Mary Shelleyss Frankenstein Essay Example for Free

Mary Shelleyss Frankenstein Essay He wishes he was dead, feels that the world is mocking him and that he is the only one, who is not loved and cared for in the entire world. He declares war against the species and especially the man who created him. This shows us, that Frankensteins monsters biggest wish really is to be accepted, and when denied this, he goes completly berserk, not wanting to face the facts that are being presented to him. We can also tell, that he has a lot of selfpity, and a great understanding of the unfairness of his situation. But the next day he goes back, because deep inside he still has hope, and he convinces himself, that last nights incident was just too much too early. When arriving at the cottage he discovers that the family has moved, and his last shred of hope disapprears, and he burns down the cottage, and heads for Genevi , to find his creator, so he can take revenge. He feels treated unfairly by Frankenstein, and calls him his cursed, cursed creator, but his need to find him is understandable. He wants to know where he comes from and he wants answers, which is a natural thing for any child, who is not in touch with its roots. On his way he saves a girl from drowning, but gets shot instead of being thanked, and this makes his feelings towards humans more intense. When in Genevi , he captures a young boy, who turns out to be Frankensteins son. He kills him and sets a young girl up for the murder. His reason for doing this is clear: he wants to inflict pain upon Frankenstein. His reason for setting the girl up for the murder is, in his own words, because he is forever robbed of what she could have given him, because of his cursed apperenace. But she gives him an idea. He wants Frankenstein to make him a bride, someone of his own species, as horrible and deformed as himself, so that he will have companionship, which is what he wants more than everything else. The main characteristic of Frankensteins creation, is the longing for acceptance and company, this we can tell by his approces to first his creator and later to other people, and the facts that he has feelings and intelligence. He wants nothing more than to live a normal life, and he curses his creator for making it impossible for him to do that. In the beginning he is not evil, he does not want to kill, but the actions of the humans around him, make him the monster that Frankenstein thought him to be. He feels that humans are the most decietful of species, because they build up your hopes, and tear them back down again. His hunger for revenge is born from the constant defeat he experiences from day to day and especially from the one person who is supposed to love him, his creator, who also denies him a mate. He carries a lot of frustration, that he needs to direct somewhere, and the choice falls upon Frankenstein, the first to ever betray him. Despite all of this, Frankensteins monster never gives really gives up his hope to find a place to belong. This comes to show in the way that he treats the girl he meets in the woods, Frankensteins son, and in the very end of the story, when Frankenstein himself dies. The monster begs for forgiveness and swears to kill himself. His will to live died with Frankenstein, his only connection to the human world, that he longed for so desperatly. Comparative analasys: Frankenstein and his creation are similar to each other in different aspects. Frankenstein has created a thing so dreadful, that no one will ever love it, and has in another sense already killed all the possible loved ones in his creations life. His monster, on the other hand, actually kills all the people Frankenstein holds most dear, continuing the evil circle. The monster runs away from people and hides in the mountans, so that he will not experience any more pain, whilst Frankenstein runs away from the monster and his thought and feelings about his creation, but they both end up being drawn to one another, and the thing that bonds them together. They are both, at some point, after revenge. The monster chases Frankenstein down to confront him and Frankenstein chases the monster, after it has killed his family. The hunter becomes the hunted. They both have big dreams, Frankenstein about creating life and his creation about living life, but none of these dreams ever come true for any of them. Sometimes it seems that Frankenstein and his monster are two halves of the same person, each half competing for the chance to be the ruler of the other half, or that the monster is the result of Frankensteins ego or conscience, that comes back to haunt him. They are forever bonded with each other, the bond of creator and creation, and Frankensteins unwillingness to accept this, leaves both mens lives ruined in the end. Themes of the text Invironment