Counseling Class Final Exam Paper Essay Example for Free

Counseling Class Final Exam Paper Essay After this class and taking all the different assessments and inventories, my number one career choice as of right now is an Elementary School Teacher. The tests have actually helped me learn a lot about myself and helped me determine what certain fields of work I would succeed in. Being an Elementary School Teacher would be a fulfilling career, and would allow me to be creative and interact with children, which are two things that are very important to me. 2. On the Myer-Briggs Type Indicator, my four letter word was INFJ, which stands for introversion, intuition, feeling, and judgement (although my scores between extroversion/introversion and judgement/perception were a point off). According to the Myer-Briggs personality description, INFJs prefer occupations that involve the big picture, involve conceptual awareness, and lead to a better understanding of the spiritual, emotional, of future needs of people. They want their work to have impact or meaning and for it to bring them admiration and respect. Different occupations that seem to be attractive to INFJs include education consultant, English teacher, fine arts teacher, psychiatrist, psychologist, social worker, scientist, and other occupations that allow INFJs an opportunity to make their own creative contribution. The list of occupations INFJs seem to enjoy include a lot of education type career choices, so elementary school education would be right up my alley, according to this assessment. Being an elementary school teacher would allow me to be creative and also allow me to help children learn, not only academically, but socially as well. My Holland Code was ISA which stands for Investigative, Social, and Artistic. Investigative people are known as â€Å"The Thinkers†. These are people who like to observe, learn, investigate, analyze, evaluate or solve problems. Artistic people are known as â€Å"The Creators†, They have artistic innovation or intuition abilities and like to work in unstructured situations using their imagination and creativity. Social people are known as â€Å"The Helpers† and are people who like to work with people to enlighten, inform, or help. Elementary education is a Social college major. According to the occupational scales on the Strong Interest Inventory, I scored a 56 for Elementary School Teacher, which means I share interests with women in that occupation and would probably enjoy the work. Teaching amp; Education was also number two on my tops five interest areas. The personal style scale reveals many different things. As for my work style, I prefer working with people, I enjoy helping others, and I am outgoing. In a learning environment, I prefer academic environments; I learn well through lecture and books, and I seek knowledge for its own sake. As for my leadership style, I am comfortable taking charge of and motivating others, I enjoy initiating action, and I express my opinions easily. I think being an elementary school teacher would be a good match for me, according to the Strong Interest Inventory. It would allow me to observe, investigate, and solve problems, as well as help and inform children, and it would also allow me to be creative; which fulfills all aspects of my Holland Code. My top five values according to the Work Values Inventory are Altruism, Way of Life, Prestige, Economic Returns, and Security. Altruism is present in work which enables one to contribute to the welfare of others. As an Elementary school teacher, I would definitely be contributing to the welfare of my students and helping them to blossom and thrive in academic and social settings. Way of Life is associated with the kind of work that permits one to live the kind of life she chooses and to be the type of person she wished to be. Elementary school teachers normally work nine months out of the year. Those other three months off would allow me to spend time doing other things I love, like vacationing or spending quality time with my family. Also, I plan on being a parent after I get married and find a stable job. My schedule would correlate with the schedule of my future children and allow me to spend more time with them, which is very important to me. Prestige is associated with work which gives one standing in the eyes of others and evokes respect. An elementary school teacher may not be the most prestigious job in the eyes of some, but it definitely is in the eyes of the students. When I was in elementary school, I admired all of my teachers greatly. Educating the next generation and giving them a solid foundation on which to apply further education, I believe, is a very respectable career. Economic returns is associated with work which pays well and enables one to have the things wanted. Elementary school teachers make a decent amount of money, and although it might not be the highest paying job, I’m willing to push this value to the side to fulfill the others and do something I would really truly enjoy. Confucius once said â€Å"Choose a job you love, and you will never have to work a day in your life. † Security is associated with work which provides one with the certainty of having a job even in hard times. According to the Eureka program, there are very many estimated jobs in elementary education within the next 20 years and the estimated growth is above average. My top ten skills based on my skill assessment results were Integrity, Questioning, Synthesizing, Tact, Understanding, Dependability, Tenacity, Advising, Cooperating, and Investigating. As an Elementary School teacher, I think you definitely need integrity. Actually, i listed this skill as a Very Satisfying skill, and is also listed as a Very Satisfying skill for Elementary school teachers. I think as an Elementary School teacher you need to be able to synthesize many different elements into your lesson plans. As for tact (a keen sense of what is appropriate, and what to say or do to avoid giving offense), I think it is an important skill for every career choice. I listed tact as a Very Satisfying skill and many Elementary School Teachers listed tact as a Moderately Satisfying skill. Understanding and dependability are very important skills for any career choice and are especially important when working with younger kids. I listed dependability as a Moderately Important skill and many Elementary School teachers did as well. Advising could be a helpful skill while trying different methods of learning certain subjects. Also important if a student was seeking my help. Cooperating is an important skill, because as an Elementary school teacher, not only will i be working with children, but I will also be interacting with their parents and other teachers. 6. Going forward from this class, I plan on majoring in Liberal arts at either Cal State Fullerton or Cal State Long beach, and from there I plan on getting my teaching credentials and ultimately becoming an Elementary School Teacher!

