In Chapter 8 of Frankenstein, Justine is put on trial for the murder of William. How do Justine’s unwarranted confession of guilt, her being found guilty of murdering William, and her being hanged for the murder impact Elizabeth and Victor? Provide evidence from the text to support your response.
Frankenstein Chapter 8
Chapter 9 of Frankenstein begins with this sentence:
Nothing is more painful to the human mind than, after the feelings have been worked up by a quick succession of events, the dead calmness of inaction and certainty which follows and deprives the soul both of hope and fear.
Victor Frankenstein is stating his viewpoint regarding the aftermath of the deaths of William and Justine in the previous chapters. What perspective is Victor conveying with these words? Describe what Victor is saying and explain how his perspective is revealed by the explicit and implicit meanings in the sentence. Use evidence from the text to support your ideas and analysis.
Frankenstein Chapter 9
In the beginning of Chapter 10 of Frankenstein, prior to encountering the creature, Victor describes the scenery as he ascends Montanvert. Think about how Victor describes the setting as he climbs to the summit. What is the relationship between the setting and tone in the beginning of Chapter 10? Explain how the tone of this portion of the chapter is affected by Victor’s descriptions. Provide evidence from the text to help explain and support your response.
Frankenstein Chapter 10
Chapter 11 of Frankenstein opens with these sentences:
“It is with considerable difficulty that I remember the original era of my being; all the events of that period appear confused and indistinct. A strange multiplicity of sensations seized me, and I saw, felt, heard, and smelt at the same time; and it was, indeed, a long time before I learned to distinguish between the operations of my various senses.”
From this point forward, everything the creature experiences is new to him. What are the creature’s first impressions of the world and the new discoveries he makes? Describe his perspectives about his new discoveries, choosing at least two discoveries to focus on. Provide examples of his thoughts and feelings about each discovery, using evidence from the text to support your response.
Frankenstein Chapter 11
In this chapter of Frankenstein, the creature shares his observations of the cottagers—the old man and the young man and woman—from the safe haven of his hovel. How do the actions and behaviors of the cottagers help develop the desires of the creature? Explain how the actions of the plot and the descriptions of the characters help develop the creature’s character. Provide evidence and examples from the text to support your analysis.
Frankenstein Chapter 12
Read the excerpt from Chapter 13 in Frankenstein.
“Felix seemed ravished with delight when he saw her, every trait of sorrow vanished from his face, and it instantly expressed a degree of ecstatic joy, of which I could hardly have believed it capable; his eyes sparkled, as his cheek flushed with pleasure; and at that moment I thought him as beautiful as the stranger.”
Choose two words from the description. Explain the impact that one of the chosen words has on the tone, and the impact that the other word has on the meaning of the excerpt. Use examples and evidence from the text to support the ideas in your response.
Freire communicates authority as being that which can only exist within exercising certain disciplines, be it intellectual or political; however highlighting the fact that it needs to be healthy discipline, which encourages the freedom to disagree if necessary, for authority cannot exist without discipline. Whereas authoritarianism cripples the disciplines of the foundations of authority; it threatens the freedom of decisions and is gained through the internalisation and misuse of authority. For there to be discipline one is required to be able to have the right to formulate one’s individual ideas and be able to exercise them in the appropriate manner under the guidance of authority. The absence of discipline derives from the absence of authority; they can only live together and not as separate entities. He relates the importance of authority and discipline with regards to learners and specifies that if any form of discrimination; for example that which is placed upon a learner by an authoritarian figure onto a country or education, exists against the learners they cannot and will not exercise their right as a citizen. There are clear links between authority, discipline and our education system; authority implies freedom, freedom implies citizenship and citizenship cannot be exercised as a peaceful right if a democratic education cannot be realized apart from an education of and for citizenship. John A.Coleman (1997) Coleman states that on a large basis, authority cannot be entirely conceptualised with a singular direct definition and that for certain sociologists it is a sub-set of a larger concept; power. According to his article; Authority, Power, Leadership: Sociological Understandings, authority is addressed as legitimate power. With that said he also makes reference to other sociologists that refers to authority as both power and persuasion. However, with reference to Max Weber, he distinguishes brilliantly between what power is and what authority is, agreeing that there is a relation, yet both terms encompass their own definitions. Power; ‘encompass the personal characteristics of individuals or groups’ whereas authority refers to ‘social positions or roles’. Coleman explores different ideal types of authority in depth; the traditional authority, the charismatic authority and the rational-legal authority. All the above mentioned concepts are based on research done by Max Weber, who states that traditional authority that are based on established beliefs within a society that lack social change and tends to be conservative, traditional educators mistakenly expect students to obey them simply because of their occupation. Charismatic authority is associated with individuals that hold high prestige and which, according to Weber, is considered a highly unstable form of authority because they are not bound by official rules or laws. A charismatic teacher therefore is based solely on the teachers’ ability to continue to entice students’ needs and interests. Lastly, is the rational-legal authority which is supported by rules and policies based on rational of an institutional bureaucracy, this is where alterations within the system are orderly and rational-legal teachers possess the role of a boss within the classroom. A fascinating statement made by Rahlf Dahrendorf highlighted in Coleman’s article that unravels ones understanding of the terms authority and authoritarian ‘Authority, as distinct from power, is never>GET ANSWER