Friday, September 6, 2019
Good vs Evil in Gregory Maguire’s “Wicked†Essay Example for Free
Good vs Evil in Gregory Maguire’s â€Å"Wicked†Essay What is good and what is bad seems pretty easy to define. Good is being morally right, an action or a quality that does not cause harm to people, harm to self, nor cause sadness. Goodness benefits others, if not the self, and it causes happiness. Evil is the opposite of good, or the absence of good. But these are only the general meanings of these two concepts. In religion, good and evil are represented by different beings. In Christianity, being good means to please God, the Creator. Jesus Christ is also good, and heaven is where good souls go to. On the other hand, the Devil, being a fallen angel, represents evil, and hell is where bad souls are tortured for eternity. Other religious practices in the world may or may not have divine beings that people worship, but they also have concepts of good and evil. Evil is defined by goodness. If good is defined, bad is automatically defined as well, because bad is, to put simply, not good. For example, if good would be represented by a child who obeys his/her parents, then bad would be a child who does not obey his/her parents. The question is what if the â€Å"bad†child has a reason to not obey his/her parents? What if the reason is besides being bad, such as what if the child disobeyed his/her parents to fulfill a promise to a friend? Good and evil only represents the black and white, but reality tells us that there are also grey areas, some things which are not exactly bad, but not exactly good either. Gregory Maguire’s novel, â€Å"Wicked†, a sort of prequel to the classic children’s novel, L. Frank Baum’s â€Å"Wizard of Oz†, is about good and evil, and these grey areas in between, which are acts done by people which are not good but also not evil. It tells of the story of the infamous Wicked Witch of the West. In the original â€Å"Wizard of Oz†books, the witch is not named, only given the title of The Wicked Witch of the West. Described as green-skinned, wearing black clothes with a black pointed hat, riding on a broomstick, and afraid of water, this witch character became almost a stereotype for all other witches. In â€Å"Wicked†, this witch is given the name Elphaba Thropp, with the first name take from the initials of the original author of â€Å"Wizard of Oz†. One of the first things that readers will notice and perhaps find interesting is the quotations in one of the first pages. Maguire quotes three, one of which is from â€Å"The Wizard of Oz†, about the dialogue between the Wizard and Dorothy. The Wizard requests Dorothy to kill the Wicked Witch of the West, and in return he will help her return to Kansas. This quote may make a child think, given that the child fully understands what is morally right and wrong in the society. Killing is wrong. Why should Dorothy kill the witch? Because she is bad? But killing a bad person will not make a person good. Or does it? Does a wrong action turn into a right action if there is a good reason for committing the action? With this quote, a person who is about to read â€Å"Wicked†will start thinking about the nature of good and evil, and will get the central idea of the book. In the first part of the â€Å"Wicked†, the birth of Elphaba is told. Readers will learn the occurrences when she was born and the background of her parents. From the time she was born, Elphaba had skin of â€Å"undeniable green†(p. 20). She also had sharp fangs that she bit off the finger of the fisherwife when she was still a baby (p. 20). These different characteristics makes her an oddity, and somehow inhuman. For this reason, it is assumed that Elphaba grew up being a victim of prejudice. This prejudice later proved to be an important experience for her, because her intentions and motivations all came from the prejudice and cruelty that she experienced as a child, and even as an adult. Despite this, she grew up smart and curious. She also questions things that most people accept, such as the concept of evil. In a conversation with Galinda, she asks if evil does exist. â€Å"They seemed to be obsessed with locating it [evil]†¦ an evil spring in the mountains, an evil smoke, evil blood in the veins†¦ â€Å"†¦ The early unionists†¦ argued that some invisible pocket of corruption was floating around the neighborhood, a direct descendant of the pain the world felt when Lurline left. Like a patch of cold air on a warm still night. A perfectly agreeable soul might march through it and become infected, and then go and kill a neighbor. But then was it your fault if you walked through a patch of badness? If you couldn’t see it? †(p. 80-81) This is foreboding, because later in the story, Elphaba does â€Å"walk through a patch of badness†, though she does not mean to walk into it.
