Instruct Clone Essay Example for Free

Instruct Clone Essay Scholars as well as religious and political leaders are bitterly divided on the issue of human cloning. Considering the potential benefits one would gain out of being cloned, I wonder why so many spoilsports are opposed to this miraculous feat of science. If I had my way, I would order several clones of myself and tutor them to act and speak as I do. I would instruct Clone A to report in my place at the office whenever I do something stupid; the boss would never know he’d be scolding another person. Clone B would take my place in the house whenever I expect to be late attending to some after-office activities; my wife would never suspect I’d been up to no good. Clone C would do nothing but stay fit and healthy, ready to be a spare parts supplier just in case one or several of my organs become useless or diseased. When I am bored, I would order my clones to wreak havoc on the neighbourhood and then go into hiding. Naturally I would be the prime suspect. But since I would have a rock-solid alibi, having been seen at the time of the crime several hundred miles away by a hundred people at a speaking engagement, I would have a field day laughing at the discomfiture of the police. A manhunt would then be launched against several John Does while I plot the next felony, possibly against the taxman or the debt collector. If I were a celebrity, I would instruct my clones to make those tiresome public appearances while I get paid for them. If I were a businessman, I would order my clones to do all the crazy things required to corner a deal. i.e. , lose a round or two of golf against prospective clients, say amen to this and that, be hypocrites, in short. While they are at it, I would have all the time enjoying life. I may even run for President, being able to campaign through my clones who shall do nothing but shake hands, kiss babies and make occasional idiotic remarks. There is only one downside to this scenario: human clones may not entirely submit themselves to manipulation by their creators, as Ewan MacGregor did in The Island. In that film, thousands of humans are cloned upon order of paying clients; predictably, the people who did the cloning for profit are the bad guys, and in the end MacGregor single-handedly destroys the entire facility. This is not a film review, but a project of such magnitude would have been impossible to keep a secret, and besides, if cloning technology would be that advanced, there would be little trouble growing human organs from stem cells which medical science is now trying to accomplish even with limited federal funding. I believe such implausible stories like The Island are only meant to scare off people from supporting the cloning of humans. The cloning critics refuse to see it, but the cloning of humans is far more economical than the orthodox way of raising them. To be a resident of planet earth, one has to be conceived and born, which means that some couple have to marry with all the attendant fuss and aches. They would have to work their butts off worrying about bills for milk, vaccinations, day care, baby-sitter, toys, and diapers. What an utter waste of time! Why not have a fully developed, mature, perfectly cloned human being in one fell swoop? Instead of day care centers, we would build cloning factories, churning out brand new copies of extant human beings by the thousands. Think about the employment it would generate, the savings in time and resources that would otherwise be spent in raising humans, not to mention the potential of such industries like bio-engineering and the manufacture of name tags (so people would not be confused). Clones, Unlimited would probably overtake Microsoft and General Motors. On top of it all, I would have a real stab at immortality. I would be immortalized not in books or monuments nor in the memories of men but through being kept perpetually alive in my physical body. There is a great possibility science would find a way to simplify organ transplants. Instead of doing piecemeal transplants, why not just transplant the head into a new body? That would be more simple and cost-efficient. Thus, when my body becomes diseased or paralyzed, surgeons would perform a head transplant, my head replacing the head of my clone. As a result, I would have a spanking new body with healthy organs. As to what happens to my clone who donates his body, I am sure science would find a way to dispose of him. Medical schools need cadavers. I may sound sarcastic, but I believe science always finds a way. I would then have the sheer pleasure of visiting acquaintances and enemies who thought I had succumbed to cancer or kidney failure. I would pump their hands while they gawk at me and tell them, â€Å"You thought I’d died, didn’t you? †

Answer Key for Effective Writing Essay Example for Free

Answer Key for Effective Writing Essay School purchasers may make copies for use by their staff and students. Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. 1 198 Madison Avenue New York, NY 10016 USA Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content. oxford and o xford english are registered trademarks of Oxford University Press Executive Publisher: Janet Aitchison Senior Acquisitions Editor: Pietro Alongi Associate Editor: Scott Allan Wallick Art Director: Maj-Britt Hagsted Production Manager: Shanta Persaud Production Controller: Eve Wong  © Oxford University Press 2007 isbn: 978- 0-19-430884-7 Database right Oxford University Press (maker) Effective Academic Writing 3: Answer Key an engineer . Both my mother and father were born in different countries, so my relatives are scattered all over the world . I really like traveling and have been to Europe and Asia . Although we try to get together for important occasions, this was the first time everyone could attend . Most importantly, my good friends had never met my relatives . Developing good friendships takes a lot of work . Watching them all dancing, laughing, and having a wonderful time will stay in my memory forever . The band we hired played music that the guests loved and we danced for hours .

