Animal Rights versus Animal Welfare Research Paper

Basic entitlements versus Animal Welfare - Research Paper Example This exploration will start with the explanation that creatures are a piece of the earth and ought to be shielded from the progressions that human exercises have caused on the earth. Creature insurance should be possible through basic entitlements and creature government assistance. Basic entitlements allude to the idea of considering the enthusiasm of creatures at a similar degree of worry as thinking about human interests. Creature government assistance guarantees that the physical and mental strength of the creatures is watched. The terms utilized in creature security show human worry over nature. Creatures ought to be shielded from misery and exploitative treatment. Basic entitlements dismiss the utilization of creatures while creature government assistance bunches permit creature utilize yet accommodating treatment ought to be agreed toâ them. At the point when human and basic entitlements strife, basic entitlements lobbyist organize the privileges of creatures, while creature government assistance activists organize human life. Animal government assistance advances controlled utilization of animals for horticultural purposes, for example, cultivating and protein creation while basic entitlements activists keep away from the utilization of creature items. The comparability between the two gatherings is that the prosperity of creatures is advanced. Instances of misuse, negligence,â and deserting of creatures are forestalled through this gathering. Imperiled creatures are likewise ensured by the two gatherings. The two gatherings of activists guarantee that the connection among creatures and people is commonly advantageous. Man gets food from the creatures consequently the creatures are shielded from ailment and danger.â

Dale Henry’s book “The Proverbial Cracker” Essay Example for Free

Dale Henry’s book â€Å"The Proverbial Cracker† Essay It isn't greatly examined regarding how individuals for the most part needed to be served and be satisfied by others. Be that as it may, the opposite of this reality was the primary topic of Dale Henry’s book â€Å"The Proverbial Cracker†. In this specific book it couldn't be denied that administration is the primary key for individuals to get the fulfillment that they need from their own employments. The acknowledgment of every representative that offering support to others is the main key to their corporal achievement encourages them become the individual that is especially required not exclusively be business associations yet in addition all around refreshing by the general public.  â â â â â â â â â â The various sayings in life relating to progress have essentially been concentrating on the ways by which individuals could accomplish vanity from their employments. Be that as it may, what the said books are inadequate with regards to which is thus present in the book of Dale Henry is the way that administration is seen as an essential part of genuine edification among individuals. Perusing this book carries the peruser to the acknowledgment of giving the best to the others that outcomes to their own fulfillment of their own wants.  â â â â â â â â â â Most individuals see their occupations the manner in which a mosquito sees a nudist camp: a wide range of chance, however where do I start? (Henry, 22) True, it is just when an individual understands the genuine worth of his activity and his obligations as an individual through his profession will he understand that he also has a fundamental worth to the general public. It is just when they see the advantage of what they do are they totally roused to do their most ideal endeavors for their job’s consummation.  â â â â â â â â â â Certainly, this specific book realizes the required helper for workers or even independently employed individuals in the general public who come up short on the inspiration to do as well as could be expected in their own picked professions. Dale Henry has completely masterminded a hilarious yet significant way to deal with the said greeting of one’s capacity to carrying out his responsibilities as a fine laborer for his own organization’s just as his community’s progress towards improvement. Catalog Henry Dale. (2002). The Proverbial Cracker Jack: How To Get Out Of The Box And Become  â â â â â â â â â â â â  â â â â â â â â â â The Prize. Fall House Publishing.

Formal Operational Stage of Cognitive Development Explained

Formal Operational Stage of Cognitive Development Explained Theories Developmental Psychology Print The Formal Operational Stage of Cognitive Development By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on May 22, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 24, 2019 Stages of Cognitive Development Piaget's Theory Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage Support and Criticism In This Article Table of Contents Expand Piaget's Research Deductive Logic Abstract Thought Problem-Solving Hypothetical-Deductive Reasoning Current Observations View All The formal operational stage is the fourth and final stage of Jean Piagets theory of cognitive development. It begins at  approximately age 12  and lasts into adulthood. At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.?? Illustration by Brianna Gilmartin, Verywell Piagets Research Piaget tested formal operational thought in a few different ways. Two of the better-known tests explored physical conceptualization and the abstraction of thought. Conceptualizing Balance One task involved having children of different ages balance a scale by hooking weights on each end. To balance the scale, the children needed to understand that both the heaviness of the weights and distance from the center played a role.?? Younger children around the ages of 3 and 5 were unable to complete the task because they did not understand the concept of balance. Seven-year-olds knew that they could adjust the scale by placing weights on each end, but failed to understand that where they put the weights was also important. By age 10, the kids considered location as well as weight but had to arrive at the correct answer using trial-and-error.?? It wasnt until around age 13 that children could use logic to form a hypothesis about where to place the weights to balance the scale and then complete the task.?? Abstraction of Ideas In another experiment on formal operational thought, Piaget asked children to imagine where they would want to place a third eye if they had one. Younger children said that they would put the imagined third eye in the middle of their forehead. Older children, however, were able to come up with a variety of creative ideas about where to place this hypothetical eye and various ways the eye could be used.?? For example, an eye in the middle of ones hand would be useful for looking around corners. An eye at the back of ones head could be helpful for seeing what is happening in the background. Creative ideas represent the use of abstract and hypothetical thinking, both important indicators of formal operational thought. Deductive Logic Piaget believed that deductive reasoning becomes necessary during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a particular outcome. Science and mathematics often require this type of thinking about hypothetical situations and concepts. Abstract Thought While children tend to think very concretely and specifically in earlier stages, the ability to think about abstract concepts emerges during the formal operational stage. Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning. Problem-Solving In earlier stages, children used trial-and-error to solve problems. During the formal operational stage, the ability to systematically solve a problem in a logical and methodical way emerges. Children at the formal operational stage of cognitive development are often able to plan quickly an organized approach to solving a problem. Hypothetical-Deductive Reasoning Piaget believed that what he referred to as hypothetical-deductive reasoning was essential at this stage of intellectual development. At this point, teens become capable of thinking about abstract and hypothetical ideas. They often ponder what-if type situations and questions and can think about multiple solutions or possible outcomes. While kids in the previous stage (concrete operations) are very particular in their thoughts, kids in the formal operational stage become increasingly abstract in their thinking. As children gain greater awareness and understanding of their own thought processes, they develop what is known as metacognition, or the ability to think about their thoughts as well as the ideas of others. Current Observations The following observations were made about the formal operational stage of cognitive development: From Neil J. Salkind, Ph.D., author of An Introduction to Theories of Human Development: The formal operational thinker has the ability to consider many different solutions to a problem before acting. This greatly increases efficiency, because the individual can avoid potentially unsuccessful attempts at solving a problem. The formal operational person considers past experiences, present demands, and future consequences in attempting to maximize the success of his or her adaptation to the world.??From Christine Brain and Priscilla Mukherji, authors of Understanding Child Psychology: In the formal operational stage, actual (concrete) objects are no longer required and mental operations can be undertaken in the head using abstract terms. For example, children at this stage can answer questions such as: if you can imagine something made up of two quantities, and the whole thing remains the same when one quantity is increased, what happens to the second quantity? This type of reasoning c an be done without thinking about actual objects.??

