Mary Shelley’s Frankenstein Essay

   Tragedy followed them: of their four children, only one lived very long. Then in 1822, aged just thirty, Mary’s husband drowned when on a cruise with her husband, his ship having capsized due to a summer storm. Mary’s life was effectively over: even though she lived for another thirty years, her flame never again burned as brightly as it had done in the company of her husband. She pursued to live as a professional writer until her death in 1851. Mary was constantly tormented in life by death and depression, which may have led her to write ‘Frankenstein’. Frankenstein is a book about man’s thirst for knowledge, about the way he is not satisfied unless he knows all the wonders of the world. In many cases, this can lead to the destruction of a man’s soul, as it did to Victor Frankenstein. His quest to learn the secrets of heaven and earth ended in disaster. The monster was the embodiment of evil, bringing death and destruction wherever it laid foot. It brought death to Frankenstein’s family, in a pure quest for revenge. Symbolic of most evil, the monster was manmade. In many ways Mary Shelley’s life can be compared to that of Victor Frankenstein’s. Mary must have felt that wherever she went, evil followed, as those closest to her were snatched away. She portrayed this in Frankenstein as Victor’s family was destroyed by the monster, symbolic of the evil she felt followed her. Mary’s marriage is also represented in Frankenstein. Mary’s marriage to Percy Shelley was the happiest time of her life before he was killed. In the same way, Victor’s marriage to Elizabeth was the only joy he had felt in a long time, when just as suddenly she was murdered by the monster, again symbolising the evil that Mary felt killed her husband. Mary also describes very vividly the pain that Victor felt, leading us to believe that she must have felt the same pain and agony. She reveals this in many situations such as the quotes, ‘the overflowing misery I now felt, and the excess of agitation that I endured rendered me incapable of any exertion’ and, ‘a fiend had snatched from me every chance of future happiness; no creature had ever been so miserable as I was’. The ending of the story was that the death of Victor Frankenstein led the monster to believe that his work was done, and so the monster burned himself to death. The creation had ironically led to the death of the creator. Mary believed that in the event of a man’s demise, the evil inside him dies as well. Frankenstein contains a sad ending, with the destruction of a whole family due to a man’s insatiable quest for knowledge. Mary’s life also consisted of a sad ending, in which she was never as happy as she was when with her husband. She died a lonely death, without her loved ones surrounding her, the same fate shared by Victor Frankenstein. The monster in Frankenstein can be compared to the beast in Lord of the Flies. There are both similarities and differences. In both novels, the idea of a monster/beast represents the pure manifestation of evil. Mutually they lead to the destruction and death of those around them. They are equally spawned from the mind and hands of humans. They both originally spring from the minds of humans. To explain, in Lord of the Flies is the imagination of the boys representing evil, and in Frankenstein it is Victor’s wild imagination and thirst for intellect that leads to the creation of the monster. However, this can also be viewed as a particular dissimilarity. In Frankenstein, the monster is bodily real and physically inflicts harm on Victor’s family. However in Lord of the Flies the beast is just as deadly and evil, but is inside the children’s minds. William Golding was born in Cornwall in 1911. His family was progressive and it was the first source of influence for Golding’s talent. He studied physics and English literature at Marlboro and Oxford University of England. From the first years of his life, he faced the atrocities of war. Fuelled with stories his parents related to him about the first war, he took part in the second great war by joining the British Navy at 1940. After the war, William became a teacher at a boys school in Salisbury. Here, he started to act as a writer. He observed many children in their natural environment, and must have witnessed the negative side of a child’s nature countless number of times. This led him to write Lord Of The Flies which was his first published book. William Golding lived through the two biggest wars in history. During his time in the Navy, he had a constant reminder of the evil and brutality in the hearts of men. He saw countless lives lost around him, some belonging to his friends. It had been revealed to him that the pure evil inside a man can start world wars. This, along with his teaching experiences, was his incentive to write Lord Of The Flies. After surviving the war, he saw during his teaching that children were not bereft of evil either. Combining these two topics he wrote Lord Of The Flies, the conflict between humanity’s innate barbarism and the civilizing influence of reason. In the book, he portrays Jack as the embodiment of evil. It is Jack’s thirst for power that causes the breakdown of civilisation. In this way, Jack can be compared to Hitler. Jack did not want to stop murdering until the whole of Ralph’s group were killed. In the same way, Hitler did not want to stop until the world was rid of Jews. Jack’s tribe wore face paint whereas Hitler and the Nazis wore the sign of the Swastika on their arms. Jack is aided in his quest of destruction by Roger, who can be compared to the Nazis. Roger also represents pure evil and wrongness, moreso even than Jack. He derived sadistic pleasure from torturing pigs and the other boys on the island. Similarly, the Nazis tortured the Jews from which they obtained a sick sense of fulfilment. Roger is one of Jack’s most loyal helpers, and gladly carries out his orders, in the same manner the Nazis obeyed Hitler. The ending of the novel can be interpreted in two different ways. The first would be to interpret that William Golding does actually have a positive outlook on life and believes that the end of life will be a happy one. This can be portrayed as the naval officer who has come to end the evil and escape the boys from the clutches of death, and thus the arrival of authority seems like a happy and ironic ending. However if one digs deeper it is just a continuation from one war to another. Once all the boys get on the Navy cruiser, they’ll most likely just be subjected to more battle and fighting, this time on a worldwide level, due to the war taking place in the outside world. To conclude, the common theme in both novels was the evil in man. Both authors had their own experiences that led them to believe that evil resides amongst all of us. They both took their experiences and portrayed them in novels filled with symbolism. Mary Shelley believed that evil is constantly around us, and that no-one can escape. She believed that man has an evil inside of him so powerful that it can lead to the destruction of his own soul. William Golding’s understanding was that every man is born with evil inside him. He didn’t believe in man’s innocence after the second world war. He found that even children are not innocent, saying, ‘No one is innocent until the society and the way of his life make him to pretend that he’s innocent. But sometimes, when a man is facing a difficult situation then he will probably show his other nature, the dark and guilty nature. ‘ Shyam Kanabar Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

