Mary Shelleys Frankenstein Essay examples - 786 Words

Frankenstein: The Modern Prometheus In Marry Shelly’s book Frankenstein, she tells the story of a man named Victor Frankenstein. The character of Frankenstein contains traits that parallel Prometheus from Greek mythology. Through his actions and emotions Victor Frankenstein becomes the modern Prometheus by producing ill-fated actions that carry tragic consequences just as Prometheus’ did. Prometheus was a figure in Greek mythology who created the conflict between mankind and the God’s. Prometheus one day decided to steal fire from the sun and give it to the people for their advantage. Mankind then had the ability to create tools and weapons. Prometheus was then punished by the God’s and was chained to a rock where he was visited by an†¦show more content†¦After Frankenstein gave life to his monster â€Å"...the beauty of the dream vanished, and breathless horror and disgust filled my heart (Shelley 35).† He is attempting to play God and created a species even when he cannot create his own parts. This is similar to Prometheus in that he steals fire from the god’s in order to make mankind superior. He also fashions man out of clay using the fire from the sun. He was punished for this by the God’s. Another similarity is that of demands that are placed upon Prometheus and Frankenstein. Frankenstein’s creation commands Frankenstein to make him a female friend. In Frankenstein’s bitterness he destroys his work on the female counterpart and claims that he had been â€Å"struck senseless by my creations fiendish threats (Shelley 121). The creation then punishes Frankenstein by killing Henry Clerval and Elizabeth. This parallels Prometheus in that he had the knowledge of the woman who will one day bear a son for Zeus that would one day dethrone the god. Prometheus is interrogated by one of the messengers of the god. He is threatened because he refuses to answer. Prometheus does not give away his knowledge. Both Frankenstein and Prometheus had enormous requests given to them. Both held their ground and did not give in to the people demanding their service and knowledge. Both Frankenstein’s monster and Prometheus’ clay molding of mankind have similarities.Show MoreRelatedMary Shelleys Frankenstein1689 Words   |  7 PagesGreat Expectations Fathers and Son, Frankenstein. The novel I have chosen to discuss is Frankenstein. Written in 1818 by Mary Shelley, Frankenstein is classified as a gothic novel, however, Shelly uses both realist and non-realist techniques. I will be looking at her reasons for writing the novel and what influenced her, as well as the realist and non-realist techniques used. I will be looking at some of the contemporary social issues that affected Shelley’s life at the time she wrote her novelRead MoreMary Shelleys Frankenstein1179 Words   |  5 Pagesbecome determined to perfect at what they do. They eventually become tragically doomed through creating their own individual moral codes by struggling with their internal battles within their minds. Mary Shelley presents us the first persona of a romantic hero through Victor Frankenstein in her book Frankenstein. Shelley fabricates Victor as the main narrator throughout the book, along with Captain Walton and the creature, which Victor creates. Another hero during the Romant ic era is the Ancient MarinerRead MoreMary Shelleys Frankenstein Feminism1429 Words   |  6 PagesRobert Youshock Prof. Matthew Gerber HIST 1012 10/19/18 Mary Shelley’s Frankenstein: Feminism before it was mainstream? Writing a paper on the topic of Frankenstein days before Halloween might give you the wrong idea- lets clear something up straight away Frankenstein is the doctor not the monster and the monster doesn’t have a name (which we later learn is mildly important to the story). You see, Mary Shelley’s Frankenstein is arguably a story of creation, murder, love, and learning amongst manyRead More Mary Shelleys Frankenstein Essay929 Words   |  4 PagesMary Shelleys Frankenstein The characterization of Victor’s creature, the monster, in the movie although somewhat dramatically different from Mary Shelley’s portrayal in the novel Frankenstein also had its similarities. Shelley’s views of the monster were to make him seem like a human being, while the movie made the monster out to be a hideous creation. The creature’s appearance and personality are two aspects that differ between the novel and movie while his intellectual and tender sidesRead More Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead More Mary Shelleys Frankenstein Essay1622 Words   |  7 PagesMary Shelleys Frankenstein Nineteen-year-old Mary Shelley didn’t know when she began it that her â€Å"ghost story† would become an enduring part of classic literature. Frankenstein is