The Values and beliefs of mentoring

The Values and beliefs of mentoring Mentoring is a dynamic complex developmental relationship between two. They share experience, values and beliefs (Palmer 1987).Through this partnership the mentee, with assistance from the mentor sets goals for purpose of the development of the mentee. Enhancing skills, gaining new knowledge and implementing new behaviours are the intended targets of the mentoring journey. To achieve these goals in personal development, professional development and learning, the relationship requires time, patience, dedication and to some degree selflessness .In medicine , mentoring is changing the culture of sink or swim attitude.(20) The concept of developmental mentoring therefore, with its emphasis on peer support, self managed learning, development contracts and reflective practice has the potential to challenge the individual mentors and mentees. While it is a close relationship, it is not a friendship .Problems can arise and lead to dysfunctional relationship .Some measures are recommended to avoid such outcome. Mentoring is a relationship between two people in which trust and respect enables problems and difficulties to be discussed in an open and supportive environment (Whittaker and Cartwright 2000). It is psychological bond between two people .Connor (2006) suggests that mentors provide a safe place for reflection; they listen and support, explore strengths and blind spots, enable self challenge, generate insight and focus on goals. .The focus in mentoring is emotional and behavioural aspect of knowledge transfers rather the processes or techniques as compared to tutoring. (Fig 1) It has benefits and satisfies needs of both. Once grasped, this is often seen as one of the most liberating aspects of being a mentor/mentee (3) Fig (1): Tutoring v Coaching v Mentoring What the mentor do (activities)? (6x5x5) I can summarize these as: 6 attitudes and 5 skills in 5 phases Attitudes: Fig (2) (mentor= MENTOR) In the mentee centred model which I prefer, the mentor helps the mentee set goals in personal and career development and learning objectives. We know that self discovery and self experience are important facets of learning (Rogers1983) and as (kobbs1984) (Knowles 1984) observed in adult learning theories. Mentee are expert in their own right. The mentor just motivates, empower, nurture self confidence, and teach by example, and sometime, offer counsel and advice and raise the performance bar (Scouba 1999). He helps the mentee to grow and achieve his goals. These goals should be specific, measurable, achievable, and realistic and time bound (SMART). He recommends and creates learning opportunities, transfer knowledge in such areas like critical thinking, problem solving, and points strength and areas for development Motivate Empower Nurture self-confidence Teach by Example Offer counseladvice Raise performance bar Fig (2): mentor = MENTOR= 6 attitudes He wears these different hats according the situation and mentoring moments In simple words he involves the mentee in mentoring conversation (the five mentoring phases) (fig3) 2-Undersatnding The mentee 5 Implementation Review 1-Contraction and Building rapport 3 Analysis Mentee needs/Mentor perspective 4 Action planning Options/choice Fig (3): Mentoring: The 5 phases During this special conversation the mentor applies the 5 mentoring (communication) skills: Fig (5) Mentoring skills: 1-Rapport: is the ability to relate to others in a way that creates a climate of trust and understanding. Rapport is also the ability to see each other point of view (not necessary agree with), to be in the same wavelength and to appreciate each other feelings.(24) To build rapport different techniques can be used starting with small talks to explore common interest, day to day chat and progress to opinions, beliefs, feeling and emotions. With time as the relation becomes stronger and people become comfortable, unspoken rapport can be reached. Fig (3) Unspoken Rapport Feeling and emotions Judgement, values and belief Ideas and opinions Facts, opinions and small talk Ritual and clichà © FIG (3): Building Rapport steps 2-Effective listening: This is an art and skill to learn. Active and then deep listening requires the listener to understand, interpret, and evaluate what they hear. This involves tuning in to what the mentee is saying, giving them complete concentration, and waiting patiently for them to finish, without diving in or making assumptions about what they are likely to say. The provision of maximum attention is displayed both verbally and non-verbally through body language and eye contact. Words and actions should be used to convey encouragement to the mentee and benefit from active listening to get people to open up. (8)The ability to listen actively can improve personal relationships through reducing conflicts, strengthening