The Change Of Identity Has Been A Success For Many Primary...

Can someone pretend to be another person and come back being the same person as before? In many of William Shakespeare’s plays, the change of identity has been a success for many primary characters. Most notably, in comical plays, female characters have had the intention of changing not only their identity but their gender for a temporary period. The ploy of mistaken identity is a useful plot device that Shakespeare has used because it is a good way to get the audience humoured and have them thinking about when or how will the true identity be revealed. The mode of mistaken identity is a theatrical device that has been around before the Elizabethan era but in the interest to Shakespeare, the device is more innovative and effective throughout many of his plays. In any manner, the word â€Å"identity† is a difficult word to define because there are various ways of comprehending the word when people identify one another. One person can identify themselves in different situ ations such as being a party animal at nightclubs on Friday nights to being super religious on Sunday mornings at church. In both cases, a person can have a hard time sticking to one identity because it may challenge them to know if they are representing a good reputation towards society. For this reasoning, pretending to be another person is somehow a great way to find out their own self because it makes them realize who they are really are after the experience of temporarily being someone else. In terms ofShow MoreRelatedEffective Leadership Has Influenced The Organization s Culture And How Does Their Influence Shape Organisations Identity And924 Words   |  4 PagesTITLE: To what extent effective leadership has influenced the Organisation’s Culture and how does their influence Shape the of Organisations identity and Future? INTRODUCTION: Recently, researches have shown an increased interest in understanding the factual influence that leaders could do on the organizations. Undoubtedly, leaders play a critical role in the organization that they lead. More importantly the the changing nature of the economy that needs leaders to be aware of the dynamics thatRead MoreThe Cuban Revolution And Its Effect On Identity1723 Words   |  7 Pageson the impact of the Cuban revolution and its effect on identity within the Cuban diaspora. This essay argues that Dreaming in Cuban illustrates the impact of the Cuban revolution on women and how it has affected their identities as Cuban women. Therefore, this essay will assess the structure of the novel, it will identify key historical, and geographical contexts in which these events took place. The essay will examine the use of characters and how they represent the different experiences of theRead MoreShakespeare s Theatrical Device : The Benefits Of Mistaken Identity Essay1683 Words   |  7 PagesShakespeare’s Theatrical Device: The Benefits of Mistaken Identity Can someone pretend to be another person and come back being the same person as before? In many of William Shakespeare’s plays, the change of identity has been a success for many primary characters. Most notably, in comical plays, female characters have had the intention of changing not only their identity but their gender for a temporary period. The ploy of mistaken identity is a useful plot device that Shakespeare uses because itRead MoreCinema And Cinema1041 Words   |  5 Pagespictures of the late eighteen hundreds, a century and a half of time has elapsed and the world is still enthralled with cinema. Perhaps it is the ways in which film has developed as the years have gone by. 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Being that the novel has a 70 year time span starting in 1927; the reader has the chance to experience societyRead MoreDeath of a Tragic Hero in Death of a Salesman by Arthur Miller836 Words   |  4 PagesDeath of a Tragic Hero in Death of a Salesman by Arthur Miller Since the beginning of time, man has endeavored to become something more, to grow as a society. This has been accomplished through many extremes from war and conquest to science and exploration. The struggle endured during these events has indeed been great, but there is no greater struggle, nor one that reaps more reward, than that which the individual goes through to discover himself. Benjamin Franklin once said, â€Å"ThereRead MoreA Long Day s Journey Into Night And Birdman1659 Words   |  7 Pagesdescribed by Dan Harmon as â€Å"the story circle†, and mirrors the cyclical nature of our conscious perceptive capabilities, as well as our understanding of the universe surrounding us. The story circle identifies (from the perspective of the character or characters we primarily identify with) a submersion and re-emergence in some manner, whether journeying physically or philosophically, dying and being reborn, or otherwise leaving and re-entering a state of harmony t hrough entropy. The most significantRead MoreImpact Of Indian Folk Drama985 Words   |  4 Pages Although, there is no denying the fact that the folk theatre or what is critically known as the â€Å"traditional† theatre had given up the rigid and sophisticated methods of the Sanskrit theatre, yet it owed a lot to its predecessors in many aspects. Therefore in the present discussion, wherein the impact of the Indian folk drama on the contemporary writer will be examined, one cannot help reverting back to the Sanskrit or classical form of theatre as well. Sanskrit drama assumed a specificRead MoreAnalysis Of Homer s The Odyssey 995 Words   |  4 PagesWhile there are many scenes in the Odyssey which fall under the category of â€Å"moments of recognition† there seems to be a general structure to each scene. At first Odysseus tests the person’s loyalty by listening to them and determining whether they hold sympathetic views towards the suitors and whether they wanted him to return to his home. The next phase is a phase of deception in which Odysse us tells a tale to hide his true identity. This is followed by a scene of him foretelling the future whichRead MoreLittle Red Riding Hood By Sam The Sham And The Pharaohs1244 Words   |  5 PagesFairy Tales change and are constantly molding to fit modern standards and expectations. The story of Little Red Riding Hood also changes. Over the years innumerable variations have been created. Used by many, the story of Little Red Riding Hood has debuted in print, games, tv, painting, and song. Some adaptations fit into the category of a fairy tale while others branch out into other genres. The song â€Å"Lil’ Red Riding Hood† by Sam the Sham the Pharaohs exemplifies the story of Little Red Riding

