Frankenstein Essay -- essays research papers

The story Frankenstein or the Modern Prometheus made different feelings to me. I read it first time about five years ago, and when I read it now, I understood the concept differently. The story has a from of letters from Mr. R. Walton, the traveler, to his sister Margaret. Walton wanted to reach the North Pole and wanted to discover new parts of the World. In the land of ice his ship found a man, Victor Frankenstein. He told his story, why he was there and what happened to him, to Mr. Walton in order to warn him from doing something ‘bad’. Mr. Victor Frankenstein was a scientist who wanted to discover something new. His desire for it was so strong that he put all his efforts and life to it. He studied chemistry, anthropology and other nature science. He made researches with death body and he wanted to alive it. One day he was successful and he created a man. It was ugly Creature with a man body shape, but very big and strong. Frankenstein was shocked by his work and he run away from his laboratory. When he went back, the Creature was not there. From that time the Frankenstein’s life changed dramatically. After that accident his best friend Henry Clerval arrived to visit him and took him back to the home. His young brother William was killed and his sister Justine Moritz was suited to be guilty from that crime. Frankenstein knew that she was not murderer; he know who was it, but he did not have enough power and courage to said it. He was afraid that people would find out what he created. He felt he should protect his family from the Creature. Frankenstein was depressed and ill. He wanted to find the Creature and revenge William’s and Justin’s death. He wanted to correct his mistake and kill the Creature. Once Frankenstein went to the trip and in the mountains a he met the Creature after long time. The Creature told him about his life. About how he was happy when he knew only feelings such hunger, thirst, cold and warm. Then he was confronted with people’s fear. He helped to safe child from the river and his reward was shot by child’s father. The Creature started to think about pleasure from saving the life, about pleasure from love and about pain of loneliness. Then Creature observed one family for a long time and learned to speak and started to think about it existence. Creature did not... ...in and the Creature when the creature said, “ I am malicious because I am miserable. Am I not shunned and hated by all mankind? You, my creator, would tear me to pieces, and triumph; remember that, and tell me why I should pity man more than he pities me? Shall I respect man when he contemns me?'; The Creatures desire to be affiliated with a men was very strong, but was refused mostly because of body-shape. We can see the same principle in the society. One example could be racism. Other idea is how strong individual’s desire can be. Frankenstein did not thing about others, about consequences, while he was fulfilling his own desire. Should the person put at risk a group of people in order to fulfil the desire? Is personal pleasure more than group’s pain? While reading this book these questions came to my mind. Even though the story is about irresponsible behavior of individual, I still think that and individual should do what wants. But he/she should be responsible for the act and not to harm others. The story also strengthens my opinion that we do not have right to judge person before we analyze him/her. Prejudges could cause big evil in the society.