Thursday, September 5, 2019
Relationship Between Teacher And Student Essay
Relationship Between Teacher And Student Essay It takes more than knowing the content to be a good teacher. One of the most important aspects of teaching is building relationships with your students. Teacher-child relationships influence how a child develops. The relationship can relate to a wide range of school adjustment outcomes, including liking school, work habits, social skills, behavior, and academic performance. In order to be successful you need to know what pedagogical strategies work with your students. Not all strategies will work in every classroom or with every student. Teachers need to fulfill an important attachment by providing students with a secure base and surroundings. Teachers need to work together to better serve their students (Simon, 2001). Teachers must know about students prior experiences and build on them with new learning experiences (Noddings, 2007). It is the role of the teacher to initiate relationships with students. Teachers need to actively engage and learn about the students. They need to learn likes, dislikes, hobbies, experiences, anything that will make a connection between the teacher and student. Teachers need to have enthusiasm and take a sincere interest in the child (Valenzuela, 1999). As the childs teacher, if you take Valenzuela advice on building relations, you know more about the child than the writers of the book you are teaching from. You can adjust the way you teach based on how your students learn and what they take interest in. The curriculum and content being covered will be much more meaningful if delivered in a way the students favor. Teaching methods would be enhanced by a curriculum that contributed to the relevance and interest level of students work and learning experiences. When students are forced to go through material that they are not engaged in they will lose interest. Students need to connect with what they are learning through engagement. Curriculum approaches that promote combined social as well as emotional intelligence of students are much more effective (Noddings, 2007). A teacher needs to design ways for all students to participate fully, even the shy or quiet ones. Also need to avoid polarization, explore all aspects of a topic. Teachers need to support students in their opinions and encourage them to shift their opinion if warranted. Finally they need to teach the tools of discussion not just the content of the discussion (Simon, 2001). As a teacher you need to provide and create learning opportunities, encourage peer mentoring and discussion, and encourage collaboration and sharing of knowledge. Allow space for individual approaches to learning. Be flexible and develop and cooperative learning environment. As the teacher you need to allow students to take responsibility for their own learning and act as the students facilitator, not just lecture on your own knowledge. Your role as a teacher is to work with students, not to tell students what to do. While you want to be a facilitator you are still in a position of power; teaching requires authority. The students need to be aware that you are in a relationship where you, the teacher, has the authority in the classroom. The concept of power needs to be a part of the curriculum and be known by students. Without power or authority you can lose respect. Teachers need must be aware and not abuse power in their relationship with students. While it is essential to gain respect from your students educators also must respect the students. They cannot take the role of facilitator into dictator. It is the teachers responsibility to be respectful towards their students. You can build a secure relationship with respect and caring together. Students can like you without respecting you or seeing you as the authority figure. If your students do not respect your students, they will not respect you. Teachers and students a like need to display authentic caring that emphasizes relations of reciprocity between one another. Teacher need to genuinely care for their students and their well being. They cannot base their relationship on what academic achievements the student makes (Valenzuela, 1999). There is a great importance that the students see their teacher as a person. Noddings suggested that a proper relationship is a caring relationship in which the unique needs of both people are honored. Both parties have a responsibility to each other. It is the role of the teacher to make sure that the students and themselves honor their responsibilities (Bryzzheva, 2008). Teachers have perspectives as to what kinds of relationships they have with any particular student. Teachers relationship perceptions can be valuable in assessing the interactions they have with students. As a teacher you must be aware of the liability of a negative or unfavorable relationship. Teachers need to consider negative relationships as grounds for some sort of pedagogical intervention and action to be taken in order to change the unfavorable aspects and turn the relationship in to a valuable positive connection (Thijs, 2008). If a teacher displays enthusiasm and pleasure in teaching it can rub off on their students. Students will do more of what you want them to do when they like and respect you and are engaged and interested in their studies. A good relationship will lead to the best possible long term outcomes for students and educators the same.
