Monster that Society Created Essay Example For Students

Beast that Society Created Essay Most Americans have some thought of what frankenstein's identity is, because of numerous Frankenstein motion pictures and prominence of beast. In any case, most people groups thoughts are off base about Mary Shelleys epic, Frankenstein is the name of the researcher, not beast, and the beast himself isn't the unintelligible, rage-driven criminal that Robert de niro appears in the 1994 film adaptation of the novel. Shelleys unique Frankenstein was distorted by this Kenneth branagh film, destined to send an alternate message to the film crowd than Shelleys tale shows to its perusers. The clashing messages of innovations merit being subject to its maker address by Shelley and fitting retribution, or triumph over insidiousness appeared by the film is best spoken to by the scene promptly going before Frankensteins beasts demise. In Shelleys tale, the last image of Frankensteins beast uncovers significant characteristics of his internal nature; he is demonstrated in the last snapshots of his life to fell, completely aware of his blame, and firm in his choice to take his life. This is the decision of a long arrangement of occasions giving knowledge into how the beast changed because of his makers activities and the activities of the individuals with whom he came in contact. Up until this last point, he has changed from being acceptable and cheerful to being up to speed in the craving for a friend, to being underhanded and just centered around vengeance. Every one of these progressions are described by the beast himself in this scene. Blackwoods Edinburgh Magazine He was at one point spurred by numerous beneficial things like as temperance and respect, to such an extent that he needed an ally to partake in his glad life. At the point when I initially looked for it , it was the adoration for temperance, the sentiments of satisfaction and friendship with which my entire being flooded, that I wished to be taken an interest. . . . When my extravagant was mitigated with dreams of ideals, of distinction, and of satisfaction. . . . I was supported with high contemplations of respect and dedication. 154 He didn't begin as a wickedness being, but instead was acceptable commonly and uncovered right off the bat in his life to beneficial things. Allen, g. s Frankensteins and societys dismissal of the beast, in any case, drove him to a lopsided energetic interest for a buddy. He constrained Frankenstein to make a female beast, and he gave inspiration by murdering Frankensteins friends and family and taking steps to slaughter a greater amount of them. The beast reviews in this last scene of Shelleys epic how his longing drove him to detestable. . . . do you feel that I was then dead to desolation and regret? He . . . endured not more in the culmination of the deed;oh! Not the ten-thousandth bit of the anguish that was mine during the waiting point of interest of its execution. A loathsome childishness rushed me on. . . By then in the novel, the beast has changed from great in nature to underhanded in nature. His own wants are more critical to him than the prosperity of others and he is eager to submit murder all together guarantee the satisfaction of his craving. The second change the beast makes is getting completely persuaded by retribution. He turns out to be totally malicious, not searching for a buddy however just the misery and enduring of Frankenstein, his maker. I was the slave, not the ace of a drive, which I loathed, yet couldn't resist. .. The examination of my demoniacal plan turned into an unquenchable energy. 153-4 in spite of the fact that the beast may have needed to carry on in a noteworthy manner, he offer up to his displeasure and chose to live to demolish the life of Frankenstein. These changes, however, after Frankenstein pass on. After observing Frankensteins cadaver, the beast is overwhelmed by distress and regret. He shouts, Oh, Frankenstein! Liberal and self-committed being! What does it benefit that I presently ask thee to excuse me? .u250690d31b8427f569fb8350842666d3 , .u250690d31b8427f569fb8350842666d3 .postImageUrl , .u250690d31b8427f569fb8350842666d3 .focused content zone { min-stature: 80px; position: relative; } .u250690d31b8427f569fb8350842666d3 , .u250690d31b8427f569fb8350842666d3:hover , .u250690d31b8427f569fb8350842666d3:visited , .u250690d31b8427f569fb8350842666d3:active { border:0!important; } .u250690d31b8427f569fb8350842666d3 .clearfix:after { content: ; show: table; clear: both; } .u250690d31b8427f569fb8350842666d3 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; haziness: 1; change: obscurity 