Importance of Exercise for the Elderly: Literature Review

Importance of Exercise for the Elderly: Literature Review Sports studies with business Chapter 1 Introduction The importance of physical activity and physical fitness in terms of â€Å"†¦ health and longevity †¦Ã¢â‚¬  have been linked since the â€Å"†¦ earliest records of organized exercise used in health promotion †¦ (which were) †¦ found in China around 2500 B.C†¦.† (Hardman et al, 2003, p. 3). Hippocrates, who is â€Å"†¦ often called the Father of Modern Medicine, wrote †¦Ã¢â‚¬ : â€Å"†¦ all parts of the body which have a function, if used in moderation and exercised in labours in which each is accustomed, become thereby healthy, well-developed and age more slowly, but if unused and left idle they become liable to disease, defective in growth and age quickly† (Hardman et al, 2003, p. 3). The link between exercise and health has been a long established fact in medicine that also traces back to â€Å"Cicero in 44 BC (who was himself echoing Aristotle) †¦Ã¢â‚¬  who believed that health as one ages is improved by having a good diet along with exercise and mental stimulation (Harlow, 2006). In fact, Cicero â€Å"†¦ saw old age as something yet to happen to him †¦Ã¢â‚¬  when he was in his sixties and writing his treatise in an period when less than â€Å"†¦ seven percent of the population reached sixty† (Harlow, 2006). The preceding three factors of diet, exercise and mental stimulation as mentioned by Cicero are ingredients that are present in when one participates in sports. The subject of elderly participation in sporting activities in the United Kingdom represents one of considerable importance as the percentage of older adults increases in proportion to the UK’s total population. This examination shall seek to equate the participation rates for sports in the United Kingdom, delving into how, and if social class represents a contributing factor concerning the potential of this group participating in sporting activities in later life. The prospect of sport participation in later life shall also be undertaken along with whether social class enters into this facet as well concerning participation rates. The importance of age is impacting the population in the United Kingdom whereby the number of people over the age of 65 has increased to 16 percent, with the age group 85 and older comprising 12 percent of the total population (National Statistics, 2007). The significance of the foregoing is that people are living longer as a result of better nutrition, health care, and living conditions as well as life styles (Quanten, 2004). Interestingly, Quanten (2004) makes the observation that medical science has determined that our basis for calculating the longevity of ancient civilizations is faulty in that the technique utilized in estimating age was based upon bone density. The bone samples generally belonged to middle aged men and women, thus the formula utilized to determine age was based upon the weakening of said density which was slower then than it is now (Quanten, 2004). Thus it was found that the estimation of age has been seriously under represented, putting the average life span of early man in the range of somewhere between 80 and 100 years, meaning that in modern terms civilization has lost ground in aging as opposed to gaining, as was the consensus of thought (Quanten, 2004). Evidence supporting the preceding in today’s world can be found in the fact that there are many examples of individuals living to 120 to 130 years, with the vast majority of them living in extreme conditions where a high degree of physical labour is required for survival, as represented by jungles untouched by modern society, and harsh climates as found in Northern Russia (Quanten, 2004). The common fact linking the ancient study and present day examples of individuals living 120 to 130 years is that their environments were and are more physical in their demands, with the lifestyles requiring more exercise. Kligman and Pepin (1992, pp. 33-34, 37-44. 47), the American College of Sports Medicine (1998, pp. 992-1008), Dishman (1994, pp. 1087-1094) and Nelson et al (1991, pp. 1304-1311) along with numerous other sources all attest to the benefits of exercise in early life as well as throughout life as beneficial in staving off disease as well as prolonging life. Studies as undertaking by Shepard (1993, pp. 61-64) and, Paffenbarger et al (1989, pp. 605-613) for example, cite incidences in Finland as well as Harvard University in the United States where those who consistently exercised lived on average 2 to 3 years longer that their more sedentary counterparts. The foregoing brief examples and analysis of age and exercise has been conducted to provide an initial foundation for understanding the framework of this examination which shall delve into elderly sports participation rates in the United Kingdom. The topic of this study is to attempt to determine, if possible, how social class affects the likelihood of doing sporting activities in later life, with its aim to see if social class does have an influence on people taking/carrying on sporting activity in this context. In conducting this examination, the foregoing also seek to compare individuals in the age group representing 55 years of age and