Wednesday, September 4, 2019
appearence and reality Essay -- essays research papers
Appearance and Reality      In Chapter One Bertrand Russell basically wants to know the true meaning of â€Å"reality†. The truth is that â€Å"reality†can never truly be determined. I say this because there is a difference between believing and actually knowing. For example I know the desk in the front of the classroom is real. I know this because all of my senses concur. Now when I try to determine to color, the texture or even the shape of the desk I will run into a problem.      Just as the example given in the text, the tables color may look difference according to the amount of light that is on it. If the amount of light is changed the shade of the color will also change, therefore making the color of the desk impossible to determine.      The texture of the table presents the same trouble. When looking at the desk it might appear to be smooth and flat. When looking close range, through a microscope, it will appear rough and jagged. This also makes it impossible to determine the texture.      The shape presents the same questions. Although we believe the desk to have a certain shape, when seen from a different point of view the desk will look different. When you look at something from another perspective it will be different.      The point that Bertrand Russell is trying to make is that what is â€Å"real†to us may not be â€Å"real†at all. There are so many q... appearence and reality Essay -- essays research papers Appearance and Reality      In Chapter One Bertrand Russell basically wants to know the true meaning of â€Å"reality†. The truth is that â€Å"reality†can never truly be determined. I say this because there is a difference between believing and actually knowing. For example I know the desk in the front of the classroom is real. I know this because all of my senses concur. Now when I try to determine to color, the texture or even the shape of the desk I will run into a problem.      Just as the example given in the text, the tables color may look difference according to the amount of light that is on it. If the amount of light is changed the shade of the color will also change, therefore making the color of the desk impossible to determine.      The texture of the table presents the same trouble. When looking at the desk it might appear to be smooth and flat. When looking close range, through a microscope, it will appear rough and jagged. This also makes it impossible to determine the texture.      The shape presents the same questions. Although we believe the desk to have a certain shape, when seen from a different point of view the desk will look different. When you look at something from another perspective it will be different.      The point that Bertrand Russell is trying to make is that what is â€Å"real†to us may not be â€Å"real†at all. There are so many q...
Tuesday, September 3, 2019
The Blue Whale Essay -- essays research papers
The Blue Whale      Balaenoptera Musculus, or the blue whale, is the largest mammal in the world. This enormous mammal can grow to be 110 feet long and weigh as much as 190 tons. That's longer than two city buses and the total weight of 30 elephants. This giant is powered by a heart the size of a taxi-cab. The blue whale's of the Antarctic grow larger than those of the Northern Hemisphere. Also, the females tend to be slightly larger than the males of the same age. These mammals are bluish-gray in color, with some paler spots. Algae tends to accumulate on their bellies causing a yellowish or mustard color. It has a mottled appearance with a broad, flattened U-shaped head. Fifty to ninety throat grooves run from the mouth to the belly. Instead of teeth, blue whales have 270 to 400 black baleen plates on each side of their mouths. These plates are about forty inches long and twenty-two inches wide. The blue whale has a tiny, stubby dorsal fin set far back on its body. It has a 20 foot wide, slightly notched, triangular flukes, which is propelled by an extremely thick tail stock. The flippers on this creature are long and slender, and are about one-seventh of the whale's body length. The blue whale's most prominent feature is its exceptionally fleshy splashgaurd, which surrounds the blowholes at the front and sides. This whale spouts a single slender jet that soars forty to fifty feet high.      The blue whale has very poor eyesight, no sense of smell, and has no sense of taste. However, the blue whale does have well-developed senses of touch and hearing. This large mammal has a life span of about eighty years.      At this time there is not too much known about the blue whale's behavior. Blowing and diving patterns vary according to the whale's activity. The blue whale blows every ten to twenty seconds for a total of two to six minutes, when relaxed, and then dives. They usually stay submerged for five to twenty minutes, but can stay under for up to 40 minutes. Blue whale's usually dive to around 490 feet, but can go deeper if need be. When swimming slowly, the whale rises at a shallow angle. He blows as soon as the head begins to brake the surface. The head disappears below the surface and a long expanse of the back rolls into view. The dorsal fin normally appears some time after the... ...ws about blue whales coming from the rest of the world's oceans. California waters may now represent some of the most critical large whale habitats in the world. Bibliograpghy 1.     Boitani, Luigi and Bartoli, Stefania 1983. Simon and Schuster's Guide to Mammals. NewYork: Simon & Schuster Inc., p.237. 2.     Singing Blues for the Blues. U.S. News and World Report, July 3, 1989 vol 107, n 1; pp.8 and 9. 3.     Leatherwood, Stephen and Reeves, Randall 1983. The Seirra Club Handbook of Whales and Dolphins. San Francisco: Seirra Club Books, pp. 47-51. 4.     Sattler, Helen Roney 1987. Whales, the Nomads of the Sea. New York: Lothrop, Lee and Shepard Books; pp. 17, 28, 62-63. 5.     Carwardine, Mark 1985. Whales, Dolphins, and Porpoises. New York: Dorling Kindersley Publishing, Inc., pp.68-71. 6.     Lockley, Ronald M. 1979. Whales, Dolphins, and Porpoises. NewYork: W.W. Norton and Co., Inc. p. 88. 7.     Baskin, Yvonne. Blue Behemoth Bounds Back. Bio Science, October 1993, vol 43, n 9; pp. 603-606.