Food And Eating Some Persisting Questions Essay

During the first week of class, four readings were assigned. One of the readings, â€Å"Food and Eating: Some Persisting Questions,† by Sidney Mintz, discusses the paradoxes of food. Although food seems like a straightforward concept, it is actually extremely complicated. According to Mintz, there are five paradoxes, including: the importance of food to one’s survival, yet we take it for granted, how people stick to their foodways, but are willing to change, whether the government should allow people to freely choose food or if they should protect the people through regulations, the difference in food meanings according to gender, and the morality of eating certain foods. All of these paradoxes give people questions to think about, making this an extremely philosophical look at food studies. It also mentions that food must be viewed through the cultural context that it is in, which became important in â€Å"The Old and New World Exchange†, by Mintz, and â€Å"Ma ize as a Culinary Mystery†, by Stanley Brandes. These discuss the diffusion of foods after 1492 in different ways. The Mintz reading gives an overview of all of the foods spread from the Americas to the Old World, and vice-a-versa, but does not go terribly in depth on the social changes and effects of specific foods. Brandes focuses on the cultural impact of specifically maize on the European diet, noticing that most Western Europeans shunned it. He studies the cultural implications of this, concluding that maize was not acceptedShow MoreRelatedEating Disorders in Sports1405 Words   |  6 PagesIntroduction General Background The occurrence of eating disorders are a serious problem worldwide. A major problem with this disease, abnormal eating behaviour that can threaten your health or even your life,(1) is that the mortality prevalence rates are highest among those who are not under professional care: per 100 000 females, 370 die suffering from Anorexia Nervosa and 1500 women with Bulimia die.(2) The worldwide prevalence of eating disorders among athletes, 0-19% for men, and 6-45% for womenRead MorePoverty Of African Americans And Latino s Consume A High Fat And Nutritionally Low Diet979 Words   |  4 Pagesdirectly responsible for the influx in chronic disease. The aggregation of minorities into low income communities leading to limited access to fruits and vegetables, paired with the financial burden of healthy eating trap these minorities in a pervasive, toxic cycle, which begs the question: how does residential segregation and institutional racism shape African Americans and Latino’s diet? and What are the consequences of a high fat, nutritionally low diet? Nutrient intake is not only responsibleRead MoreSocial And Cultural Belief On Art Practice1863 Words   |  8 Pagescitations and bibliography correctly. This information is based on the question. â€Å"Is the Ouroborus relevant to our culture of carving from a personal, local and global view point?† Within this essay I will try to provide information that explains what â€Å"Ouroborus† is, investigate and include text that links the Ouroborus to many different carving cultures that the Ouroborus has had or still does have an effect on, and cover some of the many different impacts this symbol has an those cultures. Read MoreGenetically Modified Organism ( Gmo )2002 Words   |  9 Pagescertain environmental disasters, such disasters are becoming increasingly frequent on a planet hit by climate change, where heat destroys crops, soil has been spoiled due to over-farming and famine, and bugs feasting on helpless floras. 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The most dangerousRead MoreFour Groups of Malnutrition2303 Words   |  9 Pages(2013) stated that regardless of body mass index, hospitalized patients typically suffer from undernutrition due to a variety of reasons. These include, but are not limited to: NPO diet order for diagnostic and therapeutic procedures, inadequate oral food and beverage intake due to illness-induced poor appetite, meal disturbances, inadequate assistance at mealtimes, reduced ability to chew or swallow, unnecessary hold of enteral feeds due to residuals or drug administration, as well as gastrointestinalRead More John Miltons Paradise Lost Essays2127 Words   |  9 Pagesdestroy the new world that he has heard God was creating. When Satin reaches the new world that has been created in book IV he considers what would happen if he were to repent for what he had done. He talks the matter over with himself for quite some time and decides that even if God would take him back it would not do him any good. â€Å"The lower still I fall, only supreme In misery; such joy ambition finds. But say I could repent and could obtain By act of grace my former state; how soon Read MoreThe Horror Of The Zombie Virus2145 Words   |  9 Pagesagreement â€Å"Your probably right.† A sharp chuckle broke from behind her as Marcus shoved his phone in his pocket. â€Å"Careful Penny, that’s a dangerous thing to tell him.† She walked over and slapped him on the back of his head â€Å"You know what’s dangerous? Eating a piece of my pizza.† He looked genuinely incredulous, â€Å"What makes you think I did it?† she lifted the piece and stared at him â€Å"Really?