...though your comparative stuffy of Frankenstein and Blade Runner? By juxtaposing texts, their paradigmatic undercurrents emerge, with timeless scientific and ontological concerns transcending contextual discrepancies. Shelley’s 1818 gothic novel, Frankenstein, written in response to the Industrial Revolution, and its prospering advancements, values the moderation of scientific endeavour connected to the enlightenment. Similarly Scott’s neo-noire film, Blade Runner is in response to the impact of his 20th century, consumer driven society on mans ethical framework, condemning progression of technology through his depiction of a dystopian future. Ultimately Frankenstein and Blade Runner are cautionary tales when explored individually, however when examined comparatively, values presented in each become more comprehensive for both contexts and enduring audiences. Shelley’s retrospective depiction of a milieu exploited by scientific egotism embodied by Frankenstein highlights the disruption of nature, and criticizes the 18th century enlightenment in relation to Frankenstein’s galvanistic approach to knowledge. The Declaration in the text “I will pioneer a new way, to explore unknown powers,” underscores victor’s ambition for knowledge, his egotistical desire to control nature and his unwavering conviction regardless of consequence. Furthermore the myriad of classical allusions, to paradise lost, concerned with “mans first disobedience.” Frankenstein, a man driven by insatiable desire...
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...·Both stories contain a very intelligent creator who seems unaware of the forces that they are dealing with -They are both fascinated with human life and wish to create it themselves. Victor Frankenstein states, "One of the phenomena which had peculiarly attracted my attention was the structure of the human frame, and, indeed, any animal endued with life. Whence, I often asked myself did the principle of life proceed?" -Both creators share a fascination with where life proceeds from. Is it merely intellect? Or, as in the case of Blade Runner, are emotions the defining element of human life -Both creators are expressly interested in creating a life form equal to human and Tyrell even wishes to create a life form superior to man ·Both stories share a central theme, that the acquirement of too much knowledge is dangerous -Throughout Frankenstein, the reader is left with the feeling that Victor's obsessive desire to defeat nature, through the creation of another life, directly led to the many tragedies that befell him, "Learn from me, if not by my precept, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow" -In Blade Runner, the Replicants have been granted an intellect superior to their human counterparts. Are the Replicants revered or given special treatment because of this? No, in fact, they are treated...
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...Shelley’s gothic novel Frankenstein and Scott’s film Blade Runner explore similar issues in vastly different contexts. They present the same issues; governed by the same values and perspectives. Both explore a dilemma that continues to be significant in the 21st century: the ethical and moral tension between the fear of humanity’s abuse of technology and the incredible potential for technology to extend life and even defy death. Shelley and Scott have crafted texts that portray individuals who challenged the established values of their time by considering the consequences to individuals who use technology to create life. These texts both emphasise the negative effect of progress on humanity and the natural environment through the use of language and visual forms and features. In Shelley’s novel, the exciting potential of technology that was becoming apparent in the nineteenth century had fascinated the young scientist Frankenstein. Desiring to challenge morality, he uses his new-found knowledge to fashion a creature out of human body parts who has great strength, but whose appearance is so monstrous that Frankenstein flees his laboratory in terror. The persona of Victor depicts humanities further obsession and greed for knowledge and power as he isolates himself from society. He marvels ‘It was the secrets of heaven and earth that I desire to learn’ uses of the juxtaposition of heaven and earth shows Victor’s understanding of the implication of his actions. Shelley uses the...
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...Both Frankenstein and Blade Runner deal with issues of science and nature, and their implications upon their respective societies. Through their contextual basis, we understand the relationship between the two, and the concerns that arise by its exploration. Their confrontation is didactic, through their warnings of things to come; the texts voice these issues as of universal concern. Singularly, both texts confront the origin of creation. This corruption of nature, of faith is possibly the greatest crime, as stated by Shelley in her introduction to the 1831 edition of Frankenstein; “those who endeavour to mock the mechanism of the creator” will suffer grave consequences. This concept is a main idea of the novel, and the graphic consequences of Victor’s hubris are evident. The monster he creates is eloquent and rational, but corrupted by his lack of compassion is ravages his friends and family. This shirking of responsibility is most evident in the creature’s biblical allusion, “I ought to be thy Adam but I am rather thy fallen angel.” By referencing Lucifer, the creature has isolated the source of his violence, the irresponsibility of his creator. This relationship between creator and creation is mirrored in Blade Runner during the meeting between Tyrell and Roy. The awkward detachment of Roy from his masterpiece is shown through formal, scientific language and biblical allusions are also used, “nothing the god of biomechanics wouldn’t let you into heaven for.” This statement...