Leadership Competencies Required to Become a Global Leader

Leadership Competencies Required to Become a Global Leader THOMAS K. TARUS Introduction Globalization can simply be described as the process of increased interconnectedness among countries most notably in the areas of economics, politics and culture. Friedman et al, (2011) refers to globalization as the integrated and interdependent nature of the worlds economy, culture, political agendas, and educational systems. As our world becomes one village and globalization increases, businesses are changing strategies and operational procedures which are dependent on leaders to deploy and implement. Global leadership has been defined as being capable of operating effectively in a global environment while being respectful of cultural diversity (Harris, Moran, Moran, 2004, p.25). Global leaders are individuals who effect significant positive change in organizations by building communities through the development of trust and arrangement of organizational structures and processes in the context involving multiple cross-boundary stakeholders, multiple sources of external cross-boundary authority, and multiple cultures under conditions of temporal, geographical and culture complexity (Mendenhall 2008:17). Leadership competencies are leadership skills and behaviors that contribute to superior performance. There has been a considerable effort to identify the global leadership competencies that can be learned as well as the most effective learning and development methods for learning them (Tubbs Schulz, 2006). For the purpose of this study, I have aligned 5 research papers to come up with the global leadership competencies listed below. Global Leadership Competencies Birds (2013) framework of nested global leadership competencies has three broad categories with fifteen different competencies that is five in each category. The three categories are (a) competencies of business and organizational acumen, (b) competencies of managing people and relationships, and (c) competence of managing self. Business and organizational acumen Vision and strategic thinking this competency is characterized by first the ability to understand and act in complex and strategic settings, characterized by dimensions such as intellectual intelligence, short and long term thinking, and seeing the interdependent aspects of strategic thinking. Secondly, is the development and articulation of a global vision for an organization and finally is the development and implementation of strategic plans. Business savvy this competency encompasses two types of knowledge and an attitude and is characterized primarily as knowledge based competency. The two types of knowledge are general business savvy and technical oriented knowledge. Bird (2013) describes the attitude as a value added orientation incorporating entrepreneurialism and creativity. Managing communities this competency is centered on the global leaders ability to succeed within the vast network of relationships required in todays global workforce. The three dimensions of this competency include skills to span boundaries, influence stakeholders and accomplish strategic objectives. Organizational savvy this competency consists of the ability to design organizational structures and processes in ways that facilitate global effectiveness and ability to perform effectively within an organization. Leading change this competency results from the instrumental application of all previous competencies in business and organizational acumen. Bird (2013 p. 90) sums it up as the primary thrust of global leadership is to bring about change. Managing people and relationships Valuing people this competency encompasses showing respect for people and their differences, understanding the emotions and motivations of others on a deeper level and creating and maintaining trusting relationships. Interpersonal skills this includes emotional intelligence, sensitivity, engagement and self-awareness. It also involves relationship management skills that include behaviors such as influencing, listening and using relationships for result oriented purposes. Cross-cultural communication this competency is divided into general cultural awareness where both ones own culture as well as the culture of those with whom the global leader works and specific cognitive and behavioral skills in an intercultural context. Empowering others this competency addresses talents such as motivating direct reports, colleagues and superiors by increasing self-efficacy within the relationships. It also incorporates skills related to coaching, instructing, personal and professional development, and delegation of authority. Teaming skills this competency refers to working effectively in multicultural and global teams, as well as being able to both lead and take subordinate roles in global teams. Managing self Resilience this competency refers to ability to cope with the highly stressful challenges of leading across multiple time zones, large distances, myriad cultures, and widely varying national systems. It is characterized by dimensions of optimism, hardiness, and stress reduction, attitudinal facets such as resourcefulness and self-confidence and behavioral skills such as healthy lifestyle choices and work life balance. Character this competency can be narrowed down to integrity, maturity and conscientiousness. Inquisitiveness Bird ((2013) argues that this is the most essential personal quality of global leaders and it refers to an innate curiosity, an openness to learn and humility. It means not letting pride or self-consciousness interfere with the learning process (allowing oneself to be taught by others). Global mindset this refers to the complex melding of new perspectives, attitudes and knowledge within a global context. This is broken down by Bird (2013) into two facets; (a) cognitive complexity, specifically a highly contextualized, multifaceted, multilayered approach to the environment and cosmopolitanism, or interest in knowledge of the greater world. Flexibility this involves willingness to adapt and adjust to varied situations. Bird (2013) describes it as both a cognitive and behavioral component. The cognitive component is intellectual flexibility marked by tolerance for ambiguity, while the behavioral component is behavioral flexibility, indicating a willingness to adapt behaviors to fit the demand of the situation. Conclusion While leadership competencies are the same for domestic and global leaders, certain competencies are more critical for global leaders and the proficiency level typically increases. Also global leaders require a unique set of competencies which is important to lead in diverse environments. References Bird, A. (2013). Mapping the content domain of global leadership competencies. In M. E. Mendenhall, J. S. Osland, A. Bird, G. R. Oddou, M. Maznevski, M. J. Stevens, G. K. Stahl (Eds.), Global leadership: Research, practice and development (2nd ed.; pp. 80-96). New York, NY: Routledge. Friedman, T. L., Mandelbaum, M. (2011). That used to be us: How America fell behind in the world it invented and how we can come back. New York, NY: Farrar, Straus, and Giroux. Harris, P. R., Moran, R. T., Moran, S. V. (2004). Managing cultural differences global leadership strategies for the 21st century (6th ed.). Oxford: ButterworthHeinemann/Elsevier. Mendenhall. M. Eà ¢Ã¢â€š ¬Ã… ¾ Osland. J. Sà ¢Ã¢â€š ¬Ã… ¾ Bird, A.. Oddou, G. R., Maznevski, M. L (2008). Global leadership: Research, practice, and development. London and New York: Routledge. Tubbs, S.L., Schulz, E. (2006). Exploring a taxonomy of global leadership competencies and meta-competencies [electronic version]. Journal of American Academy of Business, Cambridge, 8, 29.

