fictional character. Whenever we think of Bond, we think of the British too. The public identify the image of Bond with the image of the British. Connery came under the tutelage of British film director, Terence Young, who took great pains to teach him how to move gracefully to polish up his suave image for the Bond role. Connery, Fleming and Young are all British and they have put in great effort to present Bond as a British character worthy of praise. However, after the fifth Bond film, Sean called it quits from playing the Bond character. He said he was tired of the repetitive similar plots, the seeming lack of character development for Bond, the overwhelming violation of his privacy from the public and his fear that his career was stalemate being stereotype cast as Bond. In a way, he was so entwined with the Bond character that Connery feared he was being taken over Bond. EON Productions then hired another actor, George Lazenby, for On Her Majesty's Secret Service (1969). The continuity of the Bond character was severely disrupted when George quit even before the movie was officially released. There

A Uniformed Education Essay Example for Free

A Uniformed Education Essay Even though it is believed that students need to make life decisions based on their own standards, instead of the procedures and guidelines set for them, and that this is vitally critical for them as they grow into adults. Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing, also to respect themselves, their instructors and each other. Students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Faculty members in an inquiry believed that uniforms increased the learning climate by reassuring morality amongst students, augmenting the communication between teachers and students and bettering the administration of discipline. Many school officials agree that wearing uniforms helps decrease bullying and student detachment, and many educators are convinced that school uniforms increase students ability to thrive in the classroom. As Huss (2007) states, School uniforms are tangible; they are seen as a concrete and visible means of restoring order to the classrooms. Uniforms cause change in appearance and performance while in class. First, students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Students perform better academically when they feel safe and are not threatened in school. There has been a lot of scrutiny concerning school safety, due to the increased activity and violence of gangs in schools. After taking note of these actions (increased violence and gang presence) officials are always considering ways to establish the security of the students and the faculty. King (1998) states, Those who fear for their safety in school or on the way to school may not learn effectively, and they may turn to truancy as a viable alternative to facing daily threats of violence. School safety, a  more disciplined student and stu dent learning is believed to be the outcome if school uniforms would be enforced. Wearing school uniforms helps a school limit the wearing of gang colors, theft and school violence. Enforcing school uniforms should be taken seriously considering the ability of them making a student feel secure and safe to learn. When uniforms are required and worn it makes it easy to identify those that are not from the school or that are actually out of uniform by wearing regular street clothes. Students from schools where uniforms were required reported they did feel more safe and compelled to be concerned more about their education and succeeding in the classroom than to have to identify who was a member or which gang from day to day. King (1998) states, Approximately one in four students reports worrying about becoming a victim of crimes or threats at school, and one in eight reports having been victimized at school. The wearing of school uniforms should be expected in all schools and not just targeted areas; this would increase the true benefit of wearing uniforms in our educ ation system. Creating a system where uniforms are worn in all schools would limit the thought of a school that actually has a uniform policy in place as being considered a bad school or unsafe to send a child. Uniforms should not be associated with a schools safety and or truancy problems. The safety of our children should be a priority every day. Additionally, teachers in a study believed uniforms enriched the schooling climate by stimulating morality amidst students, augmenting the interactions between the teachers and students and bettering control. Similarly, of the 5,500 principals surveyed as attendees of the National Association of Secondary School Principals annual conference in February 1996, more than 7-% believed that requiring students to wear uniforms to school would reduce violent incidents and discipline problems. Moreover, greater than 80% of Long Beach Telegram readers supported uniforms. (King 1998) â€Å"A school reported the effects of wearing uniforms and in the first year alone crime decreased by 36%, sex offenses by74% and physical fights among students by 51%.† (King 1998) Students have shown to behave at a higher standard when in uniform and it also has been reported to have an effect on the interaction between a teacher and student. When in uniform students mannerisms are different and they carry themselves in a higher regard. It is believed that both the students and teachers operate based on the way they are dressed. A school  official has been quoted as saying Students here understand why they are in school; Students work hard to complete their assignments; and Students in this school have fun but also work hard on their studies. (Murray, R. K. 1997) This in no way means that all students will act accordingly and excel academically, but it would assist in creating an environment where both students and teachers were appreciative of their school and more consi derate to each other. It is believed that teachers interact differently with students when they are clothed in a more uniformed manner. Students have also been noted as having better mannerism and more care in how they handle each other as well as the faculty. Finally, the most important reason uniforms are a good idea as it causes students to focus on their academics rather than on the latest fashions because â€Å"wearing uniforms helps students to get into learning mode and reminds them to respect themselves, their instructors and each other.