Unit 208 Support Children and Young Persons Health and Safety

Level 2 Certificate in Supporting Teaching and Learning in Schools Unit 208 Support children and young people’s health and safety Written Questions 1. 1 Give examples of how current health and safety legislation, policies and procedures are implemented in your school The Health & Safety Act 1974 – Under this act individuals in any organisation are required to ensure that they report any hazards, follow the schools safety policy, make sure their actions do not harm themselves or others and use any safety equipment that is provided. There are posters that explain the employers and employees responsibilities throughout Longford Park Primary School to remind everyone how to comply with the act. My school complies with the act by ensuring any hazards are reported to Mr Provaker, the caretaker. By having cleaners coming in daily to ensure all areas of the school are clean and tidy. All equipment is stored in a locked cupboard. Fire evacuation procedures are displayed throughout the school in each classroom. Safety equipment is used by staff, for example staf on playground duty wear high visability vests and carry first aid kits. Food Hygiene Legislation 2006 – Covers the safe preparation and storage of food. All of the cooks, kitchen and serving staff at Longford Park Primary School comply with this by holding an up to date food hygiene certificate and having annual re-tests. There are posters in the kitchen reminding staff of good practice – i. e which colour chopping board to use for which food and how to store food in the fridge correctly. Risk Assesment – This is to identify potential hazards to staff and children, the risks are evaluated and steps to minimize the possibility of the situation arising are set out, Theses are done for day to day activities in all areas of the school and for new activities such as school trips. My school complies with this by carrying out risk assessment for activites during lesson planning and recently when all the children at Longford Park Primary School went to the local theatre to watch a pantomime, a through risk assessment was done before hand. COSHH 2 Regulations 2002 – Longford Park Primary School complies with this by keeping all COSHH items in a locked cupboard by the staff toilets. Data Sheets for all the chemicals are displayed on the wall in the cupboard. Al items are stored out of reach of the children and in its original packaging. Protective clothing such as gloves, masks and goggles are provided when nessecary. The key for the cupboard is kept with the caretaker, Mr Provaker. Every Child Matters – This has 5 outcomes: 1 – Be Healthy 2 – Be Safe 3 – Enjoy 4- Postive 5 – Economic Longford Park Primary school promotes these outcomes by promoting healthy eating; the children had a piece of fruit during their morning break, by teaching children how to keep themselves safe from accidents and harm i. e – An assemble to inform about the dangers of fireworks, no running in corridors, how to safely carry scissors. They children do an exercise video called Activate first thing in the morning whilst the register is being taken and a cycling proficiency course is offered to all children in year five. Fire Procedures – Longford Park Primary School has procedures tor evacuationg all areas of the school during a fire, the escape route and assembly points is displayed on an Action Plan in all classrooms, corridors and other areas of the school. The schools fire alarm system is checked weekly and a fire drill is carried out every term, the fire drill is recorded and then evaluated to detertime if it could be done better. Emergency exits are clearly marked, in my classroom the fire exit is the door that leads directly out to the play ground. Health and Safety (First Aid) 1981 – Longford Park Primary School complies with this by keeping well stocked first aid boxes on the teachers desk in each classroom and are carried by playground supervisors. Designated first aiders are appointed and suitably trained with a list of all first aiders on display in the staff room so that all staff know who to refeer to if a child has an accident, all accidents are recorded in the accident book. 1. 1 continued ————————————————- 1. 2 How is health and safety monitored and maintained in your school? (Describe) The Health and Safety representative, Mrs Walker carries out regular checks by walking around the school and outside areas * Weekly staff meetings are used to address and health and safety concerns * Equipment, material and the environment are checked and any hazards are identified and removed * Lunchtime supervisors m onitor health and safety in the dining hall and in the playground looking out for risks and removing or minimising them or reporting them. * Hand washing facilities are available outside every classroom and children wash their hands after being outside. Boxes of tissues on each table help to the the spreading of germs when coughing and sneezing. * All electrical and fire extinguishers are checked annually by a qualified person and a label is stuck on the checked equipment with the date it was tested. Only equipment that has been checked and has a label should be used. * Food hygiene procedures are in place for cooks, kitchen and serving staff. 1. 3 How people in my school are made aware of risks & hazards and encouraged to work safely (Describe) ————————————————- 1. Identify the lines of responsibility and reporting for health and safety in your school. Head Teacher, Mandy Walker or Deputy Head Mina Provarker has ultimate responsibility for Health and Safety in school. The Health and safety officer at Longford Park Primary School is Mr Provarker and is responsible for monitoring Health and Safety by carrying out routine inspections or equipment and premisis and for ensuring everyone is aware of the procedures for reporting and recording hazards. The Caretaker; Mr Provarker is responsible to dealing with and removing any hazards. All staff and students are responsible for reporting health and safety issues such as hazards and accidents. Students would report issues to a suitable member of staff according to the nature of the issue. 3. 1 Outline the importance of taking a balanced approach to risk management Children should learn to be able to take some risks and most activities will carry some element of danger but they should be given the opportunity to assess risks for themselves by exploring and by challenging themselves and by discussing risks and safety. Childrens safety is important but we need to be careful not to be over protective or they may be prevented from assessing risks, exploring and learning, discovering the world around them or recognising their own limitations. If childrens experiences are limited due to an adults anxieties they are more likely to find it difficult to asses and manage risks as they develop and may not feel confident when trying new things. Think of 2 examples of activities in your placement where there is an element of measured risk. How does the risk involved balance with the learning experience? Example 1 Example 2

The Problem Of Evil As Suffering - 2160 Words

The problem of evil as suffering is a problem of what to do with the obstacle for the believer but also an obstacle to unbeliever to converge because they do not think it harmonising. In contradiction to compatibility, an atheist often suggested that the present of evil entails the absence of God. Atheist argued, if God exists, then as an omnipotent, he is able to prevent the evil occurrence. For omniscient, it implies under any circumstances evil will occur if he does not act. Then, being perfectly good, he will prevent its occurrence and so evil will not exist. Based on this above proclamation, the existence of God does not compatible with the evil of whatever kind. However, theists response to this logical problem of evil by an atheist is that necessarily perfectly good being, foreseeing the occurrence of evil and able to prevent it, will prevent evil. The essay will first, define what evil is according to Swinburne as one of the philosopher of religion, Second, Swinburne four ca tegories of evil will be discussed (Physical evil, mental evil, state evil, moral evil). Third, Phillip logical and existential problem evil will be discussed through. How will all these above assertions be a problem to those that and does not believe in God. The most influential definition of evil is nicely summarised by Swinburne proclaimed when discussing about evil, context is very important factors to consider when talking about the subject of evil he said evil include physical pain, forShow MoreRelatedThe Problems Of Evil And Suffering1307 Words   |  6 PagesAssignment 1: The Problems of Evil and Suffering Charles D. Hunt IV Argosy University, Orange California Evil and suffering is something that all human beings deal with one way or the other. 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