Free Essays on Frankenstein: The Creature as a Foil to Frankenstein :: free essay writer

The Creature as a Foil to  Frankenstein   Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow â€Å"the aerial creations of the poets†. Instead he pursues knowledge of the â€Å"world† though investigation. As the novel progresses, it becomes clear that the meaning of the word â€Å"world† is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regar ded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Frankenstein speaks fondly of his youth because his parents were â€Å"indulgent† and his companions were â€Å"amiable† (21). His parents’ policy in the education of their children is that there should neither be punishment nor â€Å"the voice of command† (26). Instead, they encourage their children to pursue their studies with vigor by â€Å"having the end placed in view†(21) and by having them discover the process by which to reach the end and not by making them learn tedious lessons. Frankenstein’s testimony to this is that he learnt better and retained his knowledge well. The approach to Frankenstein’s education in the home is strongly influenced by Rousseau, one of the most eloquent writers of the Age of Enlightenment. In his influential novel Emile, Rousseau expounded a new theory of education that emphasises the importance of expression rather than repression to produce a well-balanced and free-thinking child.

Buying an Existing Website :: Sell Website

Buying an Existing Website Have you considered being your own boss, creating your own financial independence and making your own dreams a reality? You're not alone, owning your own business is the "American dream". But the reality is that buying a business is a serious financial and personal commitment that requires an understanding of what makes a business successful. All too often, new owners jump blindly into a business venture, overwhelmed by the tremendous workload of starting a business from the ground up. A government survey shows that 60% of new businesses fail within the first three years. An existing, established business that is purchased by a new owner shows a minimal failure rate. If you have considered the thought of owning your own business, buying an existing business has many advantages over building a business from scratch: You can review actual operating results, rather than projected results. You get immediate cash flow from the ongoing business activities. You will have trained employees in place. You will have established suppliers. You will have established customers and referral business. You will have existing licenses and permits. The seller will train you in operating the business. In most cases, the seller will provide the financing you need to buy the business. SUNBELT Business brokers know the reasons a good business succeeds. SUNBELT itself is a franchise that ranks number one in the business brokerage industry. SUNBELT has over twenty years of matching the right business opportunity with the right buyer. It's that simple. From understanding the reasons an on-going business can provide a positive cash flow, to the value of an established name, location and customer base to the inner workings of new owner financing and sealing the deal - SUNBELT can make your dreams reality. With the right negotiations, a business can actually pay for itself - let SUNBELT show you how. Confidentiality Unlike the sale of real estate or franchises, the sale of an on-going business is very confidential for both the seller and the prospective buyer. All inquiries are held in strict confidence. Meetings and information shared or observed are to be held in strict confidence. To ensure confidentiality for all parties, SUNBELT brokers require a confidentiality agreement to be signed. In return for granting you, the prospective buyer, access to investigate the operations of the seller's business and otherwise private information, the prospective buyer promises to use the information for the sole purpose of evaluating the benefits and risks of purchasing the seller's business in strict confidence.

The Web’s Compass Essay -- Websites Internet Computers Technology Essa

The Web’s Compass When designing a web page, many features and characteristics must be considered. Three important features for navigational tools are text, icons, and photographs. The use of these elements must consider benefits to the user and navigation throughout the site. I will discuss text, icons, and photographs and why each feature can help or hinder the navigation of a site. Text When deciding whether to use text as a navigational button we must remember to effectively use color, type, and text to help readers maneuver within the site. When choosing to use text, consider â€Å"production: arranging text and visuals on pages or screens, plus choosing type and color† (Hilligoss and Howard 164). When using text as a navigational tool, use your text effectively. Killingsworth and Gilbertson Signs, Genres, and Communities in Technical Communication explain what happens when text is misused: â€Å"Overuse fancy typographical features, thereby creating semiotic â€Å"noise† in the text—bothersome distractions to good reading† (44). If the text is not useful and informative for the reader then a different style tool should be used. The text navigational tool should help â€Å"readers find their way around in a text† (Killingsworth and Gilbertson 49). Killingsworth and Gilbertson define effective text as that which â€Å"draws atten tion to the object without re-determining its meaning† (48). An example of text used as a useful navigational tool is Texas A&M University’s homepage. The web page uses all text links to navigate within the site. All of the texts are one to two words specific to their links and all capitalized. This helps the reader easily find information. The links are set up in uniform columns so as not to be distracting, as Killing... ...r site an edge over other text-intensive pages. I find this topic personally relevant because I could be writing for the web one day. Knowing which navigational tools work best for my site is invaluable information. Understanding how to write efficiently on the web and design a user-friendly page gives me an extra edge when I enter the work force. Works Cited Faigley, Lester, Diana George, Anna Palchik, and Cynthia Selfe. Picturing Texts. New York: W.W. Norton & Co., 2004. Hilligoss, Susan and Tharon Howard. Visual Communication. New York: Longman Publishing Company, 2002. Killingsworth, M. Jimmie and Michael K. Gilbertson. "Representation in Document Design." In Signs, Genres, and Communities in Technical Communication. Amityville, NY: Baywood Publishing Company, Inc. 1992. Texas A&M University. 2002-04. 12 February 2004 <http://www.tamu.edu>