cooperation, fostering understanding and building trust . Mentor should avoid cosmetic listening only. Fig (4) COSMETIC LISTENING CONVERSATIONAL LISTENING ACTIVE LISTENING DEEP LISTENING Fig (4) Listening types: mentoring level social level 3-Asking powerful Questions Questional skills are fundamental to effective mentoring. The role of questioning here is how to draw out learning and ideas from mentee In mentoring one need to ask open question rather than close ones, probing and challenging than leading. Even sometimes smiles, pauses, nods or gestures are as effective as spoken questions (14) Contracting Giving constructive Feedback Asking Powerful Questions Effective Listening REFLECTION Building Rapport MENTORING SKILLS (Applied in mentoring 5phases) Fig (3) Fig (5) Mentoring: The 5 skills 4-Giving constructive feedback A mentor can apply the principles of johari window (fig 6) during the mentoring process of giving feedback and encouraging self disclosure and to move information from blind spot and facade into the ARENA therefore increasing the size of the arena. (8)The blind spot will decrease as individual accept and own new information about themselves .The faà §ade get smaller as they disclose more information about their feeling, perception and opinions. Fig (6) Fig (6) : Principles of Feedback is the mechanism to enable people to develop, improve and change. One myth is that feedback is always negative, and it always a description of someones inadequacies and failures in developmental mentoring it is important to feedback successes as well as failures. What is important is that feedback is designed to help the person learn (constructive) while destructive feedback simply undermine and devalue them. What make the feedback effective when it is specific, nonjudgmental and given with purpose e.g. to improve performance (4) 5Contraction this more or less about mentoring agreements and helps (as I shall explain later) to resolve conflicts and problems that may arise 6- Reflection Both mentor and mentee must reflect at all the times to see that is learned and redefine more goals. A mentor can support the mentee by recognizing that each mentee is different. Some mentees may come with the solution himself/herself the mentor here is just acting as sound board. In other occasions the mentor must be prepared to respond in a number of ways called influencing styles as per need of mentee(6) These range from listening and interpretation, challenging, probing and diagnosing, gathering and adding new data, identifying options or last resort even planning for the mentee( defeat the issue, generally not recommended ). At end, the degree of intervention chosen by the mentor is : what mentoring is all about. Problems challenges Like any relationship things may not run smoothly. Problems usually stem from poor implementation of mentoring process. Nevertheless, this may exist at outset such as conflict between the mentoring and supervisory roles of the mentor; Mentors should not be the mentees educational supervisor or line manager or otherwise be involved in their appraisal to avoid blurring of these distinct roles Shaw (1983) has also referred to these inherent tensions in the role of the mentor if he or she also contributes, at whatever distance, to any assessment or performance at work (14) Another potential downside of mentoring is that over a period of time mentors tend to develop a considerable personal and private knowledge about their mentees and this knowledge base Safeguards of confidentiality are of vital importance in maintaining the integrity of the mentoring process. A dysfunctional mentoring relationship could also result from possession of certain personality traits that are not compatible with the process. Hence the importance of the mentor and the mentee having some common interests to give the relationship a good start..There should be matching and some choice given to mentee in mentoring programme. It is very important to have the right chemistry, to really, be able to mentor anyone in addition there must be a sense of win-win in both the mentor and the mentee. Both should want to participate, then the relationship can stretch over months or even years. Good mentoring is a facilitative, and during the mentoring process sometimes it is easy for the mentor to develop a patronizing attitude towards the mentee and it is important for the mentor to be aware of this tendency and resist it. Hence, mentoring should not always be about the mentor advising the mentee what to do in a particular situation, but rather should be about the mentor facilitating exploration of the issues by the mentee, at his or her own pace.