vs. heritage The question is very relevant for this story. This novel can be a great starting point, if you wish to discuss, if heritage or the invironment has the greatest inpact upon someone, who is new in this world. In this story, it is defienetly the invironment that has the greatest influence upon Frankensteins creature. You could say that everyone is born with the same basic needs. The need for love, companionship and a place to belong. Nobody is born evil, niether is the creature, despite the fact, that he is death brought back to life. He has the same needs as everybody else, but the constant rejections of his well-intended feelings and his failures, changes him into something he did not have to become, changes him into what everybody thinks that he is; a monster. In this case, the invironment has destroyed something potentially beautiful. Love and revenge: The story is based upon the topic of love and revenge, in all its different forms. The monster wants only to be loved and accepted in a society that rejects him because of his looks. This superficial society does not look beyond his scary appereance, and he swears that he will revenge himself, which he does to his fullest, killing everyone that Frankenstein holds dear. He claims to hate the human world at this point, but at the same time, he longs for it with an aching heart. Frankenstein never realises that his creation is more than a monster, and feels very little regret towards the treatment of it, he feels that it is more important to protect mankind against this threat than it is to take responsebility of his actions. He spends the rest of his life following the monster to the North Pole, where he dies on board a ship, never succeeding in revenging his loved ones. When the monster discoveres this, he gives up; his last connection to the world has dissappeared, and he begs for forgiveness, and swears to burn himself and all evidence of his existence. Frankenstein only felt love for his creation when it not yet excisted and was only in his mind. As soon as it came to life, he rejected it and never thought a kind thought about it again. The creation is here his opposite; he starts off only wanting to love, later wanting revenge, but with the hope of recieving love still deeply a part of his nature. The modern Prometheus Mary Shelley subtitles her novel, The modern Prometheus. Prometheus, an ancient Greek, stole fire from the gods, to give to the humans. As punishment for his undoing, he was chaining to a rock, and everyday a bird-of-prey would come and eat his liver, which would then grow back. Mary Shelley did not chose this subtitle for no reason. It most certainly relates to Victor Frankenstein and his creation. Victor stole a power from God, the power to create life, and he is severly punished for this. His horrible creation comes back to haunt both his mind and his psysical being every day for the rest of his life. Victors gift to the world causes death, and the same does Prometheus. Though both men meant well, their interference with forces beyond their power, brings only death and destruction, especially for the two men themselves. Perspective to the period: The novel was written during an early phase of the Industrial Revolution, at a time of dramatic advances in science and technology. The fact that the creation rebels against its creator, can be a warning from Mary Shelley, that science can lead to terrible consequences, if you do not take responsebility for your actions. This was a time, where young scientist felt, that the world was at their feet and that they had endless possibilities, and experiments to try and revive dead bodies did indeed take place when Mary grew up, and has most likely inspired her to write the story. This was also a time, were people were both facinated and scared by the new science of electricity, and Mary chose to include both this science and the science of chemistry, which was of high interest to the generel public and to herself, in her book. Mary Shelley wrote her novel not long after the gothic novels heyday in the 1790s, and there was definitely a market for these kind of stories. It is hard to make a final conclusion of this book. There are so many topics and themes, questions and feelings to discuss, that it would take forever to get through them all, which makes this book more than just a horror story meant to frighten you. This is a novel of great seriousness, and you instantly get caught in the whirlwind of emotions, that Frankenstein and his creation both have. Mary Shelley tries in her book, to dissect the human nature, while telling a captivating tale of two mens journey through life, and the terrible things humans can do to one another. Rikke Juelsgaard Petersen Til d. 25, september 07 Engelsk aflevering EG, 2e 1 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.