Monday, September 2, 2019
Online Dating Essay -- Internet Date Singles
A Brief History of Courtship "Courtship takes many forms, depending mainly on the point in history and the culture in which it exists" (Cate, 1992) Many popular love songs claim that being in love is similar to being under a magical spell. Some state that "all you need is love," and still others affirm that "love lifts us up where we belong." People dream about finding their one and only soul mate, and in this day and age, the pursuit for love and happiness is closer to home than ever before......in fact, it's only a mouse-click away. Of course, dating hasn't always been so convenient. In the early 19th Century, marriages were arranged with little emphasis on romance or love. Marriage itself was considered to be an economic union, and without a good family name and large plot of land, it was difficult for anyone to find a suitor. Colonel Fitzwilliam says it best in the 1813 novel Pride and Prejudice, stating, "there are not many in my rank of life who can afford to marry without a great deal of attention to money" (Austen, 1995). In the late 1800s, romantic love moved into the spotlight, and courtship became the norm; although, this custom was not without its rules and regulations. A great deal of etiquette was employed when arranging the details of a date, and oftentimes, this event was set to take place inside the female's home. "Parlor dates" were very popular, and by opening up one's home, the woman was able to display her homemaking skills -- an area of expertise that was highly valued by the male community. During the early 20th Century, courtship began to take place outside of the home, and although the strict formalities of the dating game were generally loosened, many new conventions were impose... ....N. (2001). Self-disclosure in computer-mediated communication: The role of self-awareness and visual anonymity. European Journal of Social Psychology, 11, 191-204. Scharlott, B.W. and Christ, W.G. (1995). Overcoming relationship-initiation barriers: The impact of a computer-dating system on sex role, shyness, and appearance inhibitions. Computer in Human Behavior, 11, 191-204. Sproull, L. and Kiesler, S. (1986). Reducing social context cues: Electronic mail in organizational communication. Management Science, 32, 1492-1512. Stanley, T. (2006). Online Dating Sites get Stood up by Consumers. Advertising Age, 77, 10. Turkle, S. (1995). Life on the Screen: Identity in the age of the Internet. London: Weidenfeld and Nicolson. Whitty, M. and Carr, A. (2006). Cyberspace Romance: The Psychology of Online Relationships. New York, New York: Palgrave MacMillan.
Sunday, September 1, 2019
Self-Assessment Marybeth Adkins
I have always thought of myself to be outgoing. I have equal regard for the value of others as well as how I value myself. I also believe that I am assertive in a manner wherein I am able to handle the situation effectively and to produce the best possible outcome given the circumstances present.I uphold my rights as well as the rights of others. It does not necessarily mean I need to win all the time, but it has always been important to be to do my best.I had perceived my communication style to be effective in terms of being an active listener. I have limitations and expectations that I always want to clearly state. I am able to express myself with an acceptable degree of honesty and directness, especially when it comes to my feelings and desires.The characteristics I always knew I had were confidence and self-awareness. I am also proactive and initiating as well as decisive. I knew that I had a sense of humor and that I was open and flexible as well as versatile.In terms of beh avior, I operated from choice. I also find comfort in knowing what was required and developing a plan to achieve it. This showed that my behavior was action-oriented as well as firm. Just like the way I want to create plans, I am also realistic, just and fair, along with being consistent in the things I do. I had been evaluated to be an extraverted, intuitive, feeling and judging type (ENFJ) that showed I was a moderately expressed extravert, a slight expressed intuitive personality, a distinctly expressed feeling personality as well as a moderately expressed judging personality. I was evaluated to be a feeling personality, more than the rest.This is Expected of meIn this area, my response was evaluated according to how I thought people expected me to behave. It represented the guarded or masked behavior that I had. I was an â€Å"S†which meant I was a steady specialist. This meant that I had a passive and people-oriented temperament.The â€Å"S’s†like me w ere considered to be stable and shy types. We are the ones who disliked changes. We can survive doing the same job consistently. This was also seen with my ENFJ profile that showed handled consistency well. I am also a people-pleaser. I value secured surroundings in relation to my stable behavior. I was also evaluates to be forgiving, while others were said to take advantage of it. Since I seem to like to please other people all the time, this made it difficult for me to say â€Å"no†to friends. I always look forward to opportunities to help others.While this can be perceived as weakness, in another perspective from the Book of Psalms, it