above who participate in sporting activities against those who do not through a comparison of their social class backgrounds as represented by working middle class and upper middle class classifications to determine if any correlation exists. Chapter 2 – Literature Review Resnick et al (2006, p. 174), in â€Å"Screening for and Prescribing Exercise for Older Adults† advise that there is substantial scientific evidence that supports the benefits of exercise in maintaining â€Å"†¦ function, health, and overall quality of life for older adults. The article advises that physical activity represents â€Å"†¦ one of the greatest opportunities to extend †¦Ã¢â‚¬  an individual’s active as well as independent life and reduce the incidence of disability, and that regular physical activity by older adults are more likely to have better health (Resnick et al, 2006, pp. 174-182). In spite of the clear evidence of the preceding, most adults do not participate or engage in either sport or physical activity, and unfortunately the prescription of a regular physical regime is not yet a routine clinical practice (Resnick et al, 2006, pp. 174-182). The article went on to state that the best methodology via which to engage in a sport or ph ysical exercise is to first seek the aid of a physician to reach a determination of one’s present medical and physical state in order for a person to understand the types of activities they should / can engage in, as well as seeking help with a program to ease them into a proper regime. The Council of Europe (1993) defines sport as encompassing â€Å"†¦ all forms of physical activity †¦Ã¢â‚¬  which includes casual participation for which the aim of the activity is to improve â€Å"†¦ physical fitness and mental well-being †¦Ã¢â‚¬  along with the formation of social relationships and or obtaining competitive results. As such, the foregoing expands what one traditionally understands as the defintion of sport into a broader context that includes individual sport as well as fitness activities that include certain dance activities, and aerobics along with walking and cycling (Rowe et al, 2004). The Council of Europe’s (1993) definition includes informal and casual participation, along with the more serious club and professional pursuits (Rowe et al, 2004). The study conducted by Rowe et al (2004) defined participation as at least once a week in the activity, and found that the evidence collected indicated that the United Kingdom had moved t owards stagnation with regard to participation levels. The following chart reflects these findings: Table 1 – Sport, Game and Phyisical Activity Participation in the United Kingdom (Rowe et al, 2004) The preceding indicates the fluctuating levels of particpation occuring at the rate of at least one time a week over a four week period for the indicated periods. The following Table shows the foregoing, but excludes walking. Table 2 – Participation in Sports, Games and Physical Activity (Excludes walking) (Rowe et al, 2004) Social class differences explored in the study by Rowe et al (2004) showed a marked difference in sport participation between the highest and lowest social classifications, as one would expect owing to differences in the ability to spend time on pursuits as a result of disposable income and time, in addition to living closer to facilities and or having the transportation and or a circle of friends who also participate, thus making sport an increased part of their lifestyle. Table 3 – Differences in Social Class, Sport Participation 1987 – 1996 (Rowe et al, 2004) Table 4 – Projected Chanages in Number of Sport Participants between 1996 – 2026, Based on Trends Established 1990 – 1996 (Rowe et al, 2004) The total number of estimated particpants in varied sports activity is shown projected into the year 2026 in the above Table. The increased number is due to the rise of the number of people in these age groups as opposed to actual increased participation (Rowe et al, 2004). Older aged individuals, as shown by Tables 1 and 2 have significantly lower sport activity participation rates which to a large degree, as expressed in the study conducted by Rowe et al (2004), is due to reduced participation in their social group, aliments, lack of income, non-inclusion in their lifestyle as well as being uninformed that sport and exercise represent a healthful benefit that should be continued throughout an individual’s life. Thurston and Green (2004, pp. 379-387) support the previous contention of the development of more active lifestyles for older individuals, as does the Department of Health (1995) in their document â€Å"More People, More Active, More Often. Physical Activity in England†, and Department of Health douments in the years 1999, 2000, 2001 and 2002 that all make references to the overwhelming evidence that indicates that frequent and regular physical activity is beneficial to health. The foregoing includes an increased life expectancy, diabetes, control over obesity, reduction in coronary heart disease, positive health outcomes, increased mobility and coordination as well as other benefits (Thurston and Green, 2004, pp. 379-387). Studies have shown that even if an adult begins sport and exercise programs as late as 60 years of age they can improve their life