Mary Shelleys Frankenstei Essay Example for Free

Mary Shelleys Frankenstei Essay The audience is made to feel that Frankenstein himself is evil, for playing with life and mocking God. The sounds made by the monster are similar to those made by wild animals, but also they sound like the monster is in pain, which would make sense as Frankenstein has just rejected him. We see Frankensteins former professor talking through a gate. This signifies the difference of opinion and belief between the two doctors. Sound effects are used very well in the creation scene, especially the non-diagetic musical score that has been added. It is mainly in a minor key, but has drastic changes to a major key when there is extra tension in the frame. It creates a build up, and when there is suddenly a pause with no music, tension is created, then when something dramatic happens, the audience shows a greater reaction. The use of diagetic and non-diagetic sound is very good in this scene, for example when the electrical probes go into the monsters feet and there is the sound of crunching bone. This is diagetic sound. Music is an example of non-diagetic sound. The sudden silences at some points in the scene allow the audience a chance to reflect upon the immorality and reality of what Frankenstein has done. Camera angles are used to make the scene more effective and more enticing to the viewer. If there is a large quantity of movement and change in camera angles, then the shot is used to create responses in the audience. There are many randomly strange camera angles in the creation scene, and we dont really ever see the whole of the creatures body when it comes out of the copper vat, this is because the monster was made of lots of parts and wasnt really a complete person in the doctors eyes. In the creation scene, we experience many different shot types, such as an extreme low angle shot when the monster is being lifted into the air on the body tray. This is to symbolise the life being created and is mocking God. The mis-en-scene of the frame when Victor is running up to the dais in his large billowing coat is very cluttered, which in my opinion represents his mind being a jumble of thoughts. I think there are a lot of shots in the creation scene that represent the stigmata of Christ. For example, when the spikes are driven into the feet and hands of the monster when he is not alive, in the copper vat. And the extreme close-up shot of Frankensteins head, then of the creatures head. The doctors head bears no (visible) injury, but his creation has huge scars as if his head had been crowned with thorns. Also, there is the part where the monster is lowered into the copper vat, which looks oddly like a sarcophagus (a type of coffin used to bury Egyptian pharaohs in ancient times), this represents the descent into hell that Frankenstein is embarking on. This is mocking God yet again, and shows the immorality of Victor Frankenstein. When we see the low-angle shot of the monster hanging on the chains, it resembles the crucifixion of Christ. There are violins playing at this point, which symbolises the loneliness that Victor is feeling from the rest of the world. There are many different visual effects used in the creation scene, such as the lighting striking the window behind the monster, when he appears in Frankensteins bedroom. Another special effect was the make-up used on the monsters face to make it look more dramatic and horrifying. There is also the amniotic fluid that the monster is born in, when that spills out the copper vat, it makes the audience feel sick and repulsed. Only diagetic sounds are used at this point, there is no music. When the monster is lifted up to the ceiling, the circle of light around the body represents Leonardo Da Vincis Vitruvian Man, which is a drawing that shows the proportions of a perfect human body. This is ironic as most of the monster was made of murderers and criminals- hardly perfect people. The editing in the creation scene is very clever, I have previously mentioned the lecturer being super-imposed over a frame; there is also the part where all the scientific equipment is displayed. One shot dissolves into another, which resembles them being combined together to make the monster. The pace in the scene changes from being very fast when Frankenstein is giving the monster life, to a lot slower when the monster is born and trying to stand up. Overall, I think that Branagh has made the film much more appealing to the audience by using the effects available to him. He uses location, costume, characterisation, dialogue, sound effects, camera angles. Shot types, visual effects, editing, and pace to make a very effective film. I am most impressed by the way he read between the lines of the Mary Shelley novel to give the audience lots to think about. I also liked the way he used discreet blasphemy to show that what Victor Frankenstein was doing was immoral and mocking God. I think that Branagh has more than done justice to the Shelley novel. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Presuppositions Of The Game Theory :: essays research papers