said, â€Å"But the meek will inherit the land and enjoy great peace†(Psalm 37:11 NIV).This is Me The assessment for my â€Å"This is me†evaluation was C/I/S. This area referred to how I responded according to how I felt and thought during times wherein I was under pressure. It was my unguarded behavior. C/I/S meant c ompetent, influencing specialists.Similar to the â€Å"this is expected of me†evaluation, I was evaluated to have a liking for doing things right, in impressing others and in stabilizing situations. I was not seen to be aggressive no pushy. I was also shown to enjoy crowds, regardless of size. I was also evaluated to be good with people with high regard for quality. I also seen the high regard y personality type had for what others thinks of myself and my work.I was also observed to lack some determination and dominance. While I can perform tasks well, I was said to need quicker decision-making skills. My capability to work and do great things with people was mentioned in relation to the fact that I needed to become more self-motivated and assertive. Sincere and enthusiastic approvals as well as logical explanations were things that were said to stimulate me.Discovered Communication Style and PersonalitySpiritual Gifts. I discovered the spiritual gifts I had in relation to m y communication style and personality. They were considered as supernatural motivations that were given to every believer. As everyone did not have exactly the same communication style and personality, spiritual gifts also differed. They usually reflect in the personality, behavior and communication style of the individual.The top spiritual gift I had was mercy. This was the gift the enables a person to demonstrate genuine concern and sensitive to suffering. There are a certain something in me that compel me to reduce the pain in other people. There is more concern for me for the person hurting that for the reasons of their suffering.Another gift that was seen in me was the gift of serving, ministry or the helps. This gift was seen to help others and be motivated by serving behind the scenes. Such gift enables me to do things that no one else likes to do. It also enables me to be flexible and to adapt to challenges.Administration did not go far behind and it was related as it is the gift that gives the strong sense of duty as well. This gift was seen to concentrate on team participation. People with this gift see the bigger picture and keeps everyone on track. They were also seen to delegate tasks and to be very organized.Leadership Style. I was considered to be an â€Å"I†leader. This referred to leaders who were inspiring and enthusiastic. Since â€Å"I†stood for influence, the kind of leader that I was evaluated to be was one who loved to lead and influence others. Such leaders were seen to be great presenters. They were also seen to have the tendency to talk too much.They were seen to need to listen more and not be too sensitive to rejection. However, â€Å"I†leaders were also positively considered to be impressive and positive leaders. While the kind of leader I was classified loved to be in crowds, there was also a need for me to be interested in individuals.Follower Style. The â€Å"I†followers have a tendency to follow t heir hearts. They were seen to be impulsive as followers. They also want and need opportunities wherein they would be noticed and would look good. Even as followers, they were seen to carry a certain degree of influence.They need constant approvals. It was attributed to their high egos. They also make good first impressions. The influences they inherently possess often turn them into leaders who rise up to the top. Such followers can have a difficult time simply being in follower roles as they have a tendency to lead.Conflict Resolution by FujishinAccording to Fujishin, one must evaluate his or her own interpersonal styles. This effort would enable the individual to understand one’s self (Fujishin 1997). This leads to self- acceptances that have a significant impact in how one accepts others. This factors holds a critical role in the success of group related communication and work.He upheld how important it was to know one’s self and be familiar with it before entering in any communication that involves other people, especially in a group. Since time was already taken in the examination of one’s own self and weaknesses, there is little need for the individual to look towards the approval of other people in the group in order to function well (Fujishin 1997).Self-assessment was also important when it came to conflict management. When one already knew one’s self, there is more time attributed to examining and discussing the problem. It also equips the individuals to listen actively to the other people within the group in conflict. Irrelevant discussions would be avoided.Fujishin’s principles on conflict management provided for effective tools and strategies that could guide and direct group discussion in a very effective manner. The he had promoted self-awareness could also be used in professional and personal affairs under conflict. He quoted Emerson regarding this saying, â€Å"What lies behind us and what lies before us are tiny matters compared to what lies within us†Controlling Communication and Behavioral BlendIt was pointed out that I