Feminism in Frankenstein Essay examples - 1745 Words

Over the years, the monster in Mary Shelley’s Frankenstein has become universally portrayed in one way: a tall, green-skinned, dumb brute with no language or reasoning abilities. Society has turned the story of Frankenstein into a mere horror story, dehumanizing the monster more than was intended in Shelley’s novel. However, the message of Frankenstein is a far cry from the freak show displayed by the media. While many people may only see Frankenstein as a grotesque story meant to thrill its audience, its purpose goes much deeper as it advocates for the equal rights of women in society. Perhaps the strongest evidence of feminism in Frankenstein stems from what happens when Victor Frankenstein tries to create life without the help of a†¦show more content†¦It is because of this that Shelley seems to suggest that Frankenstein overstepped his boundaries as a man by trying to create life. In the critique, â€Å"Female Gothic: The Monster’s Mother,† Ellen Moers points out that â€Å"Frankenstein’s exploration of the forbidden boundaries of human science does not cause the prolongation and extension of his own life, but the creation of a new one. He defies mortality not by living forever, but by giving birth† (220). Clearly Frankenstein realizes he has overstepped his boundaries as a man as those to whom he is closest are killed one by one as a result of the creation of the monster: first his brother William, then Justine, Clerval, Elizabeth, his father, and, ultimately, himself. This could be seen as analogous to men in society during the nineteenth century and before: overstepping their boundaries by creating a patriarchal society. Shelley seems to suggest that if men were to continue to take as much control away from women as they were back then, society would eventually become a â€Å"monster† that would destroy everyone. In addition to her proposition that a patriarchal society will ultimately lea d to chaos, Shelley uses the character of Frankenstein to illustrate that men are not the strong leaders of society they claim to be. Frankenstein is brave enough to go as far as creating life without a woman; however, as soon as his brainchild comes to life, Frankenstein essentiallyShow MoreRelatedFeminism And Women In Frankenstein1318 Words   |  6 Pagesof Frankenstein seems to focus on the characterization of men yet what is ironic is the fact that she is a woman. After the birth of Shelley, her mother Mary Wollstonecraft who was one of the first and most important feminist advocates had died, leaving Shelley to continue in her footsteps (â€Å"Feminism Women in Frankenstein†). Growing up, she was exposed to the work done by her mother and this led her to become exposed to feminist ideals at a very early age (â€Å"Feminism Women in Frankenstein†).Read MoreMary Shelleys Frankenstein Feminism1429 Words   |  6 PagesRobert Youshock Prof. Matthew Gerber HIST 1012 10/19/18 Mary Shelley’s Frankenstein: Feminism before it was mainstream? Writing a paper on the topic of Frankenstein days before Halloween might give you the wrong idea- lets clear something up straight away Frankenstein is the doctor not the monster and the monster doesn’t have a name (which we later learn is mildly important to the story). You see, Mary Shelley’s Frankenstein is arguably a story of creation, murder, love, and learning amongst manyRead MoreElements Of Feminism In Mary Shelleys Frankenstein804 Words   |  4 PagesMary Shelly’s Frankenstein has various elements of Feminism in the text. One particular feminist ideals that are present in the text is from the first wave of Feminism, her own mother, Mary Wollstonecraft. Using Wollstonecraft’s â€Å"A Vindication of the Rights of Women† to illustrate that inequality and oppression and the lack of access to education for women, the essay will not only use the women in the story but also the monster itself to represent women before and after they achieve an educationRead MoreThe Feminism Behind Mary Shelley s Frankenstein 1341 Words   |  6 PagesGabe Bridges Brit Lit II. Dr. Dodworth 12/19/14 The Feminism Behind â€Å"Frankenstein† Mary Shelley’s story â€Å"Frankenstein† is not only one of the most well respected novels of her time, and today, but it could also be the beginning of a new view on humanity. The focus on feminism comes from the absence of a mother, the critique of men, and the role of the females in the story. Feminism could be a huge aspect throughout the story. Shelley seems to set the story up to make woman look superior fromRead MoreFeminism And Symbolism Of Mary Shelley s Frankenstein 2666 Words   |  11 Pages05/01/2015 Feminism and Symbolism in Mary Shelley s Frankenstein Frankenstein by Mary Shelley was a novel written in 1818. One of the first in the Gothic Romance genera, it was both controversial and captivating in its time. It was a top selling book not only because of its dark and twisted plot, controversial ethical issues, or detailed scenery and imagery, but also because of what it offered below the surface. We will analyze some of the deep symbolism and seemingly invisible feminism qualitiesRead MoreSecret Feminism Of Mary Shelley s Frankenstein2667 Words   |  11 PagesSecret Feminism in Frankenstein Mary Shelley’s Frankenstein, which tells the story of an egotistical doctor looking to create life where there is none, is a male-dominated novel. Every female character is portrayed as passive, listening to and depending on the men in her life. It can be argued that the egotistical and aggressive men