(8) Thus by encouraging critical reflection on the issues the mentee should be able to find solutions to his or her own problems. Other difficulties include frustration due to lack of progress. Mentoring relationships that can be unproductive, unfulfilling, or (at an uncommon extreme) dysfunctional. i.e. primarily characterized by conflict. It occurs when a mentoring relationship is not working for one or all people involved because needs are not being met or individuals experience distress as a result of the relationship (Eby an d Allen1997) Problems and challenges in mentoring @ The Outset (avoidable) Mix of roles matching Lack of progress Patronizing attitude, confidential breach Boundaries /Emotions Too close or dysfunctional Dysfunctional Fig (8): Mentoring: the challenges There are a number of things that mentors can do to avoid or cope with conflict that may arise in a mentoring relationship like avoid self defeating behaviour: slow down, engage in critical self reflection( appendix1 appraisal check list ), consider ethical and professional obligations as a Mentor, be proactive and seek consultation. Also being too close to mentee can be a problem. I see it as one of the biggest challenges. Mentor should remind himself and his mentee that although the relation is a psychological bond but still not a blind friendship. There are boundaries and limitation to be observed. People can refer to their mentoring agreement ( see appendix ) to resolve these issues. There is always the option to end the relation with mutual respect. ( life cycle of mentoring by Hay(1995) appendix 2 What makes a good mentor? Mentors should enjoy helping others, has genuine interest in the mentee not only professionally but as human being. A good mentor accept their mentees, is empathetic, and free of judgment or rejection , maintains a positive outlook, yet is able to be realistic and have a strong interest in their own growth and self-development. A good mentor is committed to the role of mentoring and believes in the value of mentoring. He shows a desire and a willingness to give up time to help others with an open mind and a willingness to support the relationship. This good intention should by be supported with knowledge about mentoring techniques (8) Successful mentorship requires mentors with a balance of skills, attributes, and qualities. Some of these attributes can be learned or developed while others are inherent individual qualities that are part of who the mentor is. The attributes of a good mentor are widely discussed in the mentorship literature. Drawing from years of experience designing formal mentoring programs, Bowley offers these essential qualities of a good mentor: commitment, acceptance for mentee, teaching, learning and optimism.(8) Mentor should possess certain virtues, abilities and competences.(Johson2003) MENTOR Competent, committed, Confident Virtues Integrity, caring Prudence pru Abilities Cognitive, emotional Relational Competencies Teaching, mentoring Communication Fig (9) : Mentor Attributes 1Virtues Integrity, Caring, Prudence Mentor virtues of integrity, caring and prudence are described as The foundation to mentoring. Integrity reflects the ability to establish and maintain trust in a mentoring relationship, drawing from the presence of honesty and mutuality. Caring as a virtue means that the mentor shows respect and empathy to others-both within and outside of the mentoring relationship. Prudence indicates the intentionality and appropriateness of the mentor as shown through decision making (8) 2- Abilities Cognitive, Emotional, Relational Cognitive abilities include a sense of curiosity and dedication to experiential and theoretical learning. Emotional abilities reflect the individuals emotional self-awareness and receptivity, the persons engagement in self-reflection finally, relational abilities include the capacity to communicate empathy, respect and compassion. 3-Competencies Teaching, Mentoring, communication : These are specific skills, knowledge or techniques that mentors can develop through training and education. Teaching competencies include an understanding of adult learning processes and of the developmental needs and transitions commonly experienced by mentees. A facilitator to enable the mentee to open up new possibilities and set/achieve goals and models continuous learning, actively engaging mentees in their own learning and reflective processes, stimulates the students thinking and reflection and net worker who helps to develop useful connections for the mentee.(14) Mentoring competencies This compasses all technical aspects of mentoring: knowledge and Skills (fig 6) in the structure and process of the mentoring relationship, Skills to cope with challenges arising within a mentoring relationship (fig8)and understanding of the roles and responsibilities Of a mentor, recognition of dysfunction in a mentoring relationship. Communicating competencies address the interpersonal communication capacity and the self-awareness of the mentor. Conclusion What mentor do ( in mentee perspective) is to put in place achievable development plan, act as sounding board or devil advocate ,open doors and support in seeking opportunities .