† He shrugged â€Å"Your right-† He lunged for the piece of pizza and Penelope smacked his hands, he grimaced and yankedRead MoreThe Horror Of The Zombie Virus2139 Words   |  9 Pagesagreement â€Å"Your probably right.† A sharp chuckle broke from behind her as Marcus shoved his phone in his pocket. â€Å"Careful Penny, that’s a dangerous thing to tell him.† She walked over and slapped hi m on the back of his head â€Å"You know what’s dangerous? Eating a piece of my pizza.† He looked genuinely incredulous, â€Å"What makes you think I did it?† she lifted the piece and stared at him â€Å"Really?† He shrugged â€Å"Your right-† He lunged for the piece of pizza and Penelope smacked his hands, he grimaced and yankedRead MoreThe Client, Caroline Knapp, A Caucasian Female, Russian Jewish Descent From Her Mother s Side2821 Words   |  12 Pagesreactions of her, felt the need to hide from people whether it was through work or through drinking, and was aware of her drinking problem. She also presented with anxiety, excessive exercising and healthy eating, and denial of drinking in excess. At age thirty-six when she was in sobriety, some of the client’s symptoms included reoccurring thoughts about drinking, especially during times where pain was likely to be felt, and needing to be reinforced about sobriety as the right decision. The client

Condoms In Hs Essay Example For Students

Condoms In Hs Essay Distribution of Condoms in Public High Schools Coinciding with the onslaught of the new millennium, schools are beginning to realize that the parents are not doing their job when it comes to sexual education. The school system already has classes on sexual education; these classes are based mainly on human anatomy. Most schools do not teach their students about relationships, morals, respect, self-discipline, self-respect, and most importantly contraceptives. Everyday students engage in sexual activity, many of them with out condoms. This simple act jeopardizes these students futures and possibly their lives. An increasing amount of school systems are starting to combine messages involving abstinence from sexual activity, and expanding availability of contraceptives, especially condoms. Schools are now stepping in to further equip their students for life. The distribution of condoms in public high schools will lower the rate of pregnancies and sexually transmitted diseases among teen agers. About one million teenagers become pregnant each year in the United States. There are more then 16,000 pregnancies in the State of Maryland alone. Ninety five percent of these pregnancies are unintended, and nearly one third of them will end in abortion or miscarriage. Miscarriages are caused by of lack of medical attention. According to a report by the general Accounting Office, teen mothers and their children cost the United States 34 billion dollars a year (J.A.N., page 1) Eighty percent of teen mothers end up in poverty for long periods of time due to the fact that they never finished high school. They become financially dependent on programs such as Welfare and WIC (Women, Infants, and Children). Welfare provides money and food stamps for low-income families. WIC provides milk, cheese, eggs, cereals, fruit juices, dried beans or peas, peanut butter and infant formula for all participants. WIC also provides nutritional education and health care referrals at no cost. Progr ams such as these help millions of families every year. Among all age groups, teenagers have the highest rate of sexually transmitted diseases. Every year one in four teens that have had sex contract a sexually transmitted disease. Common diseases among teens are chlamydia, gonorrhea, and HIV. Chlamydia can cause pelvic inflammatory disease and infertility in women. The only risk factor found for chlamydia infection was being a teenager (John Hopkins researchers). Students that are sexually active need to have access to condoms to protect themselves against sexually transmitted diseases. Teens have problems with birth control for several reasons, and because of this lack of birth control teens are more susceptible to pregnancy and sexually transmitted diseases. The problem with birth control today is obtaining it in the first place. For most teens getting birth control is an intimidating experience. Girls must have a complete gynecological exam, which most have never had. Girls must also speak with a doctor about wanting birth control. Even if its only a male going to the store to get condoms he has to put up with comments like, Ill have to charge you an entertainment tax. A female goes in and she hears, Hey honey, youre not the one whose supposed to be buying these. She gets embarrassed (health clinic worker). When free condoms are offered to students, they are less embarrassed to receive them. Students with condoms are more likely to use them during sexual activity. Experts say the lack of knowledge on how to use a condom correctly and the lack of motivation to use a condom every time means that condoms fail more often. This could result in pregnancy or the contraction of STDs. Teenagers reuse condoms or they use it with a petroleum-based lubricant which can dissolve the condoms latex. Birth control products are only effective if used properly. Rates of failure for condoms are between 2 percent and 14 percent. Inexperienced users make up a larger percentage of failure rates because of improper use. This failure rate is also due to inconsistent use among teenagers. With the proper knowledge and training students can effectively use a condom to protect themselves. Todays sex education programs are failing to meet the needs of sexually active teens. ?Any sex education program is doomed to fail? (Kevin Ryan, page 1). Schools should start their sex education program early ~ even in kindergarten ~ and provide a realistic course of instruction (Kevin Ryan, page 1). Children that are given enough information about sex will act responsibly. It is ridiculous to believe that a comprehensive sex education program will suppress the sexual passions of the youth. Considering the fact that the majority of teens will participate