expectancy by 1 to 2 years, however 40% of adults in the above 60 year age group do not partake in such a regime even if they were aware of the benefits (Thurston and Green, 2004, pp. 379-387). The understanding of the importance of the older generation as a part of the overall national profile as well as economic, health, medical and social system, the House of Lords published is document titled â€Å"Aging: Scientific Aspects†, in 2005 (House of Lords, 2005). The Report stated that the â€Å"†¦ economic implications of changing life expectancy are †¦ of great importance †¦Ã¢â‚¬ , with the â€Å"†¦ urgency of these matters †¦ â€Å"made plain from statistics that point out â€Å"†¦ for the first time the number of people in England and Wales aged 60 and over was greater than the number aged under 16† (House of Lords, 2005). When the figures for what is termed the ‘oldest old’, meaning individuals above the age of 85 are included, the implications are even more striking: Table 5 – Oldest Old Comparisons, UK and the World (House of Lords, 2005) The growth rate of the aging population in the United Kingdom is outstripping the global rate to the point whereby the UK is projected to reach a figure of 20% of its total population in 2020, fully thirty years before the global population will reach that figure, thus making the prospect of old age health an important one for the country. Table 6 – Life Expectancy, United Kingdom (House of Lords, 2005) The above Table indicates that the life expectancy in England is higher when counted alone. In examining the elderly sports participation rate for the older population in the United Kingdom utilizing social class distinctions, it is important equate the defining aspects of these groups. The following defines the preceding as found in the House of Lords document â€Å"Aging: Scientific Aspects†: Table 7 – Social Class Segments (House of Lords, 2005) Table 8 – Life Expectancy by Social Class (House of Lords, 2005) The preceding Table represented an aid in the later determination of social class and if this factor has any bearing, and or influence upon participation in carrying on sporting activities in later life. The House of Lord’s report on â€Å"Aging: Scientific Aspects† did indicate through the study of varied reports as well as consultations that it came to the conclusion, which is a consensus view, â€Å"†¦ that aging is caused by lifelong accumulation of molecular and cellular damage †¦Ã¢â‚¬  as opposed to the theory of a â€Å"†¦ rigid inner clock †¦Ã¢â‚¬  (House of Lords, 2005). Importantly, the ‘Report’ indicated that the process of aging â€Å"†¦ is more malleable than has been generally appreciated †¦Ã¢â‚¬  and that the â€Å"†¦ mechanisms governing health in old age †¦Ã¢â‚¬  are processes that are ongoing throughout the lives of individuals (House of Lords, 2005). In reference to the implications of this examination, the ‘Report’ â€Å"†¦ summarized what appears to be a consensus view †¦Ã¢â‚¬  regarding the key factors promoting good health as well as slowing down the ageing process as (House of Lords, 2005): physical activity; having a social role and function; good nutrition; absence of risk factors such as smoking and drinking to excess; and good mental health and well-being The ‘Report’ stressed that physical activity represents a ‘key’ facet of good health and â€Å"†¦ is the major modifiable influence on health in old age† (House of Lords, 2005). In making such a statement the ‘Report’ referred to ‘The Royal Society of Edinburgh’ which stated that exercise has been shown as being a critical factor in maintaining as well as modestly increasing bone density of adults, and more importantly can aid in the minimization of bone loss in older individuals (House of Lords, 2005). The overall ‘Report’ on â€Å"Aging: Scientific Aspects† provided key background information that proved helpful, with regard to general information, and indispensable with regard to demographic groups, exercise, and the government’s recognition of the importance of the issue as well as the specific and key identification of key points. With regard to sport, the Department for Culture, Media and Sport (2007a) aims to encourage wider sports participation, and in regard to the focus of this examination, to promote sport at the grassroots level, which has implications concerning facilities that the older generation either has available, and or needs (Department for Culture, Media and Sport, 2007b). In its Report â€Å"Where are we Now: The State of Sport Today†, it clarifies that the government does not run sport, but recognizes it as an important factor in the health, and well being of children, adults, and the older generation (Department for Culture, Media and Sport, 2007b). Overall, across all age and demographic groups, the United Kingdom ranks in the middle of the European Union in sports participation by the general public, as shown by the following: Table 9 – European Union General Population Sport Participation (In Percent) (Department for Culture, Media and Sport, 2007b) In terms of intensity, individuals in the United Kingdom participate in sports on a less regular basis, and with less intensity (Department for Culture, Media and Sport, 2007b). The last aspect does not have applicability with regard to older adults, however