(9)The effective mentor gently probes to understand the relevant issues, asks open-ended and fact-seeking questions and understands that silence is useful when information is being digested or breathing space is needed.   Questions should be used to obtain information and/or steer the discussion in a particular direction. Appreciative listening is also important (7) It is important for mentors to convey understanding through feedback, reflecting back the mentees feelings and accurately summarizing or paraphrasing their thought processes. Overall good mentorship is about empowering the mentee to become self aware, self directing, develop a sense of their own purpose and understand their personal needs.(2) They also enjoy the reward from feedback about accomplishments in which they have shared. At the end a happy mentee is an evidence of a good mentor. References 1)D. a. l. Macafee: Is there a role for mentoring in surgical specialty training? medical teacher jan 2008, vol. 30, no. 2, pages e55-e59: e55-e59 2)S.Rramani, L Gruppen, E. Kachur :Twelve tips for developing effective mentors ,medical teacher Jan 2006, Vol. 28, No. 5, Pages 404-408: 404-408 3) T.Stenfors-Hayes, S Kalà ©n, et al : Being a mentor for undergraduate medical students enhances personal and professional development Medical Teacher Jan 2010, Vol. 32, No. 2, Pages 148-153: 148-153. 4) K Taherian, M.Shekarchian: Mentoring for doctors. Do its benefits outweigh its disadvantages? medical teacher Jan 2008, Vol. 30, No. 4, Pages e95-e99: e95-e99 5)Exploring mentoring: Board of medical education,BMA August 2004 6)Mentoring for doctors, guidance from doctors forum , DH 2004 7)B Buddeberg-Fischer, K-D. Herta :Formal mentoring programmes for medical students and doctors a review of the Medline literature medical teacher, Jan 2006, Vol. 28, No. 3, Pages 248-257: 248-257. 8) Module Two:: Competency in Mentoring,:Canadian coalition for global health research,2007 9) Oxley et al, 2003: Mentoring for doctors: enhancing the benefit (behalf of the Doctor Forum) 10) Megginsion, Clutterbuck, Garvey :Mentoring in Action A Practical Guide., Stokes, Garrett-Harris, 2006 11) Klasen and Clutterbuck, : Implementing Mentoring Schemes A practical guide to successful programmes. 2007 12) Megginson and Clutterbuck: Techniques for Coaching and Mentoring -2007 13) http://www.rcplondon.ac.uk/mentoring:RCP Pilot Mentoring Scheme in Wales 14)N.Cooper, k Forrest, Educational supervision in postgraduate medical education, wiley-blackwell,2009 15) SCOPME 1998 report in mentoring : Standing Committee On Postgraduate Medical Education 16) L H. Toledo-pereyra : Mentoring Surgeon ,Journal of Investigative Surgery Jan 2009, Vol. 22, No. 2, Pages 77-81 17) M. F. Longhurst: The mentoring experience ,medical teacher Jan 1994, Vol. 16, No. 1, Pages 53-59: 53-59 18)M.G.Moller,J.Karaichalis et al : Mentoring the modern surgeon, bulletin of the American college of surgeon, july2008 19)M.PConner, ,J.Pokora,N,Redfern : Developing senior doctors as mentor,medical education,34:747-75 20) C.Doherty: Introducing mentoring to doctors( challenging the of sink or swim culture), developmentlearning organization journal ,18:1, 6-8,2004 21)R. Alliot: Facilitatory mentoring in general practice,BMJ supplement,sep1996 WEB SITE 22) www.academicmedicine.ac.uk à ¢Ã¢â€š ¬Ã‚ º Mentoring and Outreach 23) www.academicmedicine.ac.uk/mentoring 24) www.nwmentoring.nhs.uk : northwest mentoring programme 25) www.rcseng.ac.uk/support/mentoring 26)www.emccouncil.org/uk Appendix 1 Mentoring agreement Some questions for mutual agreement 1what is aim of relationship? 2- What each contributions will be? 3- When, where to meet? 4-how to contact each other? 5-will meeting be structured and how? 6- How to deal with difficulties? 7- What confidentiality mean in this relationship? 8-how to review progress? 9- How (and under what circumstances) we end the relationship? Other issues can be added Mentor appraisal checklist for mentoring sessions (Hay 1999) à ¢Ã¢â€š ¬Ã‚ ¢ Was there rapport between us? à ¢Ã¢â€š ¬Ã‚ ¢ Did we feel able to challenge each other if appropriate? à ¢Ã¢â€š ¬Ã‚ ¢ Was the content of our discussions relevant to our contract? à ¢Ã¢â€š ¬Ã‚ ¢ Was I genuinely pleased when the mentee made his own decisions? à ¢Ã¢â€š ¬Ã‚ ¢ How well was I using the skills of listening, questioning, reflecting, feedback and review etc? à ¢Ã¢â€š ¬Ã‚ ¢ Was I avoiding the mentee becoming dependant? à ¢Ã¢â€š ¬Ã‚ ¢ Did the mentee have ownership of his/her decisions? Was he/she the decision maker? à ¢Ã¢â€š ¬Ã‚ ¢ Have we identified alternative options? à ¢Ã¢â€š ¬Ã‚ ¢ Is she/he accepting responsibility? à ¢Ã¢â€š ¬Ã‚ ¢ Have we celebrated achievements? à ¢Ã¢â€š ¬Ã‚ ¢ Do we need to plan for an ending yet?