in sexual activity, Sex Ed should focus more on methods of contraception and less on abstinence. ?There are no studies that well demonstrate that abstinence-only have an impact? (Jo Anna Natale, 4). Giving adolescents more in formation about sex and making condoms more available are ways to cut the risk of pregnancy and sexually transmitted diseases. The condom is the only type of birth control that protects against the transmission of STDs when properly used. Although condoms should be available for students, schools cant just throw condoms at teens and tell them to be careful. Teaching kids the facts of life isnt enough, you have to teach them respect, responsibility, and self-discipline as well (Kevin Ryan). The overwhelming majority of teens say that other teens should wait to have sex, but if a teen is sexually active, that teen should have access to some form of birth control. Sixty percent of adults say teens should have access to a form of contraception. Low-income families are unable to provide their teenage children with condoms. Younger teens may also have trouble finding a way to a store to purchase condoms. If teens are unable to provide condoms for themselves, they are unable to protect the mselves. Health Resource Centers, or HRCs are centers located in middle and high schools promoting safe sex. HRCs provide reproductive health information, condoms, and general health referrals to students. All students in the participating schools are taught about the importance of abstinence, but they are provided with condoms if they choose to be sexually active. Trained staff members and volunteers ~ including health professionals, educators, nurses, psychologists and graduate interns ~ provide counseling for students upon request. Students attending the junior high school also have access to condoms; however; counseling is mandatory for these students before they can receive condoms. Informational brochures can be obtained in the nurses office. Students are also able purchase condoms from vending machines located in remote places through out the school. The HRCs have large levels of administrative and staff support for its objectives. Students who used the program generally view ed the services they received favorably. Expanded condom availability, when accompanied with the proper education and information about safer sex, will increase the amount of protected sexual encounters. The Family Planning Council works with health care providers to establish counseling procedures, to train staff, collect data and develop counseling standards. The Council holds monthly meetings to share information, strategies for educating faculty and students, problems, and tactics for distributing and encouraging the use of condoms among teens who are sexually active. Data collected in 1991 and 1993 suggests that the presence of the condom availability plan did not increase the rates of sexual activity among students, although it may have contributed to safer sex. Schools without the program had a two-percent increase of students who had sex in the previous four weeks. Schools with the condom availability plan had a three- percent drop of students who have had sex in the previou s four weeks. This is believed to be a result of the information provided by the school about sex and harmful effects it can have on a teen and their future. In the schools with HRCs, 34.8 percent of the students had used the HRC, only 22.7 percent of the students received condoms. A total of 35 percent of all students who visited the HRC used it only to gain information. The condom availability program requires passive parental consent (Frank F. Furstenberg, Jr., Lynne Maziarz Geitz, Julien O. Teitler and Christopher C. Weiss, page 124). Parents have the right of withholding their child from acquiring a condom through the center by signing and returning a letter sent by the school administration. Parental consent is not needed for a student to obtain health referrals or counseling through the center. Most parents dont know what is being taught in their childs Sex Ed class. Parents generally do not talk with their children about sex. If more parents talked with their children, progr ams such as these would not be needed. Parents claim that the program imposes upon parental rights, and the freedom of religion. Most likely, parental consent will continue be a tough issue that school officials will need to address. In 1991 the Board of Education for Philadelphia adopted Policy 123. Policy 123 was created to expand access to condoms and to establish a phase-in condom availability program in schools with classes in grades 9-12. In 1992, nine Philadelphia High Schools opened HRCs where students could obtain condoms, general health referrals, and reproductive health information. Philadelphia schools have an opt-out choice for parents who choose to exclude their children from the program. Currently there is a challenge underway in Philadelphia. The case was first dismissed for lack of legal standing. Plaintiffs had denied their children access to the program, legally, it could not be deemed harmful. There is a firm history of legal support for minors to receive medical services related to sexuality and reproductive health; there is a high chance Philadelphia may win this case. In Falmouth County, Massachusetts, there was also a condom distribution program created. Parents claimed the program infringed upon their parental rights, and denied their religious liberties. The parents requested that the courts prevent any further operation of the distribution program. The Massachusetts Supreme Court, upholding the lower court ruling, rejected the parents claims that the program violated their rights. A five-judge panel ruled that the existence of the program did not infringe upon students or parents rights. The Massachusetts Supreme Court ruled students are free to decline to participate in the program. No penalty or disciplinary action ensues if a student does not participate. the plaintiff