Presuppositions of The Game Theory Soloman believes that as the game theory gets more sophisticated, we tend to lose sight of the problem rather than solve it. He sees the problem as how to get people to think about business and about themselves in an Aristotelian rather than a neo-Hobbesian (or even a Rawlsian) way, which the game theoretical models simply presuppose. Soloman discusses seven presuppositions in the first section of his "Ethics & Excellence" book. They are: rationality and prudence; motivation and self- interest; money and measurement; the anomaly of altruism; good and goals; the open-ended playing field; and the role of the rules. Soloman rejects each presupposition and gives his reasons why. This essay will discuss two of these presuppositions and either agree or disagree with Soloman and then give reasons as to why. The two presuppositions that will be discussed are money and measurement and the role of the rules. Money and Measurement In business, as in most games, we like to keep score. As one of Soloman's businessman friends told him "in business you always know how well you are doing. You just have to put your hand in your pocket." People often think the more money one has, the happier they are. You often hear people say "if I only had more money, I would be happy." Frequently the perceived level of success is compared to the size of one's bank account, the location of their house or the amount of cars in the driveway. People seem to perceive money as being happiness. Soloman says that keeping score, although it is not an essential feature of games, seems to be one of the most durable features of game theory. He thinks that the best way to keep score is to have a dependable point system, a definite unit of worth, which is money. Soloman rejects this presupposition by first stating that "money isn't the only or even primary social good", and "money is only a means and not an end." Soloman agrees with these statements but to further reject this presupposition, he goes on to discuss another example involving money. Social theorists, in general, "like to talk about money, because money is a readily measurable utility, a readily comparable measure, and apparently clear basis for comparison." But even some of these unrefined theorists recognize that equal amounts of money do not have equal significance for different people, therefore money is not an absolute readily measurable utility. Soloman states that various ends are hard to compare and so success and "maximum utility" may be hard to measure. "If we were to assign every end a monetary value, however,

Electromagnetic research Essay

We can relate the density to the scattering of radiation in the X-ray region by using the mass attenuation coefficient,  µ/? , and the mass energy-absorption coefficient,  µen/?. In the X-ray region (10-100 KeV), we will find that as the electron density increases, the x-ray signal also increases1. X-ray scattering is considered to be due to the electron density of the atoms in a sample2. J. J. Thomson derived a formula relating the intensity of coherent scattering from a particle. If the incident radiation is not polarized, then his relation takes the form: I(2? ) = Io [(e4)/(r2 m2 c4)] [(1 + cos2 2? )/2] where e is the charge of the particle, r is the distance from the â€Å"scatterer†, m is the mass of the â€Å"scatterer†, c is the velocity of light, and [(1 + cos22? )/2] represents the partial polarization of the scattered photon. An electron is 2000 times lighter than a proton. Most nuclei are made up of many nucleons that have an even greater mass than the mass of a proton. Because the scattered intensity is inversely proportional to the square of the mass of the particle emitting the X-ray photon, scattering of X rays from the nucleus is considered negligible compared to the scattering from the electrons of an atoms. We can conclude that X-ray scattering is due to the density of the electron. The probability for coherent scattering decreases with increasing photon energy and increases with increasing atomic number (increasing number of interfering electrons). As a fraction of the total mass attenuation coefficient, ? coh/? is maximal at atomic numbers around Z=10 and photon energies in the interval 30-50 keV. At higher atomic numbers, the relative fraction decreases due to the strong increase of photoelectric absorption with increasing atomic number3. In silicon, for example, the relative probability for coherent scattering is 14% at 50 keV. Let us refer to table 1, where the densities of elements could be found, and figures 2. 1, 2. 3 and 2. 4, the Absorption of Electromagnetic Radiation by Gold, Silicon, and Iron respectively. The density of silicon is 2. 330, iron is 7. 874 and gold is 19. 