Macbeth Act 3 Scene 5 Essay Example for Free

Macbeth Act 3 Scene 5 Essay This scene takes place in a deserted area where there is thunder which also parallels with act 1 scene 1 where the witches meet each other with thunder and lightning. The scene establishes the mood of darkness and violence and also creates suspense and eerie atmosphere due to the presence of witches. It begins with Hecates monolog where she disapproved the witches for meddling with Macbeths future; this passage foreshadows the appearance of the witches to Macbeth along with his downfall. Her anger is shown at the opening of the scene with the use of three rhetorical questions. In the first rhetoric question, Hecate criticizes the witches in a deeming way. In the second rhetoric question the alliteration trade and traffic emphasizes her upset tone and in the third rhetoric question she asserts her superiority over the witches mistress of your charms, the close contriver of all harms. Through the metaphor, wayward son Hecate gives clues that Macbeth attempted to defy the witches prophecy by trying to destroy Banquos line. It also shows his self-centered ambition, and he is called a wayward son because he is not a genuine devotee of witchcraft and only aims to the profit by it. The lines by Hecate give a clear hint that Macbeths reliance on the witches is misplaced and that he is doomed. After rebuking the witches for the past errors Hecate commands them to make amends of their folly action. Hecate gives out a feeling of betrayal through the use of her language. She uses rhetorical questions, rhyming couplet, and enjambment which disguises her underline message. Hecate also asks the witches to help her manipulate Macbeths emotions and plans to create illusions which will lure Macbeth into a false sense of security. Hecates speech is ironical when she says that the witches tempted Macbeth by saying riddles when they actually prophesied to Macbeth. Euphemism is used in the terms glory of art and great business to refer to the witches plan of destroying Macbeth. The great business also refers to the major illusion that they are going to destroy Macbeth. Imagery is used in the scene were a vivid description of the scheme of the witches plan is described there hangs a vaprous drop profound; Ill catch it ere it come to ground; Hecate intends to lead Macbeth to his doom and distraction by magic spells which will conjure up powerful apparitions that will be able to lead Macbeth to his ultimate doom. As a result Macbeth will defy fate and death and will ignore all warnings of wisdom and fear of consequences security is mortals chiefest enemy, Hecate says that overconfidence is the greatest enemy of man as by depriving of his own wisdom and making him complacent, it sends him to the path of ruin and destruction. These captivating lines encapsulates the fascinating rituals of which craft.

The Impact of Computers on Education :: Argumentative Persuasive Papers

The Impact of Computers on Education The introduction of computers in education has positively affected the school in terms of student achievement, administrative and teaching methods. Computers have significantly altered student achievement. The computers in schools today are equipped with educational software that greatly aids learning. From the first grade on, computers are a daily activity in students’ life. In the early grades, computer games are used to interest the young student to learn. In my tutoring experience at St. Mary’s Elementary School this year, I watched students play a variety of games. The games cover a wide range of subjects, and the learning is interpreted by the students as fun and is a great way to start off their schooling. A recent article, Using Computers to Create Constructivist Learning Environments: Impact on Pedagogy and Achievement, conducted a study of twenty-three high school physics classes and thirteen teachers. They were examined to determine the extent to which computers can altar pedagogy and student achievement. Results suggest computers can significantly alter both teaching methods and student achieveme nt. â€Å"Overall this study suggests computers can be used to help teachers create a more constructivist learning environment, albeitalthough challenging. Attempting to alter ones’ pedagogy and integrate technology into the classroom at the same time requires quite an effort on the teachers part, both philosophically and technically.† Computers have significantly impacted students’ capabilities for research. Expanding Access to Computers is an article that describes how local companies refurbish computers that are no longer needed for students who previously had no home computer. This took place in Stamford Connecticut and the program is called TechCycle. Computers provide the Internet, which is a key research tool and one of the best sources for any information imaginable. Before computers were introduced in schools, all or most of the research was done in a library, now even the library is run on the computer, which brings me to the administration benefi ts. If one were to look at Lake Superior State University, they can definitely notice how computers have positively impacted the operation of the school. In past years, if one wanted to find a book, they would have to search through the index catalogue manually. This was time consuming and a challenge to maintain by keeping index cards in their appropriate places.