An Assortment of 30 Synonyms for Assortment, Mixture, or Variety

An Assortment of 30 Synonyms for Assortment, Mixture, or Variety An Assortment of 30 Synonyms for â€Å"Assortment,† â€Å"Mixture,† or â€Å"Variety† An Assortment of 30 Synonyms for â€Å"Assortment,† â€Å"Mixture,† or â€Å"Variety† By Mark Nichol This post lists thirty words to employ as alternatives for assortment, mixture, and variety, accompanied by brief definitions. 1–2. An agglomerate or agglomeration is a jumbled collection or mass, and the first variant also serves as a noun and an adjective (and can also refer to a volcanic rock consisting of various combined fragments). Agglomeration can also refer to the action or process of massing. 3. To botch is to bungle, or make a mess of, but the word can also describe the mess itself as a noun. 4. Clutter implies a concentrated assortment that impedes effectiveness or progress. 5. A collage is an artistic composition consisting of assorted elements or materials, but by extension the word can also refer to an assortment of any kind. 6. â€Å"Crazy quilt† implies a random assemblage of parts, from the original notion of a quilt consisting of odds and ends of fabric, though quilts are generally now assembled to create a pattern. 7. A farrago is a confused assortment. 8. A grab bag was originally a prize handed out at a fair or another event and consisting of a small sack with assorted toys and/or treats. Now, the phrase refers to any random collection. 9. Jumble suggests a disordered assortment. 10. Jungle, besides its primary meaning of â€Å"a region of tropical vegetation,† by extension can refer to a confused mass as well as a complex process. 11. Litter, from the Latin word for bed, came by extension from the sense of animal bedding material or organic matter on a forest floor to refer to accumulated objects strewn about. 12. Though medley is primarily understood to mean â€Å"a series of portions of two or more songs compiled as a single composition,† its original meaning is â€Å"mix.† 13. Mà ©lange refers to a usually incompatible assortment. 14. Cognate with manage, menagerie first applied to management of a farm and its livestock, then to a collection of or place for keeping animals for exhibition, and then, by extension, to any assortment. 15. A miscellany or miscellanea is a collection of various compositions or things. 16. A mishmash is an assortment of things literally or figuratively mashed together. 17. â€Å"Mixed bag† in similar to â€Å"grab bag† in current meaning, although the phrase more often refers to something with both positive and negative impacts. 18. Montage usually refers to a visual medley, but it can also be directly synonymous with medley in both artistic and general senses. 19. Motley originally had a sense of â€Å"multicolored† and described the variegated-pattern attire of the stock theatrical character Harlequin or a court jester, but it later came to describe a varied assortment. 20. To muddle is to make confused or unclear, and the noun refers to being mentally confused or to objects being in a state of confusion. 21. An olio is a collection or mixture. 22. A hybrid Latin/English term that literally means â€Å"gather all,† omnium-gatherum suggests a collection. 23–24. Patchwork, and â€Å"patchwork quilt,† denote a disordered collection, from the notion of a quilt made of assorted patches of fabric or something analogous to it in appearance. 25. A ragbag was originally a sack containing scraps of fabric, and by extensive the word came to refer to an assortment. 26. Rummage is primarily employed as a verb meaning â€Å"search,† but as a noun it refers both to a search through an assortment of objects or such a collection itself. 27. Similarly, to scramble is to rush or to make a difficult, energetic effort, but as a noun, the word pertains to a disordered collection that would require such activity when searching for something in it. 28. Shuffle describes the action of rearranging or moving back and forth, and a shuffle is an assortment of things messily rearranged. 29. A tumble is a careless, disordered, or sudden fall, and based on the middle sense, the word may also refer to a collection of things in disarray. 30. A welter is a chaotic assortment. Synonyms for assortment, mixture, and variety derived from names of food dishes are discussed in this post. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 "Home" Idioms and ExpressionsDifference between "Pressing" and "Ironing"Comment, Suggestion, and Feedback