Mathematics And The Mathematics Competency Test Essay

Mathematics is an area that I have consistently struggled with throughout school and has continued into adulthood. The difficulty and negative experiences that occurred as a child impacted how I viewed and achieved in mathematics. I believe I perform at an average to below average skill level when completing mathematical tasks and struggle to attempt higher level activities. Simple maths that I find relevant to my everyday life I view as very useful and is an integral part of my life. Mathematics components such as algebra and quadratic equations are seen as not relevant and a waste of time as they are not utilised in everyday living. In school, I achieved high academic results for English and English-based subjects such as History. This resulted in being drafted into higher level mathematics classes although my performance and abilities within mathematics were below average. Constant inability to achieve good grades and predominant failure or barely passing created a negative disposition and unwillingness to try which inhibited further academic achievements. For the Mathematics Competency Test (MCT) I expected to achieve around sixty percent. For the surveys, I expected them to reflect an attitude of low confidence and strong negative disposition towards mathematics. The MCT results differed from what I expected. Due to previous experiences with maths tests I expected a low grade no higher than 60% and actually scored a mark of 82%. Upon completion of the MCT I realised IShow MoreRelatedTechnical Competency And My Disposition Towards Mathematics1362 Words   |  6 PagesIntroduction This units has improved my mathematical competency and my disposition towards mathematics. I now feel a lot more confident in many specific mathematical areas and in mathematics in general. Also, I am much more aware of the progress in my mathematical understanding as I have identified my current strengths and weakness as well as created solid plans to improve the weaker areas. A negative disposition or anxiety towards mathematics, can hinder improvement. Students who are anxious, boredRead MoreTeaching Mathematics and Filippino Student Performance1485 Words   |  6 PagesRationale Most mathematics teachers have observed that many students have poor performance in mathematics. Classroom researches over the years show that mathematics instruction has continuously been taught in a traditional manner wherein only a few students understand and grasp the concepts (Winters, Cerulli, Bjork, Mor, 2006). 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Some studies have shown that preservice teachers and in-service elementary teachers have knowledge gaps in their mathematics content and pedagogical content knowledge (e.g., Ball, 1990; Ma, 1999). The knowledge that teachers have for teaching influence their instruction and the lack of such can limit how they teach mathematics for understanding (Borko Putnam, 1996). For this reason, teacher preparation programs and professionalRead MoreMathematics Teachers Are Effective When They Plan Learning Experiences842 Words   |  4 PagesWalshaw (2009), mathematics teachers are effective when they plan learning experiences that build on students’ existing skills and experiences. In order to build in this way, teachers must be knowledgeable of these skills and experiences. From this standpoint, it is imperative that teachers become aware of the students’ proficiencies and experiences in mathematics. Possible means for obtaining this information could be from the students†™ former teachers, previously taken standardized tests, and priorRead MoreThe Development Of Mathematics Changes And Grows Continually992 Words   |  4 PagesAssessment 1A Maths The development of mathematics changes and grows continually. Teachers are finding new ways and strategies to keep up with learning and having a broader view on the ways chidren learn and develop. 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These activities may include giving extra classes to drill on test content and sometimes eliminating curriculum content not covered by the test. This kind of practice has been noted in many countries such as Canada, Australia, England, China, Japan, and my chosen context, Indonesia. In Indonesia, students must take a standardized test in order to graduate or

Analysis Of The Book Black Women - 1645 Words

Black women in America are faced with many challenges. Sexual discrimination and outspoken anger were some of the oppressions that African-American women had to contend with. They were marginalized even on the political aspect. Nobody was ready to come to their rescue. They were marginalized and frustrated by claims about a universal sisterhood that was oppressive. They were discriminated along racial, ethnic, class and social lines drawing them as half-humans. They had to go through difficulties in their daily lives, but the challenges to some extent helped them become tough and strong. This paper will use information from the books Still Brave and Sister Citizen to bring out the oppression of the black women in America. The oppression is based on race, gender, and sexuality. The books use what is known as anthologies which are historical narratives helping readers understand whom they think they are, whether they know their originality, and where they think they are headed. 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Night World Black Dawn Chapter 17 Free Essays