† (Wade, K. Stafford, M. 2003) The administrators instantly point out that normally; purchasing school uniforms for a school year can cost between $80 and $90 per child, this cost is lower than what parents would spend when having to buy the designer clothing that a student desires. So, a student and parent would be better off purchasing uniforms financially which is looked at as a bonus in these economic times. Students in a school that requires uniforms are less likely to feel or receive peer pressure because of their lack of the designer clothing that other families may be able to afford. In a climate where uniforms are mandatory your family’s financial situation is not noticeable thus making it a more comfortable learning environment. A parent was quoted saying, â€Å"I know I spent less money and needed far fewer items of clothing for my children when they wore school uniforms.† (Walmsley, A. 2011) This also lessen the occurrence of the morning fights between parents and students as to what to wear for the day the selection is simple and minimal at the same time. At this age youths are at the point of attempt to find their own individuality and ideas of what suits them clothes wise be it baggy or tight jeans, cartooned t-shirts, and political clothing. Getting away from wearing those types of clothing and requiring a uniform causes the student to not focus on what someone is wearing but instead their schooling and academics which is way more important. Fashion should take a backseat when it comes to your education. A youths individuality can be expressed in other ways if shown  and at the same time there should be limits set on the possibilities of accessories worn with the uniforms. Students have been intensely wounded and or killed for their designer shoes, clothing and accessories. School uniforms are believed to cut down on these occurrences. Being dressed in a different manner has been shown to cause a different reaction in class and in a student’s day to day life. School climate has been shown to be related to student achievement as well as how students behave and feel about themselves, their school, and other individuals. Furthermore, positive school climate has been identified as a characteristic of an effective school. Given the significant impact of school climate on student achievement, practitioners should consider these new findings when considering implementing a school uniform policy as a means of improving school climate and student behavior. (Murray, R. K. 1997) Requiring uniforms in schools changes the climate and the reaction to learning significantly. Walmsley (2011) states, â€Å"Because students dress in uniforms, they’re reminded that their â€Å"job† is to be a student.† A uniform causes a different behavior and creates such a reaction in the students that their attitudes ch ange automatically. On some occasions students have even decided to opt out of the days allowed for â€Å"street clothes† after they have experienced a school uniform environment. When dressed in street clothes students tend to behave in a manner of â€Å"play† and not take their education as serious. Just as stated before when in uniform â€Å"they’re reminded that their job is to be a student,† it’s presenting them with the idea that during these hours you are expected to give your all and not limit yourself in anyway and behave in a more professional or sophisticated manner much like if they were going to an actual 9 – 5 job this behavior is expected from them. Indeed, while wearing a school uniform does not allow for self-expression some think that students should make choices in regards to life based on their own personal values instead of the precedent and governance chosen for them and this is important for their own well-being and development as they con tinue to grow up. Anderson (2002) states, â€Å"four basic reasons for promoting school uniforms: 1) enhanced school safety, 2) improved learning climate, 3) higher self-esteem for students, and 4) less stress on the family.† Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing because  wearing uniforms helps students get prepared and ready to learn and it reminds them that certain level of respect is required of them towards their instructors, themselves and the other students. The use and purchase of uniforms can also improve Schools should provide a safe environment for learning. Wearing uniforms could be considered a form of good discipline and causing students to learn and adhere to rules. Calling for uniforms in schools can reduce violence and propel our students into a better category academically in the world as a whole. The wearing of a school uniform may not resolve all or any of the problems that occur day to day in our schools now but there are some other benefits to wearing them and those benefits should be taken into account. (Lester 106-12) With classrooms today needing a more respect for teachers and each other wearing school uniforms can help with that. Conformity should be painless with uniforms being incorporated in our education system, as the guidelines are definite and straightforward. References Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report. Washington, D.C.: Office of Educational Research and Improvement. ERIC document ED 471 528. Huss, J. A. (2007). The Role of School Uniforms in Creating an Academically Motivating Climate: Do Uniforms Influence Teacher Expectations? Journal of Ethnographic Qualitative Research, 131-39. King, K.A. (1998, January). Should school uniforms be mandated in elementary school? Journal of School Health. p. 32. Murray, R. K. (1997). The Impact of School Uniforms on School Climate. NASSP Bulletin, 81(593), 106-12. Wade, K., Stafford, M. E. (2003). Public School Uniforms: Effect on Perceptions of Gangs Presence, School Climate, and Student Self-Perceptions. Education and Urban Society, 35 (4), 399-420. Walmsley, A. (2011). What the United Kingdom Can Teach the United States About School Uniforms. Phi Delta Kappan, 92(6), 63-66.