The Franciscan Complex :: Essays Papers

The Franciscan Complex Introduction The Franciscan Terrane of central California represents an accretionary complex formed by long-term subduction of an oceanic plate under the Western margin of the North American craton. The Franciscan complex is composed of three distinguishable belts: the eastern belt (Yolla Bolly and Pickett Peak terranes), the central belt, and the coastal belt. Age and metamorphic grade of the belts decreases to the west (Blake and Jones, 1981). Formation of the accretionary complex began during the late Jurassic in the eastern belt and has continued into the Miocene along the western coastal belt. The complex trends NNW and is bounded by the San Andreas Fault to the east and by the coastal range fault to the west. The coast range fault separates the Franciscan complex with the partly coeval Great Valley sequence. Debate exists over the tectonic evolution of the Franciscan, centered around the geographic origin of the Franciscan rock units. Characterization of the Three Belts The coastal belt of the Franciscan Complex is composed of the youngest and least deformed units and makes up the western quarter of all Franciscan rocks. The rocks of the coastal belt are composed of arkosic sandstones, andesitic graywackes, and quartzofeldspathic graywackes interbedded with radiolarian chert (turbidite deposits) (Blake and Jones, 1981). These sedimentary rocks suggest a depositional environment of deep-sea fan systems with both oceanic and continental provenance. Parts of the belt show evidence of later metamorphism, principally due to subduction. Low-grade blueschist mineral facies are indicated by the presence of minerals such as laumonite and prehnite-pumpellyite (Blake and Jones, 1981). All rock units show evidence of thrust (imbricate) faulting due to the compressional forces of subduction. Ages of the coastal belt run from as little as 40 Ma (Eocene) to as old as 100 Ma (middle Cretaceous). The central belt of the Franciscan Complex represents older and more metamorphosed units of rock best characterized as a melange. Blocks of graywacke, greenstone, chert, limestone, and blueschists are sheared and thrust upon one another in a choatic mix (Isozaki and Blake, 1994). In contrast to the coastal belt, metamorphism is higher in grade here and dominated by pumpellyite which formed within the matrix of graywacke (Hagstrum and Murchey, 1993). The mixing of these units makes a stratigraphic subdivision difficult but analysis of the graywacke slabs indicates that the depositional environment was also deep sea, near to the continent. Turbidity currents in this environment deposited much of the sediment in both the coastal and central belts.