He stared at her for an instant, his golden eyeswide. â€Å"Don’t you believe me?† â€Å"I wouldn’t put it past Sylvia to try,† he said. â€Å"ButI don’t think she’s strong enough. We will write a custom essay sample on Night World : Black Dawn Chapter 17 or any similar topic only for you Order Now † â€Å"She said she got special ingredients. And shesaid that nobody else could take the spell off.†When he still looked doubtful, although a bit more grim, Maggie added, â€Å"Why don’t youtry it?† He reached down with long, strong fingers to pullat the fastenings of his brace. It came off easily,and Maggie’s eyebrows went up. She blinked. He extended his arm, pointing it at the wall, anddrew a dagger from his belt. Maggie had forgotten about the blood part. Shebit the inside of her cheek and didn’t say anythingashe opened a small cut on his wrist. Blood welled up red, then flowed in a trickle. â€Å"Just a little blast,† Delos said, and looked calmlyat the wall. Nothing happened. He frowned, his golden eyes flaring dangerously. Maggie could see the concentration in his face. Hespread his fingers. Still nothing happened. Maggie let out her breath. I guess spells are invisible, she thought. The brace was just for show.Delos was looking at his armasif it didn’t belong to him. â€Å"We’re in trouble,† Maggie said, trying not tomake it sound like I told you so. â€Å"While they thought they were alone in here, they were talkingabout all kinds of things. All Hunter cares about is getting you to help him destroy the humans. Butthere’s been some big split in the Night World, and the witches have seceded from it.† Delos went very still, and his eyes were distant.†That means war. Open war between witches and vampires.† â€Å"Probably,† Maggie said, waving a hand vaguely.†But, listen, Delos, the witches sent somebody here,an ambassador, to talk to you. To try to get you on their side. Hunter said they’ve got one of the Wild Powers on their side already-the witches, I mean.Are you getting this?† â€Å"Of course,† Delos said. But now his voice wasoddly distant, too. He was looking at something Maggie couldn’t see. â€Å"But one out of four doesn’tmatter. Two out of four, three out of four-it’s notgood enough.† â€Å"What are you talkingabout?† Maggie didn’t waitfor him to answer. â€Å"But, look. I know the girl whocame to talk to you. It’s the girl I was with on therocks, the other one you saved from Bern. She’sAradia, and she’s Maiden of all the witches. And,Delos, they’re looking for her right now. They wantto kill her to stop her from getting to you. And she’s my friend.† â€Å"That’s too bad.† â€Å"We’ve got to stopthem,† Maggie said, exasperated. â€Å"Wecan’t.† That brought Maggie up short. She stared at him.†What are you talking about?† â€Å"I’m saying we can’t stop them. They’re toostrong. Maggie, listen to me,† he said calmly and clearly, when she began an incoherent protest. That’s the first time he’s said my name out loud, she thought dizzily, and then she focused on hiswords. â€Å"It’s not just the spell they’ve put on me. And it’snot just that they control the castle. Oh, yes, theydo,† he said with a bitter laugh, cutting her off again. â€Å"You haven’t been here very long; you don’tunderstand. The nobles here are centuries old,most of them. They don’t like being ruled by a precocious child with uncanny powers. As soon asHunter showed up, they transferred their loyalty to him.† ‘BUt-â€Å"‘ â€Å"He’s everything they admire. The perfect vampire, the ultimate predator. He’s ruthless andbloodthirsty and he wants to give them the wholeworldas their hunting grounds. Do you really thinkany of them can resist that? After years of huntingmindless, bewildered animals that have to be rationed out one at a time? With maybe the oddcreaky slave for a special treat? Do you think any of them won’t follow him willingly?† Maggie was silent. There was nothing she couldsay. He was right, and it was scary. â€Å"And that isn’t all,† he continued remorselessly.†Do you want to hear a prophecy?† â€Å"Not really,† Maggie said. She’d heard more thanenough of those for one lifetime. He ignored her. â€Å"My old teacher used to tell methis,† he said. â€Å"‘Four to stand between the light and theshadow, Four of blue fire, power in their blood. Born in the year of the blind Maiden’s vision;Four less one and darkness triumphs.'† â€Å"Uh huh,† Maggie said. To her it sounded likejust more of the same thing. The only interestingthing about it was that it mentioned the blindMaiden. That had to be Aradia, didn’t it? She wasone famous witch. â€Å"What’s `born in the year of the blind Maiden’svision?†Ã¢â‚¬Ëœ she asked. â€Å"It means all the Wild Powers are the same age,born seventeen years ago,† Delos said impatiently. `But that’s not the point. The point is the last line,`Four less one and darkness triumphs.’ That meansthat the darkness is going to win, Maggie.† â€Å"What do you mean?† â€Å"It’s inevitable. There’s no way that the humansand the witches can get all four Wild Powers ontheir side. And if there’s even one less than four,the darkness is going to win. All the vampires need to do is kill one of the Wild Powers, and it’s allover. Don’t you see?† Maggie stared at him. She did see what he wassaying, and it was even scarier than what he’d saidbefore. â€Å"But that doesn’t mean we can just give up,†she said, trying to puzzle out his expression. â€Å"If we do that, it will be all over. We can’t just surrender and letthem win.† â€Å"Of course not,† he said harshly. â€Å"We have tojoin them.† There was a long silence. Maggie realized that her mouth had fallen open. â€Å"†¦ what?† â€Å"We have to be on the winning side, and that’sthe vampire side.† He looked at her with yelloweyes that seemed as remote and deathly calm as apanther’s. â€Å"I’m sorry about your friends, but there’s no chance for them. And the only chance for youis to become a vampire.† Maggie’s brain suddenly surged into overdrive. All at once, she saw exactly what he was saying.And furygave her energy. He was lightning-fast, but she jumped up and out of the way before he could close his hands on her. â€Å"Are you out of your mind?† â€Å"No â€Å"You’re going to killme?† â€Å"I’m going to save your life, the only way I can.†He stood up, following her with that same eerie calm. I can’t believe this. I †¦really †¦can’t †¦ believe this, Maggie thought. She circled around the bed, then stopped. It was pointless; he was going to get her eventually. She looked into his face one more time, and saw that he was completely serious. She dropped herarms and relaxed her shoulders, trying to slow herbreathing, meeting his eyes directly. â€Å"Delos, this isn’t just about me, and it’s not justabout my friends. It’s about all the slaves here, andall the humans on the Outside. Turning me into a vampire isn’t going to help them.† â€Å"I’m sorry,† he said again. â€Å"But you’re all that really matters.† â€Å"No, I’m not,†Maggie said, and this time the hottears didn’t stop at her eyes, but overflowed and rolled down her cheeks. She shook them off angrily, and took one last deep breath. â€Å"I won’t let you,† she said. â€Å"You can’t stop me.† â€Å"I can fight. I can make you kill me before youturn me into a vampire. If you want to try it thatway, come and take your best shot.† Delos’s yellow eyes bored into hers-and thensuddenly shifted and dropped. He stepped back, hisface cold. â€Å"Fine,† he said. â€Å"If you won’t cooperate, I’ll putyou in the dungeon until you see what’s best foryou. Maggie felt her mouth drop open again.†You wouldn’t,† she said. â€Å"Watch me.