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...Of Monsters and Men: How Humanity Incites Monstrousness in Grendel and Frankenstein All too often on a daily basis do people judge others based on their physical appearance or other superficial criteria. Generally, close-minded individuals perceive anything foreign or a deviation from the norm as offensive or even as a threat. We would like to think that we are not prone to such a fault, but this foible is ingrained in human nature. Literature has examined this aspect of humanity on a magnified scale by using monsters as a metaphor for those we judge; the novels Grendel by John Gardner and Frankenstein by Mary Shelley are as much character studies on humanity as they are stories about monstrousness itself. The monsters in each novel certainly...
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...Frankenstein by Mary Shelley Key facts full title · Frankenstein: or, The Modern Prometheus author · Mary Wollstonecraft Shelley type of work · Novel genre · Gothic science fiction language · English time and place written · Switzerland, 1816, and London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout...
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...tension and uncertainty due to the arrival of droves of wildings to the Wall, and on the chapter’s last page “For the Watch” happens. As Jon succumbed to his injuries, I threw my book across the room in a fit of rage and shock; cursing George for smashing his readers’ emotions. Ever since that time, I was looking forward to see that iconic book moment adapted to screen so that TV viewers would go through the same blood-boiling frustration (a reaction that has become a trademark of Game of Thrones). Finally, the moment arrived this week and it was equally brutal as the book counterpart. The show’s fifth season ended in a bang with the shocking and sad death of Jon Snow concluding an eventful finale that was filled with defeat, backstabbing, confrontations, and one particularly memorable atonement. One after the other, the brothers of the Night’s Watch buried their daggers in Jon. What an ugly and despicable betrayal that was! But what was uglier was their petty motivation. Their hatred towards the wildings blinded them and ripped them of any common sense. Their narrow-minded stubbornness in refusing to see that the mythical Others are the real danger led them to assassinate one of the show’s most beloved characters. Killing Jon was very shocking, but were the reasons that led to his demise logical and justified? As has been the case multiple times this season, the writers took...
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...From How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together, it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of Vampires a. Literal Vampirism: Nasty old man, attractive but evil, violates a young woman, leaves his mark, takes her innocence b. Sexual implications—a trait of 19th century literature to address sex indirectly c. Symbolic Vampirism: selfishness, exploitation, refusal to respect the autonomy of other people, using people to get what we want, placing our desires, particularly ugly ones, above the needs of another. 4. If It’s Square, It’s a Sonnet 5. Now, Where Have I Seen Her Before? a. There is no such thing as a wholly original work of literature—stories grow out of other stories, poems out of other poems. b. There is only one story—of humanity and human nature, endlessly repeated c. “Intertexuality”—recognizing the connections between one story and another deepens our appreciation and experience, brings multiple layers of meaning to the text, which we may not be conscious of. The more consciously...
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...For other uses, see Fiction (disambiguation). An illustration from Lewis Carroll's Alice's Adventures in Wonderland, depicting the fictional protagonist, Alice, playing afantastical game of croquet. Fiction is the form of any narrative or informative work that deals, in part or in whole, with information or events that are not factual, but rather, imaginary—that is, invented by the author. Although fiction describes a major branch of literary work, it may also refer to theatrical, cinematic or musical work. Fiction contrasts with non-fiction, which deals exclusively with factual (or, at least, assumed factual) events, descriptions, observations, etc. (e.g.,biographies, histories). Contents [hide] * 1 Types of fiction * 1.1 Realistic fiction * 1.2 Non-realistic fiction * 1.3 Semi-Fiction * 2 Elements of fiction * 2.1 Plot * 2.2 Exposition * 2.3 Foreshadowing * 2.4 Rising action * 2.5 Climax * 2.6 Falling action * 2.7 Resolution * 2.8 Conflict * 2.8.1 Types of conflict * 2.8.1.1 Person vs. self * 2.8.1.2 Person vs. person * 2.8.1.3 Person vs. society * 2.8.1.4 Person vs. nature * 2.8.1.5 Person vs. supernatural * 2.8.1.6 Person vs. machine/technology * 2.9 Character * 2.10 Methods of developing characters * 2.11 Symbolism * 2.12 Metaphor * 3 Types of plots * 3.1 Chronological order * 3.2 Flashback * 3.3 Setting...