needed to increase my confidence in terms of how what others expect of me (UniquelyYou.net 2007). I have to speak out more often and avoid being abused because of my tendency to please people all the time. I also needed to be more outgoing and assertive. I had to grasp the fact that security was possible (UniquelyYou.net 2007).I found the importance of being cautious when it came to being judgmental (UniquelyYou.net 2007). As I believed that others have rights the same as I had, they also had the right to be judged for who they were and not for first impressions or other superficial criteria.I also had to avoid being bitter and harboring resentment. It may have come from my tendency to be oversensitive. I had to learn to just be thankful for everything and see things in a positive and constructive light.I also learned about the utilization of my communication s kills and behavioral blends in relation to developing my Spiritual Gifts. The sign of true development was the maturity and involvement I had in the Body of Christ (UniquelyYou.net 2007).They were to be seen as combinations that helped to understand how the unique blends that I had discovered through the evaluations were related to the role I had to play in doing God’s Work. The Word of God exhorts this truth, â€Å"So it is with you. Since you are eager to have spiritual gifts, try to excel in gifts that build up the church†(1 Corinthians 14:12, NIV).God never makes mistakes and creates the gift in each individual in order to work for His glory (UniquelyYou.net 2007). I also realized how such natural and supernatural qualities could get out of hand when I don’t use them for God’s glory. It would be best if God was the one to control them and for everyone to submit their own personalities, styles, and gifting to God’s will.My highest spiritual gif ts were those of mercy, serving, and administration. I tend to constantly volunteer for the works of the Church, even if they have no hint of glamour in them.Overusing such gifts make me seek for approval or please people more than pleasing God. Since my highest personality profile plotting was â€Å"I†this makes me more of a leader than a follower. Abuse of this personality type would make me overpower people in leadership and make me less of a team player.It was an evident match that I had mercy as my serving as one of the top spiritual gifts because my personality was one who aimed to please people and to do jobs consistently.This was intended for service because of the fact that I can be good with people and influence them well. While I saw that I was expected to be more passive, I realized that my behavior and Spiritual Gifts had given me the capacity to be active and people-oriented. Despite the fact that I did not want to be in the spotlight, I still wanted to serve people. I realized how I also wanted to receive approval for the things that I do. I needed to be more secured with the job I was doing.Leadership needed qualities like humility, development, commitment, focus, compassion, integrity, peacemaking, and endurance (Hastings & Potter 2004). Based on the results of the evaluation, I had these qualities; more in some than the others. Commitment, focus, compassion and endurance were those that would stand out with my behavior and personality.Compassion, my highest value as seen with my Spiritual gifting and behavioral type, should be reflected in communication. It’s not merely about delivering the message but in doing so in the best possible and effective manner that forges relationships that were based on trust (Hastings & Potter 2004).Genuine concern and love has always reflected Jesus Christ. It is something that can be foundational in the way I would hone my gifts and control my behavior. The Scripture said, â€Å"Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort†(2 Corinthians 1:3, NIV). This assessment provided significant insights into my behavior and communication styles. Most of them, I already knew I had possessed. However, this activity enabled me to see them in a new light. It gave me a look as to how I had been misusing my gifts as well as how I was not able to control my behavior because of certain personality types I had.I agree with the results of this evaluation as they described me as accurately as can be. I also saw how my behavior had been related to closely to the Spiritual Gifts that I was bestowed with. It was enlightening because it showed how specific God had made me in line with how He wanted to use me in the work He cut out for me; â€Å"For we are God's workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do†(Ephesians 2:10, NIV).Evaluation of Activity EffectivenessOverall, this assignment had been more than helpful in developing self-awareness in a person. As Fujishin stressed, self-awareness p layed an important factor when it came to group dynamics as it enables the person to focus on the group instead on one’s self because there is already security that came from this value.The activity enabled me to realize my strengths and uniqueness in order to use them for the benefit of my development as well as for the contributions I could provide for God’s work. This activity also establishes a stronger sense of purpose.ReferencesCombining 7 Spiritual Gifts with 4 (DISC) personality types.†(2007).UniquelyYou.net.Fujishin, R. (1997). Discovering the leader within. USA: Acada Book.Hastings, W. & Potter, R.(2004). Trust me: Developing a leadership style people will follow. Canada: Waterbrook.International Bible Society (1984). The Holy Bible New International Version. USA: Zondervan,