Othello: The Destruction of Honor :: GCSE Coursework Shakespeare Othello

Othello:   The Destruction of Honor       In The Tragedy of Othello, William Shakespeare tells the tale of the â€Å"noble Moor† whose honor and innocence bring about his downfall. Shakespeare writes of the power of jealousy, and the art of masterful deception and trickery. The story primarily takes place in Cyprus, during a war between the people of Venice and the invading Turks. In this play Shakespeare shows the feelings of Othello’s embittered right-hand man of, Iago, who feels he is passed over for a promotion and swears his revenge. He proceeds to manipulate his friends, enemies, and family into doing his bidding without any of them ever realizing his ultimate goal. He makes Othello believe that his new wife, the innocent Desdemona, is committing adultery with his newly promoted officer Michael Cassio. After this seed of jealousy has been planted, Othello’s mind takes its course in determining the true outcome, with a little more nudging from Iago. The course of action he proceeds to follow is one that not only ends his own life, but also the life of his wife and others. In Shakespeare’s Tragedy of Othello, Othello is a man who is still truly honorable, despite the course of action he takes to resolve his perceived problem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout the novel, up until his insanity, Othello is described as a temperate man whose honor does not allow him to believe assumptions unless he has been shown proof. Firstly, when the men of Brabantio, Desdemona’s father, confront Othello’s men, Othello calmly says, â€Å"Keep up your bright swords, for the dew will rust them.† (10). Othello is confronted on the matter of his elopement with Desdemona with force and with words. Not only is he very cool about his dealings with violence, but also when he is asked to tell the story of how he had Desdemona fall in love with him he states the truth, and he doesn’t leave out any details of how he accomplished it. He openly admits that had any other man told his story, that man also would have won her heart. Only a truly honorable man can admit that it was a story, and not his personality that truly won the woman’s heart. Othello’s honor is shown by h is trust in the people he knows and loves. When Iago tells Othello that he believes Cassio and Desdemona are having an affair, Othello does not believe Iago initially.

Othello and Faustus Blame Term Paper Essay

Trust is an essential part of a peaceful society. The way people act decides whether they are trustworthy or not. One who manipulates trust to deceive people is to blame for the disturbance. Those who places trust in the wrong person are also to blame. Placing trust in an unworthy person is the initial fault as it opens the protagonist to deception. Thus they base their actions according to the false information which condemns them. The person who is to blame is viewed as a villain rather than a hero. The object of the misplaced trust is decides to what extent they are to blame. Othello and Faustus place their trust in unworthy people. Othello is a trusting man, causing him to trust a deceiver who wishes him harm. Iago explains his plan for Othello in this way, â€Å"After some time, abuse Othello’s ears/ that he is too familiar with his wife./ To be suspected—framed to make women false./ The Moor is of free and open nature/ that thinks men honest that but seem to be so;/ and will as tenderly be led by th’nose/ as asses are./† (A1 S3 L390-393). Iago plots to manipulate Othello when he states he will abuse Othello’s ears. He states that he will convince Othello that Cassio is having an affair with his wife and describes that he picked Cassio because he seems like the type of man to commit this offence. This quote also shows the excessive trusting nature of Othello. Iago believes that it would be simple to deceive Othello because Othello is honest to the point where he believes no one is dishonest. Iago will be able to lead Othello into believing Cassio is having an affair with Desdemona. Iago’s plan would cause the downfall of Cassio and Othello which is perfect for Iago’s motives. Othello’s trusting personality causes him to misplace his trust in a deceiver, which is the beginning of his downfall. Othello’s flaw of trusting is an excess of a good trait, placing more blame onto Iago. Faustus places his trust in himself because he is prideful. He was knowledgeable in every acceptable branch of knowledge. Faustus is presented in the prologue in this way: â€Å"That shortly he was graced with doctor’s name,/ excelling all, and sweetly can dispute/ in th’heavenly matters of theology;/ Till swoll’n with cunning, of a self-conceit,/ his waxen wings did mount above his reach/ and melting, heavens conspired his overthrow† (prologue L16-21). The quote shows that Faustus was praised with the title of doctor after surpassing everyone in the subject of divinity, which is the most important branch of knowledge at the time. The quote continues to describe Faustus’ pride to be swollen, which means it has grown larger than it should be. Pride is the deadliest of the seven deadly sins and Icarus, who was prideful, reached beyond what he was capable of. Icarus flew too close to the sun even though he was warned by his father. This resulted in the melting of his waxed wings and ultimately killing him. Icarus