† The dungeon, like everything else in the castle,was heart-stoppingly authentic. It had something that Maggie had read about in books but hadn’t seen in the rooms above: rushesand straw on the floor. It also had a stone benchcarved directly into the stone wall and a narrow,barred window-slit about fifteen feet above Mag gie’s head. And that was all it had. Once Maggie had poked into the straw enoughto discover that she didn’t really wantto know whatwas down there and shaken the iron bars that made up the door and examined the stone slabs in the wall and stood on the bench to try to climb to the window, therewas nothing else to do. She sat on the bench and felt the true enormity of the situation trickle in on her. She was really stuck here. Delos was really serious. And the world, the actual, real world out there, could be affected as a consequence. It wasn’t that she didn’t understand his motivation. She had been in his mind; she’d felt thestrength of his protectiveness for her. And she wanted to protect him, too. But it wasn’t possible to forget about everyoneelse. Her parents, her friends, her teachers, thepaper girl. If she let Delos give up, what happenedto them? Even the people in the Dark Kingdom. Laundressand Old Mender and Soaker and Chamber-pot Emptier and all the other slaves. She caredabout them. She admired their gritty determination to goon living, whatever the circumstances-and theircourage in risking their lives to help her. That’s what Delosdoesn’t understand, shethought. He doesn’t see them as people, so he can’tcare about them. All his life he’s only cared abouthimself, and now about me. He can’t look beyondthat. If only she could think of a way to makehimsee-but she couldn’t. As the hours passed and thesilence began to wear on her, she kept trying. No inspiration came. And finally the light outsideher cell began to fade and the cold started to settle in. She was half asleep, huddled on her chilly bench,when she heard the rattle of a key in a door. She jumped up and went to peer through the bars, hoping to see Delos. The door at the end of the narrow stone corridoropened and someone came in with a flare. But itwasn’t Delos. It was a guard, and behind him wasanother guard, and this one had a prisoner. â€Å"Jeanne!† Maggie said in dismay. And then her heart plummeted further. A third guard was half marching, half supporting Aradia. Maggie looked at them wordlessly. It wasn’t like Jeanne not to fight, she thought, asthe guards opened the cell door and shoved theother girls in. The door clanged shut again, and the guardsmarched back out without speaking. Almost as an afterthought, one of them stuck a flare in an ironring to give the prisoners some light. And then they were gone. Jeanne picked herself up off the floor, and thenhelped Aradia get up. â€Å"They’ve got P.J. upstairs,†she said to Maggie, who was still staring. â€Å"Theysaid they wouldn’t hurt her if we went quietly.† Maggie opened her mouth, shut it again, andtried to swallow her heart, which was in her throat.At last she managed to speak. â€Å"Delos said that?† â€Å"Delos and Hunter Redfern and that witch.They’re all very chummy.† Maggie sat down on the cold bench.†I’m sorry,† she said. â€Å"Why? Because you’re too stupidly trusting?†Jeanne said. â€Å"You’re not responsible for him.† â€Å"I think she means because she’s his soulmate,†Aradia said softly. Jeanne stared at her as if she’d started speaking a foreign language. Maggie stared, too, feeling hereyes getting wider, trying to study the beautiful features in the semidarkness. She felt oddly shy of this girl whom she’d calledCady and who had turned out to be something shecould never have imagined. â€Å"How did you know that?† she asked, trying notto sound tongue-tied. â€Å"Can you justtell?† Asmile curved the perfect lips in the shadows.†I could tell before,† Aradia said gently, backing upquite accurately to sit on the bench. â€Å"When youcame back from seeing him the first time, but Iwas too foggy to really focus on anything then. I’veseen a lot of it in the last few years, though. Peoplefinding their soulmates, I mean.† â€Å"You’re better, aren’t you?† Maggie said. â€Å"Yousound lots moreawake.† It wasn’t just that. Aradia had always had a quiet dignity, but now therewas an authority and confidence about her thatwas new. â€Å"The healing women helped me. I’m still weak,though,† Aradia said softly, looking around the cell. â€Å"I can’t use any of my powers-not that breakingthrough walls is among them, anyway.† Maggie let her breath out. â€Å"Oh, well. I’m gladyou’re awake, anyway.† She added, feeling shy again, â€Å"Um, I know your real name, now. Sorry about the misunderstanding before.† Aradia put a hand-again perfectly accuratelyon Maggie’s. â€Å"Listen, my dear friend,† she said,startling Maggie with both the word and the intensity of her voice, â€Å"nobody has ever helped me more than you did, or with less reason. If you’d been oneof my people, and you’d known who I was, it wouldhave been amazing enough. But from a human, who didn’t know anything about me †¦Ã¢â‚¬ Shestopped and shook her head. â€Å"I don’t know if we’ll even live through tonight,† she said. `But if we do,and if there’s ever anything the witches can do foryou, all you have to do is ask.† Maggie blinked hard. â€Å"Thanks,† she whispered. â€Å"I meanyou know. I couldn’t just leave you.† â€Å"I do know,† Aradia said. â€Å"And that’s the amazingthing.† She squeezed Maggie’s hand. â€Å"Whatever happens, I’ll never forget you. And neither will theother witches, if I have anything to say about it.† Maggie gulped. She didn’t want to get startedcrying. She was afraid she wouldn’t be able to stop. Fortunately Jeanne was looking back and forthbetween them like someone at a tennis match.†What’s all this sappy stuff?† she demanded. â€Å"Whatare you guys talking about?† Maggie told her. Not just about Aradia being Maiden of the witches, but about everything she’dlearned from listening to Hunter Redfern andSylvia. â€Å"So the witches have left the Night World,† Aradia said quietly, when she was finished. â€Å"They wereabout ready to when I left.† â€Å"You were coming here to talk to Delos,† Maggie said. Aradia nodded. â€Å"We heard that Hunter had gotten some lead about the next Wild Power. And weknew he wasn’t goingto take any chances on letting Circle Daybreak get hold of this one.† Jeanne was rubbing her forehead. â€Å"What’s Circle Daybreak? ‘It’s the last circle of witches-but it isn’t justwitches. It’s for humans, too, and for shapeshiftersand vampires who want to live in peace with humans. And now it’s for everybody who opposes the darkness.† She thought a moment and added, â€Å"I used to belong to Circle Twilight, the †¦not-so wicked witches.† She smiled, then it faded. â€Å"Butnow there are really only two sides to choose from.It’s the Daylightorthe Darkness, and that’s all.† â€Å"Delos really isn’t on the side of the Darkness,†Maggie said, feeling the ache in her chest tighten.†He’s just-confused. He’d join you if he didn’tthink it meant me getting killed.† Aradia squeezed her hand again. â€Å"I believe you,†she said gently. â€Å"So, you’re some kind of bigwig of the witches,huh?† Jeanne said. Aradia turned toward her and laughed. â€Å"I’m theirMaiden, the representative of the young witches. If I live long enough, I’ll be their Mother one day, and then their Crone.† â€Å"What fun. But with all that, you still can’t thinkof any way to get us out of here?† Aradia sobered. â€Å"I can’t. I’m sorry. If-this isn’tmuch use, but if I can do anything, it’s only to givea prophecy.† Maggie made an involuntary noise in her throat. â€Å"It came while I was asleep in the healers hut,†Aradia said apologetically. â€Å"And it was just athought, a concept. That if there was to be any helpin this valley, it was through appealing to people’s true hearts.† Jeanne made a much louder and ruder noisethan Maggie’s. â€Å"There is one more thing,† Aradia said, turningher wide unfocused eyes toward Maggie and speaking as gently asever. â€Å"I should have mentioned thisearlier. I can tell you about your brother.† How to cite Night World : Black Dawn Chapter 17, Essay examples