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u250690d31b8427f569fb8350842666d3:active , .u250690d31b8427f569fb8350842666d3:hover { darkness: 1; progress: mistiness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .u250690d31b8427f569fb8350842666d3 .focused content region { width: 100%; position: relative; } .u250690d31b8427f569fb8350842666d3 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content beautification: underline; } .u250690d31b8427f569fb8350842666d3 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u250690d31b8427f569fb8350842666d3 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe sweep: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u250690d31b8427f569fb8350842666d3:hover .ctaButton { foundation shading: #34495E!important; } .u250690d31b8427 f569fb8350842666d3 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u250690d31b8427f569fb8350842666d3-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u250690d31b8427f569fb8350842666d3:after { content: ; show: square; clear: both; } READ: Catcher In The Rye Essay VoiceAt this point, Shelleys message about innovation is generally clear: Technologys advantages and risks subject to its producers. All through the book, different sections have indicated about this thought: The early thinkers work is opposed due to the thoughts that the researchers had confidence in, for example, the logicians stone. In spite of the fact that their innovation established a few frameworks for different researchers, their work was viewed as waste on account of the makers themselves. The beasts changes and his definitive destiny basically reliance on Frankensteins activities. Vlasopolos As we have seen, when Frankenstein dismisses his beast, the beast looks for friendship of another structure because of Frankensteins activities. At the point when Frankenstein annihilates the second beast he was taking a shot at, the beast changes his whole explanation behind living. This additionally is absolutely a direct result of the makers activities. On a more acknowledge level; the beasts inclination for abhorrent in all probability was the aftereffect of the innovators state while he was dealing with his development. Frankenstein was strike by a serious free for all while he was chipping away at his beast; accordingly, he made a revolting animal that eventually would be dismissed by society and turn malicious. The passionate condition of the maker influenced the innovation he was liable for. Shelleys message is a ground-breaking one; in any case, it is wrecked by the Kenneth branagh film adaptation of her novel. In this form, the beast doesn't appear to experience any progressions whatsoever, other than getting angrier and look for vengeance. There is no more clear exercise to be found out about innovation; truth be told, one of the main messages appeared by the film is that of fitting retribution, the trouble maker getting what he merits. The message about innovation is uncertain, yet no doubt has something to do with the misunderstanding of cerebrum. Aldiss, mind w By the finish of the film, the beast has gotten terrible underhandedness, as he became in the book. The purpose behind this is unclearperhaps he has become increasingly underhanded in light of the fact that he was terrified by the individuals who had recently pursued him as far as possible of the world, or maybe this is only the regular consequence of his criminal cerebrum affecting his conduct. The message is that malevolent makes underhanded, which doesnt give any new bits of knowledge about innovation; it very well may be applied to almost any circumstance, particularly one with a beast included. The beast isn't utilized as a show of how the maker influences his innovation. Rather he is utilized to panic the film crowd and depict an awful insidious coming about not from the makers activities, yet different mix-ups and tormenting. Robert de niro depiction of Frankensteins beast has made a bogus fantasy of a malevolent, unintelligent beast that isn't at all like the one Shelley shows in her novel. Not exclusively does the film spread a bogus translation of Shelleys work, it furnishes the general population with no enduring message about innovation or about the impacts of lost human love. Will we at that point look for retribution? Will we annihilate that what is malicious? Obviously notShelley gave every one of us to get familiar with an exercise of resilience and of amending our mix-ups. Maybe if an increasingly exact film form of Frankenstein were accessible to the general population, more individuals would be persuaded to peruse the book and learn Shelleys ground-breaking message.