in the story, particularly Victor, are present to make the reader think about the female characters and the unfair treatment they face throughout the story. BesidesRead MoreFeminism in Mary Shelleys Frankenstein Essay1047 Words   |  5 Pagesin portraying this in her gothic novel, Frankenstein. Furthermore, in this novel, Mary Shelly shows how society considers women to be possessions rather than independent human beings. In addition, the female characters rely heavily on men for support and survival, thus proving their inability to do it on their own. Lastly, the female characters in this novel are in many ways victimized by the male characters. In conclusion, in Mary Shellyà ¢â‚¬â„¢s novel Frankenstein, the female characters always fulfill theRead MoreComparing and Contrasting Shelleys Frankenstein with Brooks Young Frankenstein1031 Words   |  5 PagesComparing and Contrasting Shelleys Frankenstein with Brooks Young Frankenstein The 1818 book Frankenstein by Mary Shelley and the 1972 movie Young Frankenstein by Mel Brooks both portray the differences in feminism regarding the cultural times through the character of Elizabeth. When Mary Shelley wrote the book Frankenstein, she was on a mission to pursue equal rights in education for her daughter. In Shelleys time, the only way to show feminine empowerment was to be literate and well-poisedRead MoreOf The Pernicious Effects By Mary Shelley1290 Words   |  6 PagesThe novel â€Å"Frankenstein† by Mary Shelley, and the article â€Å"Of the Pernicious Effects† by Mary Wollstonecraft, both have relations when regarding the importance of feminism during their time periods. Throughout Shelley’s novel feminism is addressed because she uses female characters to further her plot and display her viewpoints. If Wollstonecraft evaluated the female characters in Shelley’s novel, she would realize that Elizabeth, Justine, and Safie all show an importance to the flow of the novelRead MoreFeminist Criticism of Frankenstein and The Yellow Wallpaper791 Words   |  3 Pages Feminism in literature has existed as early as the 16th century, the belief that men and women should have equal rights and opportunities (Shneir, Miram). Throughout history, women have portrayed the idea of feminism in literature, with one of the most famous feminist writers being Mary Shelley. Shelley was born in 1797 into a notable family, with her mother, Mary Wollstonecraft, being a renowned feminist writer herself (Biogram). Her novel Frankenstein was published in 1818, a time when most women

Indi Indian Business Processing Outsourcing - 1964 Words

Since the late 19 century, as described Mukherjee (Cited in Peng 2014) Indian Business Processing Offshoring (BPO) industry case study, outsourcing business processes offshore has been the vital strategy in response to the business survival of the rapidly internationalised resource environment. In essence, as described Mukherjee, it is the complexity of definitive features for a successful BPO for Multi-National Companies (MNC) and the lack of regulative measure of examination and control of the BPO industry that resulted in a double edge sword; as offshore outsourcing highly value adding business process activities increases the potential in relieving operation process capacity, subsequently allowing effective optimisation of existing†¦show more content†¦Industry analysis To understand Mukherjee’s Case study of BPO as an international strategy of outsourcing, context and requirement need to be realised. Offshore outsourcing, regardless of the macro or micro economics of the existing company, is historically conducted to gain knowledge and cost effective method within the business operation processes (Bunyaratavej, Doh, Hahn, Lewin, Massini 2011), ensuring business operation efficiency within the global economy (Lewin and Couto 2007). Yet it wasn’t until the late 20 the century, research and case studies perspectives involving different stakeholders primarily business industries (Corbett, 2004) and institutions (Drezner, 2004) that caused controversy. In principle, BPO as an outsourcing activity is a phenomena of procuring cost –effective operation process resource transnationally (Doh, Bunyaratavej, Hahn, 2009), especially unique resources such as skilled labour, in order to reduce cost (Smith, Mitra, Narasimhan, 1998), allowing effective appraisal of critical activities of supply chain (ed. Merchant Verbeke 2012) whilst resolving potential bottleneck operations by decreasing non-critical activities for resource allocation. A 2004 industry presentation conducted for IVEY faculty found Indian

Emile Durkheim vs. Karl Marx free essay sample

Emile Durkheim vs. Karl Marx Durkheim vs. Marx Introduction: For so many years, authorities from each field have deliberated normative theories to explain what holds the society together. Almost each specialist, from structural functionalism, positivism and conflict theory perspective, had contributed their works trying to illustrate main problematic to our society.In one way, one of the Emile Durkheim’s famous work is â€Å"division of labor† which was primarily focusing on how the society could maintain their â€Å"integrity and coherence† in this modern society, when the power of boundary from religious and moral standards have no longer be effected. In addition, in order to illustrate how the deviant behaviours occurred, Durkheim also introduced the concept of Anomie into the sociological theory. Karl Marx, on the other hand, also sees the problematic of division of labor. However he claimed