Research Essay
You will write a thesis-driven literary research paper about one or more of the assigned texts we have read and discussed this quarter. The paper may be an extension of short essays
The thesis should make an argument about the text(s), and the supporting discussion should defend this argument by quoting particular passages and analyzing their meaning. This is NOT a BOOK REPORT so make sure you avoid merely SUMMARIZING the text(s). The thesis cannot duplicate an argument made in the secondary sources, but it can be situated with reference to one or more arguments. The paper must cite at least THREE credible outside sources obtained from Bloom’s Literature database.
The assigned text is a primary source; credible outside sources are published articles or books referring to the authors, texts, and/or their time periods or describing a useful theoretical perspective from which you will analyze the primary text, e.g. theories from sociology, economics, or psychology.
Criteria for Grade: 1. Name the author(s) and the title(s) of the work(s) you are discussing;
2. Present a clear thesis about the work(s) that responds to the question(s);
3. Refer to specific examples in the work(s) in order to support your thesis;
4. Analyze both the work(s)’s form and content while using proper terminology;
5. Cite at least THREE outside sources that comment on the topic of your paper;
6. Correct spelling and grammar.
Format: Typed, double-spaced, ONE inch margins, 12 point font Times New Roman. Length: Approximately 1000-1200 words.
Faustian theme
From:A Dictionary of Literary and Thematic Terms, Second Edition.
The generic term for stories of people whose lust for absolute knowledge drives them to tragic extremes, symbolized by a pact with the Devil. The legend is based upon the career of Johann Faust, a 16th-century German scholar who experimented with alchemy and magic. An account of his life that incorporated medieval legends of selling souls to the devil, published in 1587, provided the basis for Christopher Marlowe's Tragical History of Dr. Faustus (1588–92). Marlowe's play is notable for Faust's celebration of the beauty of Helen of Troy and for its powerful conclusion in which Faustus is dragged screaming into Hell.
Dr. Faustus was imitated by German writers of the 17th and 18th centuries, who emphasized the magical tricks of Faustus and downplayed the tragic aspects of the story. The adaptation of Gotthold Lessing in 1759 restored the serious tone, emphasizing Faust's lust for knowledge as his motive.
In Goethe's great drama (Faust, Part One, 1808, Part Two, 1832), Faust's story illustrates the basic unity underlying the variety and complexity of life. Its happy ending, in which Faust is saved because of his constant searching and striving, reflects the Romantic belief in the ultimate goodness of the human soul.
Following Goethe, scores of 19th-century writers attempted with little success to capture the essence of the figure. T ...
Mary Shelley's classic novel "Frankenstein" is summarized in three sentences: Presented by Drashti Joshi at Maharaja Krishnakumarsinhji Bhavnagar University on September 5, 2023, the document discusses the Gothic science fiction novel "Frankenstein" by Mary Wollstonecraft Shelley, including details about the author, the influence of Prometheus mythology, and a high-level overview of the story and characters.
The document provides an overview of British literature from Anglo-Saxon times through the 20th century. It summarizes key periods and authors, including Beowulf as the earliest work, Chaucer's establishment of English as the literary language, the Renaissance bringing about Elizabethan drama with Marlowe and Shakespeare, Milton's epic Paradise Lost in the 17th century, and the rise of the novel in the 19th century.
Henry Wadsworth Longfellow was an American poet born in 1807 in Portland, Maine. He graduated from Bowdoin College and traveled throughout Europe for three years, preparing himself for a career as a college professor in modern languages. Longfellow married twice and had several children. His first wife died tragically in a fire in 1861, which inspired his famous poem "The Cross of Snow." Longfellow was extremely popular during his lifetime and became the first American poet honored with a memorial in Westminster Abbey. Though his popularity declined after his death, he made poetry more accessible to the American public and exemplified graceful writing.
A.E. Housman was an English poet and scholar born in 1859 in Worcestershire, England. He wrote two poetry volumes, A Shropshire Lad and Last Poems, the latter of which was successful. As a scholar he is respected for his annotated editions of Roman astronomer Marcus Manilius. Housman died in 1936 in Cambridge, England.
Mary Shelley wrote Frankenstein in 1816 at the age of 19. The novel tells the story of Victor Frankenstein, a scientist who creates a sapient creature in an unorthodox scientific experiment. The title refers to the modern version of the Prometheus myth, where Prometheus steals fire to help humans. Shelley was inspired to write the story from a nightmare where she dreamt of a scientist creating life from dead body parts. The novel reflects both Romantic ideals of nature as well as Gothic conventions through its dark tone and themes involving the scientific manipulation of life. It was ahead of its time in its use of scientific ideas and remains one of the most influential works of science fiction.
This document provides an overview of the key periods in English literature, including the Old English period, Middle Ages, Renaissance, Elizabethan era, 17th century, Restoration period, 18th century, Romantic period, Victorian era, and Modern period. It summarizes some of the defining features of each period as well as influential authors such as Geoffrey Chaucer, William Shakespeare, John Milton, and William Wordsworth. The document is intended to help readers understand the development of English literature across different historical ages.
Mary Shelley (1797-1851) was an English novelist, short story writer, and essayist, best known for her novel "Frankenstein; or, The Modern Prometheus." She was born in London, the daughter of philosopher and political writer William Godwin and feminist writer Mary Wollstonecraft.
Mary Shelley's classic novel "Frankenstein" is summarized in three sentences: Presented by Drashti Joshi at Maharaja Krishnakumarsinhji Bhavnagar University on September 5, 2023, the document discusses the Gothic science fiction novel "Frankenstein" by Mary Wollstonecraft Shelley, including details about the author, the influence of Prometheus mythology, and a high-level overview of the story and characters.
The document provides an overview of British literature from Anglo-Saxon times through the 20th century. It summarizes key periods and authors, including Beowulf as the earliest work, Chaucer's establishment of English as the literary language, the Renaissance bringing about Elizabethan drama with Marlowe and Shakespeare, Milton's epic Paradise Lost in the 17th century, and the rise of the novel in the 19th century.
Henry Wadsworth Longfellow was an American poet born in 1807 in Portland, Maine. He graduated from Bowdoin College and traveled throughout Europe for three years, preparing himself for a career as a college professor in modern languages. Longfellow married twice and had several children. His first wife died tragically in a fire in 1861, which inspired his famous poem "The Cross of Snow." Longfellow was extremely popular during his lifetime and became the first American poet honored with a memorial in Westminster Abbey. Though his popularity declined after his death, he made poetry more accessible to the American public and exemplified graceful writing.
A.E. Housman was an English poet and scholar born in 1859 in Worcestershire, England. He wrote two poetry volumes, A Shropshire Lad and Last Poems, the latter of which was successful. As a scholar he is respected for his annotated editions of Roman astronomer Marcus Manilius. Housman died in 1936 in Cambridge, England.
Mary Shelley wrote Frankenstein in 1816 at the age of 19. The novel tells the story of Victor Frankenstein, a scientist who creates a sapient creature in an unorthodox scientific experiment. The title refers to the modern version of the Prometheus myth, where Prometheus steals fire to help humans. Shelley was inspired to write the story from a nightmare where she dreamt of a scientist creating life from dead body parts. The novel reflects both Romantic ideals of nature as well as Gothic conventions through its dark tone and themes involving the scientific manipulation of life. It was ahead of its time in its use of scientific ideas and remains one of the most influential works of science fiction.
This document provides an overview of the key periods in English literature, including the Old English period, Middle Ages, Renaissance, Elizabethan era, 17th century, Restoration period, 18th century, Romantic period, Victorian era, and Modern period. It summarizes some of the defining features of each period as well as influential authors such as Geoffrey Chaucer, William Shakespeare, John Milton, and William Wordsworth. The document is intended to help readers understand the development of English literature across different historical ages.
Mary Shelley (1797-1851) was an English novelist, short story writer, and essayist, best known for her novel "Frankenstein; or, The Modern Prometheus." She was born in London, the daughter of philosopher and political writer William Godwin and feminist writer Mary Wollstonecraft.
This document provides an overview of the development of the short story genre. It discusses origins in oral traditions and early forms like anecdotes and fables. It then traces the evolution of the short story in various regions from the 14th century onward, highlighting important authors and works in Europe, Russia, the United States, and India. The document also defines characteristics of the short story and discusses increased popularity in the 19th-20th centuries due to growth of magazines and demand for brief fiction.
Regency Literature by Helen Karvouni.pdfVivi Carouzou
The document provides an overview of literature from the Regency era in England between 1811-1820. It discusses classic Regency fiction written during this period by authors like Jane Austen, Sir Walter Scott, and Mary Shelley. It also describes modern Regency fiction set in this era. Some major genres of modern works are historical semi-fiction, military fiction, mysteries, and romance novels. The document lists some famous classic and modern Regency authors and provides brief biographies of notable writers like Jane Austen, Sir Walter Scott, Mary Shelley, and Percy Shelley.