32. In the graphs, as the radiation increases we will notice that the absorption decreases. For gold, this will continue until it reaches 200 eV where a discontinuity takes place. In terms of the densities of the elements, as the density of the element decreases, the coherent scattering also decreases. For example, gold, which has an atomic number of 79, contains a higher electron density than an element such as silicon and iron (of lower atomic number 14 and 26 respectively); therefore the photon-absorption processes are stronger (higher  µ) making gold suitable as a radiation-shielding material. However, the decrease in ( µ) with increasing photon energy (below 1 MeV) means that relatively thick sheets are needed to absorb hard (short-wavelength) x-rays or gamma -rays, compared to soft (long-wavelength) x-rays for example. Photon absorption in the visible region of the spectrum depends on the atomic arrangement of the atoms and their bonding. Pure silicon (Si) is strongly absorbing but silicon combined with oxygen is transparent. For the energetic photons in the x-ray regime, photon absorption is much easier to predict and is independent of the details of atomic arrangement. It depends primarily on the electron concentration per unit volume. Since the concentration of atoms per unit volume only differ by factors of 2 or 3 from each other, the electron concentration in two materials can be estimated from the atomic number, Z. Gold (Z=79) absorbs x-rays much more efficiently than silicon (Z=14) or iron (Z=26). X-ray absorption does depend on the energy of the x-rays and decreases with increasing x-ray energy, E. Absorption decreases nearly proportional to the cube of the energy (i. e. absorption proportional to (1/E3). The eventual rise in  µ indicates that a third process occurs at high photon energy; this is pair production, in which a pair of elementary particles (a particle and its antiparticle of the same mass but opposite electrostatic charge) is created from the energy (hf) of the original photon4. In this case, the two particles are an electron and an anti-electron (more commonly known as a positron, whose rest mass m0 is the same as that of an electron but whose charge is +e). Pair production can be represented by an equation, which represents the conservation of total energy (or mass-energy): hf = 2(m0 c2) + K(-e) + K(+e) Here, (m0 c2) = 0. 511 MeV is the rest energy of an electron, which is equal to that of the positron, so the factor of 2 represents the fact that two particles of identical rest mass are created. K(-e) and K(+e) represent the kinetic energy of the electron and positron, immediately after their creation. If the photon energy were exactly 2m0c2 = 1. 02 MeV, the two particles would be created at rest (with zero kinetic energy) and this would be an example of the complete conversion of energy into mass. For photon energies below 2m0c2, the process cannot occur; in other words, 1. 02 MeV is the threshold energy for pair production. For photon energies above the threshold, a photon has more than enough energy to create a particle pair and the surplus energy appears as kinetic energy of the two particles. BIBLIOGRAPHY Giacovazzo, Carmelo. Crystallography. Retrieved 9 June 2008, . McAlister, B. C. and Grady, B. P. The Use of Monte-Carlo Simulations to Calculate Small-Angle Scattering Patterns. Macromolecular Symposia, 2003. The American Physical Society. X-Ray Radiation from Non-linear Thomson Scattering. Vol. 91, No. 19, 13 November 2003. Retrieved 9 June 2008, . Weidner, R. T. and Sells, R. L. Pair Production and Annihilation. Retrieved 9 June 2008, .

Popular Kids vs Unpopular Kids - 765 Words

Popular Kids vs. Unpopular Kids Everyone wants to be the popular kid in high school right? Not always true because popularity isn’t always as great as it looks. Belonging in the popular social group in high school can be a rough place for some individuals. In other words, the grass isn’t always greener on the other side. While unpopular teens wish to join the other side, they should consider a few things before making a rash decision. While pondering through the negative effects of being popular, one that stands out is the type of people one would become involved with. We all desire to have truthful and caring friends. However, not every person in the popular click is truthful and caring. Before choosing a click, one should think†¦show more content†¦Just imagine the sound of a thousand flies buzzing down the hallway with the latest gossip. In a matter of one day, one comment could be transformed into a rumor and spread through the whole school like wild fire. Drama inevitably corrupts most teens but popular teens thrive on it like an addiction, and sometimes create lies just to ruin one’s reputation. True friends, who might not be the most popular kids in school, but they would also never talk about a friend behind his or her back just to gain a higher reputation with the popular click (Article one). Staying out of drama can help one feel less stressed. Avoiding it can also stop individuals from getting involved in something they might regret. Gossip is difficult to find roaming among the unpopular group because they rarely feel the need to seek attention or hurt someone’s feelings by spreading rumors. They are already content and aware of how to treat individuals as they would like to be treated. When the weekend hits it is common for the popular click to go out and party. Everyone hears the stories of how drunk someone got or how the cops busted a few unfortunate teenagers. Even the best of teens get peer pressured into going to the weekend party and drinking. All of this obnoxious partying is not appropriate for a 15 to 18 year old teenager. Those â€Å"cool parties† consist of high school kids that don’t know other ways to have fun or just get drunk to escape their problems. Teens have to step up andShow MoreRelatedSpeech : Minimum 3 Minutes1185 Words   |  5 Pageseuphoric yet, I promise you it will be brutal. And still, here we are striving for this at all costs. I’m talking about popularity. My question to you is ‘How far would you go to be popular?