High Schools That Work: Best Practices for CTE Essay example -- Educat

High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44. High Schools That Work: Best Practices for CTE Essay example -- Educat High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44.

A Clockwork Orange by Antony Burgees :: essays research papers

A Clockwork Orange by Antony Burgees (written 1962) 1, Summary: The story is set in the seventies. The leading character and also the narrator is Alex, a very violent and cruel 15 year old boy. He and his friends Georgie, Pete and Dim murder, rob, torture and rape for fun. Alex is the leader of their gang. Alex and his friends arrive at an old cottage in the countryside and play a trick. Dim pretends to be wounded and an ambulance is very necessary. The trick works out, when the women opens the door the four rush in and torture her and her husband till they are lying on the floor. Then they leave the house. Alex loves Ludwig van Beethoven. Each time when he listen to his music he sees people who are murdered and woman who are raped. When he meets his friends he notices that there is some kind of tension between them. Then the start a new tour were they find a great house for playing a trick. They play the same trick but at that time the old woman in the house is suspicious and doesn’t open the door. So Alex goes alone through the window. While he steals some things, the woman phones the police. As they meet each other they start fighting. Alex quite kills the old lady and the police arrest him. He is found guilty for murder and should go to prison for fourteen years. After almost two years in prison he hears about a new program which is called â€Å"Ludovico’s technique†. It is supposed to change bad into good. So he volunteers for the program. They choose him and take him to a room where he has to see very cruel films, for example Japanese torture or the crimes of the Nazis. In some films they also play the music of Beethoven. He has to see two films per day and also gets injections. The injections makes him feel intense pain all in his body. As the time came when Alex only associates pain with the violent lifestyle he has, he is released. He enters a world which has totally changed since his arrest. He goes to the library and there he sits next to a man who he has violated before his arrest. The man attacks him. When the policeman came he notices that the two policemen are Dim and Billyboy.