Major Periods in English and American LiteratureJesullyna Manuel
This document provides an overview of the major periods of English and American literature from Old English to the present day. It summarizes the key characteristics, influences, and notable authors of each period, including Old English, Middle English, the Renaissance, Neoclassical, Romantic, Victorian, Realism, Modernism, and Postmodernism. The periods reflect changing philosophical perspectives and styles over time as well as the influence of historical events like the World Wars.
This document provides an overview of the major periods of English and American literature from Old English to the present day. It summarizes the key characteristics, influences, and notable authors of each period, including Old English, Middle English, the Renaissance, Neoclassical, Romantic, Victorian, Realism, Modernism, and Postmodernism. The periods reflect changing philosophical perspectives and styles over time as well as the influence of historical events like the World Wars.
The Gothic novel originated in the late 18th century in Britain and was the most popular form of literature during that time. It appealed to all classes, especially women. Ann Radcliffe's The Mysteries of Udolpho (1794) was one of the first bestsellers. Gothic novels featured recurring elements like a virtuous heroine pursued by a villainous man in a haunted setting like a castle. The genre included two main styles - Radcliffe's "School of Terror" emphasized mystery and suspense while Matthew Lewis's "School of Horror" featured more graphic violence. While mostly written by women, the Gothic was dismissed by male critics but greatly influenced popular tastes.
The document provides details about 26 trivia questions related to literature, authors, and works. It includes the questions, answers, and in some cases additional context about the works or authors mentioned. The questions cover topics like famous poems, novels, authors, and literary terms from different time periods.
This document summarizes and defines several types of novels:
- Historical novels use history as inspiration but range in quality from superficial to works that transform facts into emotional experiences. Subgenres include mock historical novels.
- Picaresque novels follow roguish protagonists through loosely connected adventures. Modern examples struggle to capture the spirit of the original form.
- Sentimental novels evolved from refined emotion to superficial tear-jerking. Serious writers generally avoid stock emotions and devices.
- Gothic novels feature horror, mystery, and the supernatural. They ask to be enjoyed as entertainment rather than for catharsis.
- Psychological novels analyze characters' motives rather than focusing on actions or consequences. Insight comes
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
This document reviews a book that examines Barnabe Riche's 16th century novel "The Adventures of Brusanus, Prince of Hungaria". The reviewer makes the following key points:
1) The book argues that "Brusanus" deserves an important place in history as one of the earliest examples of the novel genre, employing multiple voices and narrative styles.
2) The novel serves as a guide to Elizabethan genre fiction, incorporating styles like euphuism, martial tales, debates about women, and chivalric romances that influenced later works.
3) The introduction provides useful historical context about how Elizabethan prose fiction developed through imitation and occasional plagiarism of other works.
This document provides biographical information on several notable Romanian women from the past and present, including Queen Marie of Romania, Elena Vacarescu, Marthe Bibesco, Hortensia Papadat-Bengescu, and Nina Cassian. It discusses their literary works, accomplishments, and contributions to Romanian and international culture and history. The women came from a variety of backgrounds but all made significant impacts through their writing, political involvement, and advocacy.
VOLTAIRE ON MAZEPA AND EARLY EIGHTEENTH CENTURY UKRAINEThomas M. Prymak
Voltaire discussed Ukraine and its ruler Ivan Mazepa in two of his historical works. In his 1731 history of Charles XII of Sweden, he described how Charles turned to Ukraine for supplies after defeats in Poland, hoping for an alliance with Mazepa against Russia. Voltaire portrayed Ukraine as aspiring to freedom but forced to seek protection from Poland, Turkey, or Russia, and having its autonomy reduced over time. In his 1761 history of Peter the Great's Russian Empire, Voltaire focused more on Peter's reforms but still mentioned Mazepa's revolt against Russian rule. His treatment of Ukraine and Mazepa differed in emphasis between the two works due to their different subjects and time periods.
The document provides background information on Mary Shelley and the origins of her novel Frankenstein. It summarizes that Shelley was born in 1797 to influential intellectual parents and received an education focused on literature and philosophy. As a teenager, she eloped with Percy Shelley. The document then gives an overview of the Gothic genre and explains how Shelley was inspired to write Frankenstein during a vacation with Lord Byron where they told each other ghost stories. It also provides a brief summary of the novel's frame structure involving letters from Captain Walton.
Virginia Woolf was born in 1882 in London to an intellectual family. She grew up surrounded by literature but suffered from mental illness throughout her life. Some of her most famous works include Mrs. Dalloway, To the Lighthouse, and Orlando, which explored themes of feminism, mental illness, and the passage of time through modernist techniques. Woolf helped form the Bloomsbury Group and co-founded the Hogarth Press with her husband. Despite her struggles with mental health, she produced groundbreaking fiction until her death by suicide in 1941.
The document provides an overview of English literature from Old English to the 20th century. It begins with Old English literature including Anglo-Saxon poetry such as Beowulf, characterized by alliteration and metaphors. Next it discusses Medieval literature including Geoffrey Chaucer and his masterpiece Canterbury Tales. It then covers the Renaissance period highlighting plays by Christopher Marlowe and William Shakespeare. Finally, it briefly mentions 17th century English literature including the influential King James Bible.
Evidence for the Re-Attribution of the British Renaissance to 6 GhostwritersAnaphora Literary Press
The BRRAM series solves most of the previously critically discussed mysteries concerning the authorship of British Renaissance texts (including the “William Shakespeare” and 122 other bylines) by applying to 303 texts a newly invented for this study computational-linguistics method that uses a combination of 27 different tests. This testing derived that six ghostwriters wrote all of these works: Richard Verstegan, Josuah Sylvester, Gabriel Harvey, Benjamin Jonson, William Byrd and William Percy. This computational method, together with structural, biographical and various other attribution approaches that led to the attribution conclusions, are discussed in the Re-Attribution of the British Renaissance Corpus. A larger portion of this series are the volumes in the Modernization of the Inaccessible British Renaissance section, which test the quantitative attribution-conclusions by closely analyzing and explaining the contents of individual re-attributed texts. The modernized works are uniquely consequential in explaining the revised history of this period, and yet have never been translated into Modern English before. Some of these texts were initially anonymous, others were self-attributed by the ghostwriters, and yet others were credited in bylines to pseudonyms or ghostwriting-contractors. The annotations to each of their translations provide thousands of new confirming clues of shared authorship within a given authorial-signature. Even without this history-changing attribution evidence, these are neglected texts that are here edited for the first time to allow their beauty and intelligence to shine so that readers can see how they rival the standard “Shakespeare” canon. This series is cataloged in the World Shakespeare Bibliography and in the Play Index (EBSCO). A few pieces out of BRRAM have been published in scholarly journals. “Manipulation of Theatrical Audience-Size: Nonexistent Plays and Murderous Lenders” was published in Critical Survey, Issue 34.1, Spring 2022. “‘Michael Cavendish’s’ 14 Airs in Tablature to the Lute (1598)” was published in East-West Cultural Passage, Volume 22, Issue 2, December 2022. The Journal of Information Ethics published two articles on Faktorovich’s re-attribution method: “Publishers and Hack Writers: Signs of Collaborative Writing in the ‘Defoe’ Canon” (Fall 2020) and “Falsifications and Fabrications in the Standard Computational-Linguistics Authorial-Attribution Methods: A Comparison of the Methodology in ‘Unmasking’ with the 28-Tests” (Spring 2022). See more on the series' website: https://anaphoraliterary.com/attribution
- Henry Wadsworth Longfellow was a famous American poet born in 1807 in Portland, Maine. He showed an early love for languages and literature.
- After graduating from Bowdoin College, he spent three years studying languages in Europe. Upon returning, he taught languages at Bowdoin and later Harvard. His first major published works were Voices of the Night in 1837 and Ballads and Other Poems in 1841.
- Longfellow found great personal and professional success with the publication of works like Evangeline in 1847 and Songs of Hiawatha in 1855. However, he also experienced deep tragedies like the death of his wife in 1861, from which he took two years to
193Week Eight Reason andRevolution Part III TheRoma.docxfelicidaddinwoodie
This biography summarizes the life and career of American author Washington Irving. It describes him as the first great American prose stylist and a pioneer in several genres of fiction. Irving was born in 1783 in New York City and was part of the first generation of American writers whose works had international success. Some of his most famous works included The Sketch Book, Bracebridge Hall, and The Alhambra. The biography provides details on Irving's travels, diplomatic posts, and how he helped establish American literature as a respected genre through his innovative stories.