Songwriting 101 Essays

Songwriting 101 Essays Songwriting 101 Paper Songwriting 101 Paper The world of literature consists of many different genres, and of those genres the most commonly overlooked is songwriting (Frey). To this day uncountable numbers of records have been sold. There have been countless awards given to the people who focus their entire lives upon this one section of literature.And to this day, there have been more people touched by a song than by any other genre or literature.It is skill that only few people take the time to learn and to understand, but the fans of great songwriting understand why they invested so much time into this art. Thefirst thing to understand about songwriting is simply this, what makes up a well-written song? There are three basic things you must include in a song to make it a masterpiece.First you must start out with a title. The title of the song is the backbone and reason for it being written in thefirst place.The title gives a song focus and gives it power.It also should intrigue the listener.Witho ut this the song is sure to fall apart. Next a song should include a focused chorus.A course is a repeated or closely repeated set of lyrics. Therefore is should give focus to the title.It should support and define the title so that the title has a reason.And the final thing a well-written song should include is a verse.A verse gives examples and new ideas to the title.It gives you the opportunity to speak your mind, or even tell a story around the title and the chorus (Fleece). After you have planned a song that includes a title, a chorus, and a diverse verse, what else should you include?This is called the arrangement or makeup of the song.The song needs to have rhythm, a tempo, a style and other clique things.These things have to fit with the music.You dont need a heavy metal tempo with a love ballad. A mixture of tempo and style will only lead to confusion in the song, or a lessening of the lyrical focus

A Modern Day Sir Thomas More Essay Sample

Your assignment is to feign you are a modern Sir Thomas More in the United States of America. Just as Sir Thomas More highlighted jobs with European societies in Book I of Utopia. you are to discourse current jobs with American society today. Remember that More discussed unjust penalty for offense. a corrupt socio-economic system. the hoggishness of male monarchs. and misgiving in engineering. He besides closely analyzed the corruptness of advisers to the male monarch. These were all important jobs in 16th century England. What are the important jobs in 21st century America? Merely as More used fiction to convey his thoughts. you will be composing a short fiction book to picture the signicant issues of society in the twenty-first century. Make non simply list several jobs with American society. Pick two or three jobs as a focal point and so add inside informations through scene. stage way and duologue that to the full explain why these things are jobs. Talk about who has created the jobs and who is affected by them. Discourse how people are affected by these important jobs. Besides be cognizant that your instructor will be looking for you to pass on your thoughts efficaciously. so this will affect you utilizing prepositional phrases to vary sentence gaps. Once you have completed a unsmooth bill of exchange. if possible. subject your composing along with a rubric to a equal. a parent or a guardian to reexamine your bill of exchange and supply feedback. Use this feedback to do alterations to your bill of exchange. When you submit your book for a class. you should include the undermentioned: †¢ Evidence of prewriting ( bring forthing and forming thoughts ) †¢ Evidence of a bill of exchange ( should incorporate grounds of alteration and redacting ) †¢ A completed rubric ( Student Statement ) with grounds of reappraisal

Present the argument from evil against the existence of god,and Essay

Present the argument from evil against the existence of god,and explain the major objections to the argument, and the major resp - Essay Example One of the primary assumptions of a supreme being is that they would embody morally just or ‘good’ qualities. With a morally just God the question then becomes why there is evil in the world. Another important consideration is that if there is a God or creator figure then he must be an extremely powerful entity. With this power then why does the God not eliminate evil in the world? In these regards, the actual structure of the argument is that: 1. If God exists, then God is supreme and moral. 2. If God is supreme, then God has the ability to do away with evil. 3. If God is supreme, then God knows where to locate evil. 4. If God is moral, then God has the desire to do away with all evil. 5. There is evil in the world. 6. If evil exists and God exists then God would have done away with evil. Therefore, God doesn't exist. Objections When considering these points, there are a number of objections that have been raised. When considering these points a number of objections hav e been raised. One of the major objections surfaces from believers in God who argue from a religious perspective. This perspective is that the existence of evil and God are not contradictory because God intends for individuals to have free will.