† Striving for popularity is dangerous. Now you may be thinking, â€Å"being popular is great, what s wrong with being popular?† But no, that is not just what popularity is about. Popularity is derived from a long-standing historical hierarchal system. It actually dates back centuries where society wouldRead MoreEssay about A Brief Synopsis of the Movie The Breakfast Club957 Words   |  4 Pagesin different situations that are foreign to some, they all come to understand each other on a deeper level. Claire, a popular red-headed girl, finds that she is in fact a princess. She learns that she can be shallow and that even though her parents are divorced not all relationships end in disaster. She breaks through her stigma that popular girls don’t talk to the unpopular kids as she creates a relationship with Bender. Bender, a boy from across the tracks, is the stereotypical bad boy; he skipsRead MoreBullying : The Worst Things You Can Go Through Essay1386 Words   |  6 PagesIs there any laws against bullying, I know in school there are policy’s that address bullying, because they say to treat people the way you want to be treated but there is no punishment in schools that will stop kids from bullying because they are afraid if the say something and the kid bullying gets in trouble it will get worse but honestly it won’t get worse but they will help deal with it? 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In that time, this country has gone from fighting for women’s right to vote to having a female candidate being a frontrunner in the race for the White House. Although women have made great strides in trying to attain equal and fair treatment, women are sadly still valued more for their appearance ratherRead MoreDeath of a Salesman; Willy vs. Charley Essay1267 Words   |  6 PagesKristina Zagame October 24, 2010 B Block English Willy vs. Charley: The Impact of Parent Relations A person’s outcome in life is often a reflection of their childhood, or how they grew up. The different ways a child is treated by their parents may later affect the amount of grit he or she has, therefore affecting their later success in life. In the book Death of a Salesman by Arthur Miller, Biff, Happy and Bernard each grew up in different ways. Although Biff and Happy grew up in the sameRead MoreThe Framers Of The Constitution Essay1797 Words   |  8 Pagesresentful towards anyone they deem to be perpetuating hate speech, a term that has spun wildly out of control. The Framers of the Constitution certainly never wished that their great experiment of a nation would succumb to the suppression of those with unpopular ideas, especially at the places in which children are expected to become adults, and explore new, and often provocative ideas. (I wonder) Whether it s the 40% of millennials who believe hate speech should be banned by the government, the screamingRead More Jay-Z Essay6109 Words   |  25 Pageswake his siblings up at night banging out drum patterns on the kitchen table. Eventually, she bought him a boom box for his birthday and thus sparked his interest in music. He began freestyling, writing rhymes, and followed the music of many artists popular at the time. It is stated that he beat Busta Rhymes in a rap battle, but also has lost to DMX. On top of that, Bone Thugs-N-Harmony member Bizzy Bone was snatched by his employer and taken to New York to battle Jay-Z; Bizzy reportedly was victoriousRead More The Myths of Vietnam Essay5554 Words   |  23 Pagesthat the civilians did indeed strangle the military commanders on the ground. If the military commanders did not understand the goals and objectives of the war, it is because the civilians did not communicate them. The mismanagement of McNamaras whiz kids and those civilians who followed them in the Pentagon were ultimately responsible for the loss of the war (Garfinkle, 299-302). The civilians in Washington did often try to manage the war, perhaps too minutely. They believed that they were lookingRead MoreElectronic Media vs Print (Thesis Paper)13276 Words   |  54 PagesElectronic Media VS. Print Where America Gets Its News Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......................†¦4 Premise Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Personal Limitation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......................†¦5 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦5 Section 1: Birth of Electronic Media and its Popularity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦6 Radio†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦6 Humble Beginnings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......6 From Navigation to