Mary Shelley wrote Frankenstein in 1818, a Gothic novel about a scientist named Frankenstein who creates a horrific creature through an experiment. The novel explores themes of the pursuit of knowledge and its consequences, as well as the human desire for connection. Shelley uses symbols like light and nature to represent these themes against the backdrop of the Industrial Revolution. The epistolary structure allows the reader to develop sympathy for both Frankenstein and the creature by hearing their personal accounts.
The document provides biographical information on several English authors from the Victorian period and summaries of some of their notable works. It discusses the Brontë sisters Charlotte, Emily and Anne, their novels Jane Eyre and Wuthering Heights. It also mentions Alfred Tennyson as the Poet Laureate during Queen Victoria's reign and summarizes his poem In Memoriam. Robert Browning and his collection of dramatic monologues Men and Women is summarized. Information on novels such as Madame Bovary by Gustave Flaubert, Silas Marner by George Eliot, and Crime and Punishment by Fyodor Dostoevsky is also provided, along with brief summaries of the plots and significance of these influential novels
According to the textbook, the Federal Disaster Assistance Act of 19.docxronak56
According to the textbook, the Federal Disaster Assistance Act of 1950 (P.L. 81-875) defined the roles and responsibilities during natural disasters. Once the president issued a disaster declaration, federal relief resources could flow to the affected areas for response and recovery. The president would then delegate administrative control of relief efforts to the Housing and Home Finance Administration. This law also instituted the federal role in natural disasters as a supportive role, while instituting primary responsibility for disaster response and recovery with local and state governments. How had this changed by 1978? Why did it change? Do you agree with the change? Why, or why not?
300 WORDS
APA FORMAT
.
According to the Council on Social Work Education, Competency 5 Eng.docxronak56
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
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- Historical novels use history as inspiration but range in quality from superficial to works that transform facts into emotional experiences. Subgenres include mock historical novels.
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- Sentimental novels evolved from refined emotion to superficial tear-jerking. Serious writers generally avoid stock emotions and devices.
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- Psychological novels analyze characters' motives rather than focusing on actions or consequences. Insight comes
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
This document reviews a book that examines Barnabe Riche's 16th century novel "The Adventures of Brusanus, Prince of Hungaria". The reviewer makes the following key points:
1) The book argues that "Brusanus" deserves an important place in history as one of the earliest examples of the novel genre, employing multiple voices and narrative styles.
2) The novel serves as a guide to Elizabethan genre fiction, incorporating styles like euphuism, martial tales, debates about women, and chivalric romances that influenced later works.
3) The introduction provides useful historical context about how Elizabethan prose fiction developed through imitation and occasional plagiarism of other works.
This document provides biographical information on several notable Romanian women from the past and present, including Queen Marie of Romania, Elena Vacarescu, Marthe Bibesco, Hortensia Papadat-Bengescu, and Nina Cassian. It discusses their literary works, accomplishments, and contributions to Romanian and international culture and history. The women came from a variety of backgrounds but all made significant impacts through their writing, political involvement, and advocacy.
VOLTAIRE ON MAZEPA AND EARLY EIGHTEENTH CENTURY UKRAINEThomas M. Prymak
Voltaire discussed Ukraine and its ruler Ivan Mazepa in two of his historical works. In his 1731 history of Charles XII of Sweden, he described how Charles turned to Ukraine for supplies after defeats in Poland, hoping for an alliance with Mazepa against Russia. Voltaire portrayed Ukraine as aspiring to freedom but forced to seek protection from Poland, Turkey, or Russia, and having its autonomy reduced over time. In his 1761 history of Peter the Great's Russian Empire, Voltaire focused more on Peter's reforms but still mentioned Mazepa's revolt against Russian rule. His treatment of Ukraine and Mazepa differed in emphasis between the two works due to their different subjects and time periods.
The document provides background information on Mary Shelley and the origins of her novel Frankenstein. It summarizes that Shelley was born in 1797 to influential intellectual parents and received an education focused on literature and philosophy. As a teenager, she eloped with Percy Shelley. The document then gives an overview of the Gothic genre and explains how Shelley was inspired to write Frankenstein during a vacation with Lord Byron where they told each other ghost stories. It also provides a brief summary of the novel's frame structure involving letters from Captain Walton.
Virginia Woolf was born in 1882 in London to an intellectual family. She grew up surrounded by literature but suffered from mental illness throughout her life. Some of her most famous works include Mrs. Dalloway, To the Lighthouse, and Orlando, which explored themes of feminism, mental illness, and the passage of time through modernist techniques. Woolf helped form the Bloomsbury Group and co-founded the Hogarth Press with her husband. Despite her struggles with mental health, she produced groundbreaking fiction until her death by suicide in 1941.
The document provides an overview of English literature from Old English to the 20th century. It begins with Old English literature including Anglo-Saxon poetry such as Beowulf, characterized by alliteration and metaphors. Next it discusses Medieval literature including Geoffrey Chaucer and his masterpiece Canterbury Tales. It then covers the Renaissance period highlighting plays by Christopher Marlowe and William Shakespeare. Finally, it briefly mentions 17th century English literature including the influential King James Bible.
Evidence for the Re-Attribution of the British Renaissance to 6 GhostwritersAnaphora Literary Press
The BRRAM series solves most of the previously critically discussed mysteries concerning the authorship of British Renaissance texts (including the “William Shakespeare” and 122 other bylines) by applying to 303 texts a newly invented for this study computational-linguistics method that uses a combination of 27 different tests. This testing derived that six ghostwriters wrote all of these works: Richard Verstegan, Josuah Sylvester, Gabriel Harvey, Benjamin Jonson, William Byrd and William Percy. This computational method, together with structural, biographical and various other attribution approaches that led to the attribution conclusions, are discussed in the Re-Attribution of the British Renaissance Corpus. A larger portion of this series are the volumes in the Modernization of the Inaccessible British Renaissance section, which test the quantitative attribution-conclusions by closely analyzing and explaining the contents of individual re-attributed texts. The modernized works are uniquely consequential in explaining the revised history of this period, and yet have never been translated into Modern English before. Some of these texts were initially anonymous, others were self-attributed by the ghostwriters, and yet others were credited in bylines to pseudonyms or ghostwriting-contractors. The annotations to each of their translations provide thousands of new confirming clues of shared authorship within a given authorial-signature. Even without this history-changing attribution evidence, these are neglected texts that are here edited for the first time to allow their beauty and intelligence to shine so that readers can see how they rival the standard “Shakespeare” canon. This series is cataloged in the World Shakespeare Bibliography and in the Play Index (EBSCO). A few pieces out of BRRAM have been published in scholarly journals. “Manipulation of Theatrical Audience-Size: Nonexistent Plays and Murderous Lenders” was published in Critical Survey, Issue 34.1, Spring 2022. “‘Michael Cavendish’s’ 14 Airs in Tablature to the Lute (1598)” was published in East-West Cultural Passage, Volume 22, Issue 2, December 2022. The Journal of Information Ethics published two articles on Faktorovich’s re-attribution method: “Publishers and Hack Writers: Signs of Collaborative Writing in the ‘Defoe’ Canon” (Fall 2020) and “Falsifications and Fabrications in the Standard Computational-Linguistics Authorial-Attribution Methods: A Comparison of the Methodology in ‘Unmasking’ with the 28-Tests” (Spring 2022). See more on the series' website: https://anaphoraliterary.com/attribution
- Henry Wadsworth Longfellow was a famous American poet born in 1807 in Portland, Maine. He showed an early love for languages and literature.
- After graduating from Bowdoin College, he spent three years studying languages in Europe. Upon returning, he taught languages at Bowdoin and later Harvard. His first major published works were Voices of the Night in 1837 and Ballads and Other Poems in 1841.
- Longfellow found great personal and professional success with the publication of works like Evangeline in 1847 and Songs of Hiawatha in 1855. However, he also experienced deep tragedies like the death of his wife in 1861, from which he took two years to
193Week Eight Reason andRevolution Part III TheRoma.docxfelicidaddinwoodie
This biography summarizes the life and career of American author Washington Irving. It describes him as the first great American prose stylist and a pioneer in several genres of fiction. Irving was born in 1783 in New York City and was part of the first generation of American writers whose works had international success. Some of his most famous works included The Sketch Book, Bracebridge Hall, and The Alhambra. The biography provides details on Irving's travels, diplomatic posts, and how he helped establish American literature as a respected genre through his innovative stories.
Mary Shelley wrote Frankenstein in 1818, a Gothic novel about a scientist named Frankenstein who creates a horrific creature through an experiment. The novel explores themes of the pursuit of knowledge and its consequences, as well as the human desire for connection. Shelley uses symbols like light and nature to represent these themes against the backdrop of the Industrial Revolution. The epistolary structure allows the reader to develop sympathy for both Frankenstein and the creature by hearing their personal accounts.