Equality, Diversity and Inclusion in Work with Children Essay

Comprehensive practice is recognizing and seeing any hindrances that are preventing kids from finishing the action. We need to ensure that whatever the childs foundation they can completely participate with everything inside the school. This will cause the kids to feel esteemed and have a feeling of having a place. Incorporation doesn't imply that we see each other the equivalent or give a similar work, it is tied in with ensuring we are making adaptions to the movement as opposed to causing a kid to do a totally unique action and ensure we are giving similar chances. We have to accept and acknowledge that the youngster is extraordinary. Clinical model of Disability-The clinical model depends on that kids must adjust to the condition that exists, for instance in my school there is downs disorder kid he goes to all exercises, yet he has a help specialist who is helping him. We expect that the youngster will adjust to our environment, this implies the kid will depend increasingly more of others to support him. Social Model of Disability-The social model is increasingly about the school adjusting things to suit the kid, so they have more autonomy. Changing the physical condition, which could be inclines or lower racks for youngsters with inabilities to reach. Giving data, for example, images or communication through signing The educational plan can be changed with extra help or acclimations to appraisals. Depict the highlights of an Inclusive Setting We frequently talk about the environment of a school. This identifies with an inclination that everybody in the school matters and all have their own influence in school life. When entering my school I felt loose and amped up for having the option to chip in at this school. The meeting room was brilliant and brimming with childrens work. The staff appeared to be inviting and caused me to feel welcome in their school. It is a perfect, new and present day school. A comprehensive setting will be setting which utilizes an entire school way to deal with picking up, working inside a group. Where any boundaries are discovered, systems should be utilized to evacuate them. When working with a specialized curriculum needs kids it is essential to concentrate on what they are acceptable at rather then what they cannot do. So for instance: Two kids are sitting in their place in the homeroom and they are running behind with replicating the work from the board, they are sat in a position where they have their backs to the board. So to defeat this hindrance I will request to move them so they can see the barricade all the more obviously and catch with the work. A school with comprehensive practice will have the accompanying highlights: * Barriers are recognised: This could be from the guardians, appraisals, perceptions or staff seeing * Barriers will be expelled or limited: This should be possible by masterminding outside offices to come in to the school and to change the earth for instance slope rather than steps * Pupils will be instructed close by their friends: A youngster who can't accomplish the work the class is doing ought not be moved to an alternate room, they have to remain in the study hall and have more access to help or hardware that will support them. * Children are allowed to utilize their own voice to air their perspectives and conclusions which will be tuned in to: They ought to be engaged with what they need, requested that what obstructions be expelled which will support them and posed straightforward inquiries about how the movement went and on the off chance that they delighted in it. A decent method of letting youngsters have a voice is a school committee or a radio broadcast. * There will be clear approaches and strategies: All approaches and techniques will be evaluated routinely and clarified to all staff * Staff will get normal preparing identifying with incorporation: Staff individuals would be offered customary preparing with regards to consideration, decent variety and equity of chances. * The school will work in association with partners: These will be guardians, staff individuals or other outside offices * It will likewise work in association with different administrations: This will be language instructor, specialists, wellbeing guests, social administrations to ensure that kids are given proficient assistance. Contextual analysis: Inclusive practice Sean has recently qualified as a showing partner and has begun his new post at a huge grade school. It is his first week thus that he becomes more acquainted with the school, staff and youngsters, he has been approached to work close by Kira, an accomplished encouraging partner who has been at the school for various years. Sean joined Kira who was working with a gathering of multi year old kids making 3D models. Sean saw one of the kids, Jamie, sitting along the edge simply watching and asked where his model was. Kiras answer was that as a result of his incapacity (cerebral paralysis), Jamie experienced issues in utilizing the instruments and materials. She said that she requests that he read a book during the craftsmanship and specialty exercise. Propose how Jamie may feel Jamie would learn about left, annoyed and meandering why he is as a rule forgot about. He may feel humiliated or that he has accomplished something incorrectly. Jamie could be harassed about the circumstance and kids may forget about him during recess and so forth. Dejection and separated could be another inclination he may understanding. What message does this provide for other kids in the gathering ? Other kids may get the feeling that he cannot do anything and wind up thoroughly taking care of him. They may believe that he is dumb or begin to forget about the youngster in exercises as they have watched staff individuals doing it. The youngsters may decline to do the action as Jamie is seen not doing it and they may begin to menace Jamie. Which strategies, codes and enactment Sean allude to while testing the selective practice with Kira-Diversity, consideration, fairness, separation act yet above all every youngster matters Sean will bolster this gathering in future weeks. How might he guarantee that Jamie is incorporated? He could inquire about progressively about the condition that Jamie has, to have the option to have more information and help improve his help towards him. He could help plan the exercise with exercises that Jamie could be associated with. Likewise giving Jamie a voice and asking him what exercises he can do or how they can transform them. Teach different kids about cerebral paralysis so they can help Jamie out. Depict how incorporation functions in your own division of the childrens workforce All staff who work with kids should all have a typical comprehension of qualities and standards of consideration. The way that these are incorporated will be diverse with every job inside instruction and care of the kids. The Early Years Foundation and National Curriculum give us clear direction on a comprehensive way to deal with learning and evaluation. ËœProviders have a duty to elevate uplifting mentalities to assorted variety and distinction, with the goal that each youngster is incorporated and not impeded This is an announcement from Early Years establishment Stage about the obligation of settings to address the issues of all youngsters corresponding to their learning and improvement. The National Curriculum Inclusion explanation expresses that schools must apply an entire school strategy to both the national and more extensive educational plan and that schools must: * Provide an educational plan which guarantees dynamic cooperation and accomplishment of all understudies * Recognize students qualification to top notch learning encounters * Meet the necessities and enthusiasm of all pupils * Recognize and beat potential obstructions to learning and evaluation