parents are free to instruct their children not to participate. The program does not supplant the parents role as advisor in the moral and religious development of their children. (Karen Mahler page 1) In 1991 the New York City Board of Education created a program to make condoms accessible to all high school students upon request. The program caused parental disagreement and the school board was taken to court. Parents claimed that making condoms available to students was a health service and could not be provided to students. The board argued that the condom plan was not a medical service. They explained it was one part of a comprehensive educational program that did not require direct parental consent. The school board lost the case. The program may have survived had the case been heard by the New York State Supreme Court Massachusetts is the most significant, it is the highest court to address the issue, and it rejects, the claim that condom availability interferes with parental liberties (Karen Mahler). In 1977 the United States denied a New York State Law prohibiting the distribution or sale of non-prescription contraceptives to teens u nder the age of 16. The United States Supreme Court seems to have support for the condom availability program. The United States Supreme Court declined to review the Curtis vs. School Committee of Falmouth case. In this case, the Massachusetts Supreme Court upheld the lower courts ruling to support the condom availability plan. The Supreme Courts refusal to hear the case is encouraging for schools who wish to create programs to make condoms more accessible to the high school students. Bill Clinton requested more money and effort put into teen pregnancy programs. Clinton wanted these programs to inform kids about contraceptives, but to emphasize abstinence as the only infallible way not to become pregnant. Congress is currently considering a Republican plan to deny welfare benefits to unwed teen mothers (J.A.N. page 1). If this plan passes, the majority teens that become pregnant will have no way of supporting themselves or their children. School districts are eager to create program s that will effectively protect the health and safety of their students. This is due to the rising levels of concern over sexual activity among teens and the rates of sexually transmitted diseases. At least 64 percent of school superintendents would like to look into programs of condom distribution for their school district. School systems are moving away from the message that abstinence is the only way to protect yourself from pregnancy and STDs. They are beginning to inform their students about the use of contraceptives and working to expand the students access to condoms. Hopefully their efforts will not go unrewarded. If the school has to take action to prevent pregnancies and the spread of sexually transmitted diseases in school then something is not being done at home that should be. Parents should be glad that the school their teen child attends cares enough to try and help them. A program that distributes condoms spends a lot of time and money, not to mention the effort put into it by teachers, administrators, counselors, health professionals, the school nurse and the local health department. Students who have access to condoms are likely to use them. In past cases, the program did not promote sex among the students of the schools. It did, however, provide important information to its students, and may have contributed to safer sex. The distribution of condoms in public high schools will promote safe sex among teenagers. Bibliography Furstenburg, Frank , Mariarz, Geitz , Teitler, Julien , Weiss, Christopher ?Does Condom Availability Make a Difference? An Evaluation of Philadelphias Health Resource Centers? Family Planning Perspective Volume 29, Issue 3 (May-Jun.,1997), 123-127. Kreiner, Anna Learning to Say No to Sexual Pressure New York: The Rosen Publishing Group Mahler, Karen Condom Availability in the Schools: Lessons from the Courtroom Sexuality Volume 4, Article 63 1993-1996 Natale, Jo Anna ?The Hot New Word is Sex Ed? School Volume 5 Article 30, 1994-1996 Sex education: Anything goes. Washington Times 1 Nov. 2000 Stewart, Gail B. Teen Parenting. San Diego: Lucent Books 2000 Teens Regret Having Sex. Maryland Abstinence Education and Coordination Program. Summer 2000 Education Essays Advance Energy Meter Essay

Theme of Knowledge in Frankenstein The Modern Prometheus by Mary Shelley

Published in 1818 (Mellor 05), Frankenstein; The Modern Prometheus is a gothic novel written by Mary Shelley. The novel incorporates aspects of romance with some aspects of horror which is depicted by the character of the monster (Mellor 10).Advertising We will write a custom term paper sample on Theme of Knowledge in Frankenstein: The Modern Prometheus by Mary Shelley specifically for you for only $16.05 $11/page Learn More Mary Shelley wrote the novel at a time when the world was changing very fast in all spheres that are in agriculture, transport industry and technological developments among others. It was the era of industrial Revolution and this era saw the world population increase and people started to earn more. Coupled with the changes that were occurring in the world due to industrialization, people’s living standards started to improve and this also produced some effects to people’s culture. The novel therefore was a clear reflec tion of what some of these advancements that were being invented during the industrial revolution would bring to the human race and perhaps act as a warning to people who were in pursuit of knowledge and inventions, to think of the consequences of their inventions before they brought harm to the human race (Mellor 17). The milieu in which the novel, Frankenstein; The Modern Prometheus is situated served as a warning to people that the technological developments brought about by the quest for knowledge (Rauch 67) could bring about the very threat to human existence and who are we to question