The Author as Creator in Frankenstein Essay -- Frankenstein essays

The Author as Creator in Frankenstein      Ã‚  Ã‚  Ã‚  Ã‚   Mary Shelley's Frankenstein can be read as an allegory for the creative act of authorship. Victor Frankenstein, the 'modern Prometheus' seeks to attain the knowledge of the Gods, to enter the sphere of the creator rather than the created. Like the Author, too, he apes the ultimate creative act; he transgresses in trying to move into the feminine arena of childbirth.    Myths of divine creation are themselves part of the historical process that seeks to de-throne the feminine; this is the history of Art, itself at first denied to women as an outlet of self-expression. It is a process recorded in Art itself, in stories like that of Prometheus. Prometheus in earlier myths stole fire from the Gods (analogous to the author at his craft). Later he was credited not just as Man's benefactor but as his creator. Man creates God through myth so as to have a power to will towards.    At this point text, analogy, and reality twist upon each other. As Victor moves into the female space of the womb, an act of creation aped by the Gods in mythology and religion, Mary Shelley as author moves into the male domain of art, aping the creative power of the Gods.    Reading Frankenstein as an analogy for Art can be more fruitful if done within the framework of Oscar Wilde's essay, 'The Decay of Lying', in which the author argues that the artist creates the world and not just imitates it: this will conclude this essay.    At the meal between mortals and the Gods at Mecone, Prometheus tricked Zeus into accepting the bones over the choicest entrails. Man was punished by the denial of fire; Prometheus again defied the Gods in stealing it. As punishment, he was chained to a cl... ...he transition of the story to film, 'Frankenstein' has often mistakenly been used to signify the monster. This transition itself reflects the process of progression and substitution. As in the case of the non-existent deerstalker that Conan-Doyle never wrote about, celluloid representations have come to denote the essence, supposedly, of Mary Shelley's Frankenstein.    Works Cited    March, Jenny. "Prometheus." The Cassell Dictionary of Classical Mythology. London: Cassell, 1998.    Shelley, Mary. Frankenstein: Or the Modern Prometheus. 1818. Ed. James Reiger. Chicago: U of Chicago P, 1982.    Waxman, Barbara Fry. "The Tragedy of the Promethean Overreacher as Woman." Papers on Language and Literature 23 1 (1987): 14-26.    Wilde, Oscar. "The Decay of Lying." Oscar Wilde. Ed. Isobel Murray. The Oxford Authors. Oxford: OUP, 1989.

Causes and Effects of Homework Essay

Homework is a thing that has been around for many years. While some assignments are big, and some are small, they both have one thing in common: they add a large amount of stress to the student’s life. Many things bring on homework: upcoming tests, grades, main ideas that must be learned. These are fair reasons to assign assignments, because they teach you new abilities and let you practice certain skills. With good reasons, there are unfair reasons as well. Teachers who have nothing better to do, students misbehaving, and students not reaching the desired stopping point in the teacher’s schedule. These causes put an abnormal amount of stress on the students. Read more:  How to write a good cause and effect essay. First, let’s focus on the good reasons. Homework can be a valuable tool in the teacher’s hands, but only if they know how to wield that tool properly. Giving students 2 hours of boring homework will not encourage the student to learn. They will just skim through, filling in the answers. On the other hand, if a teacher gives a one hour assignment that interesting and fun, then the student will be more enthusiastic about it, therefore absorbing the assignment instead of skimming over it. Homework allows the teacher additional time to teach the student. If certain skills are needed later on in life (or at least on the SAT exam), the homework would allow more time for the student to remember the skill. If there is an upcoming test (finals, SAT, etc.), assigning homework is a great way for the teacher make sure the student studies. With all of these benefits, there have to be some drawbacks. Teachers who assign a lot of homework, especially when it is due the next day, are feared. Students are stressed and can’t go into that teacher’s room without feeling dread at how long tonight’s assignment is going to take. One hour, two, or more? They wait in fear for the announcement of the homework assignment. After a grueling night of studying and writing, the students barely have enough time to sleep. They sleep in through their alarm, missing breakfast and their bus. Their parents have to drive their kids to school, which makes their parents mad at them, adding even more stress to the  students’ life. The student gets to school late, interrupting the class and receiving another tardy, and/or a detention. This puts them into a bad mood, and they can’t think about school because they are thinking about the detention. This leads to bad grades, more of their parents’ nagging, an d more stress on that individual’s life. See how one teacher’s long assignment can affect a student’s day. Terrible, isn’t it? While all of this stuff might not happen in a single day, some of it happens every day to a select few individuals. All of this can be avoided if plenty of time is given for each homework assignment, and if they are never due on Monday’s. If the teacher assigns the due date on Tuesday and reminds the class of it on Monday, the â€Å"I forgot it at home† excuse will no longer be valid. Overall, homework is a necessary evil; it teaches and gives you a headache at the same time. Some teachers should lighten up on the workload, especially math teachers. To sum everything up, a good analogy for homework is like taking prescription medication. A little is good for you, while an overdose can be a serious health risk.

Quantum Teleportation And Its Effect On Human Life

Since 1993, when the concept was first introduced by Bennett et al., numerous attempt have been made to practically implement Quantum teleportation. Quantum teleportation was first demonstrated with entangled photons[11] in 1997. Later, various developments have been achieved in laboratory, including the demonstration of entanglement swapping[12], open destination teleportation[13] and teleportation of two bit composite system[14]. Entanglement distribution has been shown with fiber links[15–18]. In addition, â€Å"practical† quantum teleportation have been realized via fiber links[19, 20] and limited to a distance of about one kilometer. Experiments have achieved free space distribution of entangled photon pairs over distances of 600 m[21] and 13 km[22]. Later, entangled photons were transmitted over 144 km[23, 24]. In these experiments, either only one photon was transmitted[23] or the entangled photon pair was transferred together[24] using only a one-link channel. M ost recently, following a modified scheme[25], quantum teleportation over a 16 km free-space links was demonstrated[26] with a single pair of entangled photons. However in this experiment, the unknown quantum state must be prepared on one of the resource entangled qubits and therefore cannot be presented independently. Quantum cryptography, specifically Quantum key distribution is one important field where quantum teleportation can be practically applied to provide completely secure information exchange between