an admirable work simply for its captivating plot. To the careful reader, however, Shelley’s tale offers complex insights into human experience. The reader identifies with all of the major characters and is left to heed or ignore the cautions that their situations provide. Shelley uses the second person narrativeRead MoreEssay on Mary Shelleys Frankenstein1643 Words   |  7 PagesMary Shelleys Frankenstein In 1818 a novel was written that tingled people’s minds and thrilled literary critics alike. Frankenstein was an instant success and sold more copies than any book had before. The immediate success of the book can be attributed to the spine-tingling horror of the plot, and the strong embedded ethical message. Although her name did not come originally attached to the text, Mary Shelley had written a masterpiece that would live on for centuries. Read MoreEvil in Mary Shelleys Frankenstein1462 Words   |  6 PagesMary Shelleys Frankenstein is very much a commentary on the Enlightenment and its failure to tame the human condition through reason. The human condition can be defined as the unique features which mold a human being. The creature is undoubtedly a victim of this predicament. He grapples with the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, and the awareness of the inescapability of death. These qualities and his ceaseless stalking of hisRead MoreMary Shelleys Frankenstein Essay1086 Words   |  5 Pages Mary Shelley wrote the book Frankenstein sometime in the 1810s. She was born in London in 1797 (Biography). Her mother was an author of prime literary stock who was trying to encourage women to pursue their ideas and strive to earn the status as equals. The Scientific and Industrial Revolutions that were taking place around Mary Shelley certainly influ enced her while she was writing the book. The creation of machines and experiments at the time made people wonder what the limit of human technologyRead MoreMary Shelleys Frankenstein Essay846 Words   |  4 Pages Shelley’s Frankenstein does an excellent job at demonstrating the ideas and accomplishments of the enlightenment period. Shelly expresses these ideas and thoughts through the character of Victor Frankenstein who is an aspiring scientist seeking an intellectual challenge. Victor Frankenstein live s his hometown of Geneva and leaves in quest of a valued education in Ingolstadt. When Victor arrives at college he is lonely and finds himself in a new world in which he lives by himself. He than meets

Report to the Management of Wilson, Tan Associates Free Essays

Introduction This report provides an evaluation of the performance of the performance of two U.K companies that operate in the fashion industry with the objective of identifying a suitable takeover target for Wilson Tan Associates. The report covers the financial performance of the two companies based interpreted in the context of the business environment in which they operate. We will write a custom essay sample on Report to the Management of Wilson, Tan Associates or any similar topic only for you Order Now The two companies included in the report include Supergroup Plc and Mulberry Plc. The analysis is based on the group statement of financial position as at 2011 and 2010 and the group income statement for the years ending 2010 and 2011. The rest of the report is organised as follows: section 2 focuses on analysing the financial performance of both companies in relation to their industry and economic environment; and section 3 provides conclusions and recommendations on which company to take over. Analysis of the Performance of Supergroup Plc and Mulberry Plc Appendix 1 contains the ratios of both companies over the period 2010 and 2011. The ratios cover a variety of areas including profitability, liquidity, management efficiency and long-term solvency. Profitability The ability of a company to generate a return on invested capital is a critical factor in determining the value of the company. Profitability serves as a measure of the competitive position of a company as well as the quality of the management (Penman, 2007; Robinson et al., 2009). It can be observed from appendix 1 that overall profitability of Mulberry Plc is better than that of Supergroup Plc. Supergroup Plc realised a gross profit margin of 55.82% in 2011 up by 6% from its 2010 figure of 52.58%. Despite this high ratio, that of Mulberry Plc was high. The company realised a gross profit margin of 65.4% in 2011 up 11% from its 2010 figure of 59.0%. The operating profit margin of Supergroup Plc was higher than that of Mulberry Plc for both 2011 and 201. However, Mulberry Plc realised a greater improvement in the operating profit margin from 2010 to 2011. If the company continues with this spirit it will soon outperform