The document provides biographical information on several English authors from the Victorian period and summaries of some of their notable works. It discusses the Brontë sisters Charlotte, Emily and Anne, their novels Jane Eyre and Wuthering Heights. It also mentions Alfred Tennyson as the Poet Laureate during Queen Victoria's reign and summarizes his poem In Memoriam. Robert Browning and his collection of dramatic monologues Men and Women is summarized. Information on novels such as Madame Bovary by Gustave Flaubert, Silas Marner by George Eliot, and Crime and Punishment by Fyodor Dostoevsky is also provided, along with brief summaries of the plots and significance of these influential novels
Similar to Research Essay You will write a thesis-driven literary research .docx (20)
According to the textbook, the Federal Disaster Assistance Act of 19.docxronak56
According to the textbook, the Federal Disaster Assistance Act of 1950 (P.L. 81-875) defined the roles and responsibilities during natural disasters. Once the president issued a disaster declaration, federal relief resources could flow to the affected areas for response and recovery. The president would then delegate administrative control of relief efforts to the Housing and Home Finance Administration. This law also instituted the federal role in natural disasters as a supportive role, while instituting primary responsibility for disaster response and recovery with local and state governments. How had this changed by 1978? Why did it change? Do you agree with the change? Why, or why not?
300 WORDS
APA FORMAT
.
According to the Council on Social Work Education, Competency 5 Eng.docxronak56
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the text, economic outcomes measured by economic gr.docxronak56
According to the text, economic outcomes measured by economic growth is affected by a number of factors. Also, hundreds of empirical studies on economic growth across countries have highlighted the correlation between economic growth and a variety of variables.
Claims regarding the determinants of economic growth are conditional, and the findings depend on the variables used. However, the availability of physical capital or infrastructure, government consumption, terms of trade, macroeconomic stability, the rule of law, regulatory quality, government effectiveness, foreign direct investments, population size, and natural resource availability are the most consistent findings of empirical studies on economic growth.
Review the literature on economic growth and provide a summary of how:
Population affects economic growth
Natural Resource Abundance affects economic growth
Note: The answers you provide to each of these sub-questions should not be more than 15 sentences.
Also note that because this is a literature review you must cite credible sources; avoid using news articles.
The examples below should serve as a guide
Example 1: The example below shows how inflation affects investment in a study of the effect of inflation on investment.
The destabilizing effect of inflation on investment has been a major source of debate in economic and business literature. Generally, inflation is often considered a sign of macroeconomic instability and the inability of government to control macroeconomic policy, both of which contribute to an adverse investment climate (Fischer, 2013; Greene & Villanueva, 1991). However, the empirical evidence is still far from convincing. While some authors claim positive effects of inflation on investment, others hold that inflation poses a “stealth” threat to investments. For example, Greene and Villanueva (1991) argue that high rate of inflation adversely affects private investment activity by increasing the riskiness of long-term investment projects. Also, Fischer (2013) observed that inflation uncertainty is associated with substantial reduction in total investment. On the contrary, McClain and Nicholes (1993) found that investment and inflation are positively related to each other.
Example 2: The example below shows how natural resource endowments affects income inequality in a study of the determinants of income inequality.
The nexus between natural resource endowments and income inequality has also been widely debated and has inspired a long history of research in both economics and political science (see, for example, Fum and Hodler, 2010; Goderis and Malone, 2011; Leamer, Maul, Rodriguez, and Schott, 1999; Carmignani, 2013; Parcero and Papyrakis, 2016; Bourguignon and Morrisson, 1998). For example, Anderson et al., (2004) argue that natural resources endowment provide a plausible explanation as to why the observed levels of inequality are significantly higher in both sub-Saharan Africa and Latin America.
According to the Council on Social Work Education, Competency 5.docxronak56
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency (
Georgia Department of Family and Children Services
).
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the Council for Exceptional Children (CEC), part of.docxronak56
According to the Council for Exceptional Children (CEC), part of being a well-prepared special educator includes “developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making” (Council for Exceptional Children, 2015, Special Education Professional Ethical Principles, E). This includes advocating for parental involvement by providing information on educational rights and safeguards in a way that creates accessibility and transparent IEP meeting procedures (Council for Exceptional Children, 2015).
Hammond, Ingalls and Trussell (2008) investigated the experiences of those family members who attended an initial IEP meeting and then subsequent meetings over the next four years. Their findings indicated that the overwhelming majority of the 212 family participants agreed that the child needed special education services but had negative emotional responses to the initial team meeting. Some of the most beneficial information collected included acknowledging the emotions tied to having a child initial diagnosed with a disability; stronger communication skills by education professionals during the team meeting; and additional measures to better prepare parents for the team meetings (Hammond, Ingalls, & Trussell, 2008). Similarly, the article,
Building Parent Trust in the Special Education Setting (Links to an external site.)
(Wellner, 2012) was written to emphasize the importance of trust building strategies to avoid costly due process hearings and to maximize relationships with all involved in making decisions on behalf of the student with special needs.
Initial Post:
After reading the article, After reading the article,
The 5-Point Plan
, reviewing the Council for Exceptional Children’s (CEC) , reviewing the Council for Exceptional Children’s (CEC)
Special Education and Professional Ethical Principles and Practice Standards (Links to an external site.)
, and reading
Building Parent Trust in the Special Education Setting (Links to an external site.)
you will create an initial response depending on the first letter of your last name.
If your last name begins with the letters A – M:
You will respond as one of the parent participants in this the Hammond, Ingalls and Trussell study. Begin by explaining how you felt attending your child’s first IEP meeting, using the article and the Instructor Guidance as a foundation for your narrative. Then, describe how future IEP meeting experiences changed (improved or declined) and why. Finally, using the
CEC Professional Practice Standards for Parents and Families (Links to an external site.)
and
Building Parent Trust in the Special Education Setting (Links to an external site.)
, provide at least three suggestions to the special education team leader for how to improve this experience for parents of newly diagnosed children with disabilities.
.
According to the article, Answer these two questions. Why did Ma.docxronak56
According to the article, Answer these two questions.
Why did Marx believe that capitalism would fall on its own? Why did his predictions not come true? (hint: how has the economy changed since Marx’s time?
Describe Robert Owen’s “New Lanark” community? What were his innovations? Did he suspend either private property or market economics? Are there people today who follow a similar business model?
.
According to Neuman’s theory, a human being is a total person as a c.docxronak56
According to Neuman’s theory, a human being is a total person as a client system and the person is a layered, multidimensional being. Each layer consists of a five-person variable or subsystem: (1) physiological, (2) psychological, (3) sociocultural, (4) developmental, and (5) spiritual.
Considering the 'spiritual' variable- Do you feel this variable exists at all? Does it have as wide-ranging results as Neuman claims? Is it appropriate for an APRN to participate in or work with the patient’s spiritual dimension?
.
According to Rolando et al. (2012), alcohol socialization is the pr.docxronak56
According to Rolando et al. (2012), “alcohol socialization is the process by which a person approaches and familiarizes with alcohol learns about the values connected to its use and about how, when and where s/he can or cannot drink.”
Based on the focus group findings, describe what the first drink means in both Italy and Finland, and what types of attitudes are connected with different types of socialization processes.
.
According to your readings, cloud computing represents one of th.docxronak56
According to your readings, cloud computing represents one of the most significant paradigms shifts in information technology (IT) history, due to an extension of sharing an application-hosting provider that has been around for many years, and was common in highly regulated vertical industries like banks and health care institutions. The author’s knowledge from their research continue to assert that, the impetus behind cloud computing lies on the idea that it provides economies of scale by spreading costs across many client organizations and pooling computing resources while matching client computing needs to consumption in a flexible, real-time version.
Identify the issues and risks that pose concern to organizations storing data in the cloud - briefly support your discussion.
.
According to this idea that gender is socially constructed, answer.docxronak56
According to this idea that gender is socially constructed, answer the following questions:
1. What does it mean to be a man in the U.S.? What does it mean to be a woman?
2. From what institutions do we learn these gender roles?
3. How do these clips demonstrate the ways in which gender is socially constructed in the U.S.? Do the concepts discussed in the clips resonate with you? Why or why not?
In Persepolis, the main character Marji struggles to define her identity as an Iranian woman in a changing society.
· What roles are depicted for women in Iranian society in the film? How do they change over time?
· How does Persepolis demonstrate the ways in which gender and identity are influenced in many ways, by different processes across cultures? How are gender roles in Iran similar, or different to gender in the U.S.?
· What are some of the stereotypes that exist about Muslim women and how does Abu-Lughod in “Do Muslim Women Need Saving” and Persepolis complicate these stereotypes?
Answer the following questions 2 full pages
Running head: MAJOR HEALTH CARE PROBLEMS IN THE U.S. 1
Major Health Care Problems in the U.S.