bears the blame completely for his downfall. This quote shows that Faustus shares the same pride as Icarus. If Faustus were to fall because he were to reach beyond his capabilities with the knowledge that he should not, Faustus would bear all the blame and be viewed as a villain. Faustus understands theology better than everyone, but he chooses to be prideful. His excellence causes him to be prideful and believe he is better than what he truly is. Pride is viewed as a negative trait and will cause the reader to lean towards viewing Faustus as a villain rather than a hero. The misplaced trust cause Othello and Faustus accept false knowledge. Othello vows to kill Desdemona because he trusts Iago. Othello expresses his plans as, â€Å"Even so my bloody thoughts, with violent pace,/ shall nev’r look back, nev’r ebb to humble love,/ till that a capable and wide revenge/ swallow them up. [He kneels.] Now, by yond marble heaven,/ in the due reverence of a sacred vow/ I here engage my words./. ..Damn her! Come, go with me apart. I will withdraw/ to furnish me some swift means of death for the fair devil./† (A3 S3 L454-458 & 473-475). Being a trustworthy man, Othello would never break his promise. He begins to say that he has thoughts of murder for his revenge. He continues to say that he refuses to think otherwise. He chooses to have an unwavering mind of having revenge. He makes a vow with Iago and he vows to kill Desdemona as soon as possible. His promise to kill Desdemona is based on the false information Iago has given him. Othello is mentally prepared to commit a fault that will condemn his future because he trusts Iago. Othello is partially to blame for this mistake because he vows to take revenge based on circumstantial evidence. He is stubborn to set his mind to one path. Faustus accepts false information because he believes that he knows everything about divinity. In his demonstration of the types of knowledge, his ignorance causes him to overlook essential details. â€Å"Jerome’s Bible, Faustus view it well. Ha! The reward of sin is death? †¦If we say that we have no sin, we deceive ourselves, and there is no truth in us. Why, then belike, we must sin, and so consequently die. Ay, we must die an everlasting death†¦ What will be shall be! Divinity, adieu!† (A1 S1 L36-43) Faustus starts his speech on divinity with pride. He states that he has viewed the bible without overlooking anything. As he reads a passage from the bible, he shows that he does not view it well. He reads that those who sin are damned and men must sin. Therefore, he decides that all men are damned. He overlooks repentance and shows how his pride is fatal. Repentance is the key to divinity because it is the only way to save one’s soul. Faustus overlooks divinity as another branch of knowledge he has mastered. His knowledge causes him to be prideful and place his trust in himself. He neglects the concept of repentance and dismisses divinity. By dismissing divinity, he would be unable to review the whole passage to understand if he had missed anything. His pride causes him to believe that there is no salvation and pursues a path that will condemn him. Faustus is completely to blame because he has an excess of pride, which is a bad trait. His trait led him to accept false knowledge so he bears all of the blame. The actions that condemn Othello and Faustus are based on false information. Othello commits murder because he believes Desdemona was false to him. Othello is lead by false information that was given to him from Iago. Othello announces, â€Å"She’s like a liar gone to burning hell! ‘She’s like a liar gone to burning hell!/ ‘Twas I that killed her/†¦ ‘Tis pitiful; but yet Iago knows/ that she with Cassio hath the act of shame/ a thousand times committed. Cassio confessed it;/ And she did gratify his amorous works/ with that recognizance and pledge of love,/ which I first gave her. I saw it in his hand./ It was a handkerchief, an antique token/ my father gave my mother† (A5 S2 L128-129 & 207-214). Othello admits he killed Desdemona because he is honourable and refuses to avoid punishment by with killing Desdemona by lying. He says that he killed Desdemona, but without shame because he believes he has done so for a good cause. He states his reasons, which were all based on information that Iago has given him. Othello justifies his actions with events where Iago was deceiving him. Iago and Cassio were talking about Bianca, but Iago tells Othello it was about Desdemona. Iago also says that he has seen Cassio wipe his beard with Desdemona’s handkerchief. Othello’s evidence is all based on Iago’s deception and false evidence which is later proved wrong by Emilia. Othello wrongfully murders Desdemona and is condemned. Othello lost his loyal wife, his status and his respect that was gained through many years of service. Othello bears most of blame because he accepts Iago’s uncertain information and stubbornly devotes himself to revenge. He focuses on Iago’s information and is unable to see through Iago’s obvious lies. Iago still bears little, but some of the blame for giving the false information. Having rejected divinity, Faustus chooses necromancy, which condemns him. He pride causes him write the terms for the devil. Faustus states the terms as, â€Å"I, John Faustus of Wittenberg, Doctor, by these/ presents, do give both body and soul to Lucifer,/ prince of east, and