Payroll System of Manufacturing Company Essay

Payroll is the basic need for an employee but employees need more to satisfy them. For that reason employers have to take various kinds of remuneration techniques. Manufacturing companies are not beyond that. S. Nahar Garments, a sister concern of mohammadi Group, is one of them. Currently this group doing their business in garments sector only. They provide different types of incentives it their workers with wage. Incentives encourage employees to their duties and eliminate dissatisfaction. By incentives employees can be motivated and get the best output from them. It means producers can increase their production by giving remuneration to their employees. In this assignment we tried to find out about the wage-plan of this company. We have also come to know that Bangladesh Government has amended the labor law. So, every producer has followed that rules. Moreover we have some recommendation to improve incentives techniques for increase production and motivate workers. BRIEF HISTORY Readymade garments sector is one of the most potential sectors of Bangladesh. 75 percent of the export revenue is earned from the readymade garments sector. S. Nahar garments is one of the active company in the garments sector to contribute in the earnings of foreign exchange. The company is a sister concern of Mohammadi group. It is an ISO 9001:2002 certified organization. It was established in 1985. Mohammadi group is one of the renowned companies in Bangladesh. This group contributes a lot in the garments sector of Bangladesh. This group has several garments in different areas in Bangladesh. The head office of Mohammadi group is located at Motijheel in Dhaka. Its factories are scattered in different areas in Bangladesh. It has factory in Badda, Mirpur, Naraynganj, Savar, Kanchpur, Adamjee EPZ and other different areas. All readymade garments produced from these factories are exported to Europe and North American market. 60 percent of its products are exported to European market and rests of the 40 percent are exported to North American market. Business Tycoon Md. Habibur Rahman is the owner of this group. Couple of years ago this group has real estate business also. But now real estate business has been separated from this group. OBJECTIVES OF THIS REPORT Every study has an objective. Our study is not separate from that. The general objective of this report is to identify the wage plan of a manufacturing company. We make this report on S. Nahar Garments (a manufacturing company) for preparing the incentive wage plan. Also such report gives the opportunity to prepare a real business report that will help us to makes report in future for companies. SCOPES OF THE STUDY This study was an opportunity for us to know about the wage plan and incentives in manufacturing company. We also gather knowledge about labor demands, and how to satisfy them. This kind of information helps us to know what incentives would be effective. All this knowledge will be helpful in our future career, when we will be a production manager or entrepreneur in manufacturing company. As we study before which incentives eliminate dissatisfaction and motivate labors. So, labors become more effective, dutiful, and sincere in their work by incentives. LIMITATIONS We found that all manufacturing companies do not take same incentives plan. There are some limitations in S. NAHAR GARMENTS. These are as follows: ? There is no piece work plan facility. ?They does not have 100 percent bonus plan. ? There is no group bonus plan facility. They do not have allowance for launch We directly visit their industry and take incentives from companies Public & Administration Manager and Deputy Technical Manager. Bangladesh govt. amended the wage law few years ago. According to this law there is a minimum wage and every garments and factories must follow these rules. S. Nahar garments is not exceptional from that. It gives its workers wage by following the wage law. There are 7 different levels/grade of workers based on training and experience. Levels Basic wage House rent (30% of Basic) Medical allowance Total gross wage Grade-7 1125 337. 5 200 1662. 50 Grade-6 1270 381 200 1851 Grade-5 1420 426 200 2046 Grade-4 1577 473. 1 200 2250. 10 Grade-3 1730 519 200 2449 Grade-2 2800 840 200 3840 Grade-1 3800 1140 200 5140 Wage table: Fixed by The Govt. of Bangladesh The above table shows that, in Grade-7 the basic wage of a worker is 1125 taka. He or she will get 30 percent of basic as a house rent and 200 taka medical allowance which is fixed. So the total wage of a worker in grade-7 is 1662. 50 taka. And this is the minimum wage rate for every garments and factory. As same as the basic wage of a worker in Grade-6 is 1270 taka and total wage is 1851 taka. The basic wage of a worker in Grade-5 is 1420 taka and total wage is 2046 taka. In Grade-4 basic wage is 1577 taka and total wage is 2250. 10 taka. In Grade-3 basic wage is 1730 taka and total wage is 2449 taka. The basic wage for Grade-2 and 1 are 2800 taka and 3800 taka respectively and total wages are 3840 taka and 5140 taka respectively. So in every grade the worker will get a basic wage, plus he or she will get 30 percent house rent of basic and 200 taka fixed medical allowance. Bangladesh govt. follows the following rule to set up a worker’s total wage in every grade. Total Wage = Basic wage + (Basic wage ? .3) + 200 House rent Medical allowance S. Nahar Garments Company also gives some extra benefit to motivate its workers. It gives its workers 100 taka as attendance allowance. In this garments every worker has to work 6 days in a week and rest of the day is holiday for the worker. If any worker is present all the working days then he or she will be given 100 taka as attendance allowance. If he or she in 2 or less than 2 days then he or she will get 50 taka as attendance allowance. If any worker is absent in more than 2 working days then no attendance allowance is applicable. This allowance is on monthly basis. The company also provides bonus on the festive season. That means on Eid, Puja the worker gets 50 percent bonus on his gross wage. There are overtime facilities for the workers in this garment. Every worker has to work 8 hours in a day and 48 hours in a week. He or she is allowed to work up to 60 hours in a week. For the overtime hours he or she will get 2 times wage of basic. This company does not provide any production bonus. The garments company also provides some others facilities. It provides drugs for its sick workers. The female workers get 16 week leave as maternity benefit. There is also a daycare centre for those female workers who have children RECOMMENDATION From the survey in S. Nahar Garments, we learn that their incentives wage plan is not much encouraging. So we advise that, they should provide launch allowances and follow the piece work plan. By using this plan they can increase their production. It is using motivation of labors. Because piece work plan give value of the labors work, and increase their wage. This plan also increases production, which can generate company’s revenue. That means increase profits. So this plan will be effective and profitable for the company CONCLUSION At the end of the report it is quite evident that the wage plan of the S. Nahar Company is not very high. But, to increase this potential S. Nahar Garments must plan its way very carefully. We have formulated all the strategies needed to gain substantial wage plan. Now S. Nahar Company must follow all those strategies. Any lack of commitment in S. Nahar Garments part would result in a disaster. But after establishing themselves in organization they must not feel like winners. Making a greater wage for employees is not the end of the story — it won’t be living happily ever after. Because it is nothing about the fairy tales, rather the real world that is getting more and more dynamic and uncertain and where it is to believe that problems are there always but along with the solutions. It is just the initiative that should be taken at that moment to find the solution.