Supergroup Plc. In terms of the net profit margin, return on ass ets, and return on equity, Mulberry Plc outperformed Supergroup Plc. In addition, Mulberry Plc witnessed a significant improvement in these ratios from 2010 to 2011 while Supergroup Plc witnessed a significant decline in these ratios over the same period. With respect to profitability, both companies appear to be profitable. However, the performance of Mulberry Plc surpasses that of Supergroup Plc. The high profitability observed for these two companies can be attributed to positive developments in the fashion industry. Despite the poor economic climate, the U.K fashion industry is experiencing a growth in revenue. The U.K remains a major manufacturer of clothing and high quality fabrics. The combined textile and clothing industry in the U.K is valued at ?8.5billion worth of goods. Retail sales in the fashion industry in 2009 were approximately ?285billion. Export sales amounted to approximately ?7.3billion at manufacturer’s prices with the U.S.A, Japan, Russia, France, Italy the Middle East, Hong Kong and China being major export destinations (Fashion United, 2011). Rising trends in both export and domestic sales explain why companies in the industry are experiencing increasing profit margins and return on investment as indicated by the ratios of Supergroup Plc and Mulberry Group Plc. Liquidity Liquidity measures a firm’s ability to meet its current financial obligations. It is a measure of how well the firm can pay its short-term creditors with its current assets without having to liquidate its non-current assets. In order words, liquidity measures how quickly the company converts assets into cash (Myers and Brealey, 2002; Penman, 2007). Appendix 1 also presents liquidity ratios for Supergroup Plc and Mulberry Plc. It can be observed that Supergroup Plc has a better liquidity position than Mulberry Plc. Supergroup Plc had a current ratio of 2.81 in 2011 up 1% from 2.79 in 2010. On the contrary, Mulberry Plc had a current ratio of 1.62 in 2011 down 24% from 2010. The quick ratio of Supergroup Plc was 1.59 in 2011 down 17% from 1.91 in 2010 compared to a quick ratio of 0.97 for Mulberry plc in 2011 down 34% from 1.48 in 2010. Considering only the current and quick ratios, it can be observed that Supergroup plc can meet its current liabilities with its current assets b etter than Mulberry plc can do. The cash ratio for both companies in 2011 was less than 1.0 suggesting that cash and cash equivalents are not enough to meet current liabilities. This means that if both companies suffer a write-down in the value of inventory or an increase in bad debts, they would be unable to meet their current liabilities with their current base of cash and cash equivalents. Overall, the liquidity position for both companies is declining although Supergroup Plc appears to be doing better than Mulberry Plc. The deteriorating liquidity for both companies can be attributed to the current economic climate. Bank lending has declined significantly as a result of the global financial crisis. Arranging an overdraft facility has become more difficult compared to what use to be the case before the global financial crisis. Declining liquidity too can be as a result of the constant change in the fashion industry. Clothing inventory becomes obsolete too quickly. This suggests slow moving inventory can result to liquidity constraints for companies that operate in the fashion industry. Management Efficiency Efficiency ratios are aimed at understanding how well a company manages its activities especially how it efficiently manages its assets. Appendix 1 illustrates a number of efficiency ratios for Supergoup Plc and Mulberry Plc. The inventory turnover of Supergroup plc declined from by 36% from 3.13times in 2010 to 2.01times in 2011. Supergroup is able to turnover more inventory than Mulberry plc who saw a decline in inventory turnover by 42% from 3.25times in 2010 to 1.88 times in 2011. The decline in the number of times that inventory is turned over led to an increase in the number of days that inventory is outstanding by 56% from 117 days in 2010 to 182days in 2011 for Supergroup Plc and by 73 % from 112 days in 2010 to 194 days in 2011 for Mulberry Plc. This decline in inventory turnover for both companies helps to explain why the liquidity ratios declined. Both companies have increased the number of days that inventory is held thus increasing the probability that inventory may beco me obsolete and thus result to a deterioration in its value. As far as inventory turnover is concerned, the management of Supergroup Plc is more efficient. The receivables turnover of Mulberry Plc however, is better than that of Supergroup Plc. Mulberry Plc is able to collect its outstanding