Jane Doe
ID: 1212121
MAJOR HEALTH CARE PROBLEMS IN THE U.S. 2
Major Health Care Problems in the US
Problem statement: High and continuously rising cost of health care has been and still is one of
the biggest challenges affecting the Health Care system in United States.
Methods of Examining the Problem
Both qualitative and quantitative research methods should be used to fully understand the
issue of high cost of care in the US. Quantitative methods like surveys and experimentations will
aid in estimating the prevalence, magnitude and frequency of the problem in different regions.
On the other hand, qualitative methods like case studies and observation will help describe the
extent and complexity of the issue. The two approaches need to work in complementation to
obtain a clear understanding of this menace.
Surveys, as a quantitative research method, is one of the most effective in the social
research and present a more viable method of examining the cost of health in the country. They
involve asking of questions in the form of questionnaires and interviews. Questionnaires are
written questions to which the response can be open ended or multiple-choice format. This
would be used to gain information about cost within determinants that are of
disagree/neutral/agree nature. An example is if patients are contented with the cost of services
they get or they deem the cost of cover worthy. Interviews, the researcher discussing issues with
the respondents, are to be used to gain more details on already known aspects of the system. This
may include gathering information to inform policies, administration and use of technology to
minimize the cost of care.
Since health cost in the US is not a new challenge and there have been studies about it,
qualitative methods like .
According to Thiel (2015, p. 40), CSR literature lacks consensus fo.docxronak56
According to Thiel (2015, p. 40), “CSR literature lacks consensus for a standard definition. Typically, many people who are familiar with the concept will initially define CSR within the three domains of the social, economic and natural environments.”
Come up with your own definition of what you believe is a good definition of CSR that you would like your company to follow.
Afterward, explain each part of your definition and why you believe it is best.
.
According to recent surveys, China, India, and the Philippines are t.docxronak56
According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (2-4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper.
.
According to Rolando et al. (2012), alcohol socialization is th.docxronak56
According to Rolando et al. (2012), “alcohol socialization is the process by which a person approaches and familiarizes with alcohol learns about the values connected to its use and about how, when and where s/he can or cannot drink.”
Based on the focus group findings, describe what the first drink means in both Italy and Finland, and what types of attitudes are connected with different types of socialization processes. Respond to two posts identifying how positive values can be connected to first memories of drinking.
.
According to the author, Social Security is an essential program, .docxronak56
According to the author, Social Security is an essential program, but its future is looking unpromising unless we start by eliminating the payroll tax cap.
In the author’s proposal to keep the funding open, the author proposes the acceptance of Bernie Sanders’ “Keeping Our Social Security Promises Act,” which the author suggests would removes the payroll tax cap. To elaborate further, the author stated that the reason for the cap on the social security is because of the uneven amount of participation during elections which makes the rich influential in governance. The author stated that, research have found that the rich who made over $125,000 contributed 35% in campaigns. According to the author, this act causes a major problem regarding the shaping of the social security because people with lower income would not be able to contribute that amount of money towards campaigns. The author also states that it causes greater income equality, since those who contribute are rich and as a matter of fact get more benefits from political power in the form of payroll tax cap. This in the authors words, compromises the state of social welfare in the United States because those active in politics don’t have the same views as the poor who are focused on housing, poverty, and health. Congressional Research Service was used to predicts that, if tax cap is not removed, there will be a permanent increase of tax rate from 12.4% to 15.1% which would hurt people making less than the current tax cap currently at $132,900 or, cutting benefits by 20% in 2035 and continuously rising every year.
In as much as the author makes a good point on the percentage of rich people that donated to campaign, the author failed to state how much the rich get in payroll tax cap since that is a major part of the authors argument. The authors failed to indicate how an increase in tax rate would affect people making less than the current tax cap which is $132,900. To sum it up, the author failed to expand and give more numeric evidence to support the argument.
In addition, to provide a guideline in eliminating payroll tax cap, the author suggested a bill introduced by Bernie Sanders called, Keeping Our Social Security Promises Act. The bill according to the author seeks to remove the cap placed on payroll taxes. The author further stated the bill will help Solvency to expand for 75 years without increasing taxes for those who earn less than $250,000, the only people who will see a change are those earn more than $250,000. According to the Congressional Research Service as stated by the author, removing the cap would eliminate 84% of the projected shortfall. The author stated that, the top 200 CEOs would have to contributed $341,291,106 towards Social Security when the tax cap is removed. In addition, the author stated that, removing the cap would eliminate 84% of the projected shortfall. The author proposes an increase in the taxable payroll from 12.40% to 12.83% to keep it solvent.
According to Morrish, the blame for the ever-growing problem of disc.docxronak56
According to Morrish, the blame for the ever-growing problem of discipline in schools rests at least in part on popular discipline theories, which he believes have gone to excess in allowing students to make choices concerning how they will conduct themselves in school. What are your thoughts about Morrish’s ideas?
.
According to DuBrin (2015), Cultural intelligence is an outsiders .docxronak56
According to DuBrin (2015), "Cultural intelligence is an outsider's ability to interpret someone's unfamiliar and ambiguous behavior the same way that person's compatriots would" (p. 177). In this case, how would you incorporate cultural intelligence within a team setting? Please explain.
Your journal entry must be at least 200 words
.
According to Edgar Schein, organizational culture are the shared.docxronak56
According to Edgar Schein, organizational culture are the shared beliefs and values among a group of people which influences how they perceive, think, and react in the organization. There are four types of organizational culture:
Clan-Internal focus that values flexibility
Adhocracy-A risk taking culture with an external focus on flexibility
Market-A competitive culture with an external focus on profits over employee satisfaction
Hierarchy-A structured culture valuing stability and effectiveness internally
How would you describe the organizational culture of a pr
evious or current place of employment? And why?
Do you think this type of culture is best suited to help the company achieve its strategic goals? Explain.
.
According to DuBrin (2015), the following strategies or tactics are .docxronak56
According to DuBrin (2015), the following strategies or tactics are identified for enhancing your career:
develop career goals,
capitalize on your strengths and build your personal brand,
be passionate about and proud of your work,
develop a code of professional ethics and prosocial motivation,
develop a proactive personality,
keep growing through continuous learning and self-development,
document your accomplishments,
project a professional image, and
perceive yourself as a provider of services. (p. 430)
Identify and explain three career-enhancing techniques or tactics in advancing your career.
Your essay should be at least two pages and should include an introduction, a body of supported material (paragraphs), and a conclusion. Be sure to include two references (on a reference page), and follow all other APA formatting requirements. The reference page does not count toward the total page requirement.
Be sure to apply the proper APA format for the content and references provided.
.
According to DuBrin (2015), the following strategies or tactics .docxronak56
According to DuBrin (2015), the following strategies or tactics are identified for enhancing your career:
develop career goals,
capitalize on your strengths and build your personal brand,
be passionate about and proud of your work,
develop a code of professional ethics and prosocial motivation,
develop a proactive personality,
keep growing through continuous learning and self-development,
document your accomplishments,
project a professional image, and
perceive yourself as a provider of services. (p. 430)
Identify and explain three career-enhancing techniques or tactics in advancing your career.
Your essay should be at least two pages and should include an introduction, a body of supported material (paragraphs), and a conclusion. Be sure to include two references (on a reference page), and follow all other APA formatting requirements.
.
Access the Mental Measurements Yearbook, located in the Univer.docxronak56
Access
the Mental Measurements Yearbook, located in the University Library.
Select
two assessments of intelligence and two achievement tests.
Prepare
a 13 slide presentation about your selected instruments. In your analysis, address the following:
Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.
Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
Your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Research Essay You will write a thesis-driven literary research .docx
1. Research Essay
You will write a thesis-driven literary research paper about one
or more of the assigned texts we have read and discussed this
quarter. The paper may be an extension of short essays
The thesis should make an argument about the text(s), and the
supporting discussion should defend this argument by quoting
particular passages and analyzing their meaning. This is NOT a
BOOK REPORT so make sure you avoid merely
SUMMARIZING the text(s). The thesis cannot duplicate an
argument made in the secondary sources, but it can be situated
with reference to one or more arguments. The paper must cite at
least THREE credible outside sources obtained from Bloom’s
Literature database.
The assigned text is a primary source; credible outside sources
are published articles or books referring to the authors, texts,
and/or their time periods or describing a useful theoretical
perspective from which you will analyze the primary text, e.g.
theories from sociology, economics, or psychology.