20 Story Essay Collections To Read Instead Of Reaching For Your Phone Critical Linking, July 12, 2019

20 Story Essay Collections To Read Instead Of Reaching For Your Phone Critical Linking, July 12, 2019 Critical Linking is a daily roundup of the most interesting bookish links from around the web. Shop summer reading favorites and Book Riots best books of the year so far in our Amazon storefront. If youre trying to purge yourself of social media attachments, but find it hard to stop mindlessly scrolling Facebook and Twitter, Ive picked out 20  story and essay collections to read on your digital detox. Smart idea for a list and smart reads, too!   We don’t know just yet. We need to be entirely out of our current space by the end of September: once we find a new location that suits our needs, we’re likely to begin the process of moving out immediately. Once that process starts, we’ll stop answering letters, box up books, tear down the shelves, get everything hauled over, and rebuild; there will be volunteer opportunities abound for anybody wanting to help out! Until that happens, we’re going to continue our day-to-day operations!  (However, we have stopped taking almost all donations for the time being.) Books 2 Prisoners Seattle has to vacate their space. Anyone able to help them find a new one? Every student in four San Jose school districts will be automatically registered for library cards by Fall 2019, expanding access for about 40,000 children and young adults in the city, according to city library officials. Such a great idea. Sign up to Today In Books to receive  daily news and miscellany from the world of books. Thank you for signing up! Keep an eye on your inbox.