receivables faster than Supergroup Plc can do. This is reflected in the lower number of days that its receivables remain outstanding compared to Mulberry Plc. The purchases turnover of Supergroup Plc is higher than that of Mulberry Plc. In addition, the number of days of payables of Supergroup Plc is higher than that of Mulberry Plc. This suggests that Mulberry Plc is either defaulting on its payments or has a higher bargaining power over its suppliers. The results for Supergroup Plc suggest that it either has a lower bargaining power or does not default on its short term debts. In terms of Payables turnover and receivables turnover, Mulberry Plc outperformed Supergroup plc indicating that the m anagement of Mulberry plc is more efficient in managing its assets than Supergroup plc. Looking at the working capital, fixed asset, and total asset turnover, it can be observed that the performance of Mulberry Plc was better than that of Supergroup plc. Long-term Solvency The solvency ratios indicate that Mulberry Plc is in a better solvency position than Supergroup Plc. The company has no long-term debt which makes its debt-to-equity and debt-to-capital ratios equal to zero. Conclusions and Recommendations One can conclude from the above analysis that Mulberry Plc performed better than Supergroup plc over the 2 year period under investigation. While Supergroup plc appears to have a better liquidity position than Mulberry plc, Mulberry plc is more profitable, has a better management and is in a better solvency position than Supergroup Plc. Given its more efficient management, it can work on its liquidity position and improve in subsequent years. In the light of these findings, this report considers Mulberry Plc a better takeover target and thus recommends that the management of Wilson, Tan Associates should consider placing a takeover bid for it. References Fashion United (2011) Facts and Figures in the UK fashion industry, available online at: http://www.fashionunited.co.uk/facts-and-figures-in-the-uk-fashion-industry, [accessed: 1st February 2012]. Myers, S. C. Brealey, R. A. (2002). Principles of Corporate Finance. 7th Edition McGraw-Hill. Penman, S. (2007) Financial Statements Analysis and Securities Valuation.3rd Edition. McGraw-Hill. Robinson, T. R., Greuning, J. H., Henry, E., Broihahn, M. A. (2009), â€Å"Financial Analysis Techniques† in Financial Reporting and Analysis, CFA Program Curriculum, vol. 3, Pearson Custom Publishing. How to cite Report to the Management of Wilson, Tan Associates, Essay examples

The Skilled Helper free essay sample

The Skilled Helper PP0514 21st March 2013 Word Count: 1842 Critical analysis: Planning and facilitating group work I have been asked to plan and run a series of group activities for a purpose group of my choice. This discussion will provide a critical analysis of my planning and facilitation of the group. It will demonstrate an understanding of the skills required to meet this task, and the rationale for the choice of group activities and approaches selected. I will support the discussion with reference to relevant underpinning theory demonstrating an understanding of key factors. Since the introduction of the Rehabilitation of Offenders Act in 1974, certain criminal convictions need not be disclosed to employers, when applying for a job after a certain period of rehabilitation. The act was primarily introduced to prevent lifelong joblessness as a result of a single conviction. Each year however, â€Å"approximately  650,000 people  are released from prison with their time served, and their debt to society supposedly repaid. For most of them, even the most minor of crimes can result in a life sentence of unemployment. Guardian 2012) Various government schemes have been established to rehabilitate ex-offenders in to the community and provide training. However, the Ministry of Justice (2011) suggest colleges and training providers are not always receptive to the needs of offenders, and the way their needs should be met, including a â€Å"roll on, roll off provision. † The document also suggests that providers often complain that probation trust referral arrangements are not always satisfactory. (Great Britain. Ministry of Justice, 2011) Rehabilitation into communities and employment can be challenging due to a number of issues including; stigma, lack of, accommodation, training, help, support and advice. These all contribute to reoffending rates in some UK prisons, topping 70% according to The Guardian (2010). Due to a keen interest in the rehabilitation of ex-offenders into the community, I facilitated a series of four consecutive workshops providing impartial help and advice on issues such as; housing, support groups within the community, creating Curriculum Vitaes and applying