Mom, I Dont Feel So Well free essay sample

The wave of black hits me- hard. I try to talk myself out of it and not get anxious, but I keep passing out. I tense up, and my heart starts racing. The doctors call it vasovagal; a condition where the sight of blood or any other injury affects me. My heart rate and and nervousness inflates. Only my close friends know about this. I was too embarrassed to tell anyone else. Everytime my parents would laugh about it over a dinner with friends, I cringed in shame. Brianna was the first friend of mine to find out. We were six and on our way to a soccer game. My mom took out my newly pierced earrings, bleeding, red, and sore. My mom showed me the blood on the stud. I said, â€Å"Mom, I dont feel so well†. I remember my heart racing, I got dizzy, sweaty and all of a sudden I saw nothing. We will write a custom essay sample on Mom, I Dont Feel So Well or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I didn’t know what had happened except I woke up to a man yelling, â€Å"Do you want me to call an ambulance?†. Because my mom was a nurse, she said no. Instead, she tossed water over my head. I woke up. I felt as if I was lying in my bed and a bad dream had awakened me. Sadly, I traumatized Brianna. We never talked about it after as I shut down any mention of that day. The next incident was with my lifelong friend Emma. We were, ironically, leaving the doctors office and celebrating with ice cream. I got a finger prick and took the Band-aid off and there was blood on the patch. Emma said, â€Å"Wow, that’s a lot of blood†. I said, â€Å"Mom, I don’t feel so well†. I slouched over the seatbelt, unconscious. My mom pulled over the car to revive me. I was always very comfortable around Emma because I knew her since I was 3 years old. We laughed about it together but never with anyone else. Any slight mention of watching bloody videos, studying the human body would keep my up the night before, worrying that I would have to leave and everyone would know or worse, I would pass out in front of everyone. Moving into high school, it was an obstacle I had to face. I felt that I was the only person with something embarrassing and different to hide. I would wish it away and say it was the worst thing about me. Finally, I embraced my condition. I made it into a joke. I walked out of the movie theater during a shark attack movie, I have said I would participate in the blood drive, but I will go unconscious. It has become a part of me and who I am. I am unique and it shapes my interests. Instead of watching Grey’s Anatomy, I listen to music and instead of dissecting animals in AP Biology, I work out quadratic equations in advanced math classes. Instead of worrying about what my classmates think of my vasovagal, I accept it. I can ace my calculus homework while they study blood types and genetic mutations.

Sister essays

Sister essays In the play called Antigone it was about how Antigone wanted to give her brother a proper burial but her uncle Creon would not allow it. Antigone went against his will and buried him anyways. When Creon found out he sentenced her to death and her sister Ismene wanted to die with her. Creon did not want to kill Ismene because even though she said she helped Antigone he she was lying. When he killed Antigone his son killed himself because he wanted to marry her. Then Creons wife killed herself because her son died. In the end he was left alone. What drew my attention to the play the most was the love Antigone and Ismene had for each other and the relationship they shared. In the beginning of the play Antigone came to Ismene and ask her to help give there brother a proper barrel she said no because that will be going against Creons will. Antigone let her know that no matter what she was going to give her brother a proper barrel and if she didnt want to help then she would hate her. When Antigone was caught and sentenced to death her sister came to her side even through all of the arguing they had been through. When Antigone and Ismene were arguing about barring there brother it reminded me of my sister and I when we would argue and sometimes even tell each other that we hate one another. Then whenever one of us has a problem we know that we can count on the other to come through for us just like Ismene did for Antigone when she was caught for going against Creon rules. I believe that Antigone and Ismene role in the play was meant to show the relationship between two sisters. I also believe that Antigones role was meant to show the love that Antigone had for her brother. ...

Interesting Green Sea Turtle Facts

Interesting Green Sea Turtle Facts Green sea turtles (Chelonia mydas) inhabit the beaches and offshore locations of 140 countries throughout the world. They are graceful and serene swimmers who migrate thousands of miles through warm subtropical and tropical oceans. All species of these beautiful reptiles are endangered or threatened. Fast Facts: Green Sea Turtles Scientific Name: Chelonia mydasCommon Name(s): Green sea turtle, black sea turtle (in the eastern Pacific)Basic Animal Group: ReptileSize: Adults grow to between 31–47 inches  Weight: 300–440 poundsLifespan: 80–100 yearsDiet:  HerbivoreHabitat: In warm subtropical and tropical ocean waters. Nesting occurs in over 80 countries, and they live in the coastal waters of 140 countriesPopulation: Two largest are the Tortuguero population on the Caribbean coast of Costa Rica (22,500 females nest there each season) and Raine Island in the Australian Great Barrier Reef (18,000 females nest).Conservation Status: Endangered Description Green sea turtles are distinguished by their streamlined shell or carapace, which covers their entire body except for flippers and head. The adult green sea turtle has an upper shell that blends several colors, gray, black, olive, and brown; its undershell, called a plastron, is whitish to yellow. Green sea turtles are named for the greenish color of their cartilage and fat, not their shells. While sea turtles have fairly mobile necks, they cannot withdraw their heads into their shells.   The flippers of sea turtles are long and paddle-like, making them excellent for swimming but poor for walking on land. Their heads are light brown with yellow markings. The green sea turtle has four pairs of costal scutes, large, hard scales which assist in swimming; and one pair of prefrontal scales located between its eyes. Westend61 - Gerald Nowak/Brand X Pictures/Getty Images Species There are seven recognized species of sea turtles, six of which are in the Family Cheloniidae (the hawksbill, green, flatback, loggerhead, Kemps ridley, and olive ridley turtles), with only one (the leatherback) in the family Dermochelyidae. In some classification schemes, the green turtle is divided into two species- the green turtle and a darker version called the black sea turtle or Pacific green turtle.   All sea turtles migrate. Turtles sometimes travel thousands of miles between cooler feeding grounds and warm nesting grounds. A leatherback turtle was tracked by satellite traveling over 12,000 miles for 674 days from its nesting area in Jamursba-Medi beach in Papua, Indonesia to feeding grounds off Oregon. Habitats, diet and the number and arrangement of these scutes are the primary ways to distinguish different sea turtle species. Habitat and Distribution Green sea turtles are found throughout the world in warm subtropical and tropical ocean waters: They nest on the beaches of over 80 countries and live on the coasts of 140 countries. Efforts continue to emphasize the tracking of sea turtle movement using satellite tags to learn more about their migrations and the implications their travels have for their protection. This may help resource managers develop laws that help protect turtles in their full range. Diet and Behavior The only herbivore of the extant sea turtle species, green sea turtles graze on seagrasses and algae, which in turn maintains and fortifies the seagrass beds. They migrate long distances between a wide range of broadly separated localities and habitats during their lifetimes. Tagging studies suggest that ones that nest at Ascension Island in the Atlantic Ocean west of Brazil feed on the Brazilian coast, up to 1,430 miles or more away.   Reproduction and Offspring Sea turtles mature at around age 25–30. The males spend their whole lives at sea, while females mate with the males at sea and then go to selected beaches to dig a hole and lay between 75 to 200 eggs. Female sea turtles may lay several clutches of eggs during a single season, then cover the clutches with sand and return to the ocean, leaving the eggs to fend for themselves. The breeding season occurs in late spring and early summer; the males can breed every year but the females only breed once every three or four years. After a two-month incubation period, the young turtles hatch and run to the sea, facing attack by a variety of predators (birds, crabs, fish) along the way. They drift at sea until they are about a foot long and then, depending on the species, may move closer to shore to feed. Threats Climate change, the loss of habitat, and diseases such as fibropapilloma- which causes benign but ultimately debilitating epithelial tumors on the surface of biological tissues- threaten green sea turtles today. Sea turtles are protected by a variety of national and state laws and international treaties, but hunting of live turtles and harvesting of eggs is still underway in many places. Bycatch, the accidental entanglement in fishing gear such as gillnets or shrimp trawling nets, is responsible for hundreds of thousands of turtle deaths and injuries each year. In addition, oceanic pollution and marine debris have been known to disturb and disrupt migration patterns. Vehicle traffic and development of beaches and light pollution of nesting regions disturbs hatchlings, who often go towards the light rather than towards the ocean. Rising sea temperatures from climate change also affect turtle populations. Because the incubation temperature of eggs determines the animals sex, populations in the northern Great Barrier Reef have experienced imbalances of populations with 90 percent or greater females. Conservation Status All seven species of sea turtles are listed under the Endangered Species Act. Due to conservation efforts, some populations are recovering: Between 1995 and 2015, the Hawaiian green sea turtle increased at a rate of 5 percent per year. Sources Green sea turtle (Chelonia mydas). ECOS (Environmental Conservation Online System) U.S. Fish Wildlife Service.Green Sea Turtle Chelonia mydas. National Wildlife Fund.Green Turtle, Chelonia mydas. NOAA Fisheries.  Green Sea Turtle. World Wildlife Fund.  Luschi, P., et al. The Navigational Feats of Green Sea Turtles Migrating from Ascension Island Investigated by Satellite Telemetry. Proceedings of the Royal Society B 265 (1998). Print.Sea Turtle Conservancy. Information About Sea Turtles: Green Sea Turtle. Seminoff, J.A. Chelonia mydas. The IUCN Red List of Threatened Species 2004: e.T4615A11037468, 2004. Spotila, James R. Sea Turtles: A Complete Guide to Their Biology, Behavior, and Conservation. The Johns Hopkins University Press, 2004.Sea Turtles: Ambassadors of the Sea. State of the Worlds Sea Turtles, 2008. Waller, Geoffrey, ed. SeaLife: A Complete Guide to the Marine Environment. Smithsonian Institution Press. Washington, D.C. 1996.