Right, Rite, Wright, and Write How to Choose the Right Word

The  homophones  right, rite, wright, and write are pronounced the same but have very different meanings, histories, and uses. Many definitions are associated with these terms, especially with right. All were inherited from a Germanic form. How to Use Right The most common of the four words in the English language is right, which can be a noun, verb, adjective, or adverb. As a noun, right means something proper or morally or socially correct (right versus wrong); appropriate (to do right); a politically conservative position (speaking on the Right); legal, moral, or natural entitlement (has the right); the copyright ownership of something, usually plural (the movie rights to a novel); or a position or direction (as opposed to left). As a verb, right can mean to make straight; to recover ones balance, especially after a fall (right oneself); to set in order; to avenge, redress, or rectify an injustice or injury; or to turn to the right. As an adjective, right means that which is done in accordance with justice or goodness (the morally right choice to make); correct or true (the right answer); of a particular religious belief or principle (the right doctrine of God); leading in the correct direction (the right road); perfectly suited for (Mr. or Ms. Right or the right person for the job); or to be normal, natural, or sound in mind (in his right mind). And, of course, right also refers to something on the right-hand side of an object from the perspective of the observer. Finally, when used as an adverb, right can mean in a direct course or line (stepped right), immediately following (right after), occurring soon in time (Ill be right with you), or in a fitting or appropriate manner (it must be done right). How to Use Rite The noun rite, borrowed from Latin ritus, refers to a formal act or observance in religious or other solemn ceremonies, or a ceremony itself (the rite of baptism). In a nonreligious sense, rite means a custom or habit. How to Use Wright The noun wright is an Old English word, and it always refers to a person who builds, creates, or repairs something (as in playwright or shipwright). In American English, wright is mostly seen as a suffix to whatever is being worked on. How to Use Write The verb write comes from Middle English and was first used in the 15th century. It means the action of forming letters, symbols, or words on paper or the like, whether with pen or pencil, typewriter or computer; to set down in written form; to frame a written statement; or to convey information by a letter (he wrote me today); to express ones feelings or thoughts in written form; or to compose or set down on paper a literary composition, narrative, verse, or the like. Examples Right as a noun primarily refers to entitlement or ownership. I was thrilled when the producer bought the rights to my novel.He has a right to make his own decisions now. Right as an adjective refers to immediacy or to justice or fairness. The only right thing to do was to go back home and apologize.She had to run right home after school every day to do her chores. As a verb, right means to set in order or recover ones balance. The furious man tripped and then tried to right himself.After the storm, Allen righted the room. As an adverb, right refers to direction: The bear looked right at me and then slowly walked away.Turn right at the next corner and walk three blocks to the library. The noun rite is a celebration or custom thats often tied to religion. The rite of passage was a three-day ritual to welcome the young people of the village into adulthood.Two important  rites  of  Protestantism are baptism and communion. Write also refers to the practice of authorship: I write to my mother every other Sunday.Every spring, he writes a celebratory poem. Wright means an artisan or a person who creates or manufactures things; the term is frequently seen in American English as a suffix or a persons surname. My great-great-grandfather was a shipwright in London.Lorraine Hansberry was an African-American playwright whose most famous work was A Raisin in the Sun. How to Remember the Differences Remember that right always means something similar to correct or true—the word right as in right hand, means strong or correct in many languages, including English. Some scholars believe thats because most people are right-handed, meaning their right hand would be stronger or more adept than their left. Rite is from Latin and refers to mostly religious events—these days, the only place where Latin is regularly spoken is in some Christian churches. Wright is obscure unless its used as a suffix—think of it as referring to the Wright brothers (who made planes) or Frank Lloyd Wright (who made buildings). Write always refers to the action of creating language appearing on a page or screen (or in your head); remember that its spelled like white, the color of paper. Sources New York Theater. â€Å"Book Review: Looking for Lorraine Hansberry.†Ã‚  New York Theater, 17 Feb. 2019, newyorktheater.me/2019/02/15/looking-for--the-radiant-and-radical-life-of--hansberry/.â€Å"Right.†Ã‚  Merriam-Webster, www.merriam-webster.com/dictionary/right.â€Å"Rite.†Ã‚  American Heritage Dictionary Entry: Rite, Houghton Mifflin Harcourt Publishing Company, ahdictionary.com/word/search.html?qrite.â€Å"Wright.†Ã‚  Merriam-Webster, www.merriam-webster.com/dictionary/wright. â€Å"Write.†Ã‚  American Heritage Dictionary Entry: Write, Houghton Mifflin Harcourt Publishing Company, ahdictionary.com/word/search.html?qwrite.