for work or voluntary placements. I named the group â€Å"starting over† and advertised sessions within job centres, community centres, and the probation service. Whitaker (1976) suggests; â€Å"A group is more likely to be successful if it is conducted in an organisation or institutional context in which other personnel, not directly involved with the group, nevertheless accept and support its aims and general procedures, and value its potential contribution to the shared goals of the institution or organisation. † (Whitaker 1976, p.423) For this reason I chose to hold the sessions in the local job centre. As the facilitator I aimed to encourage the group in their work but to be responsible for the process not the content of the session. I applied a â€Å"solution focused† approach, focusing on the strengths of the individuals within the group rather than the problems they may face. Before the sessions could commence I researched my prospective client group. Group work should bring together peop le who are equals in terms of â€Å"abilities, experiences, achievement’s etc. † (Matthews Ross 2010 p.248) If the education or communication ability of the participants is mixed, participants may not feel comfortable discussing interests or achievements. Greif and Ephross (2011, p. 320) Suggest the â€Å"emphasis is on balance and compatibility. † By attempting to create a homogeneous mixture of participants within each group, the comfort of the participants may increase when discussing sensitive topics. Facilitating group work to â€Å"vulnerable adults† such as prisoner’s, (safeguarding matters 2011) gives rise to ethical issues, I may not confront using other client groups. Greene Hogan (2011, p. 240) recommends that it is the moderators responsibility to take all necessary steps to safeguard the participants. He proposes that the facilitator should discuss confidentiality with the group and request that all disclosures are not discussed with non-participants. Hill (1998, p. 239) advises that the moderator tells the group that it is â€Å"alright to say something very general about the topics discussed but not to give details and not to identify what any individual has said. I discussed confidentiality at the beginning of the first session during the contract. The contract also addressed issues such as; the aims of the session, the methods we would be using, practical arrangements such as time, place, duration and rules e. g. respecting other group members’ opinions and a no violence policy. In order to prevent a power divide between participants and facilitator, Mauthner (1997, p. 19) suggests taking a â€Å"flexible approach to the session and allowing the group to set their own goals and talk about their daily life†. At the beginning of each session I gave the group some time to raise anything they would like to discuss or cover in the session. At the time I felt by allowing the group to take charge of the session each morning I was taking a â€Å"flexible† approach, alternatively this perhaps appeared unstructured and unprofessional. Having analysed the situation I think if I were to carry out the workshops again I would discuss the daily agenda first and then ask for any input or amendments. Another technique to minimise a power divide suggested by Vernelle (1994) is to set out the chairs in circles. â€Å"In a circle there is equality, no one is further than two links away from anyone else. There is no clear central member. † (Vernelle 1994, p. 14) I feel this was useful and worked well. â€Å"Normalising† which involves talking to clients about their concerns, as though they are within the normal range of life events, can help lessen anxieties and the feeling of being an â€Å"outsider† or â€Å"odd† (Winbolt 2011). This technique does not involve playing down or dismissing the clients concerns, however, acknowledging the difficulty without sharing their sense of alarm. Clients often think they are the only people in the world with their particular problem, so by helping them to understand that others have shared the same problem and discussing it in every day terms, it allows the client to feel more able to discuss their problem. I chose a case study activity as I felt it integrated this technique, allowing me to acknowledge individual concerns whilst demonstrating positive outcomes. â€Å"There are certain times when summaries prove particularly useful: at the beginning of a new session, when the session seems to be going nowhere, and when the client needs a new perspective†.Egan 2007, p. 133) I found that summarising throughout and at the end of the session was particularly useful, not only for the group but for myself, this helped tie things together allowing me to assess what we had covered and what still had to be done. Group