Novel Frankenstein Essay
â€Å"The Novel Frankenstein is as relevant and terrifying today as it was when it was first published†Explain How Mary Shelley makes her narrative effective and why it has fascinated and shocked audiences for nearly 190 years. ‘Frankenstein’ is one of the most well known gothic horror stories. ‘Frankenstein’ is set in the seventeen hundreds and was written by Mary Shelley. Mary Shelley wrote the book in 1816 and ‘Frankenstein’ was first published in 1818. Mary Shelley blends gothic horror and romance which makes this novel world-famous and so successful. The novel has also been so successful because of the effective narrative Mary Shelley uses to shock and fascinate her readers. Such as the use of a lot of very detailed descriptive language and the use of three narrators to get different emotions and feelings to the reader. During the nineteenth century, electricity was a relatively new invention. This meant that many scientists were testing the use of electricity with the body. Scientists thought that Electricity could bring a dead person back to life. Erasmus Darwin suggested that this was possible. Mary Shelley was aware of a process called galvanism and a scientist named Luigi Galvani who had discovered that electricity flowed through nerves meaning that when electricity was placed in certain places on a dead body or animal if would move and look like it was alive. Scientists were learning more and more about the human body and how it worked. The general public were very interested and fascinated by these discoveries. Mary Shelley was from the romantic period. The ‘Romantics’ believed in the power of the imagination. They looked to nature for and saw awe and wonder in its majesty. They distanced themselves from the evils of capitalism and industrialism. This could have lead here to write this story to show people how messing with science could lead to disaster, as it was messing with nature which was the main inspiration for the ‘romantics’. Mary Shelley was from a very radical family with very strong beliefs. Her mother was a campaigner for women to have equal rights and her father was another political free-thinker. He said that as long as people acted sensibly, there would be no need for rules or laws. Her mother died 10 ten days after giving birth to her and Mary Shelley also lost her own daughter within 2 weeks of giving birth. The reader also experiences these feelings when Frankenstein’s mother dies, just like Mary Shelley’s mother. This is a technique to get the reader to feel the same as Shelley did to make the novel seem more real. These could be the reasons why Mary Shelley was so obsessed with bringing the dead back to life and the inspiration behind her novel ‘Frankenstein’. Mary Shelley got the inspiration for the novel in the snowy summer of 1816. In 1815 there had been an eruption from Tambora which had set the world into a long volcanic winter meaning that the summer of 1816 was a dark and cold one. Mary Shelley and her husband Percy Shelley had visited Lord Byron at his villa by Lake Geneva in Switzerland. The weather was too cold to go outside and enjoy a normal summer, so Byron challenged Mary Shelley and his personal physician John Polidori to each compose a story of their own, and the winner would be whose story was the most terrifying. Mary Shelley got the idea for her novel when she had a half-waking nightmare, and then she wrote this down giving her the main inspiration for ‘Frankenstein’. ‘Frankenstein’ is about a young student of natural philosophy called Victor Frankenstein. He is determined to find the secret of life, and when he does he creates a living creature. The monster is gentle and kind, but is abounded by Frankenstein because he looks too ugly; this means he has to hide away from society as all who meet him are afraid of him. As the monster is lonely and isolated, that causes him to take revenge on his creator. He does this by not killing him, but all the ones he loves and cares about. Frankenstein, having nothing worth living for, pursues his monster to the Artic in order to destroy him. This leads him to exhaustion and death, the monster then sees he is dead and then kills himself as it is the only place he can seek rest. The novel shows the horrible consequences of playing God and this is what makes the book fascinating, as it questions all the main beliefs of religion and the soul. The book is different as it has three narrators who are Frankenstein, Robert Walton and the monster. They all narrate and give the reader a different insight into the story, which makes the book very unique. This technique is very effective because as it gives a different insight into each character it can make the reader feel different emotions for each character. Such as when it is Victor Frankenstein telling us his own story, it makes the reader feel more sympathetic towards him because the reader experiences the tragedies and upsets that Frankenstein feels.
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