Explore the similarities and differences Essay

Shakespeare’s original Hamlet was written in text, however Kenneth Branagh created a film version of the play as did Franco Zeffirelli. Firstly there are many advantages that film productions have over plays written in text only. For example, Shakespeare’s Hamlet cannot portray certain visual elements that can be vital in the understanding of a play – but film has that advantage and therefore can add such details as settings, characters and their costumes and body language. Even the way that a line is spoken can make a big difference in its portrayal to the audience. For example in Branagh’s version of Hamlet, whilst talking about the ghost he pauses before he says the word, â€Å"apparition,† which gives the impression he is confused as to how he will describe the spirit seen of King Hamlet. Film can use music in the background to suit the mood of the particular scene. For example in the opening scene of Hamlet by Branagh there is much imagery created even before any dialogue is used. There is an imposing view of the Kings castle at night whilst ghostly bells toll the midnight hour and you hear the crunching footsteps of Francisco guarding the gates. Just these few devices mixed together instantly create an atmosphere that cannot be recognised so easily in Shakespeare’s Hamlet. Instead, â€Å"Who’s there? † Barnado says. Starting off with a question like this immediately sets a mood of apprehension that Branagh captures when Barnado jumps on top of Francisco whilst shouting â€Å"Who’s there? † Also Shakespeare’s broken and short dialogue creates unease and confusion adding to the dark atmosphere. For example the first six lines are short and seem anxious and nervous – â€Å"Who’s there? / Nay, answer me. Stand and unfold yourself. / Long live the King! / Barnado? / He. / You come most carefully upon your hour. † Both Shakespeare’s and Branagh’s Hamlet are different in the way Branagh’s is in the format of film and Shakespeare’s is only text. However they are very similar in the way they both create a dark, corrupt atmosphere – Branagh with his dramatic imagery and Shakespeare with his broken, short dialogue. Also with Shakespeare’s Hamlet, Francisco says, â€Å"‘Tis bitter cold, and I am sick at heart,† just this single sentence adds to the atmosphere that something is seriously wrong in a very evil way. Another way in which Branagh used dramatic imagery – when the ghost appears for the first time in front of the men. The ghost is the image of the King in full battle armour floating towards them with dramatic music in the background. This imagery is clearly something that cannot easily be drawn from Shakespeare’s text on its own. A similarity between both Shakespeare’s and Branagh’s Hamlet is that Branagh’s version stays extremely faithful to the text in the original Hamlet by Shakespeare. For example, just after Horatio sees the ghost of old Hamlet he goes on at great detail about the ghost’s appearance as an omen of trouble brewing for Denmark – quite a long section of dialogue. However, Branagh’s film doesn’t cut out a single word and keeps the dialogue identical to the original text by Shakespeare. Zeffirelli’s Hamlet cuts out the whole of the original ghost scene completely substituting it with the funeral of old King Hamlet with emphasis on the King’s death rather than the ghost appearing. In this respect it loses a lot of the atmospheric effect that Branagh’s version creates. Hamlet should be portrayed in a dark, evil way to start off the play that Branagh’s does successfully. However, with Zeffirelli’s version there is no way of knowing that an evil deed has been done or that there is any corruption, guilt or suspicion of any kind. All you note is the negativity of the Kings funeral. Although both films’ opening scenes are very different in many ways they are both similar in another way. They both start with a negative theme. Branagh’s version shows the dead King Hamlet’s ghost haunting the troubled minds of the guards and this reinforces the sense of evil captured that night. Zeffirelli’s version shows the great castle and all the knights wearing black for the King’s funeral while Hamlet’s mother hysterically weeps over the still body of the King. Therefore in this way they are very similar. Another big difference is the running time of both films. Branagh’s film’s running time is 232 minutes, which is a long time compared to just 130 minutes of Zeffirelli’s version of Hamlet. This difference accounts for the fact that Zeffirelli cut out a great deal of the original Shakespearean text whereas Branagh included almost all of it in the entire film.