Criteria for Grade: 1. Name the author(s) and the title(s) of the
work(s) you are discussing;
2. Present a clear thesis about the work(s) that responds to the
question(s);
3. Refer to specific examples in the work(s) in order to support
your thesis;
4. Analyze both the work(s)’s form and content while using
proper terminology;
5. Cite at least THREE outside sources that comment on the
topic of your paper;
6. Correct spelling and grammar.
Format: Typed, double-spaced, ONE inch margins, 12 point font
Times New Roman. Length: Approximately 1000-1200 words.
Faustian theme
From:A Dictionary of Literary and Thematic Terms, Second
2. Edition.
The generic term for stories of people whose lust for absolute
knowledge drives them to tragic extremes, symbolized by a pact
with the Devil. The legend is based upon the career of Johann
Faust, a 16th-century German scholar who experimented with
alchemy and magic. An account of his life that incorporated
medieval legends of selling souls to the devil, published in
1587, provided the basis for Christopher Marlowe's Tragical
History of Dr. Faustus (1588–92). Marlowe's play is notable for
Faust's celebration of the beauty of Helen of Troy and for its
powerful conclusion in which Faustus is dragged screaming into
Hell.
Dr. Faustus was imitated by German writers of the 17th and
18th centuries, who emphasized the magical tricks of Faustus
and downplayed the tragic aspects of the story. The adaptation
of Gotthold Lessing in 1759 restored the serious tone,
emphasizing Faust's lust for knowledge as his motive.
In Goethe's great drama (Faust, Part One, 1808, Part Two,
1832), Faust's story illustrates the basic unity underlying the
variety and complexity of life. Its happy ending, in which Faust
is saved because of his constant searching and striving, reflects
the Romantic belief in the ultimate goodness of the human soul.
Following Goethe, scores of 19th-century writers attempted
with little success to capture the essence of the figure. The most
notable 20th-century rendering of the theme is Thomas
Mann'sDoktor Faustus (1947), in which the story is recast as a
commentary on the German people's "pact" with Nazism. Some
critics have also seen in Faust the embodiment of the scientist's
arrogance that issued in the atomic age. The American poet Karl
Shapiro, in "The Progress of Faust" (1946), describes Faust's
reemergence "In an American desert at war's end."
Modern comic versions of the story include Stephen Vincent
Benet's The Devil and Daniel Webster (1937) and Douglas
Wallop's The Year the Yankees Lost the Pennant (1954), later
transformed into the successful Broadway and film
3. musical Damn Yankees (1957; 1958).
Further Information
J. W. Smeed's Faust in Literature (1975) traces the history of
the figure.
Citation Information
Quinn, Edward. "Faustian theme." A Dictionary of Literary and
Thematic Terms, Second Edition. New York: Facts On File,
Inc., 2006. Bloom's Literature. Facts On File, Inc. Web. 6 Mar.
2016.
<http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=
5&iPin=Gfflithem0314&SingleRecord=True>.
How to Cite
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gothic literature
From:A Dictionary of Literary and Thematic Terms, Second
Edition.
A type of fiction that employs mystery, terror or horror,
suspense, and the supernatural for the simple purpose of scaring
the wits out of its readers. The traditional setting, beginning
with Hugh Walpole's The Castle of Otranto (1764), is a
medieval (hence, "gothic") castle, replete with secret passages,
torchlit dungeons, and an occasional bat. The traditional plot, as
in Anne Radcliffe'sThe Mysteries of Udolpho (1794), involves a
beautiful heroine beset by dark shadows, strange noises, and a
candle that keeps blowing out. These early gothic novels aimed
at instilling terror. Later examples of the form, such as Matthew
Lewis's The Monk (1796), moved beyond terror to horror,
invoking demons, ghosts, and other supernatural paraphernalia
in gory and subliminally erotic detail.
The form maintained its popularity from the 1760s to the 1830s.
4. During that time it was imitated throughout Europe, influencing
and being influenced by the age of Romanticism. Satirized by
Jane Austen in Northanger Abbey (1818), the form eventually
fell out of favor, only to resurface in the 20th century as
the horror fiction and horror film. One particularly memorable
example of the form, Mary Shelley's Frankenstein (1818), is
also regarded as an early progenitor of science fiction.
Further Information
Brendan Hennessy's The Gothic Novel (1978) offers a useful
survey of the genre; Manuel Aguirre's The Enclosed
Space (1990) places it in the context of all horror literature.
Citation Information
Quinn, Edward. "gothic literature." A Dictionary of Literary and
Thematic Terms, Second Edition. New York: Facts On File,
Inc., 2006. Bloom's Literature. Facts On File, Inc. Web. 6 Mar.
2016.
<http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=
5&iPin=Gfflithem0359&SingleRecord=True>.
How to Cite
Record URL:
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&iPin=Gfflithem0359&SingleRecord=True.
Shelley, Mary Wollstonecraft
Born: 1797 Died: 1851
British novelist
From:Encyclopedia of Literary Romanticism.
Born in Somers Town, London, on August 30, 1797, Mary
Wollstonecraft Shelley was the only child of Mary
Wollstonecraft, the educational theorist and pioneer for
5. women's rights, and William Godwin, the anarchist philosopher
and bookseller. Wollstonecraft died 11 days after giving birth to
Mary. She was brought up with her mother's other daughter,
Fanny, whose father was the American adventurer Gilbert
Imlay. When Mary was three years old, Godwin married his
next-door neighbor, Mary Jane Clairmont, who introduced her
two illegitimate children into the household: Mary Jane, who
became known as Claire, and Charles. Mary acquired another
half sibling when Godwin's second wife gave birth to William.
With her sister Fanny she attended a "Dame School", the
popular name given to a certain type of infant school run—often
haphazardly—by an elderly lady, and then, for seven months in
1811, Miss Caroline Petman's school at Ramsgate, where the
daughters of Dissenters were educated. While at home, Mary
had access to her father's library and tutelage, benefiting from
the historical books he wrote for children. Visiting tutors gave
her lessons in art and French, in which she became fluent. Other
languages she acquired included Latin, Greek, Italian, and some
Spanish.
In June 1812 Mary Wollstonecraft Godwin was sent to Dundee
for her health and stayed at the home of William Baxter, who
had supported her father during his opposition to the Treason
Trials of 1794. The house at Broughty Ferry overlooked the
romantic scene of a 15th-century castle. In the 1831
introduction to her most acclaimed novel, Frankenstein, she
wrote that trees and mountains were where her imaginative
works were fostered. Mary stayed with the Baxters, who became
a second family, for 16 months. One of the daughters, Christina,
made a return visit with Mary to the Godwins in London. The
day after their arrival on November 11, 1812, they are believed
to have met the young Romantic poet and aristocrat Percy
Bysshe Shelley, who was accompanied by his wife, Harriet
Westbrook, and her older sister. Mary resumed her sojourn in
Scotland until March 1814 when, on returning to the Godwin
household, she found that Shelley had established himself as a
firm favorite with her sisters. He was also a disciple of the
6. writings of their father, to whom he gave financial assistance, a
circumstance later fictionalized in hershort story "The
Parvenue" (1836). The poet also revered Wollstonecraft (her
mother, also a poet), whose works he and Mary are reputed to
have read aloud at her graveside as their romance blossomed.
William Godwin disapproved of their union as Shelley was still
married and his wife was expecting their second child.
On July 28, 1814, the lovers eloped to France, taking with them
Mary's half sister Claire. Mary later published a version of her
journal account of their travels as the jointly authored History
of a Six Weeks' Tour through a part of France, Switzerland,
Germany and Holland (1817), which was also a travelogue of
the inner Romantic journey. The impoverished trio wandered
around Europe, which had been ravaged by the Napoleonic
Wars, returning to England in September. On February 22,
1815, Mary gave birth to a premature daughter, who survived
for just 11 days. In her journal she recorded a dream of the baby
coming back to life. This ties in with the theme of reanimation,
which characterized some of her fiction, most
notably Frankenstein.
Between September 1814 and July 1815, the couple stayed in a
series of lodging houses before settling at Bishopsgate on the
edge of Windsor Great Park, which furnished in part the setting
of Mary's third novel, TheLast Man (1826). While living there,
she gave birth to their son, William, in January 1816. The
following May they departed for Geneva with Claire Clairmont
to rendezvous with Lord Byron, who was spending the summer
in Switzerland. Their destination had been determined by the
fact that Claire was pregnant with Byron's child and hoped, at
the very least, for his paternal support. The convergence of
Byron, his physician John Polidori, and Shelley's party would
lead to a cross-fertilization of literary production culminating in
the publication ofFrankenstein; or, The Modern
Prometheus (1818).