work has many benefits including the opportunity for participants to integrate with each other. Vaughn et al. (1 996) claim that the support offered to individuals within a group allows the participants greater openness in their responses. However, NCB (2011) suggest that within a group, participants may feel inhibited to provide personal information or feel obliged to provide socially acceptable responses. This is something I observed at the beginning of the first session, with participants seeming detached, avoiding eye contact and appearing unwilling to participate. I used an icebreaker at the beginning of each session as an opportunity to; introduce the group, help to put them at ease and encourage them to talk and share ideas. Elwyn et al (2001, p.12) suggests that when using icebreakers, personalities will begin to surface and it will become obvious to the facilitator and the rest of the group which roles individuals are undertaking. Possible roles within a group include the â€Å"encourager† who rewards others through praise and agreement, the ‘leader’, who has allot of input, the ‘elaborator’, who gives additional information and the â€Å"opinion giver† whose role is to provide opinions, feelings and personal values. (Forsyth, 1999 p127) The icebreaker was also beneficial during the first stage of the â€Å"Forming, Norming, Storming and Preforming† model proposed by Bruce Tuckman in 1965. Tuckman describes â€Å"a four stage model in which each stage needs to be successfully navigated in order to reach effective group functioning†. During â€Å"Forming†, the first stage of the model, the group aren’t familiar with each other and there is no trust. Subsequently â€Å"each member of the team focuses on the leader, accepting only the leader’s guidance and authority and maintaining a polite but distant relationship with the others. † (Wilson 2010, p. 2) The ice breaker helped to bring the group together and build an element of familiarity with each other. Tuckman’s second stage of group development is characterised by conflict. Team members are more concerned with the impression they are making than the project in hand; wanting to be respected, battling with feelings of inadequacy, wondering who will support or undermine them, and above all proving to the leader their value to the team. † (Wilson 2010, p. 2) These behaviours serve as resistance to group influence and task requirements. In order to maintain control over this stage I aimed to keep everyone focused and organised. I ensured everyone was aware of their role and duty within the group by asking them to encapsulate their understanding of the task, andanswered any questions as clearly and concisely as possible. Resistance is overcome in the third stage â€Å"norming† when relationships and trust are established between group members. The group start working together to achieve unified results. At this stage as the facilitator should support the group’s communication in a less directive manner. The third stage became apparent duri ng a task in the second session. The task involved working together in teams to plan a poster providing reasons why ex-prisoners should be given a second chance in the community and employment and what skills they had to offer. The group worked well supporting each other and the atmosphere was positive. The final stage of Tuckman’s model â€Å"preforming† is a time of intense team productivity and effectiveness. Having resolved many of the issues of previous stages the team can focus its energy on completing the task. All students have varied preferred learning styles therefore, it was important for me to use various teaching methods to meet student’s individual needs and keep them interested. To accommodate all learners I used a range of activities including; videos, group work and case studies for the â€Å"auditory† learners who’s â€Å"perceptual mode describes a preference for information that is  heard or spoken†. Graphs, written instructions and hand-outs for â€Å"visual† learners, whose preferred learning styles include â€Å"designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information† and role play scenarios for â€Å"Kinesthetic† learners whose perceptual preference relates to the use of experience and practice (simulated or real). (Fleming Mills, 1992, pp.140-141)   In conclusion one of the most significant experiences was learning how diverse individuals preferred learning styles are. Individuals, who struggled to integrate with group work tasks, rose to the challenge of other tasks such as interview preparation and creating cover letters. Summarising througho ut allowed me to gain perspective on what still needed to be achieved and gave me an opportunity to ensure everyone understood what they were meant to be doing.