Mary Shelley’s warning. Since the onset of industrialization, people have continued to talk about population increase to the extent of constraining our natural resources, global warning, pollution from factories and ethical issues related to technological advancements in the study of human beings for instance human cloning. It therefore should not be a surprise the way Mary Shelley portray s the theme of dangerous knowledge with so much negativity in the novel and also through the way Frankenstein’s monster turned out to be hideous just like the hideous outfit mother earth wears of polluted environment (Stableford 35), lack of ethics to humans, among others due to advancement in the field of knowledge and man wanting to explore fields that are beyond his limit.Advertising Looking for term paper on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More To bring out the theme of dangerous knowledge quiet clearly in the novel, Frankenstein; The Modern Prometheus, we can first of all analyze the symbolic title of the novel. Borrowing the word Prometheus from Greek ancient stories, Prometheus was known to be very intelligent and accredited with shedding light to mankind through stealing fire which was hidden from humans by Zeus (god). Through this act of Prometheus, man was able to cook using the fire and became civilized. Perhaps Mary Shelley inclusion of Prometheus in the title of the novel had a deeper meaning? Perhaps she wanted to illustrate how through Prometheus’s intelligence of stealing fire from Zeus, mankind had been able to do bad and good things with the fire for instance cook and use the fire to sharpen iron tools and thereby kill. For whatever reasons she gave the novel the title, The Modern Prometheus, it has great similarities with the ancient Greek legends of Prometheus in relation to dangerous knowledge. Therefore, the theme of dangerous knowledge flows out throughout the novel that is from the first pages of the novel to when Frankenstein would die before he is able to kill his own creation. The creature eventually destroys itself through committing suicide (Shelley 55). Prometheus can therefore be likened to Frankenstein for Prometheus did the evil of stealing the fire due to his intelligence and Frankenstein created the monster as a result of pursuit of dangerou s knowledge which brought sadness through the way it killed people. To briefly recap the story, Frankenstein recounted to Robert Walton how he had been obsessed with science and created the giant image that Walton had seen though not knowing that it was a monster (Stableford 40). Frankenstein created the monster while he had hoped to create human life (Freedman 100). After he was through with the creation, Frankenstein was not pleased by his creation (Freedman 89) for the monster turned out to be ugly and he abandoned the monster. The monster becomes bitter for being left by his creator and therefore seeks to revenge through killing the people who are close to Frankenstein. It is prominent human beings may use their knowledge and come up with invention which they would not be happy about later on.Advertising We will write a custom term paper sample on Theme of Knowledge in Frankenstein: The Modern Prometheus by Mary Shelley specifically for you for only $16.05 $11/pag e Learn More The monster murders William, and Justine who is implicated in the murder of William dies in the process; Clerval also becomes a victim of the monster quest for revenge on his creator and is murdered when the monster sees Frankenstein destroy his female companion whom he had agreed to create for him. Frankenstein like Justine is also implicated in the murder of Clerval for the body of Clerval was found on Irish Beach where Frankenstein was. As if the monster had not done enough damage, he also murders Elizabeth, Frankenstein’s wife and this shocks Frankenstein’s father who also dies. The main character Frankenstein has a passion for science and it is this passion that propels him to acquire knowledge which later on becomes dangerous not only to him but to even his family and friends (Holmes 15). From the novel, Mary Shelley depicts Frankenstein as a person who is obsessed with science and what science could do to mankind if utilized (Freedman 69). In the novel, Frankenstein therefore sees the world around him through the eyes of science and the reason why he created the monster. The danger in obsession with acquiring knowledge eventually turns tragic for Frankenstein when his own creation leads him to his own death (Rauch 60). This is another sign that quest for knowledge that allows humankind to do things which are beyond his/her control can result to. It also shows that there is no point of man performing the role of God for there are some things that are beyond human understanding. The theme of dangerous knowledge is first encountered in the first pages of the novel when Captain Robert Walton is exploring the North Pole in search of scientific facts that can make him famous and also help him increase his nest of friends through his scientific discoveries which he hopes to find (Holmes 25). It is not in vain to note that Captain Robert Walton also was in pursuit of knowledge when he saw Frankenstein. It is also satiri cal to note that at that time Robert Walton was exploring the North Pole, he finds Victor Frankenstein, a victim of dangerous knowledge. Victor Frankenstein when found by Captain Robert Walton narrates his experiences to the Captain (Shelley 9).Advertising Looking for term paper on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the beginning of his narration, Frankenstein first cautions Robert Walton against pursuing knowledge to heights that are beyond limit (Shelley 3). Therefore Captain Robert Walton is warned of his pursuit of knowledge, of whether his search for scientific knowledge was going to bring him shame and regret like it had brought Frankenstein or acquaintance and recognition like he was hoping to get. â€Å"Lean from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge, and