Do Women Prefer Dark Colors Than Men - 765 Words

Statistic Final Project: â€Å"Do women prefer dark colors than men?† By: Andrea Motta Previous Studies of this topic According to the study done by Guilford and Smith (1959), there was found that men are generally more attracted toward achromatic colors than women. In addition, they also proposed that women might be more conscious of the colors and their color preference is more flexible and diverse. Also, years later, McInnis and Shearer (1964) stated that 56% of men and 76% of women preferred cool colors, and 51% men and 45% women chose bright colors. In a similar study, Plater (1967) stated that men usually prefer stronger chromes than women. Statement of the problem Although there have been many studies about the relationship of colors†¦show more content†¦(Specifying if it is dark or light/bright color) The response of the total 100 people sample was described as: 10% of men and 9% of women prefer dark clothes and dark color for their car. 12% of men and 22% of women prefer light/bright clothes and light/bright color for their car. 26% of men and 21% of women does not have a relationship in color. Analysis of the Data The samples and results are not limited to a specific area because of the use of social media, but it was simple random sample. Descriptive Data Analysis: A pie chart was used to describe the sample data since there were only two categories of individuals (Men and Women). The pie chart reveled that the majority of respondents were Women (52%) compared to Men (48%). On one hand, the 52% of women were distributed as, 42% preferred light colors, 17% preferred dark colors, and 41% did not have preference of colors (figure 1). On the other side, the 48% of men were distributed as, 25% of light colors, 21% of dark colors, and 54% did not have color preference (figure 2). Test Analysis: Chi-square analysis was done using TI-84plus to identify the association of gender and preference of color. The claim that the color chosen is dependent of the gender is tested at ∠=0.05. Hypothesis Ho: The color chosen is independent of the gender. Ha: The color chosen is dependent of the gender. (Claim) Test Statistic (TI-84plus): 2ND + X-1 Edit (Enter data from figure 3, excluding labels) STAT

Ethical Dilemna †Law Enforcement Free Essays

Incident Review 1. What is the ethical issue or problem? Identify the issue succinctly. The ethical issue would be rather to arrest the man for domestic violence or driving while intoxicated due to the test that the officers performed and what they observed. We will write a custom essay sample on Ethical Dilemna – Law Enforcement or any similar topic only for you Order Now 2. What are the most important facts? Which facts have the most bearing on the ethical decision presented? Include any important potential economic, social, or political pressures, and exclude inconsequential facts. The most important facts is that the car was still warm and they observed the man drop something out of his pockets that looked like keys. The wife stated that she had not driven the vehicle all day and the man stated that he had not driven the car since he arrived 4 hours ago. The officer performed a sobriety test and a preliminary alcohol screening test which revealed that the man’s blood alcohol was twice the legal limit. There was also a domestic violence call which is the reason the officer responded to the house. 3. Identify each claimant (key actor) who has an interest in the outcome of this ethical issue. From the perspective of the moral agent—the individual contemplating an ethical course of action—what obligation is owed to the claimant? Why? Claimant (key actor) Obligation (owed to the claimant) Perspective (What does the claimant hope will happen?) Husband Fidelity, beneficence The husband is trying to avoid being arrested and wishes to be left alone by the officers. Wife Beneficence, non-injury The wife does not want to her husband to be arrested and does not want the help of the two officers Officer Nixon and Officer Nook Justice The officers are there to seek the truth and justice of the crimes that have been committed. Even though the case may be thrown out of court the officers do have the warmth of the car as evidence to present to the court. Society Justice Society wants to make sure that the wife gets help against her husband for domestic violence. Society also wants to make sure that the streets are safe and if the husband is behind the wheel at the double the legal limit of alcohol then he is putting himself and society in harm. Evaluating Alternatives 4. What are two alternatives for the scenario? One alternative can be a wild card that you ordinarily may not consider an option because of potential implications. Both should be within free will and control of the same moral agent. Alternative A Alternative B 5. Respond to the following questions based on your developed alternatives. Alternative A Alternative B What are the best- and worst-case scenarios if you choose this alternative? Will anyone be harmed if this alternative is chosen? If so, how will they be harmed? Consider families and derivative effects. Would honoring an idea or value—such as personal, professional, or religious—make the alternative invalid? Are there any rules, laws, or principles that support the alternative? Are there rules, laws, or principles that make the alternative invalid? State the rule or principle and indicate if it invalidates or supports the alternative. Applying Ethical Guidelines 6. Consider each ethical guideline and explain whether it would support or reject your alternative. Guidelines based on the action itself Alternative A Alternative B Should this alternative become a rule or policy that everyone in this situation should follow in similar situations in the future? (Kant) Does this alternative result in using any person as a means to an end without consideration for his or her basic integrity? (Kant) Is the intent of this action free from vested interest or ulterior motive? (Kant’s good will) Does this alternative demonstrate a genuine concern for others affected by the decision, and is the moral agency responding to a perceived need? Guidelines based on consequences Alternative A Alternative B Is the good that results from this alternative outweighed by the potential harm that might be done to others? (Mill’s harm principle) Is any harm brought about by anyone other than the moral agent? (causal harm) Will anyone be harmed who can be said to be defenseless? (paternalism) To what degree is this alternative based on the moral agent’s own best interest? (ethical egoism) Which alternative will generate the greatest benefit—or the least amount of harm—for the greatest number of people? Select only one alternative. (utilitarianism) Ethical Decision Making 7. Choose to proceed with either Alternative A or Alternative B and explain the reasons for your decision. How to cite Ethical Dilemna – Law Enforcement, Essays