As Mary Shelley explained in her introduction to the revised
edition of Frankenstein in 1831, her inspiration for the novel
7. had been the idea for members of the group to tell each other
ghost stories of their own invention. According to Mary's
anonymous account as given to Thomas Moore in his Life of
Lord Byron (1835) the great poet had suggested that they should
all contribute to a book, which his fame would help sell. This
entertainment took place in 1816 at Villa Diodati at the side of
Lake Leman in Geneva, Switzerland, during that "wet and
uncongenial summer" (Shelley 1980, 7) as Mary wrote in the
1831 Preface to Frankenstein. These adverse weather conditions
had come about due to the activity of Mount Tambora on the
island of Sumbawa, south of Borneo, which proved to be the
most violent volcanic eruption in recorded history. This had
resulted in the coldest summer on record, which ironically
precipitated the forging of Frankensteinfrom the heart of a
volcano.
The night of the ghost-story writing proposed by Byron might
have been June 13, when the group had been driven indoors by
an electrical storm. Lightning has been associated in the popular
imagination, mainly through film adaptations, with the genesis
of Shelley's monstrous birth myth. In her 1831 introduction, she
indicates how a conversation about galvanism had helped spark
her creativity. Byron's guests diverted themselves by reading
some German ghost stories translated into French,
entitled Fantasmagoriana, ou Recueil d'Histoires d'Apparitions
de Spectres, Revenans, Fantômes, etc.; traduit de l'allemand,
par un Amateur (1812), which, according to the preface of the
1818 edition "excited in us a playful desire of imitation"
(Shelley, 1980, 14). Two of these, "The Death-Bride", about a
spectral lover, and "The Family Portraits", in which a portrait
comes to life, influenced Mary's creation along with her
"waking dream", which probably took place on June 16. Her tale
of a creature created out of the parts of cadavers, which would
seek vengeance upon its creator, would emerge as one of the
most powerful and enduring myths to explode out of the gothic
tradition.
On returning to England, Mary lodged at 5 Abbey Churchyard
8. in Bath, where she continued her plan of transforming her tale
into a novel. While writing in October, she learned of the
suicide of her half sister Fanny, who had died after taking
laudanum at the Mackworth Arms in Swansea. The following
December, there was more sad news. Percy Shelley's wife
Harriet, whom he had left (though no official separation had
taken place), had taken her own life by drowning in Hyde Park's
artificial lake known as the Serpentine. The exact date of her
death is disputed, but it freed him to marry Mary at St.
Mildred's Church in London on December 30, 1816. In January
1817 Claire gave birth to Byron's daughter, Alba, known later
as Allegra, and during the following September, Mary's second
daughter, Clara Everina Shelley, was born.
By this time the Shelleys had been living at Albion House,
Marlow, in Buckinghamshire for five months, and it was here
that Frankenstein reached completion. The novel was published
anonymously in three volumes on January 1, 1818. The author
was assumed by some to be a disciple of William Godwin, to
whom it was dedicated. Walter Scott alighted on Percy Shelley
as the obvious candidate; in fact, Shelley had only actually
written the preface, though he had helped edit the novel. Mary's
name appeared on the title page of the second edition, issued in
1823, the year after Percy's death. The person responsible for
this publication was Godwin, who also made minor alterations
from the first edition. In August that year, the story was
dramatized by Richard Brinsley Peake as Presumption: or, The
Fate of Frankenstein, which Mary Shelley saw performed at the
Lyceum and the English Opera House in London. It proved
highly successful, and a new version was staged in Paris.
In March 1818, the Shelleys set sail from Dover for the
Continent, prompted by concerns for Percy's health and fears
that after the Lord Chancellor gave custody of his children by
Harriet to her family, the law would take away his children by
Mary. The tragic loss of their children, however, came about in
other ways. In September 1818 their two-year-old daughter,
Clara, died from dysentery in Venice, and their three-year-old
9. son, William, died of malaria, otherwise known as "Roman
fever", in Rome in June 1819. Their fourth and only surviving
child, Percy Florence Shelley, was born on November 12, 1819,
in Florence. It was here that Mary Shelley started research work
on a historical novel set in the 14th century, eventually
called Valperga, or, The Life and Adventures of Castruccio
Castracani (1823), the idea for which she had conceived in
Marlow in 1817. It concerns the clash between tyranny and
republicanism. Castruccio is a despotic warlord who is modeled
on the actual feudal lord of Lucca. He is in love with
Euthanasia, who rules the fortress of Valperga in a peaceful and
conciliatory way according to the principles of reason and
sensibility.
In January 1820 the Shelleys moved to Pisa. That year Mary
Shelley wrote the mythological verse drama Midas and the
children's story Maurice, or, The Fisher's Cot, before settling,
probably in the autumn, to the composition of Valperga, a task
that occupied most of 1821. In April 1822, the first of more
terrible losses for that year struck with the death of Clare's
daughter Allegra. The news arrived while the Shelleys were at
Casa Magni at San Terenzo, their summer residence. In June
Mary narrowly escaped dying after a miscarriage, and in July
Percy was drowned in a sudden storm while sailing back from
Livorno to Lerici.
The death of her husband, followed by that of their friend Byron
in 1824, prompted Mary Shelley to declare herself to be "the
last relic of a beloved race" and to identify with the eponymous
hero Lionel Verney of her apocalyptic novel The Last
Man (1826). Verney is the last survivor of a plague that has
wiped out the human race. This pessimistic vision was seen as
unfeminine, and the book was blasted by one critic as an
"elaborate piece of gloomy folly"; The book was even banned in
Austria. Shelley was so disheartened by the criticism that she
returned to the historical romance and wrote The Fortunes of
Perkin Warbeck, set at the end of the 15th century. Warbeck had
been a pretender to the English throne during the reign of Henry
10. VII, and Shelley believed him to be the lost duke of York, long
believed to have been murdered in the tower, reputedly on the
orders of Richard III. The novel was eventually published in
1830 as an antimonarchical historical romance.
Financial distress also forced Shelley to start writing stories and
essays for periodicals in 1823. For example, she published one
story and two essays in The Liberal in 1823, and a year later
there appeared, in London Magazine, "On Ghosts";
"Recollections of Italy"; and "The Bride of Italy", which was
based on Percy's infatuation with Teresa (Emilia) Viviani. Mary
also started submitting material to annuals and gift books, and
between 1823 and 1839 she wrote more than 20 stories for gift
books or periodicals; 16 of these stories were published
in Keepsake. Examples include: "The Evil Eye" (1829), which
evokes Albanian superstition, and "The Dream" (1831), set
during the reign of Henry IV of France. She also published two
well-known tales dealing with the supernatural:
"Transformation" (1830), based on Byron's drama TheDeformed
Transformed (1824), which Mary Shelley had copied for him;
and "The Mortal Immortal" (1833). She wrote most of the
essays for the five volumes of the Rev. Dionysius
Lardner's Cabinet of Biography: Lives of the most Eminent
Literary and Scientific Men of Italy, Spain and Portugal (1835–
37) and Lives of the most Eminent Literary and Scientific Men
of France (1838–39).
For the third edition of Frankenstein, published in 1831, Shelley
wrote a longer introduction and made extensive revisions. In
this version, the portrayal of the hero, Victor Frankenstein, who
is believed to be based partly on her late husband, was made
more sympathetic. Victor is a Romantic scientist who isolates
himself while carrying out nefarious experiments with the parts
of dead bodies. His creation of a monstrous being, which he
rejects, has been seen as an allegory of the child-parent
relationship, drawing on the creation of Adam as derived from
John Milton'sParadise Lost. As suggested by the novel's
subtitle, The Modern Prometheus, Victor Frankenstein is an
11. example of the Romantic overreacher, who transgresses
boundaries between the human and the divine. The creature is
motivated initially by the more ordinary desire for a family and
eventually finds the idealized De Laceys, but they too reject
him. In retaliation, he targets Victor's family members,
including his youngest brother, William, and fiancée, Elizabeth,
before disappearing into the Arctic wastes, ostensibly to destroy
himself. Like her mother, Mary Shelley emphasized the
importance of the domestic affections, and in Frankenstein she
demonstrates how the neglect of family relations can trigger
tragedy.
The search for, and return to, origins was the Romantics' Holy
Grail, which Shelley pursued through the search for parentage.
In her mythological drama Proserpine (composed 1820,
published 1832), a mother searches for her daughter, who has
been snatched by the god of the underworld. The heroine is
described as a "child of light", a phrase that Percy Shelley had
first used inallusion to his wife and her maternal heritage. Like
Mary Shelley herself, several of her other heroines are
motherless. In her second novel, Mathilda, composed in 1819,
the heroine, whose mother dies shortly after giving her birth,
forms a close bond with her father. She is troubled when he
distances himself from her. The reason, as he eventually
divulges, is because he has been harboring an unlawful and
monstrous love for his daughter. Mary Shelley sent the
manuscript to her father, who was so disgusted with the content
that he refused either to publish it or return it to her despite
repeated requests. It was not published until 1959.