how happier the man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow† (Shelley 53). The two characters, Frankenstein and Captain Robert Walton, share the drive for acquiring knowledge though Frankenstein had gone a little further and created the monster. On the contrary, we cannot also dismiss Robert Walton, for his desire and quest for knowledge made him sail through the North Pole. The North Pole is a region that is mostly covered by ice and few explorers have managed to explore the whole of the region. It is a region that most explorers who set up to explore always find themselves turning back to the south lest they risk getting lost. No explorer can be said to have explored the North Pole successfully even in the present day for there are some areas which are unreachable. However, Robert Walton (Holmes 28) is ambitious in exploring the dangerous place so that he could only acquire scientific facts. What kind of drive would make a man that obsessed with facts if not the drive for dangerous knowledge (Stableford 14)? He eventually risk his life for he ends up trapped in the North Pole and luckily for him, finds Frankenstein who warns him of his pursuit of dangerous knowledge and they head back south. Drawing from my own conclusion, Robert learns from Frankenstein that pursuit for knowledge can be dangerous and therefore turns back. The novels is in the context of industrial revol ution and therefore caution to the explorers and a cry from Mary Shelley that there should be more cautious when dealing with the technological advancements and inventions in the industrial revolution era brought about by the desire of man to test beyond his limits thereby gaining recognition. That it would have been better to head back like Walton did than to try and reverse the situation when it’s already too late like in the case of Frankenstein. The theme of knowledge relates well with the two prominent people who are in search of knowledge in the novel. Both Victor Frankenstein and Robert Walton had the passion for dangerous knowledge but for self gain. To Frankenstein, knowledge was to help him discover things that were beyond humans and likewise for Captain Robert Walton, he was in pursuit of knowledge so he could only gain recognition among his friends. Therefore, the characters only use the knowledge they have for their own individual benefits as illustrated in the n ovel. The character of the monster most definitely helps us to decipher the theme of dangerous knowledge. When the monster is talking about itself, a reader can be convinced beyond doubt that the creature is harmless and thus be supportive with it. Even at the early stages after its creation, the creature is harmless and only wanted affection. But as time goes by, the creature even learns how to read, becomes hostile to the humans more so his creator. The theme of dangerous knowledge as depicted in the character of the monster is that people tend to endeavor in inventions and they are very passionate about them for these inventions are deemed to help them and not to destroy them (Rosenburg 4). Only when time elapses that we see the negative effects created by the consequences brought about by our endeavors of dangerous knowledge (Rosenburg 4). The society is depicted by Frankenstein’s family and friends and collectively they are used in the novel to show how the desire for da ngerous knowledge can influence the society negatively. The society as a whole is affected by the individual’s selfish ambitions for knowledge. For instance, William, Frankenstein’s father, Clerval and Elizabeth all die as a result of Frankenstein’s pursuit of dangerous knowledge. This is symbolic in that, only few people are in hunt of dangerous knowledge but their inventions affect the whole society. From the above analysis, it is evident that the theme of dangerous knowledge is approached with so much caution in the novel, Frankenstein; The Modern Prometheus. Starting with the main character; Frankenstein, who is ashamed of how hideous his creation turned out to be and he therefore abandoned it. â€Å"A flash of lightning illuminated the object and discovered its shape plainly to me; its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy demon whom I had given lif e† (Shelley 34). The fear of pursuing knowledge to heights that are dangerous is further propelled by the damage that the monster caused, that is, the way the monster ended up killing Frankenstein’s close friends and family members in pursuit of revenge. Perhaps while narrating to the Captain his story, Frankenstein wanted to caution Captain Robert of the consequences of pursuing knowledge while not thinking of the consequences of such scientific discoveries. We can also draw this conclusion from the fact that when Frankenstein’s monster demanded that Frankenstein create a female companion for him, Frankenstein first agreed but when he sat and thought of what two monsters could do to the human race if only one of them had so far killed his brother and set on fire the De Lacey’s chalet, Frankenstein eventually destroyed the female companion he was creating which of course angered the monster more. Technological advancement which is brought about by Frankens tein’s pursuit of knowledge to the level that the knowledge becomes dangerous is portrayed as evil through the hideous monster. The theme of dangerous knowledge in the novel also brings to our attention of the reaction of Frankenstein on finding out the monster was out to revenge on him. Frankenstein preferred to hide from the monster and eventually wanted to kill it after it had killed his family members and friends. Should mankind therefore fear knowing too much to the extent that he does not put into use the knowledge he acquires to come up with new creations? In the novel, the monster wanted to talk with Frankenstein but it is Frankenstein who is reluctant to negotiate with the monster. However, after careful thought and a lot of convincing by the monster, Frankenstein