Violent crime and Insurgency Essay Example | Topics and Well Written Essays - 500 words

Violent crime and Insurgency - Essay Example In contrast to that, a common criminal is one who looks for opportunistic target, lacks discipline and is selfish and can be discouraged comparatively easily. Generally, terrorists are well trained as compared to ordinary criminals. Due to the fact that terrorists are well trained, skilled and possess a specific goal in mind, the propensity of destruction and level of violence can be much higher than that which is created by criminals. Terrorists are so much determined to their cause that they don’t get afraid of putting even their own life in danger (Goldstein, 2007). Another important differentiation between criminals and terrorists is that when they are caught doing some illegal act, criminals usually escape from the criminal zone and take shelters in order to hide from police whereas terrorist usually call upon huge media propaganda and take credits of their acts. Another criteria which provides differentiation between terrorism and criminals violence is the frequency and span of attacks. Criminals usually operate within the span of their hide outs whereas terrorists operate within the boundary of an entire country. Many terrorists also operate internationally in geographic regions (White, 2006). Insurgency is often called as political effort or movement established for a specific aim. This sets it apart from terrorism where individuals establish goals and do every possible effort to achieve them. Another major difference between insurgency and terrorism is the intent of activities and operations. The ultimate objective of insurgency is to challenge the prevailing government through political concessions in order to share political power. Insurgency requires various kinds of supports including from external support, approval and recognition from other political parties etc. whereas a group of terrorist doesn’t require support from any side

Compares and contrasts formative, summative, and confirmative Research Paper

Compares and contrasts formative, summative, and confirmative evaluation in the instructional design process - Research Paper Example Here, the clarity, impact and feasibility of the message and the instruction are determined. In the small group evaluation, the entire group is handed similar feedback based on grouped outcome of the successes or difficulties. This effectively addresses the instruction rather than the learners. In the field trial evaluation, the instructor uses the design and course materials already modified twice to present a full-scale instructional session. Challenges with formative evaluation are often found in feasibility matters. Students’ capabilities, instructional environment and medium greatly impact the outcome of the stage. The motivation, independence and maturity of individual students will determine the required time to complete the stage (Smaldino, Rusell & Heinrich, 2005). Summative evaluation is beneficial because it is possible to develop consistent, standardized sets of information on each learner. It also creates a justification for wide-scale decision making in education programs. Summative evaluation uses two phases to assess the worth or merit of a program. The inclusion of external evaluators is beneficial because it adds value to the evaluation and design of the learning process and materials. In the expert judgment phase, feasibility, content, design and congruence analysis are examined. In the field trial phase, outcome and management analysis are examined. It further looks at the impact on the students, job and organization. Essentially, the performance of the group in relation to the set objective is analyzed by the instructional designer in various ways (Gagne, Wager & Keller, 2005). Organizational resources and needs are aligned with the program through congruence analysis; goals are identified through content analysis; sufficiency of modules of instructional strategies is evaluated through design analysis; and feasibility analysis is in relation to the materials’ utility. Summative evaluation is challenged when it comes to balanci ng process and product measures and preventing backwards implication; anticipating the scope of positive and negative consequences of using results of summative assessment; attending to both non-cognitive and affective features of flourishing academic programs; and the information’s timeliness (Gagne, Wager & Keller, 2005). In confirmative evaluation, there is a follow up of the students after they are out of the program. It is beneficial because instructors get to know their competitive levels and how well they are making use of the knowledge and information they gain from their programs. This is a marriage of the other evaluations and programs in continuous improvement. Unlike the other kinds used at the designing and learning levels, confirmative evaluation comes months after implementation of the program (Morrison, Ross & Kemp, 2004). Endurance of outcomes, efficiency and return on investments are tested. However, the challenge is that the evaluators and students are forc ed to commit themselves to the full scope of evaluation. Identifying and including all the stakeholders, especially decision makers and activity planners, is also a problem. Question Two Formative assessment is an ongoing measurement in educational preparation aiming at the improvement of student learning. It provides information crucial in the monitoring of an individual’