American Psycho Review

Psycho is a cult movie based on the much controversial novel by Brett Gaston Ellis. Directed by Mary Harrow, it is a dark comedy and a clever satire of America in the 1 us that artfully connects conformity, materialism, misogyny, narcissism, classicism and superficiality. If you are a movie connoisseur and enjoy well directed stories, you should definitely not miss American Psycho. But this movie Is a bit difficult to assimilate as it is hard on your guts and your mind due to the obvious violence and gore, it is not for everyone, but definitely Is a work of art!The opening reedits are very artsy and one of the finest examples of cinematography Eve ever seen. The cranberry Juice Is very easily mistaken as drops of blood falling which Is a very subtle Imagery evoking sinister abstractions. The attention to detail Is almost Impeccable, from the dressing styles, the music culture, architecture, gadgets, the landscape, Interior decorations & design, to the movie texture. There Is a deep c haracter study of Patrick Bateman, who Is a suave yuppie working at Wall Street. This wealthy 27 year old working as Vice President in Pierce & Pierce becomes a psycho killer by evening.The character is portrayed by the flamboyant welsh actor Christian Bale whose performance was nothing less than chilling and sensational. Bale did a great job to bring out the split personality of Bateman. Bateman has many unusual traits. He is an attention-to-detail freak. During his elaborate morning routine, he even mentions why he doesn't use aftershave with little or no alcohol. Why? â€Å"Because alcohol makes your skin dry and makes you look older†. He is the epitome of narcissism which is why he HAS to look good and have the perfect body. He even video tapes his sexual escapades.His laconic manner of dialogues goes to suggest typical psychopathic behavior. There is a sever diversification and identity crisis depicted in the movie where Bateman desperately tries to stand out. Bateman wa s easily mistaken to be Halberds because they wore the same suits and went to the same salons. Another hilarious moment was when they were comparing their business cards and all of them were Vice presidents of the same firm! You know you are a Patrick Bateman when you are on the verge of murdering the other person if their business card is better than yours.Bateman dines at the nines of restaurants, wears only designer clothes, lives in an uptown Manhattan apartment overlooking the American gardens, goes to the best spas and tanning booths, gets off on cocaine and if these aren't enough to fill his hollowness, he resorts eating cooked brains of random strangers. He Is absolutely devoid of human emotions, those other than lust, greed and disgust. He kills his associate Paul Allen because Paul could get a reservation at some fancy restaurant and he couldn't! There are some disturbing scenes where he commits grisly murders of his friend Elizabeth, homeless person and his dog out of she er boredom.As the story unfolds, his blood thirst becomes more acute and he rampantly kills people In order to get noticed. This is when he starts to lose grip on reality and things become more surreal which suggests that the killings were in his head. There are many junctures in the movie where this is almost evident, for example the ATM machine read â€Å"Feed me a stray cat† and Bateman tried to insert the cat forcefully through the slot. By the end of the to convey? † Also did or did not Bateman kill all those people. But it is not a real story, he killings are clearly metaphorical.It mocks an era where women treated like garbage; people resorted to conformity & materialism and where the well-off folks were ‘busy listening to annoying music, getting high, eating gourmet meals and talking big. It has a subtle philosophical tangent too, it is not that life is pointless and therefore Bateman does evil, but instead that he does evil to prove (to himself) that life is pointless and his actions have no ramifications. Hence a society without a moral compass makes the environment congenial for psychopaths like Bateman to be born.