his minister Mephostophilis/, and furthermore grant unto them that,/ four and twenty years being expired and these/ articles above written being inviolate, full/ power to fetch or carry the said John Faustus,/ body and soul,, flesh, blood, or goods, into their/ habitation wheresoever./ By me John Faustus/† (A2 S1 L108-117). Faustus dictates the terms of the contract. He sells his soul to Lucifer for twenty four years of leisure and the obedience of Mephistophilis. His pride causes him to not realize his eternal soul is worth much more than twenty four years of pleasure. In the end, he states that the terms were by him, repeating that it was him who created the terms. He remains prideful and sells his soul to Lucifer to pursue his path of necromancy. Faustus made this decision because he believed in himself and based his action on the false knowledge. His overlooking of divinity causes him to damn himself. He is completely to blame for his actions because the devil did not influence Faustus. Faustus knew exactly what he was doing because he creates a contract that will condemn him and dictates its terms to Mephistophilis. The blame for the downfall depends on the characters final actions. Othello’s honour wills him to right the wrong. Othello shows his honourable personality by saying, â€Å"I have done the state some service, and they know’t./ No more of that. I pray you, in your letters,/ when you shall these unlucky deeds relate,/ speak of me as I am. Nothing extenuated, nor set down aught in malice. Then you must speak/ of one that loved not wisely, but too well;/ Of one not easily jealous, but, being wrought ,/ perplexed in the extreme; of one whose hand,/ like the base Judean, threw a pearl away/ richer than all his tribe†¦ I kissed thee ere I killed thee. No way but this, killing myself, to die upon a kiss (A5 S2 L334-344 & 354-355). Othello tries to make a last attempt to justify his actions and regain his honour. He talks about his past deeds and about how honourable he was. He also asks that his unfortunate deeds should not be excluded in his report. He tells Lodovic to report on his love, and that he was not wise in his love, but he was madly in love with Desdemona. Othello admits that he was jealous and was not thinking logically when he doubted Desdemona’s loyalty. Othello was perplexed in the extreme, causing him to charge Desdemona with groundless evidence. Othello describes himself like Judean. Judean refers to Judas, who was one of the twelve disciples of Jesus. Judas betrays Jesus, condemning himself to hell. Othello says he has killed Desdemona which has condemned him. He continues to be loyal to Venice and now that he has become an enemy of the state, he decides to kill himself. His last line was dedicated to Desdemona, saying that there is nothing he can do to repent for killing her, but he is willing to sacrifice himself to right the wrong. Othello understands his mistakes and tries to justify his actions. Seeing that he has taken the life of an innocent person, he decides that it is only fair he takes his own. This shows that Othello bears a little bit of the blame because he shows he truly had no intent of killing Desdemona and admits he is wrong. Iago bears most of the blame because he deceives Othello, an innocent and honest person. Hence, Iago is viewed as the villain whereas Othello is viewed as a hero. Faustus’ destruction is brought upon himself due to his rejection of repentance. Faustus demonstrates his pride even when he knows he is wrong by saying, â€Å"But Faustus’ offense can ne’er be pardoned./ The serpent that tempted Eve may be saved, but/ not Faustus! (A5 S2 L42-44). Faustus continues to be prideful and states that his offense can not be excused. This is related to the point when Faustus rejects divinity. Divinity shows that he can repent, but he overlooks it again. He believes in the false information and his pride causes him to believe that his actions were more significant than the serpent’s actions, which damned all of humanity. Faustus pride believes he is more superior to the very devil he had sold his soul to. Faustus understands that he is wrong, but refuses to acknowledge it. Faustus bears all of the blame for his downfall because he has allowed himself to be led by pride. Faustus is offered another chance to repent and save himself from damnation, but his pride convinces him to discard this opportunity. Faustus is viewed as a villain for not repenting to God and refusing to save himself after he is condemned. Othello trusted Iago, which led him to believe false information. The false information caused Othello to condemn himself, but Othello recognizes his mistakes and tries to right the wrong. Faustus is prideful and trusts himself, causing him to make an error in his studies. The error leads to Faustus’ condemnation, but Faustus is capable of saving himself many times by repenting unlike Othello. Othello did not have a second chance where as Faustus had many chances. Faustus discards all of his opportunities and refuses to accept the fact that he is wrong. Othello bears less of the trust because he was unable to save himself after he realized he has been condemned, but tries to right the wrong. Faustus bears all of the blame because he is condemned, and is capable of saving himself, but chooses not to. Thus, Othello is viewed as a hero while Faustus is viewed as a villain.