Margaret Atwood Essays (2843 words) - Margaret Atwood,

Margaret Atwood Margaret Atwood is an acclaimed poet, novelist, and short story writer. With such a variety of works in different types of writing, it is difficult to grasp every aspect of Atwoods purpose of writing. A comparative analysis of Rape Fantasies reveals the Atwoods writing is varied in many ways yet soundly consistent especially when comparing a particular set of writing such as a group of her other short stories. Atwoods background plays a large part in her writing. Atwood was born in Ottawa, Canada in 1913. Her father was an entomologist, so she spent much of her childhood in the wilderness and other various urban places around Canada. Throughout her life, she lived in numerous Canadian residences as well as several towns in the United States. She has also lived in England, France, Italy and Germany. With this extensive background, Atwood displays a vast knowledge of the world around her, although large portions of her writing are based on Canadian settings. As a young girl, she starte d reading many books and even writing poems and comics. After deciding that she wanted to become a writer, Atwood attended the University of Toronto and earned her bachelors degree in 1961. Following this, she went on to receiver her masters degree from Harvard University. Since 1961, Atwood has produced a highly acclaimed body of work that includes fiction, poetry and literary criticism. Atwood published her first volume of poems, Double Persephone, in 1961 (Toronto), followed by many more throughout the next three decades, interspersed with novels, including The Edible Woman, Surfacing, Lady Oracle, Life Before Man, Bodily Harm, The Handmaids Tale and The Robber Bride. (Contemporary Literary Criticism, 48). Among Atwoods extensive list of writing, it is important to note the handful of short fiction that she has published. Her most recent collection of short fiction is titled Good Bones which was published in 1992. Some other significant short fiction works include Wilderness Tips, Bluebeards Egg, Murder in The Dark, and Dancing Girls. All together Margaret Atwoods major published pieces total over forty. For a majority of these works, Margaret Atwood has received numerous awards. Canadas highest literary honor, the Governor Generals Award, was awarded to Atwood for her poetry collection The Circle Game in 1967. She received the award again in 1986 for her novel, The Handmaids Tale. Another significant work that has won Atwood a number of awards are Cats Eye, which is a novel that Atwood produced in 1988. Her large amount of awards proves to her readers that she is a good writer. By looking at a portion of these other works, short stories in particular, it is easy to compare a majority of her work and conclude that her writing of Rape Fantasies is typical of the work that she normally produces. In general, Atwoods literary reputation for subject matter, themes and style are recognizable with the other work that she produces. In her short stories, she follows a few basics, but usually has one significant underlying meaning. The subject matter of Atwoods works usually focuses on either relationships or power, perhaps sometimes both. The relationships in her short stories are either male to female or female-to-female. Atwoods writing has a strong focal point on human relationships. Atwood consistently uses relationships to develop her stories. In her novels, Margaret Atwood creates situations in which women burdened by the rules and inequalities of their societies, discover that they must reconstruct braver, self reliant personae in order to survive (Goldblatt 276). In one of Atwoods short stories, Uncles, the author presents the relationships that a young girl has with her uncles. The bond, although slightly unusual, is closer with her uncles rather than her aunts. The uncles are important to the girl because of the loss of her father. She needs the male bonding that she lacks from her father, so she gets this through her uncles. Atwood often portrays women as dependent on men. This is such the case in U ncles. Even after her uncles are gone, the protagonist meets a man at her workplace. Although at first, it seems like she might overcome him, he gets the best of her and begins to make her wonder if she