Analyze lesson plan Essay Example | Topics and Well Written Essays - 1500 words

Analyze lesson plan - Essay Example Banks, financial institutions and even corporations are turning out schemes aimed at children to boost their saving habits and business acumen. Parents and schools must take advantage of these schemes as part of their curriculum. These help the child understand facts and figures better, edifying his mental capacity. (Britannia Building Society). By and large, the 8th grade students fall into the age group of 12-14 years. Except for a small percentage of say ten percent each of the brilliant students and students with learning disabilities, the larger segment of students comprise the normal, average pupils for whom learning is routine and sometimes even a bane. Nevertheless, these normal, average students have no major problem putting in the right amount of efforts to secure good, respectable results. The only possibility of something going wrong is when either something or someone becomes cause for negative attitudes to set in. In such cases, mathematics becomes the first subject to become casualty because it requires a great deal of positive concentration on the part of the student. That is why children with emotional problems face difficulties in comprehending mathematical problems. The problem could be quickly and effectively remedied by a considerate teacher through counseling and care. 8th graders as traders and bankers The concept of budget planning, interest, and percentage may appear meaningless and abstract unless it is bound together with the relative important aspects of savings and responsible spending. The student may quickly bond with the concept if it is conveyed as something personally relevant and important to him. Otherwise, she or he may dismiss it as something applicable only to traders and bankers. They may not feel the significance of building a good foundation by grasping this concept. Moreover, the responsibility for parents and teachers to inculcate principled spending habits on their children has increased with the modern day marketing trends to attract young people. (Madhu T). Use of illustrations and methods The 8th graders are on the threshold of the business world where integers, decimals and fractions are part of daily lives. The concept of budget planning, interest, and percentage follow the backdrop of integers, decimals, fractions, whole and natural numbers among other concepts and theories such as geometry. Illustrations, methods of problem solving and practice are the normal means of understanding mathematics. Examples The introduction of budget planning, interest and percentage will make sense to the students if it is done as a concept of daily use in homes and companies. Children will quickly realize what the concept is all about if the teacher explains the way parents run households. From there, the concept must be applied to how traders and businessmen run their trade. Solutions to elementary percentages involving whole numbers, decimals and fractions must be taught and enough problems given to student for practice so that they are thoroughly conversant with the uses and

Large Female Nude by Pablo Picasso Research Paper

Large Female Nude by Pablo Picasso - Research Paper Example The paper "Large Female Nude by Pablo Picasso" analyzes one of the most important artworks of the cubist Pablo Picasso. The picture this artwork shows is the outline of an overweight woman. The outline is filled with smaller lines that follow the lines of her muscles except in the area of her stomach. In this area, the lines move horizontal across her middle. The way these lines are drawn makes it look like the woman is moving and add energy to the art. The lines on the right side of the painting are light-colored and the lines on the left side of the painting are darker which makes the woman seem like she is not so flat, because the light is shading her. It looks like the woman is dancing because she has her hands held up on top of her head and one leg is positioned behind her with the knee bent. The other leg is straight, but it looks like it is facing me because the toes are in front. This makes me think I can see her from the front and from the side at the same time. The woman's face is turned toward the darker side of the painting and she has long, dark hair that falls over her shoulder and between her breasts. One of her breasts is straight toward me but the other is seen from the side but the one that is straight toward me is not on the side with the leg that is straight toward me. There is a light area of brown around the body of the woman, but it is wider along her dark side. This same solid brown color fills the area between her legs and the space between her face and her dark arm. There is a floor under her feet which is a wavy light line, but the rest of the artwork space is black. This artwork is described as a reduction linocut, which means that it was made in a special way. Instead of painting like most of his work, Picasso cut the image into a block and then paint was put on the block and a piece of paper was put on top of that and rubbed until the design moved onto the paper. To make this have more than one color, Picasso had to cut the block t o make the background brown color of the woman and print it. The black parts would be the part of the block that he cut away and the brown part that outlines the woman would be the parts that stayed. Then he would need to cut out more of the block to show more details of the woman like the lighter color lines. If you look carefully, you can see that some of these lines go over the darker brown lines which means that they were printed after the darker lines. It is called reduction linocut because the artist has to keep reducing, or cutting away, the block in order to make the print. Even though these lines were already there in the darker brown, having to pull the block away in order to cut more of the lines away would have meant that it wouldn't be put in exactly the same place the next time when the lighter lines were being made. There is another tricky thing about this way of making art. Even though the woman is facing one way when I look at her, Picasso had to cut her like a mirr or image in order to make her look the direction he wanted her to look. One of the reasons artists might use this way of making art is that they can make more than one copy of an image quickly, but they can still limit the number of artworks they print. Once the block has been carved the second time, no more new prints can be made. The style of the artwork that Picasso uses for this woman is the primitive style, which was a style that he made popular. In his work, Picasso wanted to show emotions without