The Doppler Effect

Doppler Effect Objectives * Measure the detector frequency for waves emitted from a slowly moving source as that source is approaching the detector. (Exploration 1) * Calculate the detector frequency for waves emitted from a slowly moving source as that source is moving away from the detector. (Exploration 2) * Sketch the wave-front patterns for wave sources with various source speeds. (Exploration 3) Description of Activity In this activity, you will study waves that travel from a moving source to a detector. You will control the source speed as well as the frequency of waves emitted by that source. You will observe the wave fronts and measure the frequency at the detector. The Jump Start exercises below will help you review frequency, wavelength, pitch, and the Doppler effect. Jump Start 1. What type of wave is a sound wave? A sound wave is a longitudinal waves. 2. Define wave frequency. Wave frequency is the number of crests that pass through at a specified time. 3. What is pitch? A pitch is the sound or sensation of the frequency. 4. Sketch one wavelength of a longitudinal wave. Exploration 1: A Wave Source Moving Towards a Detector Procedure 1. Explore the simulation on your own for several minutes. Attempt to identify relationships among source frequency, detector frequency, wave speed, and source velocity. 2. Set Source speed to 1. 0 cm/s. Move the detector by dragging it from the left side of the screen onto the grid; place it on the right side of the grid, directly opposite the wave source. Set Wave speed to 5. 0 cm/s. Select a Source frequency. Record this frequency in Table 1. 3. The top stopwatch in this Virtual Investigation starts automatically when the first wave front touches the detector. The second stopwatch does not start until the source has passed the detector. Select Go. Using the top stopwatch, observe the number of waves that pass the detector in 1. 0 s. This is the detector frequency. Record this frequency in Table 1. In addition, sketch the wave-front pattern on a separate sheet of paper. 4. Repeat step 3 for at least two more trials. Keep Source speed, Wave speed, Source frequency, and detector position the same for all three trials. 5. Repeat steps 2 through 4 for at least three more source frequencies Observations and Analysis Table 1 (source speed = 0 m/s; wave speed = 5. 0 cm/s) Source Frequency (Hz)| Trial 1 Detector Frequency (Hz)| Trial 2 Detector Frequency (Hz)| Trial 3 Detector Frequency (Hz)| Average Detector Frequency (Hz)| 1. 0| 12| 5| 8| 8. 3| 1. 0| 10| 3| 3| 5. 3| 1. 0| 2| 4| 7| 4. 3| 1. 0| 4| 3| 2| 3| 1. For each source frequency, average the detector frequencies. Record these averages in Table 1. 2. Are the source frequencies greater than, less than, or the same as the detector frequencies in this Exploration? The source frequencies were less than the detections. Exploration 2: A Source Moving Away from a Detector Procedure 1. Set Source speed to 1. 0 cm/s and Wave speed to 5. 0 cm/s. Place the detector on top of the source. 2. Set Source frequency to any value. Record this source frequency in Table 2. 3. This time, the detector will detect waves as the source moves away from it. Select Go. In Table 2, record the number of wave fronts that pass the detector in 5. 0 s. 4. Repeat steps 2 and 3 for at least three more source frequencies. Observations and Analysis Table 2 (source speed = 1. 0 cm/s; wave speed = 5. 0 cm/s) Source Frequency (Hz)| Number of Times Detector Flashes in 5. 0 s| Detector Frequency (Hz)| 1. 0| 4| 5| 2. 0| 6| 8| 3. 0| 9| 11| 4. 0| 13| 17| 1. Divide the number of times that the detector light flashes in 5. 0 s by 5. 0 for each source frequency in Table 2. This is the detector frequency. In Table 2, record the detector frequency for each source frequency. 2. Are the source frequencies greater than, less than, or the same as the detector frequencies in this Exploration? The detector frequencies are greater than the source frequencies. 3. In Exploration 1, you averaged the results of three trials. In Exploration 2, you gathered data over a longer period of time. Which approach probably yielded more accurate results? Why? I think Exploration 1 yielded more accurate results because the detector was not sitting above and it gave the detector an accurate reading. Exploration 3: A Moving Source at Different Velocities Procedure 1. Set Wave speed to 10. 0 cm/s and Source frequency to 1. 0 Hz. Place the detector anywhere. 2. Set Source speed to 6. 0 cm/s. 3. Select Go. Sketch the resulting wave-front pattern on a separate sheet of paper. 4. Set Source speed to 8. 0 cm/s. 5. Select Go. Sketch the resulting wave-front pattern on the separate sheet of paper. 6. Repeat steps 4 and 5 for 10. 0 cm/s, 12. 0 cm/s, and 14. 0 cm/s source speeds. Observations and Analysis 1. What happens to the wave-front pattern as the source speed is increased to equal the wave speed? The amount of waves seen in a given time seems to increase and reach the detector much faster. 2. What happens to the wave-front pattern as the source speed is increased beyond the wave speed? When the source speed is increased beyond the wave speed the waves frequency is extremely high. Conclusions Describe how the motion and frequency of a wave source affects the waves that source produces. When the frequency and motion are both set at high rates, the waves that are produced and their frequency is increased. When the motion and frequency are decreased the waves decrease as well. Inquiry Extension Luisa is swinging on a playground swing at school. A teacher facing her blows a whistle to let the children know recess is over. As Luisa swings, what does she hear? When does she hear the highest pitch? As Luisa swings she hears the whistle, but she hears the highest pitch when she is swinging away from the teacher.