Director of Census 2000 Speaks :: Free Essay Writer

Director of Census 2000 Speaks â€Å"Let’s take a minute to think about how America lives,† Dr. Kenneth Prewitt, director of Census 2000, said to a gathering of students at Boston University today. â€Å"We have people living in igloos, houseboats, tree houses and cabins in the woods,† Prewitt said. â€Å"America is not a neat little row of urban houses.† â€Å"The census is two things: a count and assigning geography,† Prewitt explained. â€Å"The purpose of the census is to let the government know where people are.† At its peak, Census 2000 will be the third largest advertiser in the United States. It has poured millions into making sure people know its out there and also making sure that people acknowledge they must respond. However, there are several demographic groups, such as Native Americans and Latinos that are difficult to reach Prewitt blames two things for an undercount: attitude and demographics. Demographically, residents who do not live in one place, such as traveling salesmen who primarily live out of a suitcase, are undercounted along with people who have no where to live at all. Likewise, Native Americans have been previously undercounted because the isolation of reservations makes it difficult and expensive for the Census Bureau to get a count. Attitudinal problems affect people who fear the government, such as illegal aliens, and people who dislike the government. â€Å"We’re trying to talk the country into responding and fulfilling their civic responsibility,† Prewitt said, given the sharp decline in citizen response since the censuses of 1960 and 1970. Census 2000 is not just the government’s scientific exercise or collecting data to redistribute funds and power; this year, the Census Bureau is in partnership with 90,000 community leaders across the country, and the Bureau and the community are sharing the responsibility of getting the right numbers in responses.

Culture and Ethnicity Essay

I would respond to the client’s requests by doing as she has asked. This is because her requests do not make her condition worse or delay its improvement. Intake of fluid actually increases clearance of the airway in her respiratory condition. Nursing care provided to her would be adapted to fit in with her culture as long as her requests are within reasonable limits and thy do not endanger her health. (Potter, Perry and Heath, 1995) Her requests are an indication of the health traditions of her heritage. They show what kind of treatment she expects and her beliefs about health care. Culture is a set of beliefs, traditions and believes that are unique to a group of people and usually they are handed down and hardly ever change with time. These beliefs affect every aspect of life from daily living o ceremonies and include health too (Potter et al, 1995). The requests of the Chinese woman represent the beliefs she has concerning treatment of her illness. Her requests are based on the Yin-Yang Chinese concept of balance. Chinese base their food on choices on the condition of an individual, age and also the general characteristics of the individual. Some conditions are designated Yin (cold) conditions and therefore require Yang foods (hot). In this case, her respiratory condition is one of them (a Yin condition) that require a Yang food, (the warm water). (Feng, 2002). In accordance with Chinese culture, cold drinks should be avoided as they add an extra burden to the digestive system; hence her requests for warm water. (www. dhansanjivani. org/) According to the Chinese, one should eat according to the nature of their conditions. The nature of the condition is determined by observation, according to her, (the Chinese woman) the condition she has is a Yin condition and she therefore needs to eat Yang foods. Milk and bread are neutral foods and the salad is a Yin food, the foods served to her are not relevant to her condition. The belief that the digestive system should not be overburdened, may also have led her to refusing the food. Most Chinese prefer foods that are easy to digest when they are ill such as soups and the lady may have considered the turkey a burden to her digestive system. (www. dhyansanjivani. org). REFERENCES Chinese Food Therapy, retrieved from www. dhansanjivani. org/chinese-food. asp Feng C (2002) Merging Chinese Traditional Medicine into the American Health System, Journal of Young Investigators vol. 6, Issues 5. Perry G A, Potter P. A and Health (1995) Potter and Perry’s Fundamentals in Nursing Theory and Practice, Elsevier Health Sciences. ISBN 072342005X

Compare the ways in which ambition is presented in Act 1 of Macbeth and chapter 5 of Frankenstein Essay