Frankenstein and the Human Mind

The human mind is something scientists have been trying to comprehend forever. Science can not alter how the mind communicates with one’s body, or even how it works. Mary Shelley’s Frankenstein uses the creation of a fake being to emphasize the fact that the human mind cannot be altered or replicated effectively. Dr. Frankenstein thought he would be able to create and control the mind of a creature. He had tried many times, but to no avail. After talking with a professor, he finally figured out a way that he would be able to complete what he had been trying to for years.But does Frankenstein pass that natural boundary placed before us by our peers? To create life, a being with its own mind, had never been done before. What are the consequences of his actions and was it truly worth it to go beyond those limits? Mary Shelley says no, it was not worth it. Frankenstein thought he would be able to control this creature, control his emotions and how he would act on them. He w ould quickly find out that that was not the case. Immediately after creating this unnatural being, Frankenstein had to act as a somewhat fatherly figure to teach the â€Å"monster† how to walk and stand on his own.I don’t think it was what he intended, but by doing this the creature naturally looked at Frankenstein as being his sole â€Å"creator,† or â€Å"father† if you will. There was nothing he could say or do, and certainly nothing science could do, to change the thinking of the creature. He, by creating life, had attached himself to this being from the very beginning. When the creature is out in the streets for the first time, the whole town is completely against him, trying to bring him down, throwing stuff at him, etc. There is nothing science can do to take the anger and sadness out from the creature.It is only natural to the mind that you will feel such emotions if a whole town is against you. That is just how the mind works. It reacts to certai n situations in a certain way, beyond sciences control. Frankenstein tried to forget about the creature, but it crept right back up into his life with the murder of his little brother, William. The creature is angry with Frankenstein, angry for what he had done to him. Frankenstein made the creature much bigger and stronger than an average human being, and because of this, it isn’t necessarily easy for Frankenstein to say no to the creatures’ needs or wants.He demands a female partner, which brings us to another argument brought forward by Shelley. When you venture into the unknown by creating life, by creating unnatural beings, you risk the threat of more than one being created. When you pass that boundary by scientifically experimenting with the human mind and life, only bad things can come from it. It is a loss-loss no matter how you look at it, from Shelley’s point of view. In the film, Frankenstein is put forth with a very dangerous task. Either creating a second unnatural being with it’s own mind, or telling the creature he has already made that he cannot do that.Mary Shelley stresses that both of these outcomes are bad, and that it is impossible to avoid both circumstances. By giving an unnatural being its’ own mind, you are giving it the privilege to think on its’ own. This is incredibly dangerous, as you cannot control it after this point. If the being you gave life to is bigger or stronger than you, you are at the will of it to do what it asks. Because Frankenstein didn’t give in to the creatures’ wishes, the creature was not only responsible for the death of his little brother William, but also the death of the well loved servant, Justine, and ultimately the death of his wife, Elizabeth.Frankenstein then proceeds to pass that boundary even further, by replicating the mind of his wife in the same manner in which he created the creature. His wife comes â€Å"back to life† but with little t o no memory. The creature tries to bring her to his side, finally getting what he wanted, a partner. But, in a struggle over the possession of Elizabeth, she screams and commits suicide, hurting Frankenstein even more. What he thought would enhance science and bring innovation would ultimately be his downfall.And that is because he ventured past that boundary by trying to create or replicate the human mind, something in which science has no control over. The human mind cannot be altered or replicated successfully in any way, and any attempts to do so will end in a disastrous manner. I agree with Shelley in this regard, as she proved in her film. The human mind is something so complex that scientists are still trying to figure it out entirely, let alone duplicate it, or create it from scratch. Frankenstein was attempting to use some brains from dead people in his attempts at creating life, but it is still all wrong just the same.It is immoral and without a doubt beyond that limit tha t should not be passed. We saw a very clear example of what Shelley thinks would happen, and I think it is safe to say it is fairly accurate. You could theoretically try to pull something off like Frankenstein did, and you may even be able to control that being, but would it be worth it? Shelley says no, and I agree with her. The cons outweigh the pros indefinitely. You wouldn’t be able to control the created unnatural being, and it would cause havoc over society. The human mind is something not to be meddled with, and â€Å"Frankenstein† is a good example of this.If you create someone or something so unique, it will naturally want to be among its’ kind. If you wanted to experiment, you would need two creatures, not just one, and that could become a very dangerous threat. Scientists do not fully understand the human mind, and thus cannot effectively control it. Mary Shelley’s Film, â€Å"Frankenstein,† effectively warns us of the consequences of wh at can come if you pass a certain boundary by meddling with certain things science does not fully comprehend. The human mind is a sacred, unique device that every human being has. It allows one to think, to feel emotion.It is very dangerous to try to replicate this in the creation of an unnatural being. I agree with all the points Shelley is making in her film, in that it should not be attempted. It is immoral and very dangerous, and only bad things will come from it. Life is a natural thing that we are blessed to have, and we should not push our luck into trying to create beings in which we can control, because it can’t be done. The human mind cannot be altered or duplicated, and thus, scientists should not try to do so, especially not until they have a much better understanding of how it works so that they can learn how to control it. Word Count: 1,197

Smoking Is Responsible For An Increasing Number Of Deaths...

Introduction Smoking is responsible for an increasing number of deaths worldwide. OECD (2013) indicates that tobacco is a major risk factor for a leading cause of the premature mortality, as it increases the risk of heart attack, stroke, lung cancer, mouth cancer, and pancreatic cancer. Compared to other OECD countries Canada’s smoking rate is low. In 2013, 16.30% of Canada’s total population was found to partake in smoking, where the average of OECD countries smoking rate was 21.13%. However, many Canadians are unaware of the significant link between second-hand smoke and the increased risk in death. In the study of â€Å"Second-hand smoke and cancer† by Canadian Partnership against Cancer (2012), more than 1,100 deaths among non-smokers are†¦show more content†¦Canada must take steps to further reduce nonsmokers’ exposure to second-hand smoke and smokers’ smoking-related illnesses. The purpose of this paper is to evaluate the link between smoking and the current health care system in Canada and to introduce current smoking policies in Ontario in order to evaluate whether the regulations are effectively reducing the negative effects of smoking in public. Smoking and Health Care System Smoking imposes a substantial burden on the health care system. Because smoking is a major risk factor for diseases, health care institutions spend tremendous amounts of costs to care for smokers and their diseases. Previous studies in regards to the topic of smoking and health care system in Canada indicated that the health care use and medical expenses of both current and former smokers are higher than those for non-smokers. Many studies provide evidence that smoking imposes a substantial cost on the health care system. In the study of Disparities in Health Care Utilization by Smoking Status in Canada, Sunday Azagba et al. (2013) indicated that in developed countries, smoking-attributable health care costs account for up to 15 percen t of all annual health care cost. Additionally, the average annual smoking-attributable economic loss in the US economy is estimated to be $96 billion in health care expenditures and an additional $10 billion in