Romeo and Juliet – Juliet, Film-Play Comparison

Explore the ways in which Romeo and Juliet are presented in this scene and elsewhere in Shakespeare’s play, and the performed versions. Shakespeare’s play ‘Romeo and Juliet’ is set in Verona. The feud between the Montague family and the Capulet family reaches a climax when Juliet’s cousin Tybalt, a Capulet, is killed by Romeo, a Montague. Romeo and Juliet are first seen as very different characters, but later in the play, we realise that these two characters are not as different as we thought. In Act 3 scene 5 of Shakespeare’s play ‘Romeo and Juliet’ the scene first starts with Romeo and Juliet in Juliet’s bed.They have just spent their first, and last night together. Romeo wakes and realises that he must leave, as he has been banished for killing Juliet’s cousin Tybalt. At the beginning of Shakespeare’s play, Juliet is presented as being intelligent, calm and obedient. â€Å"But no more deep will I endart mi ne eye- than you gives strength to make it fly† This shows that Juliet is obedient and that she is saying that she will not do anything without her mothers or fathers consent. This also shows that Juliet is very intelligent and also that she is an intelligent girl.Juliet, later on in the play shows her true self and becomes more exposed so that we can see her true personality. We see that she is very sharp and witty. She can take a joke from Romeo and return with a witty reply. This shows Juliet is more, relaxed and less timid and shy than the reader originally thought. Luhrmann’s version of the play ‘Romeo and Juliet’ is set in the 1990s, as a modern day version and instead of using swords, which they probably would have used in Shakespeare’s play, they used guns. Luhrmann’s version of the play is set in L.A and so he uses places such as Verona Beach in L. A to show the resemblance between Shakespeare’s play and his own version of the play. Act 1 scene 5 in Luhrmann’s film opens with Romeo and Juliet lying together in Juliet’s bed. In Luhrmann’s version of the play, Juliet, who was once portrayed as young, foolish child, is now seen as a mature, sensible young woman. Although this could be portrayed in correctly, because in Luhrmann’s version of the play in the background of Juliet’s room, are a shelf of dolls and toys.This shows, although Juliet has matured because she is with Romeo she is still a young child of a tender age of 13. The scene is a very intense scene which shows the love and passion that Romeo and Juliet have for each other. By using the sheets of Juliet’s bed they throw over the top of them, this creates the effect of the couple being in a fantasy world all of their own, unfazed by the fact that Romeo must leave. Everything bad seems to be forgotten. It is just Romeo and Juliet making the most of their time together. Reality finally hits them both, when t he nurse knocks on Juliet’s door.Juliet’s mother is on her way to Juliet’s room and at this point, Juliet begins to dress Romeo herself, she dresses him in a brightly coloured shirt and some dark trousers, and dresses herself in a plain white night dress, nearly reaching the floor. Juliet kisses Romeo good bye and sighs but knows that if her mother found out she has just spent the night with him she would surely kill them both. Romeo climbs down her balcony, and Juliet’s distraught, but she must let him go, she knows that if he does not leave the consequences would be worse, than banishment.Lady Capulet comes bursting in just as Romeo leaves. Juliet’s mother then tells her that she will marry Paris and she cannot believe what she is hearing. She is dedicated to Romeo and Refuses to marry Paris. Her mother gives her no choice and tells Juliet that she will disown her and she will be a disgrace to her and her family. Lady Capulet will not stand for i t, and tells Juliet that if she does not want to marry Paris she must discuss with her father. Lord Capulet enters the room, and Juliet tells him that she cannot marry Paris.Her father loses his temper and threatens Juliet. Zeffirelli’s version of the play Romeo and Juliet is very similar to Luhrmann’s but is filmed and set at an earlier time to when Luhrmann’s was set. This version of Romeo and Juliet is much older and sticks more what Shakespeare wrote instead of being a bit more adventurous like Luhrmann. In Zeffirelli’s version Juliet seems to be a little more immature than in Luhrmann’s play. She seems younger and not as sensible, but also seems just as obedient as she is in Luhrmann’s version.In this scene, it begins with Juliet persuading and convincing Romeo that it is not yet time for him to leave. ‘It was the nightingale and not the lark’ Juliet persuades Romeo that it is not yet morning by telling him that what he hea rd was the nightingale, which does not sing in the morning. Romeo insists that he it was the lark, and that he must leave. Juliet shows a passion and love for Romeo in this scene, showing that she doesn’t want him to leave. Juliet wanders how she will live without Romeo. She mourns over him once he is gone. She acts as though she cannot live without him.