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...Title: Negotiating with the Chinese: A Socio-Cultural Analysis Author(s): Tony Fang and Pervez Ghauri Source: Journal of World Business. 36.3 (Fall 2001): p303. Document Type: Article Full Text: COPYRIGHT 2001 JAI Press, Inc. Full Text: China has been one of the most favorite markets for Western firms for the last decade. However, doing business with China is considered difficult, mainly because negotiating with Chinese counterparts is quite complex. This paper analyses the negotiation process with China from a socio-cultural perspective. A Swedish multinational, Ericsson, is followed for several years and its negotiation process for different Chinese projects in the telecommunication industry is studied in depth. Based on these cases and literature a model is developed and some conclusions are drawn. Finally, managerial implications presented as four Ps: Priority, Patience, Price and People sum up the essence of Chinese business negotiation process. The People's Republic of China (PRC) started to open up its economy to the rest of the world in December 1978. Since then, Western business communities have been enthusiastic about China--the world's largest emerging market with more than one billion consumers. The Western enthusiasm for China decreased somewhat during a period following the Tiananmen Square incident in June 1989. But it rebounded and increased even more vigorously in the 1990s. China's rank in world trade rose from 32nd in 1978 to 9th today. By the...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...BATMAN AND PHILOSOPHY THE DARK KNIGHT OF THE SOUL Edited by Mark D. White and Robert Arp @ WILEY John Wiley & Sons, Inc. To the memory of Heath Ledger (1979-2008) Copyright © 2008 by john Wiley & Sons, Inc. All rights reserved Published by john Wiley & Sons, Inc., Hoboken, New jerney Published simultaneously in Canada No part of this publication may be reproduced, stored in a reaieval system, or transmit ted in any fonn or by any means. electronic, mechanical, photocopying, recording, scan ning, or otherwise, except as pennitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written pennission of the Publisher, Clearance Center, 222 Rosewood Drive, Danvern, MA 01923, (978) 750-8400, fax (978) sion should be addressed to the Pennissions Department,john Wiley & Sons,Inc., III or authorization through payment of the appropriate per-copy fee to the Copyright 646-8600, or on the web at www.copyright.com. Requests to the Publisher for pennis River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley.comlgo/pennissions. Limit ofLiabilirylDisclaimer ofWarranry:While the publisher and the author have used their best efforts in preparing this book., they make no representations or warranties with respect to the accuracy or completeness of the contents of this hook and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...ROSKILDE UNIVERSITY 2005 HOMOSEXUALITY Joanna Barnecka Kinga Karp Mie Lollike Psychology, Modul Autumn Semester 2005 Group Number 107 Supervisor: Bettina Hjortholt Characters: 106.189 INTRODUCTION ....................................................................................................... 2 ABSTRACT .................................................................................................................. 2 MOTIVATION.............................................................................................................. 3 PROBLEM DEFINITION ............................................................................................... 4 CARDINAL QUESTION ................................................................................................ 4 SUB-QUESTIONS ......................................................................................................... 4 METHODOLOGY ......................................................................................................... 5 INTRODUCTION TO THE TERM HOMOSEXUALITY .................................... 6 THEORETICAL BACKGROUNDS FOR UNDERSTANDING HOMOSEXUALITY................................................................................................... 9 HOMOSEXUALITY FROM A BEHAVIOURISTIC POINT OF VIEW ................................ 10 HOMOSEXUALITY FROM A BIOLOGICAL POINT OF VIEW ....................................... 16 HOMOSEXUALITY FROM A PSYCHODYNAMIC POINT OF VIEW....
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...The main thrust of Durkheim's overall doctrine is his insistence that the study of society must eschew reductionism and consider social phenomena sui generis. Rejecting biologistic or psychologistic interpretations, Durkheim focused attention on the social-structural determinants of mankind's social problems. Durkheim presented a definitive critique of reductionist explanations of social behavior. Social phenomena are "social facts" and these are the subject matter of sociology. They have, according to Durkheim, distinctive social characteristics and determinants, which are not amenable to explanations on the biological or psychological level. They are external to any particular individual considered as a biological entity. They endure over time while particular individuals die and are replaced by others. Moreover, they are not only external to the individual, but they are "endowed with coercive power, by . . . which they impose themselves upon him, independent of his individual will." Constraints, whether in the form of laws or customs, come into play whenever social demands are being violated. These sanctions are imposed on individuals and channel and direct their desires and propensities. A social fact can hence be defined as "every way of acting, fixed or not, capable of exercising on the individual an external constraint." Although in his early work Durkheim defined social facts by their exteriority and constraint, focusing his main concern on the operation of the legal...
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