Massive Multiplayer Games Essay

With the rise and popularity of multiplayer games over the last two decades, the industry has created new games that catered to the taste and preferences of game players in different age groups. Likewise, as these games allow players to cooperate and compete against each other from different boundaries, there is now a rising concern of whether the game creates benefits to players or only serves as addiction to those who engage in such activities. Due to this, it is important to determine the scope and challenges surrounding massive multiplayer games to actively decipher appropriate strategies for further development. Understanding the Concept Looking at it, the term multiplayer games denotes from the ability of one player to actively take part in a video game together with patrons around the world in a simultaneous manner. ). These games allow players to cooperate and compete against each other on a large scale, often with other players around the world. It is a natural evolution to gaming with the widespread use of the internet that has opened up a global community. As far as the overall process is concerned, for players to participate in these games, you must first purchase the game and then pay a monthly fee to play to compete in the game. MMORP games that make the most money are those that keep people subscribed or buying new items for several consecutive months. The explosion in popularity and sales has drawn a much closer look into the attraction of gaming and its effect on game players. Consequently, there is a renewed interest in finding out the relevant effect of this activity particularly among gamers themselves. This has sparked the interest of researchers and everyone wanting to know what the craze is all about. Is it an addiction, or are there real benefits that draw the player in to these games? On one hand, we can see that these people to gain experience and recognition for their work. At the same time, it opens up the foundations of reaching out to individuals in different cultures with the game as a medium. However, that is precisely what draws the gamer in; it separates them from the real world. It is easy to understand the allure of MMOG’s on gamers. They take place in a separate universe, and you can create a character for yourself that is exactly the person you want to be. This game universe has it own rules, culture, and society of people with all kinds of interactions taking place. The possibilities for exploration are unlimited and there are no physical consequences to your actions. What do studies say? Relating this to research and studies, a 2007 Harris Interactive poll of 1,187 youths aged 8-18 gathered detailed data on youth opinions about video game play. About 81% of youths stated that they played video games at least once per month. Furthermore, the average playing time varied by age and sex, from 8 hours per week (responses from teen girls) to 14 hours per week (responses by teen boys). Teens (8-12 year olds) fell in the middle, with boys averaging 13 hours per week of reported game-play, and girls averaging 10. Harris concludes that 8. 5% can be classified as pathological or clinically ‘addicted’ to playing video games. (Harris Interactive) Dr. Douglas Gentile, Director of the Media Research Lab at Iowa State University and the director of research for the National Institute on Media and the Family, states, â€Å"It is important that people realize that playing a lot is not the same thing as pathological play. For something to be an addiction, it has to mean more than you do it a lot. It has to mean that you do it in such a way that it damages your life. This is why we based our definition on how pathological gambling is diagnosed in the DSM-IV. Almost one out of every ten youth gamers shows enough symptoms of damage to their school, family, and psychological functioning to merit serious concern. † (Harris Interactive) Lastly, to Dr. Suzanne Martin, Youth and Education Researcher at Harris Interactive, â€Å"The prevalence of video gaming in youth culture in combination with this level of pathological video gaming is great cause for concern and highlights the need for further research in this arena. † Gamers who were surveyed and classified as pathological were receiving lower grades in schools than their peers, were more likely to have video game systems in their bedrooms (65%), were spending much more time playing games each week (averaging 24. 5 hours per week), and were also more likely to have been diagnosed with an attention deficit problem. (Harris Interactive) Analysis The Harris Interactive report seems to indicate a considerable amount of usage among children and tweens; but does not indicate that it is a cause of the games themselves. A deeper look into other factors associated with gamers needs to be considered. Do these children or tweens spend more time at home because of both parents work schedules? Is there a correlation to the household income and the affordability of the games that makes them more accessible and appealing? Is there a correlation to the popularity of a video/media culture so much more accessible to children now that also plays an influence? There is apparently cause for some concern; but a deeper look in the other factors needs to be considered before a judgment can be Evaluation Evaluating these studies, it can be argued that there are indeed positive and negative consequences that can be deciphered as far as massive multiplayer games are concerned. Looking at it in a constructive manner, this process creates opportunities for players to discover and enhance their creativity within the specific game and platform. Moreover, it extracts the necessary skills needed in either to solve a quest or achieve a common goal. This in turn allows them to expand on their capabilities and create outcomes that will enhance their cognitive capabilities. On the other hand, there are also negative consequences of too much exposure in this area. In here, individuals can get addicted in the process and create a world of their own. Seeing this, players alienate themselves towards reality as they become immersed with the game they are involved in. Such idea can generate negative consequences psychologically, physically, and socially. Seeing this, it is then essential that a form of consensus and control be initiated in the process. This means that parents must actively create methods that will allow their children not only to immerse in such activity but also give them other options to consider. Though we may not be able to take away these things to children, having a specific playing time can encourage them to explore other possibilities available for them. By doing this, players can maximize the benefits of the game they play and limiting the possibilities of addiction that may be incurred during the process.