In Shelley's sixth novel, Lodore (1835), the Byronic Lord
Lodore abducts his daughter, Ethel, and takes her to the
American wilderness to live in isolation. After he dies in a duel,
Ethel is befriended by the intellectual and independent Fanny
Derham (thought to be based on Shelley's friend Fanny Wright,
an advocate for women's rights) and is eventually reconciled
with her mother. Shelley reworked the father-daughter
relationship for her short story "The Mourner" (1829), about a
12. supposed parricide, and in her final novel, Falkner (1837). Here,
Rupert Falkner forsakes his beloved Alithea for a life in India.
When he returns he discovers that she has married another man,
believing Falkner to be dead. She drowns trying to escape him.
He adopts an orphaned girl, Elizabeth Raby, who falls in love
with Alithea's son, Gerard Neville. Falkner tries to sever the
relationship. He is convicted of the murder of Alithea but is
finally freed and then forgiven by Gerard. Family values,
particularly familial duty, was important to Mary Shelley both
in and outside of fiction. In 1837 she started work on writing
her father's life and editing his papers, a task she never
completed, and in 1839 and 1840 she produced multivolumed
editions of her husband's poetry, which included previously
unpublished poems and her own valuable biographical and
contextual notes. In 1840 she published Essays, Letters from
Abroad, Translations and Fragments by Percy Bysshe Shelley (2
vols).
Readers can find in Mary Shelley's work the Romantic themes
of the wanderer, incest, suicide, nature, and the sublime. Her
writings grapple with the challenge of creating a society that
endorses the values of collaboration, equality, education, and
harmony with the natural world. Her final full-length work was
her two-volume Rambles in Germany and Italy, in 1840, 1842,
and 1843 (1844), which was based on letters written during two
journeys that she had taken with her son, who inherited the
Shelley baronetcy upon his paternal grandfather's death in 1844,
becoming Sir Percy.
Toward the end of her life, Mary Shelley went to live with her
son and his wife, Jane, at her husband's boyhood home, Field
Place in Sussex. Here she planned to write Shelley's biography,
until illness intervened. For about two years the family lived at
Field Place and at a house in Chester Square in London while
Sir Percy was purchasing a new house near Bournemouth. When
Mary Shelley knew that she was dying, she asked to be buried
with her parents at St. Pancras. According to the literary
historian Emily Sunstein, Shelley turned down Edward
13. Trelawny's offer that she take his burial plot next to that of
Percy Shelley in Rome, on the basis that it was too costly. She
died on February 1, 1851, of meningioma (a type of brain
tumor) at Chester Square. The bodies of her parents were
exhumed and reburied on either side of their daughter in
Bournemouth near Boscombe Manor, the home of her son.
Further Information
Blumberg, Jane. Mary Shelley's Early Novels. Houndmills,
Eng.: Macmillan, 1993.
Eberle-Sinatra, Michael, ed. Mary Shelley's Fictions: From
Frankenstein to Falkner. Houndmills, Eng.: Macmillan Press,
2000.
Fisch, Audrey, Anne K. Mellor, and Esther H. Schor, eds. The
Other Mary Shelley: Beyond Frankenstein. New York: Oxford
University Press, 1993.
Mellor, Anne K. Mary Shelley: Her Life, Her Fiction, Her
Monsters. London: Routledge, 1988.
Morrison, Lucy, and Staci L. Stone. The Mary Shelley
Encyclopedia. Westport, Conn.: Greenwood Press, 2003.
Seymour, Miranda. Mary Shelley. London: John Murray, 2000.
Shelley, Mary Wollstonecraft. The Journals of Mary Shelley,
1814–1844. 2 vols. Edited by Paula R. Feldman and Diana
Scott-Kilvert. Oxford: Clarendon Press, 1987.
———. The Letters of Mary Wollstonecraft Shelley. 3 vols.
Edited by Betty T. Bennett. Baltimore: Johns Hopkins
University Press, 1980–88.
———. Mary Shelley: Collected Tales and Stories. 2nd ed.
Edited by Charles E. Robinson. Baltimore: Johns Hopkins
University Press, 1991.
———. The Mary Shelley Reader. Edited by Betty T. Bennett
and Charles E. Robinson. Oxford: Oxford University Press,
1990.
———. Mary Shelley's Literary Lives and Other Writings. 4
vols. Edited by Nora Crook et al. London: Pickering & Chatto,
2002.
14. ———. Maurice, or the Fisher's Cot. Edited by Claire Tomalin.
London: Penguin, Viking, 1998.
———. The Novels and Selected Works of Mary Shelley. 8
vols. Edited by Nora Crook et al. London: Pickering and Chatto,
1996.
———. The Original Frankenstein. Edited by Charles E.
Robinson. Oxford: The Bodleian Library, 2008.
———. Frankenstein. Edited by M. K. Joseph. Oxford: Oxford
University Press, 1980.
Sunstein, Emily W. Mary Shelley: Romance and Reality.
Boston: Little, Brown and Co., 1989.
I would like to acknowledge the invaluable assistance of Nora
Crook.
Citation Information
Mulvey-Roberts, Marie. "Shelley, Mary Wollstonecraft." In
Maunder, Andrew, ed Encyclopedia of Literary Romanticism.
New York: Infobase Publishing, 2010. Bloom's Literature. Facts
On File, Inc. Web. 6 Mar. 2016.
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Running head: MARY SHELLEY: FRANKENSTEIN 1
MARY SHELLEY: FRANKENSTEIN 4
15. Mary Shelley: Frankenstein
Mary Shelley: Frankenstein
There are a number of authors that have used supernatural
beings in their books to pass across their message. Mary Shelley
is among the elite authors that have incorporated this style of
writing in their works. She is most famous for her book
Frankenstein or The Modern Prometheus. Frankenstein is a
story about a young scientist called Victor Frankenstein who
created a creature from his lab through an experiment that some
people have deemed was one that went wrong (Thornburg,
2007). This grotesque creature ends up being his master’s
tormentor as he kills his loved ones as a revenge for Victor not
creating for him a companion that he could live with. The
supernatural element made the story more interesting to readers
that followed the novel from chapter one to the end.
In Frankenstein the role of the supernatural creature is to show
the evil that is in society. The monster shows the elements of
jealousy and hatred as it endeavors to destroy the happiness of
its creator – Victor. The author wanted to depict the evils that
are in society that can prove great harm to human beings if they
are not monitored. Another role that the supernatural creature
serves in the story is that just like any other person there is the
need for having a companion to help a person get through life.
Thus, in a way the creature is used by the author to show the
importance of having a partner in life. Without Frankenstein’s
monster there are elements of the story that would not have had
16. as much clarity as what it had (Shelley & Gibson, 2000). Use of
supernatural creatures is therefore a parody that helps readers to
better understand the gist of any author’s written material.
The message that the Romantics were trying to convey by
infusing their works of art with supernatural elements like
monsters and ghosts is that they mostly acted as the villains in
their stories. Frankenstein was substantial in Mary Shelley’s
story. It is through him that the evils in society such as jealousy
and murder are advanced. Since the monster felt betrayed by his
master he felt it was necessary to inflict pain on him through
murdering his loved ones. The monster needed to show that he
required the attention of his master. It did so in crude ways such
as killing his brother. It felt betrayed due to the fact that the
Victor had created him but was now afraid of him. This are
elements that could not have been advanced if the monster was
not in the story.
Another role that the monster plays is the importance of being
accepted in society. The fact that the monster had physical
deformities show how human beings look at themselves. A
person that has a physical deformity is deemed in society as
disabled and not have the ability to thrive or grow. This is why
most disabled people are not empowered to stand for themselves
and rise above how the society looks at them or classifies them
as people. It is unfortunate that there are people who do not
grow because of the labels that the society has put on them.
This was especially prevalent in the day and age of Mary
Shelley.
Companionship is another key element that is prevalent in The
Modern Prometheus. The monster retaliates as it feels that it is
lonely. The love and companionship it expected from its master
is not given. Instead its master shuns it away and makes it feel
unwelcomed. It runs away and keeps away from the town
(Shelley & Gibson, 2000). The monster plays a role of showing
the importance of having a partner to help go through life
together. After killing Victor’s brother the monster begs for
forgiveness and pleads with Victor to make him a companion
17. that they can go through life together. It strengthens the
thoughts that the writer had to show how significant it was for
her to have a companion that they can share life’s challenges
together. Frankenstein is a story that helped Mary Shelley pour
her heart out to the public. It was a tool that she used to
communicate how she viewed life.
References
Shelley, M. W., & Gibson, D. (2000). Frankenstein. Madrid,
España: Edimat Libros.
Thornburg, M. K. P. (2007). The monster in the mirror: Gender
and the sentimental/gothic myth in Frankenstein. Ann Arbor,
Mich: UMI Research Press.