Achievement Gap Essay -- Sociology, Gender Roles, Racial Relations

The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males. Within the Black-White achievement gap resides a subgroup whose academic performance is distressingly ... ...disparities between the two ethnic communities that can be traced back to the legacy of slavery and other forms of oppression that blacks have suffered.† Supporters of this view felt that educational achievement correlates more strongly with economic status than with any other single variable. Since the majority of the black community lags behind whites in income and wealth, the educational inequalities are caused by the economic inequalities. They believe that once the inequalities disappear, the educational disparities will as well. Many argue that this is not a viable argument. They point to other minority groups such as Asians, some of whom are financially worse off than blacks, and they excel in school . They felt that because the civil rights legislation removed all roadblocks back in the 60’s and 70’s something else must be contributing to the large gap.

Philosophical Views Comparison Essay

The ancient Greek philosophers Socrates, Plato and Aristotle. Socrates believed in human learning and reasoning. He enforced humans to understand their limits to reason with themselves about their actions. Aristotle was born in third century B. C.. He believed in Purity of Soul achieved by our daily actions and habits. Plato’s main work is written in the form of dialogues with Socrates. However, his work with laws or rules does not involve Socrates or has a very small part of him given in them. Let us study different spheres of their work below. Methods of Acquiring Knowledge : Aristotle – His ways of acquiring knowledge involves both induction and deduction. Aristotle believed in the provision to reason alone with oneself. He gave much more emphasis and value to the knowledge gained by senses. He believed in knowledge gained by experiences as they put us in a dilemma to think about our situations and actions. Socrates – He has divided his education theory in five basic parts – I. Theory of Value – What is worth learning? What are the goals? II. Theory of Knowledge – What is the real meaning of Knowledge? How is it different from beliefs? III. Theory of Human Nature – What is a Human Being? How is it different from other species? What are his limits? IV. Theory of Learning – What is the meaning of learning? How are skills and knowledge acquired? V. Theory of Transmission – Who is to be taught? What is the curriculum going to be? Plato – He worked on a basic structure formation for acquiring knowledge. The first way is to acquire knowledge through senses and experiences. Then, the second is to reason the knowledge acquired by experiences. Then to acquire ‘true knowledge’ by reasoning to oneself in an ethical way. Aristotle, being a student of Plato gave much more value to the education gained though senses and experiences. While Socrates developed a learning theory to understand the basic structure of education and its importance. Important of Thinking – Aristotle believed in rationalizing our thoughts in an ethical way to learn to follow ethics in our daily lives in our habits. He pursed thinking and reasoning to acquire real knowledge based upon the metaphysical truths and laws. Socrates emphasized on understanding human behavior on the basis of their actions. He explained in his theories that we do not tend to do evil, if we are aware of its evil nature. He worked on understanding and directing his studies to help us reason our behavior with logical reasoning. Plato gave his theories in the form of dialogues explain the importance of logical thinking and reasoning to oneself. He gave various situations in his dialogues to explain how to logic and reason to ourselves alone to understand the higher truths. Existence – Aristotle believe in existence in terms of its essentiality. He believe of being a ’qua being’ or ’wisdom’ or ’theology. His Metaphysical conclusion over existence is for any identity to exist is directly related to its essentiality (Cohen, S. Marc. , 1978a. 31: 387-405). Socrates taught that this real subject world is neither to generate or decay. It is to be in existent as it has been. Plato defined existence in two different forms. One is what we can see in the form of its appearance, and the other form is what we cant see. Key Ideas of Aristotle – 1. Perfection is not an act, but a habit. According to Aristotle, we adopt our habits by doing the same act over and over again. If we are practicing bad habits, we will bring them in our life as habits and vica-versa. He said that it is important to practice what is right to create a habit of doing right in our lives. 2. Importance of Education. He was aware of changes that be brought by us in our lives by education. Hence, he used to tell others to spend time reading and learning about life and its rules. 3. Education Creates Wisdom in personality – Aristotle said that a layman hearing a concept for the first time would create an opinion of his own reasons with the concept itself, while an educated person would listen and work the concept in his mind first to understand its deeper meaning. Education makes a person wise enough to think more than to argue more over a concept or topic. 4. Thoughts Create Things – Even if we are not aware of the fact that our negative habits are also manifesting something in our lives, they do as we are thinking them over and over. Key Ideas of Socrates – 1. No one desires Evil as a primary desire. Socrates believed that evil is a force that becomes a desire due to several reasons. Its is important for a human being to renationalize his thoughts and desires to move towards good deeds only. 2. No one does wrong willingly – Socrates gave this idea describing that when people are involved in evil, they are not aware of it. They take their steps believing it is a part of life. At times, they are even proud of what they do even when it is evil. 3. All virtue is knowledge – Socrates was aware of the divine weight of education as well. Education is like a cure for the soul from suffering evil desires. He promoted education in people to understand the ‘right’ and ‘wrong’, as they are given in the universe, not to form their own beliefs. 4. Virtue is all that is required for true happiness – He believed in the purity of soul and education is the only way to keep our soul flawlessly pure. He taught that it is not necessary to discuss your thoughts with other people only. The real capability is to rationalize our own thoughts to conclude the righteous. Education can help the best in this rational practice. It is can purify our thoughts and give us the real and pure ideas to live. Key Ideas of Plato – 1. The Weak fights for Equality – Plato states in his philosophies that strong does not fight for his level in the society. He just asks for what he wants and achieves it, while a weak uses the Law to fight for equality. 2. No one willing does wrong – Plato focuses on the theory of saving our characters from the controllers of the society. 3. Education – He has also given deep philosophical notes over importance of education. He states that education is the way to be logical and rational in our actions. We will find similarities in their very basic philosophical beliefs, for example, Education is the most emphasized area of their philosophical teaching. Each of them has written about importance of education in one’s life and how it leads to pure happiness of soul. However, we will also find certain clear differences among their work. Plato was focused for laws and rules about society. While Aristotle devoted his life to understand human and to guide them towards righteous actions purification of soul. Socrates has given remarkable theories in understanding core human nature and reasons for their actions. References – Bostock, D. , 1994. Aristotle: Metaphysics Books ? and ?. Oxford: Clarendon Press. Cohen, S. Marc. , 1978a. â€Å"Essentialism in Aristotle. † Review of Metaphysics 31: 387-405.