Macbeths Upright Banquo :: Macbeth essays

Macbeth's Upright Banquo       There are some good military men in William Shakespeare's tragic drama Macbeth. One of them is Banquo, a fearless captain, like Macbeth, who helped rout the "Norweyan banners."    Clark and Wright in their Introduction to The Complete Works of William Shakespeare comment that Banquo is a force of good in the play, set in opposition to Macbeth:    Banquo, the loyal soldier, praying for restraint against evil thoughts which enter his mind as they had entered Macbeth's, but which work no evil there, is set over against Macbeth, as virtue is set over against disloyalty.   (792)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye explains the rationale behind Banquo's ghost in this play:    Except for the episode of Hercules leaving Antony, where mysterious music is heard again, there is nothing really supernatural in Shakespeare's tragedies that is not connected with the murder of the order-figures. In Macbeth we have Banquo's ghost instead of Duncan's, partly because of the emphasis on the repose that Duncan has gained by getting murdered, and partly because the line of the reigning monarch descends from Banquo. (24)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson says that the ghost of murdered Banquo has the greatest emotional impact on Macbeth of any adverse experience:    He is confident enough, even after the commission of the crime, to put his faith in the Senecan maxim, per scelera semper sceleribus tutum est iter, "Things bad begun make strong themselves by ill." After he has been shaken by the appearance of the ghost of Banquo, he reflects,    For mine own good All causes must give way. I am in blood Stepp'd in so far that, should I wade no more, Returning were as tedious as go o'er;    and this is as near as he ever comes to repentance. (71)    Fanny Kemble in "Lady Macbeth" contests the opinion that the ghost of Banquo is seen at the same time by Lady Macbeth:      Taking the view I do of Lay Macbeth's character, I cannot accept the idea (held, I believe, by her great representative, Mrs. Siddons) that in the banquet scene the ghost of Banquo, which appears to Macbeth, is seen at the same time by his wife, but that, in consequence of her greater command over herself, she not only exhibits no sign of perceiving the apparition, but can, with its hideous form and gesture within a few fee of her, rail at Macbeth in that language of scathing irony . Macbeth's Upright Banquo :: Macbeth essays Macbeth's Upright Banquo       There are some good military men in William Shakespeare's tragic drama Macbeth. One of them is Banquo, a fearless captain, like Macbeth, who helped rout the "Norweyan banners."    Clark and Wright in their Introduction to The Complete Works of William Shakespeare comment that Banquo is a force of good in the play, set in opposition to Macbeth:    Banquo, the loyal soldier, praying for restraint against evil thoughts which enter his mind as they had entered Macbeth's, but which work no evil there, is set over against Macbeth, as virtue is set over against disloyalty.   (792)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye explains the rationale behind Banquo's ghost in this play:    Except for the episode of Hercules leaving Antony, where mysterious music is heard again, there is nothing really supernatural in Shakespeare's tragedies that is not connected with the murder of the order-figures. In Macbeth we have Banquo's ghost instead of Duncan's, partly because of the emphasis on the repose that Duncan has gained by getting murdered, and partly because the line of the reigning monarch descends from Banquo. (24)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson says that the ghost of murdered Banquo has the greatest emotional impact on Macbeth of any adverse experience:    He is confident enough, even after the commission of the crime, to put his faith in the Senecan maxim, per scelera semper sceleribus tutum est iter, "Things bad begun make strong themselves by ill." After he has been shaken by the appearance of the ghost of Banquo, he reflects,    For mine own good All causes must give way. I am in blood Stepp'd in so far that, should I wade no more, Returning were as tedious as go o'er;    and this is as near as he ever comes to repentance. (71)    Fanny Kemble in "Lady Macbeth" contests the opinion that the ghost of Banquo is seen at the same time by Lady Macbeth:      Taking the view I do of Lay Macbeth's character, I cannot accept the idea (held, I believe, by her great representative, Mrs. Siddons) that in the banquet scene the ghost of Banquo, which appears to Macbeth, is seen at the same time by his wife, but that, in consequence of her greater command over herself, she not only exhibits no sign of perceiving the apparition, but can, with its hideous form and gesture within a few fee of her, rail at Macbeth in that language of scathing irony .