such problems are caused by alienation, which is a systematic result of Capitalism. Both of Durkheim and Marx are fundamental scholars to the sociology field, though it is our privilege to view their works afterwards, Durkheim’s theory is self-contradictory and lack of proves in somehow. Therefore, I found Marx’s conflict theory between different classes is much more consistent, comparing to Durkheim’s Anomy theory. Analysis 1: Emile Durkheim. Emile Durkheim is considered by most of people to be the father of Anomie theory. In this paper, I am going to briefly analysis his idea of â€Å"division of labor†, â€Å"religion† and â€Å"morality†. According to Ritzer, Durkheim reviewed that all troubles roots to division of labor.He stated the right or wrong of public with â€Å"mechanical solidarity† had been substitute by â€Å"organic solidarity†. It basically means that for nowadays society, each person was divided into a very specific place, and they play a stable and precise job in the society. Just like an organ play a role in human body (Ritzer, p. 110-111). According to Ritzer, Durkheim sees the society, which we live is categorized by division of labor. For example, in order to have a cup of coffee at your table every morning needs amounts of efforts of workers from gathering, making, packing, delivering etc.And this is what called â€Å"organic solidarity†, comparing to the early stages of society in which each person presented similar roles- mechanical solidarity (Ritzer, p. 107). According to Durkheim, he believed that societies had â€Å"collective conscience† that kept society in orders and individual disciplined. However, in contemporary society, the collective conscience had gradually been weakened. Therefore Durkheim developed his functionalist approach trying to build a new rule. Every collective group needs rules and boundaries to regulate individual inside.It is crucial in the modern society because they were part of the glue holding society together. I recall one Durkheim’s discussion of deviance in my Crim 101 class, while some criminologists treated crime as a pathological or psychological cause in the abnormal behaviours; Durkheim viewed crime as normal in terms of its existence. For incident, law enforcement would be useless if criminal behaviours were disappeared. Therefore, crimes exist for its purpose. In addition, according to Durkheim, anomie refers to norms and rules, which passed by generation to generation through institutions.Norms are the standards in society. Sometimes they are not right or wrong, but we as dominant x part of society created rules and major part of society followed (Ritzer, p. 109-110). For example, it once upon of the time was the norm for males to hold the door open for females. It was considered a behaviour, which a well-educated man should have done in same way. It gives the public an ideal model that what kind of person we should be, and what should not. Analysis 2: Karl Marx. To me, Karl Marx is the father of communism and also his most contribution to conflict theory is mainly because his work of â€Å"Alienation†.Though terms such as â€Å"Bourgeoisie† and â€Å"Proletariat† are difficult to remember, they are just words to identify two classes- capitalist and worker. According to Ritzer, as a conflict theorist, Marx categorized alienation into four particular types. First of all, labors in capitalist society are alienated from their â€Å"productive activity†. It simply means workers do not produce items based on their needs or ideas. They are just simply following instructions, instead of creating or directly satisfying their own needs.For example, worker A needs some wheat and corn to feed himself and his family, instead of going to grow corn by himself, he choose to go working for the capitalist, get pay-check, and buy the wheat and corn in a super-store. In other words, the Capitalist gains control of the worker. Secondly, in capitalist society, labors are alienated from the product. It means workers produced products that completely belong to the capitalists, no matter how desperate the worker needs. For example, there was a comic picture on newspaper about a story that a worker worked for a bakery factory starving for death.Thirdly, workers in capitalist society are alienated from their associates. According to Marx, capitalists assume that cooperation in capitalism is disrupted, therefore they requires â€Å"less talk, more work† as principal in capitalism work place. Finally, labors in capitalist society are alienated from their own human potential, which means at work place in capitalist society, workers are less and lass like a human. Every smiles and greetings are instructed. Consciousness a numbed and, workers are doing their job only for the paycheck, not concerning the customer any more (Ritzer, p. 54-55).Comparing both anomie theory and alienation theory, I find myself although so much admiring Durkheim’s Anomie theory because it is clear and organized, it still has so many problems not resolve yet. For example, according to Ritzer, Durkheim’s study on suicide rate can be seen as a accumulation of interpretation because they are considered as social facts, and social facts are interpreted. Since the number of suicide rate is not objective, it cannot speculate the result based on that data. In addition, Durkheim’s anomie theory focused on the norms and laws, so that deviant behaviours will decrease because of that deterrence.However, nowadays world is globalized and culture is gradually diverse. It is almost impossible