Similarities Between Victor And The Monster - 1176 Words

Gavin Cox Mrs. Schroder English 4 11-23-16 Similarities between Victor and his Monster In the book, Frankenstein by Mary Shelley, the author illustrates similarities between both Victor and the Monster he creates. She draws parallels between the two regarding their feelings on family, nature, on exacting revenge, and how they both become isolated from society. Both are able to demonstrate extreme intelligence. As the novel progresses, Victor and the Monster become more similar to each other. Their relationship turns to one in which each is consumed with getting revenge on the other at all costs. Throughout the entire book, it becomes obvious that family is important to both Victor and the Monster. Victor greatly values his family and†¦show more content†¦He lives in both forests and in the freezing cold of the glacier at Montanvert. He finds safety and comfort when in the presence of nature. Victor and the Monster are extremely intelligent. Victor was a master in the sciences and in alchemy, which allowed him to be able to create a living human being out of disposed body parts. He delighted in studying under M. Krempe, a professor of natural philosophy, and M. Waldman, a professor of chemistry. He was gifted in being able to use his eloquence to convince people to do things. This was demonstrated when he was able to persuade the men on Walton’s ship not to perform a mutiny, but rather to be proud at successfully being able to break through the ice instead of giving up and turning around. The Monster proves his intelligence when he learns to speak French and learns human sensitivity just by observing the De Lacey family. He is then able to read notes that Victor wrote which were shoved in Victor’s jacket pocket, as well as the Paradise Lost book that he found. He discovers fire and its ability to both cook and to burn. The Monster is smart enough to be a ble to hide from society and to also evade Victor when Victor is hunting him down for revenge. The Monster is eloquent, like Victor, and is able to convince Victor for a short time that making a female monster would be a compassionate thing to do. Victor and the Monster are both isolated from society. Both were abandoned early by aShow MoreRelatedSimilarities and Differences of Paradise Lost and Frankenstein.1282 Words   |  6 PagesBetween the two novels, Paradise Lost and Frankenstein, there are many striking similarities. What makes these two books so wonderful to read is the author s ability to write about the ultimate struggle; the struggle between God and Satan, or Good and Evil. The characters in Paradise Lost and in Frankenstein seem to be very similar to one another. God and Victor Frankenstein have many similarities. One of their similarities is that they are both creators of new life. The monster, Victor s creationRead MoreAnalysis Of Inside Out And Frankenstein 1480 Words   |  6 Pages Inside Out and Frankenstein may have multiple similarities, but the fact that they are so different is unbelievable that they can be alike in so many ways. Inside out was published in 2010 is a dystopian work taking p lace in the future where Frankenstein was published in 1818 is a horror story taking place in the past. Inside out is about a girl named Trella who is un-happy with her way of life because she lives in an over populated metal box, and is told what to do every minute of theRead MoreSimilarities of Victor Frankenstein and His Creation737 Words   |  3 Pages There are evident similarities between Victor Frankenstein and his creation. Both Frankenstein and his creation share a love for nature, a longing for knowledge, and a desire for companionship. Nature is an important part of both Frankenstein and his creation’s life. Often Nature is used to describe certain points in victor’s life, for example, Marry Shelley uses metaphors in nature to describe Frankenstein’s youth. â€Å"I find it arises, like a mountain river, from ignoble and almost forgotten sources;Read MoreFrankenstein Compare/Contrast Essay922 Words   |  4 PagesOctober 19, 2010 CPBL, 5 Frank. Compare/Contrast Victor Frankenstein The novel Frankenstein was written by Mary Shelley in 1818. This gothic romance novel tells the story of a philosopher who discovered how to create life, without the full knowledge that his actions could cause grave consequences. Universal Studios made the film version of this novel in 1931. Unfortunately, the film version of Frankenstein has more differences than similarities to the novel. In the novel, Victor’s mental obsessionRead MoreFrankenstein by Mary Shelley1223 Words   |  5 PagesWhat purpose does it serve to have multiple narrators telling a story? In Mary Shelley’s gothic novel, Frankenstein, three main narrators tell the story about the creation of a monster and the events that follow. The job of narrator shifts between Robert Walton, Victor Frankenstein, and the monster that Victor creates. As each narrator shares his own recollection of the events that occurred, new facts are introduced to put the pieces of the puzzle together. Although Frankenstein u ses multiple narratorsRead MoreEssay on Oryx and Crake: A Modern-Day Frankenstein1307 Words   |  6 PagesCrake, and the classic Frankenstein, the main characters share very similar characteristics. Both Crake and Victor Frankenstein try to create a new human race which eventually leads to disaster. Also, they childishly refuse to take responsibilities for their mistakes. Even though the two books were written almost 200 years apart, it goes to show that the same problems that affected Victor in 1817 are still affecting the society of the future in which Crake lives in. The embedded Frankenstein storyRead MoreMary Shelley s Frankenstein And The Monster945 Words   |  4 PagesShelley’s novel Frankenstein, many similarities become eminent between Victor Frankenstein and the Creature. Despite their different outward appearances, Victor and the monster have many similar qualities. The major parallels between the creator and the creation include: hunger for knowledge, isolation, role as God, and the utilization of revenge. Although they have different intentions, both the Creature and Victor Frankenstein display a hunger for knowledge. Victor spends days and nights of stressfulRead MoreMary Shelleys Frankenstein938 Words   |  4 Pages Frankenstein was a scientist who created a creature that was very scary through a lab experiment. Victor Frankenstein was an ambitious scientist whose experiment was aimed at creating human beings from the cells of a dead person. He, however, created a monster, which haunted him to his death. Frankenstein was very scared of the creature to the point of abandoning it, but it kept following him and ended up destroying him and his family out of anger. Frankenstein is a science fiction, which incorporatedRead MoreFrankenstein : Emotionally Bound By Mary Shelley1745 Words   |  7 PagesVictor Frankenstein: Emotionally Bound The creation of life is an extraordinary event which humanity usually attributes to the work of a higher being. Because of this common belief, Mary Shelley’s: Frankenstein: The Modern Prometheus often triggers mixed feelings when human Victor Frankenstein experiments and creates the creature known as Frankenstein or Frankenstein’s monster. While it cannot be denied that this accomplishment is impressive, Victor’s right to form life, being a mortal himselfRead MoreThe Man and the Monster in Frankenstein by Mary Shelley Essay1236 Words   |  5 PagesIn Mary Shelley’s Frankenstein there are several parallels that can be drawn. One of the major parallels in the novel is the connection between Victor Frankenstein and the creature he creates; there is an interesting relationship between these two characters. Frankenstein and his creation are not blood related, however, their similarities bond the two. Despite their dislike for one another and their physical differences Frankenstein shares many characteristics with his creation, throughout the novel