Dr Faustus :: Essays Papers

Dr Faustus In Dr. Faustus, Christopher Marlowe uses the resolution of the conflict between Dr. Faustus and the beliefs of his time to explore the idea of man’s place in the universe. In Faustus’ time, it was believed that man had a place in the universe, and man must stay within his boundaries. It can be shown that Dr. Faustus stepped out of his place, failed in his attempt repent his actions, and ultimately caused his own end. The conflict between Dr. Faustus and the belief system of the age of discovery is established when Faustus makes a pact with the devil to sell his soul. Faustus, a top scholar and doctor in many fields, feels as though he has reached the pinnacle of human achievement. Yet, he desires further knowledge and power, knowledge and power that are not humanly attainable. However, through his pact with the devil, Faustus gains the power necessary to perform black magic, cast spells, and perform other godly deeds. Although Faustus is repeatedly warned by Mephostophelis, he continues greedily and foolishly in his actions. Despite his high aspirations, Faustus still has desires of the flesh, as he requests a wife from Mephostophelis: â€Å"†¦I am wanton and lascivious and cannot live without a wife.† (p. 43) Here Faustus is shown to have internal conflict between godly aspirations and human aspirations. Nevertheless, it is shown that Dr. Faustus is intent on becoming more po werful than any human, and he has gone to great lengths to do so. After selling his soul for twenty-four years of power and knowledge, Dr. Faustus soon realizes what he has done. He tries to repent his bond with the devil, yet the devil will not have it and binds him to his contract. Following this, Faustus continues to have doubts about his actions. At the same time, Faustus wins fame and fortune for his magic skills, yet his doubts remain as strong as ever. Although Faustus bargained away his soul for super-human power, it is apparent that he uses it to play tricks and silly pranks on people, the opposite of his initial intent. Dr. Faustus continues to use his power meaninglessly for tricks and the like. He is later approached by the old man, who begs Faustus to consider the mercy of God, for Faustus has retained his human soul and can be forgiven by God.

The Obstinate Toy Soldier in Mere Christianity Essay example -- C.S. L

In C.S. Lewis' book Mere Christianity, The Obstinate Toy Soldier is a chapter with good points. Lewis takes his reader step by step through this chapter. In paragraph one he talks about how humans are consumed with the here and now, so people do not really think about what would have happened if humans never fell. Paragraph two is about how natural life and spiritual life are not just separate, but opposing sides. Lewis says this because people are born one way and God wants them another way. If these two sides, natural and spiritual life, combined then the way people normally do things would be destroyed in the process. It is like the analogy about the people who were brought up dirty and are afraid to take a bath. Lewis states in paragraph three that if we were to try and make a toy soldier human, that the toy would not see it as helping it, but as trying to destroy it. In some ways people see God this way even though he is trying to save our souls. Paragraphs four and five shed so me light on who Jesus was. According to C.S. Lewis he was a real man of particular attributes and ever...

The Characteristics of Voluntary Schools in Relation

The Characteristics of Voluntary Schools in Relation to Education Stages and Governance When choosing a voluntary school there are several things that you should consider. Firstly, there are two kinds of voluntary school; voluntary-aided and voluntary-controlled. Both have strong connections to some description of religious organisations and/or charities. A voluntary-aided school is managed by its own governing body.It is the governance of the school who decides upon the criteria set for admissions. They also have complete control over the employment of both internal and external staff. However, the school’s buildings and the land on which they sit are owned by religious organisations and/or charities. These organisations or charities help to fund the school alongside the Local Education Authority (LEA).The school’s governance contributes to any building work and the maintenance of the present building structures and outdoor areas. A voluntary-controlled school is both funded and managed by the LEA, but the land and buildings are owned by a charity or religious organisation. The LEA and governance of the school are responsible for the provision of any services the school requires, such as general maintenance and hiring staff.It is the job of the governors to choose those they wish to hire, however there are usually a few members of staff employed from the charities or organisations who are involved. Both voluntary-aided and voluntary-controlled schools teach children in primary as well as secondary schools, although there are a higher percentage of primary schools in the voluntary school category*. *(http://en. m. wikipedia. org/wiki/voluntary_aided_school#section_2) * (http://en. m. wikipedia. org/wiki/voluntary_controlled_school#section_2)