Compare the ways in which ambition is presented in Act 1 of ‘Macbeth’ and chapter 5 of ‘Frankenstein’. Pay close attention to the writers presentation of ideas and relate your thoughts to the social and historical content of the texts. Ambition is a passion for something so strong that weaker individuals will become utterly seized by it. We see this in both protagonists in the two texts. Macbeth is first shown as a noble warrior. Shakespeare uses the language of the other characters such as ‘the captain,’ to underline and suggest what had happened and what will happen throughout the plot. Shakespeare uses the phrase â€Å"But all’s too weak/ for brave Macbeth† to explain Macbeth’s capability in the beginning of act one. Although we soon learn that he leaves his nobility behind as his selfish ambition takes control of mind. The words have been chosen to make the phrase dramatic and shocking to the audience, as Macbeth has just slaughtered â€Å"Macdonwald†, Shakespeare uses punctuation to split up the sentences as Shelly also does when ‘Frankenstein’ is terrified that the monster could be lurking in his home in Inglestad when he returns with ‘Clerval’. The novelist also does this when Frankenstein becomes manic due to his relief at seeing ‘Clerval’ and the fear of his creation. This technique is used so that the texts are read or performed in a disjointed manner which creates a sense of anticipation. Mary Shelley wrote ‘Frankenstein’ as an outlet of her experiences throughout her previous years and to express her feelings of grief, anxiety and shock from her childhood. When Mary Shelley was younger, her own ambition was to have a child to love and care for. This ambition and hope was shot down when her baby died soon after its birth. This could be the inspiration that she used for the creation and the unkind response given by the world to it. We learn much about the protagonist victor Frankenstein and his utterly selfish ambition throughout chapter five. This is the climax of his scientific obsession, he finally manages to bring the creature to life after his â€Å"Candle was nearly burnt out†. Shelley uses this metaphor to indicate that Frankenstein only had a small amount of his candle left to work by, and that he was close to giving up, and that his ‘Candle of hope’ was nearly extinguished. We can see parallels between Macbeth and Frankenstein where in the last act of the play, Macbeth describes how he sees life and death. He uses the words â€Å"Out out brief candle! Life’s but a walking shadow†¦Ã¢â‚¬  to display his thoughts about the light or flame of life and how he now wishes he could blow out his candle so that he may die. A candle will flicker, shrink and grow through time and these uses of the word make me imagine the ups and downs of our lives until finally, they weaken and extinguish. The authors use the idea of a candle as it is often used as a symbol of light, hope and expectation. Frankenstein describes his own ambition to create the monster when he tells us that he had â€Å"desired it with an ardour†. Shelley uses â€Å"desired† to make us realise that Victor Frankenstein has wanted this success for a long time and that he has dreamed about it, the word â€Å"ardour† is in this phrase as it makes one think of a deep and intense passion of love in which Frankenstein is referring to the monster by. He contradicts this by using it in the past tense to explain that he regrets his decision to bring life to the monster. Frankenstein says that his aspiration â€Å"†¦far exceeded moderation† when talking about his hope to create a life. Shelley has used the words â€Å"exceeded moderation† to display the extent to which Victor Frankenstein had wished to succeed as a scientist. Although Victor Frankenstein, automatically rejects the creation when he views its appearance. This tells me that Frankenstein is very shallow and intolerant as he does not give the â€Å"utterly benevolent,† creature a moment to be understood or loved. Shelley uses this expression to compare the Frankenstein’s creation a new born babe as babies are completely innocent when they are first born. Shakespeare also introduces the idea of children and violent acts with Lady Macbeth when she tells us about the horrifying moves she is willing to take to have the opportunity to become Queen. Lady Macbeth says the expression â€Å"†¦dash’d the brains out† to turn the beautiful and natural act of breastfeeding into something monstrous, she is comparing killing her â€Å"babe† while breastfeeding to killing King Duncan. The word â€Å"dash’d† has been used to emphasise the speed at which she would kill her child and the Shakespeare has used punctuation to create this effect. I believe that this is where Frankenstein begins to fall due to his ambition and, in contrast to Macbeth, he dies not realise that what he is doing and has done is wrong. Macbeth describes his hopes for King Duncan’s death as â€Å"black and deep desires†, which tells me that Macbeth recognises the immorality of his wishes. Frankenstein and Macbeth both soon become arrogant and totally selfish. Macbeth also turns evil and bloodthirsty. Shelley and Shakespeare both warn their audience of the potential threats and consequences of trying to play the role of God by creating, destroying or changing life.