to set rules for one standard of norms and consciousness. For example, twenty five years ago, the government encourage the female to give birth to the baby, the more the better. Moreover mothers who gave so many children will have privilege to be visited by the Chairman Mao. Then Twenty years ago in China, to persuade big house, nice furniture, and beautiful clothes is a crime. However, for today, consumerism is full of in China, on the other hand having more than one child is otherwise a crime.This is the perfect example for explaining norms changed occasionally while culture or value changed. Another example, I have a friend who is a Christian. He told me that he is a Christian since he was a little kid. However, he has a gay partner right now. I asked him about how can he deal with the conflict between his religion belief and his love. He simply said â€Å"I know that I am going to hell afterward, but so what†? I started to understand religion did have some strength to regulate people who have believes as Durkheim said. However, the power is gradually weaken.And till now, there is not such powerful strength yet to prevent people from conducting deviant yet, at least to most of people. Therefore, Durkheim’s Anomie theory seems a little insufficient nowadays. Karl Marx’s alienation theory also has many critics against his theory. Moreover, in old American movies â€Å"you communist† is equal to â€Å"you fool†. It gives us an idea that most North American people demeaned communism in general, because the first international was failed at last, because Utopian is so absurd that no rational people want to admit that they recognize communism as good theory.However, some critics argued that the failure of communist societies and their turn to a capitalistically oriented economy raise doubts about the position of Marxian theory (Ritzer p. 73). I believe that the so-called â€Å"failure of communist societies† is not a real failure. Like Marx speculated, this is only the phrase to the final communism. We have to go through capitalism to the end. Nowadays, we are around by wars, hates, diseases, injustice, negative competition, differences between poor and rich, we are facing amounts of problems and commercial companies are only concerned with how to sell those unnecessary products to normal family.I have to have believed in society that it is always darkest before the dawn. Marx has theory on alienation, which sight through the main problem at earlier stage of capitalist. Also Marx felt that he was capable of viewing capitalism’s potential future because of his materialist conception of history. Therefore, he can diagnosed the problem of society is human nature and tried to identify where political action could be more effective to the society (Ritzer, p. 75). According to Ritzer, Marx argued that human nature has the trend to gain more to satisfy the gratification.There is basically no way to eliminate that desire, at least to most of people. For current stage, it is the stage that people need to be full-filled by those materials. When the majority arrives that equalitarian of gratification, then we can move to the next stage, to build up the next level, intellectual level of desire. Unless, I still have hope on that. Although in China, we learned Karl Marx’s communism since we were in elementary school, I still cannot fully understand the communism. Maybe one of the reasons is that Marx had never completed his theory yet.

Qualitative and Quantitative Analysis free essay sample

Quantitative and Qualitative Research: Problem, Basis, Procedure Terri Morris Quantitative and Qualitative Research: Problem, Basis, Procedure Quantitative Research Study Research Problem The researchable problem is that novice special education teachers are overwhelmed by the lack of mental, physical, and technical support from their general education colleagues. In addition, these teachers are feeling isolated due to the lack of time to plan, learn, and communicate effectively with their counterparts in an effort to meet the needs of their students while being successful educators. Basis for the Problem Griffin, Kilgore, Winn and Otis-Wilborn (2008) found that (a) role ambiguity, (b) students posing complex behavioral and academic challenges, large caseloads, (c) insufficient curricular and technical resources, (d) inadequate administrative support, (e) inadequate time for planning, (f) few opportunities for collaboration and professional development, and (g) excessive procedural demands† are the reasons as to why teachers are stressed within their first year (p. 42). As a result, first-year teachers are experiencing disconnects with colleagues that do not offer assistance or enough information on how to balance teaching special education and general education students in an inclusive environment. We will write a custom essay sample on Qualitative and Quantitative Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lacking the support and opportunity to converse with veteran teachers leaves a gap in providing extensive education for each student. Too often, however, novice special educators report that they are isolated from their colleagues and have little time to talk about their practices or to collaborate in preparing curriculum or instructional strategies† (Griffin, Kilgore, amp; Otis-Wilborn, 2008, p. 143). Unfortunately most educators are not aware of the changes in special education that are requiring more co-teaching environments. According to Griffin, Kilgore, Winn, and Otis-Wilborn (2008) â€Å"juggling these varied, and often, competing responsibilities is a particularly difficult task for a beginning teacher† (p. 42) . Oftentimes, proper training is not provided and as a result, special and general education teachers of all areas find it beneficial to work together on behalf of the students. Study Procedures Quantitative methods of research were conducted through a st udy that included a 31-item survey developed to (a) rank accomplishments and problems in the first year of teaching, (b) identify the context of the classroom, (c) describe the school setting, and (d) report characteristics of gender, age, race, and certification areas of colleagues. The survey was distributed to all special education teachers in Florida and Wisconsin to discover how their graduates’ insights gleaned from the qualitative data about their relationships and interactions with their general education colleagues and how they are used to help interpret and support the quantitative findings† (Griffin, Kilgore, Winn, amp; Otis, 2008, p. 147). The use of quantitative research accurately provided an understanding of how many teachers felt uncomfortable during their first years without the proper support from their colleagues. Results indicated that the questionnaires helped to identify novice teachers who answered positively after productive school years that offered opportunities to work with other teachers. However, those who had unsuccessful school years were not as accommodating which resulted in frustration and negative, though honest results. Qualitative Research Study Research Problem The research problem is Israeli general education teacher’s perspectives on serving special education children in inclusive classroom settings without proper systematic preparation or well-grounded knowledge of special education laws (Gavish amp; Shimoni, 2011). As a result, mainstream teachers are concerned that lack of this information could be â€Å"chaotic and that they may find themselves permanently vulnerable to a range of pressure groups, expressing feelings of injustice, failure, and burnout† (Gavish amp; Shimoni, 2011, p. 49). Basis for the Problem Israeli special education teachers have expressed concerns of inadequate information and preparation provided before placing special education students into their classrooms. Legislator, support group, and lawsuit support has helped to encourage teachers to change their perceptions of how special education students are accommodated by slowly moving away from separating students from their general education peers. According to Gavish and Shimoni (2011), â€Å"schools should prepare by endeavoring to change social and educational values and encourage teachers and children to see the acceptance of differences as a value to be embraced† (p. 51). In order to improve student and teacher knowledge of the field, schools are urged to educate their teachers and students in an effort to prepare them for an inclusive setting. Though the study reveals that some teachers are accepting of the changes, there are others who express an antagonistic view. It is believed that â€Å"schools should develop new learning environments suitable for the special needs of students by helping them to overcome the objective difficulties that their impairments present† (Bamett amp; Monda-Amaya, 1998, as cited in Gavish amp; Shimoni, 2011, p. 51). Study Procedures A qualitative, grounded theory study was conducted that included 34 non-special education teachers from 17-state elementary schools in the Jewish sector of Israel. Participant characteristics include general educationally trained individuals, age ranges of 29-54, 5-29 years of educational experience, and a variety of professionals including teachers, coordinators, and administrators. Special education students ranging from 1-4 children were placed in each of the classrooms along with (a) an inclusion teacher within the classroom, (b) a teacher’s aide, and (c) an inclusion teacher outside of the classroom. Of these teachers, 12 were subject area teachers and 22 were subject area and homeroom teachers (Gavish amp; Shimoni, 2011, p. 3). It is evident, through the grounded theory approach, that the theory of mainstream teachers finding it difficult to teach special education students due to unavailability of information holds some truth. Interviews were developed that questioned teacher’s knowledge about the law, inclusion, students included, implementation of inclusion in classroom and in the school, and attitudes towards the concept of inclusion and how it applies to the system while using a constructivist approach to analyze data. Gavis amp; Shimnoni, 2011, p. 53). Using this approach provides the opportunity for researchers to interview individuals who are familiar with the issues (Hutchinson, 1988; Guba amp; Lincoln, 1998, as cited in Gavish amp; Shimoni, 2011). Seemingly the researchers of this study believed that using teachers of various ages, experience, and feelings toward the problem helped to build the idea of having special education students mainstream into their classrooms. References Gavish, B. , amp; Shimoni, S. (2011). Elementary school teachers beliefs and perceptions about the inclusion of children with special needs in their classrooms. Journal of International Special Needs Education, 14, 49-59. Griffin, C. C. , Kilgore, K. L. , Winn, J. A. , amp; Otis-Wilborn, A. (2008). First-year special educators relationships with their general education colleagues. Teacher Education Quarterly, 35(1), 141-157.