Fahrenheit 451 Themes and Literary Devices

Fahrenheit 451 Themes and Literary Devices Ray Bradbury’s 1953 novel Fahrenheit 451 addresses complex themes of censorship, freedom, and technology. Unlike most science fiction, Fahrenheit 451 does not view technology as a universal good. Rather, the novel explores the potential for technological advancement to make humans less free. Bradbury investigates these concepts with a straightforward writing style, employing several literary devices that add layers of meaning to the story. Freedom of Thought vs. Censorship The central theme of Fahrenheit 451 is the conflict between freedom of thought and censorship. The society that Bradbury depicts has voluntarily given up books and reading, and by and large the people do not feel oppressed or censored. The character of Captain Beatty provides a concise explanation for this phenomenon: the more people learn from books, Beatty tells Montag, the more confusion, uncertainty, and distress arises. Thus, the society decided that it would be safer to destroy the books- thus restricting their access to ideas- and occupy themselves with mindless entertainment. Bradbury shows a society that is clearly in decline despite its technological advances. Montag’s wife Mildred, who serves as a stand-in for society at large, is obsessed with television, numbed by drugs, and suicidal. She is also frightened by new, unfamiliar ideas of any kind. The mindless entertainment has dulled her ability to think critically, and she lives in a state of fear and emotional distress. Clarisse McClellan, the teenager who inspires Montag to question society, stands in direct opposition to Mildred and the other members of society. Clarisse questions the status quo and pursues knowledge for its own sake, and she is exuberant and full of life. The character of Clarisse offers hope for humanity explicitly because she demonstrates that it is still possible to have freedom of thought. The Dark Side of Technology Unlike many other works of science fiction, the society in Fahrenheit 451 is made worse by technology. In fact, all the technology described in the story is ultimately harmful to the people who interact with it. Montag’s flamethrower destroys knowledge and causes him to witness terrible things. The huge televisions hypnotize their viewers, resulting in parents with no emotional connection to their children and a population that cannot think for itself. Robotics are used to chase down and murder dissenters, and nuclear power ultimately destroys civilization itself. In Fahrenheit 451, the only hope for the survival of the human race is a world without technology. The drifters that Montag meets with in the wilderness have memorized books, and they plan to use their memorized knowledge to rebuild society. Their plan involves only human brains and human bodies, which represent ideas and our physical ability to implement them, respectively. The 1950s saw the initial rise of television as a mass medium for entertainment, and Bradbury was very suspicious of it. He saw television as a passive medium that required no critical thinking the way reading did, even light reading done just for amusement. His depiction of a society that has given up reading in favor of the easier, more mindless engagement with television is nightmarish: People have lost their connection to one another, spend their time in a drugged dreamland, and actively conspire to destroy great works of literature- all because they are constantly under the influence of television, which is designed to never disturb or challenge, only to entertain. Obedience vs. Rebellion In Fahrenheit 451, the society at large represents blind obedience and conformity. In fact, the characters of the novel even assist their own oppression by voluntarily banning books. Mildred, for example, actively avoids listening to or engaging with new ideas. Captain Beatty is a former book lover, but he, too, has concluded that books are dangerous and must be burned. Faber agrees with Montags beliefs, but he is fearful of the repercussions of taking action (though he ultimately does so). Montag represents rebellion. Despite the resistance and danger he faces, Montag questions societal norms and steals books. However, its important to note that Montags rebellion is not necessarily pure of heart. Many of his actions can be read as resulting from personal dissatisfaction, such as angrily lashing out at his wife and attempting to make others see his point of view. He does not share the knowledge he gains from the books he hoards, nor does he seem to consider how he might help others. When he flees the city, he saves himself not because he foresaw the nuclear war, but because his instinctive and self-destructive actions have forced him to run. This parallels his wife’s suicide attempts, which he holds in such contempt: Montag’s actions are not thoughtful and purposeful. They are emotional and shallow, showing that Montag is a much a part of society as anyone else. The only people shown to be truly independent are the drifters led by Granger, who live outside of society. Away from the damaging influence of television and the watching eyes of their neighbors, they are able to live in true freedom- the freedom to think as they like. Literary Devices Bradbury’s writing style is florid and energetic, giving a sense of urgency and desperation with lengthy sentences containing sub-clauses that crash into each other: â€Å"Her face was slender and milk-white, and it was a kind of gentle hunger that touched over everything with a tireless curiosity. It was a look of almost pale surprise; the dark eyes were so fixed to the world that no move escaped them.† Additionally, Bradbury uses two main devices to convey an emotional urgency to the reader. Animal Imagery Bradbury uses animal imagery when describing technology and actions in order to show the perverse lack of the natural in his fictional world- this is a society dominated by, and harmed by, a total reliance on technology over the natural, a perversion of the ‛natural order.’ For example, the opening paragraph describes his flamethrower as a ‛great python’: â€Å"It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed. With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history.† Other imagery also compares technology to animals: the stomach pump is a snake and the helicopters in the sky are insects. Additionally, the weapon of death is the eight-legged Mechanical Hound. (Notably, there are no living animals in the novel.) Repetition and Patterns Fahrenheit 451 also deals in cycles and repeated patterns. The Firemen’s symbol is the Phoenix, which Granger eventually explains in this way: â€Å"There was a silly damn bird called a Phoenix back before Christ: every few hundred years he built a pyre and burned himself up. He must have been first cousin to Man. But every time he burnt himself up he sprang out of the ashes, he got himself born all over again. And it looks like were doing the same thing, over and over, but weve got one damn thing the Phoenix never had. We know the damn silly thing we just did.† The ending of the novel makes it clear that Bradbury views this process as a cycle. Humanity progresses and advances technology, then is destroyed by it, then recovers and repeats the pattern without retaining the knowledge of the previous failure. This cyclical imagery pops up elsewhere, most notably with Mildred’s repeated suicide attempts and inability to remember them as well as Montag’s revelation that he has repeatedly stolen books without doing anything with them.