agreed to create a female companion so that the two monsters would disappear (Levine 72). Unfortunately, Frankenstein acting on second thoughts destroys the female creature. This is an illustration that kno wledge does not have to be too dangerous. This conclusion is drawn from the fact that the monster was willing to disappear from mankind only if it had a female companion so that it would not feel lonely and would live a normal life just like humans (Levine 72). This is symbolic in that in as much as the theme of dangerous knowledge is prominent in the novel, Frankenstein; The Modern Prometheus, knowledge does not have to be dangerous and human beings do not have to fear discovering such creations as Frankenstein’s monster (Levine 72). Its only takes responsibility with dealing with the consequences of advancements brought about by dangerous knowledge rather than running away from our own actions. â€Å"The world was to me a secret which I desired† (Shelley 36). Why then would Frankenstein fail to adore his creativity of bringing a creature to life? After his creation, Frankenstein fails to understand what he has done and therefore his life stops to have any meaning for with all the time he spent creating the monster, he had to spend more time devising ways in which he could destroy his creation. How then is this pursuit of dangerous knowledge fulfilling? This is a clear pointer that stretching our ambitious to heights that we cannot cope with will bring disillusionments. This is the dangerous knowledge Mary Shelley talks about in the novel, the knowledge which makes our lives meaningless rather than useful. To analyze the situation in real life position, many scientists spend their time in the laboratories coming up with new inventions that eventually destroy the existence of humans (Idiss 37). For instance, why would man invent green houses which have adverse effects on the environment and spend equal efforts in curbing these negative effects of green houses on the environment? To say Mary Shelley had an insight of what the future would look like if man continued to pursue his quest for dangerous knowledge would be to understate her for she clea rly illustrated the concept in her novel, Frankenstein; The Modern Prometheus. The theme of knowledge as portrayed in the novel, Frankenstein; The Modern Prometheus, by Mary Shelley brings to our attention the knowledge that society does not accept, that is dangerous knowledge (Shelley 5). By terming the pursuit of knowledge that surpasses human understanding as dangerous, Mary Shelley is referring to that knowledge that is of self gain (Shelley 13). For instance, Victor Frankenstein created a monster by collecting bones and using science to bring the monster into life. He brought forth a creature that society could not accept as one of its own, as a human being and therefore Mary Shelley’s implication of dangerous knowledge in the novel (Shelley 5). A classic novel that portrays themes which are even recent in the 21th century despite the novel being written in 1818 is my ultimate conclusion. Nanotechnology, genetics, chemical engineering, space engineering, human cloning an d the list is endless for what we human beings are trying to achieve through science. One is left to wonder whether science equates to the answer of all the problems that human kind experiences (O’Flinn 59). Whether, it is in the reproduction process, science has taken its toll in solving the problems through test tube babies and cloning or in producing food to sustain the world population (O’Flinn 59), it is the scientific knowledge that humankind is making use of to solve this problems for instance the genetically modified foods (Idiss 57). Do those people who come up with such scientific developments stop for a minute and think of the consequences before their technological advancements are put to test? Or do they first put the technological inventions to test and face the consequences later? Little is done to research on the negative effects of science and it’s only when there are adverse effects that certain discoveries are deemed as not good (O’Flin n 59). For instance, during the industrial revolution, people were excited at the recent developments that we happening and scientists were in the mad rush of inventing and discovering new things, but if we closely look at the consequences that expansion of the industrial revolution brought to mother earth the reverse would be the better option, just like Victor Frankenstein wished to kill his creation for it brought him loneliness. Works Cited Freedman, Carl. â€Å"Hail Mary: On the Author of Frankenstein and the Origins of Science Fiction†. Science Fiction Studies. 2002. 60 – 144. Holmes, Richard. Shelley: The Pursuit. 1974. London. Harper perennial. 2003. Idiss, Brian. â€Å"On the Origin of Species. Mary Shelley†. Speculations on Speculation. Theories of Science Fiction. Ed. James Gunn and Matthew Candelaria. Lanham. MD. Scarecrow, 2005. Levine, George U. C. Knoepflmacher. Eds. The Endurance of Frankenstein: Essays on Mary Shelley’s Novel. Berkeley. University Press. 1974. Mellor, Anne. Mary Shelley: Her Life, Her Fiction, Her Monsters. New York. Methuen. 1988. O’Flinn, Paul. â€Å"Production and Reproduction: The Case of Frankenstein†. Literature and History. 1983. 199 – 300. Rauch, Alan. â€Å"The Monstrous Body of Knowledge in Mary Shelley’s Frankenstein†. Studies in Romanticism. 1995 53 – 227. Rosenburg, Amy. Frankenstein, by Mary Shelley. Book Review. 12th October, 2008. Shelley, Mary. Frankenstein. 1816. London. Oxford University Press. 1971. Stableford, Brian. â€Å"Frankenstein and the Origins of Science Fiction†. Anticipations: Essays on Early Science Fiction and Its Precursors. Ed. DAVID Seed. Syracuse University Press. 1995. This term paper on Theme of Knowledge in Frankenstein: The Modern Prometheus by Mary Shelley was written and submitted by user Kayleigh Johnson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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