Will receiving a college degree improve your career opportunities Essay

Will receiving a college degree improve your career opportunities - Essay Example This paper puts into perspective how a college degree can improve career opportunities. A college degree has the potential of enhancing my career opportunities because it increases an individual's chances in the market. Case in point is that an individual with a college degree has an added advantage compared to those who do not have a single certificate. Unlike previous regimes, a college degree provides an opportunity for an individual to earn decently compared to a high school graduate. The financial value of a college qualification cannot, therefore, be overemphasized because it is the only gateway through which an individual can earn some decent living. A college degree widens an individual's world view making it possible to scrutinize issues from different perspectives. Employees require individuals who are critical and can make appropriate decisions under crucial circumstances and a college degree presents such opportunities. A reflection in the process of Critical thinking used in forming the response Critical thinking is an essential component employed in determining the appropriateness of the information presented. The process of critical thinking used relate to the process used to find content for the answers in this context. Having a college degree improves an individual's portfolio in the job market and understanding such as a phenomenon demands essential interpretation of the inherent facts.

A Quantitative Comparison of Academic Achievement In New York City Dissertation

A Quantitative Comparison of Academic Achievement In New York City Public Schools vs. New York City Charter Schools As Measured By 2009 - 2010 New York State ELA And Math Exams - Dissertation Example The intention of this study are charter schools - the public schools that operate independently of the district board of education, making them a one-school public school district. They have their own charters written by private individuals: parents, educators, community leaders that enumerate their laws, governance structure and principles. This autonomous setup results in bigger accountabilities for the school. Because of this autonomy and â€Å"customized† curricula, many people believe that charter schools are far more beneficial to children, as compared to public schools. People also believe that charter schools provide better services because of the high standards they set for themselves. There are studies that compare the effectiveness of public schools versus charter schools. However, they differ in their findings. The growing appreciation for the potential benefits of quality educational programs has strengthened funding agencies’ and policy makers’ comm itment to ensuring all families have access to programming that can support and enhance children’s development, growth, and learning. These benefits can be realized, however, only in high-quality programs with characteristics linked to positive outcomes for children. However, deciding whether a public or charter school will best suit the needs of the child can be a harrowing and difficult decision for parents to make and requires a method for determining which scholastic institution will provide the best educational experience for the child. The establishment of a stable formula for measuring the academic achievement of the students from public schools and charter schools is needed. According to research conducted by Lubienski and Lubienski (2006