the former is a telling statistics concerning its bearing on older sports participation. Table 10 – UK Sport Participation (In percent) (Department for Culture, Media and Sport, 2007b) Rate of Intensity The following table indicates the rates of participation of residents in the UK. Table 11 – Competitive and Organized Sport Participation in the UK (Department for Culture, Media and Sport, 2007b) The ‘Report’ indicates participation rates among social economic groups varies, however it does not break out these statistics into age groups. Table 12 – UK General Population Sports Participation by Social Economic Group (Department for Culture, Media and Sport, 2007b) Table 13 – UK Sport Participation by Ethnic Minority (Department for Culture, Media and Sport, 2007b) Sport England (2005) undertook a study that systematically reviewed published and unpublished research studies regarding children, and adult reasons concerning participation as well as non-participation in sport, which this examination utilized to add to the other research and literature sources. An important facet that was identified in the study was one representing an individual’s personal appearance and proficiency levels. The preceding two aspects are generally overlooked factors that are a part of a person’s sport participation consideration. The very real concern of having an unfit body, being out of shape, not able to conduct certain aspects of sport participation performance on a level that could potentially lead to personal embarrassment, are very real concerns that could and do enter into dissuading individuals from participating in a sporting activity (Sport England, 2005). Facilities and availability are also factors that enter into the participation equation, along with costs. For example, the incidence of parks, walkways, golf, tennis, cricket, bicycle paths, gym facilities and the like are more likely to be located near to upper income neighbourhoods than lower income

Urinary Incontinence and Social Isolation

Urinary Incontinence and Social Isolation Beverly Phelps Abstract Urinary incontinence is loss of bladder control, that one in every 25 million Americans deal with on a daily basis, and it can mean anything from a slight leak to complete inability to maintain control. (Chris Lliades, 2009) Discuss the social concerns associated with incontinence. What nursing interventions would be appropriate to assist a patient who is experiencing social isolation as a result of incontinence? Include community resources, as appropriate. Many women, at one stage of life or another, experience that annoying leakage of urine when their bladder is too full, and/or when laughing, running, jumping, or sneezing. For some it occurs after childbirth when all of those muscles down in the pelvic region are stretched out and recovering. For others, it occurs later in life with the change of hormones and loss of estrogen. There are three most common types of incontinence. Stress incontinence occurs when you put stress or pressure on your bladder with coughing, sneezing, or running. Urge incontinence happens when you have the immediate urge to urinate and can’t seem to hold it. Mixed is a combination of both. Urine is specifically kept in the bladder until you are ready to use the bathroom, however if the detrusor muscle and urethra aren’t behaving like they should, you leak. Improved My Health Changed My Life Saved My Life Research â€Å"suggests that 30 to 40 percent of women 60 years and older deal with incontin ence.† Risk factors include: pregnancy, multiple births, menopause, obesity, diabetes, certain autoimmune conditions, prolapse, abdominal surgery, diuretics, anxiety, and nerve damage to the mid-low back, bladder infections, overactive bladder, inability to urinate regularly when needed, and stimulants such as coffee/soda/chocolate. Evaluation by your health care provider, or a specialist called an Urogynecologic, often involves a full intake surrounding the situations in which you are incontinent, your history, medications, and pregnancy history. A vaginal physical exam is important to assess for proper anatomy and then testing may be needed such as a hormone testing, urinalysis (to look for infection), a bladder stress test, an ultrasound of your kidneys/bladder/ureters, or cystoscopy (a scope inside your bladder). Treatment depends on what they find. It may be something like pelvic floor physical therapy where you learn how to do a proper Kegel exercise and recruit all of y our muscles, not just the strong ones. It may require bladder retraining, hormone evaluation, weight loss coaching, or surgery in some cases (Jones, 2011) Psycho-Social Issues of Adult Incontinence Incontinence is not a disease but symptom of an underlying problems. Urinary incontinence is viewed as a hidden condition that is secreted by many and often feared due to loss of independence and quality of life. Often underreported Incontinence is associated with a social stigma. The stigma tends to be negative rather than positive. Many individuals are embarrassed to talk about the problem In North America incontinence is the major reason for nursing home placement. -Approximately 45-70% of residents in nursing home have incontinence. Urinary incontinence affects 15-30% in the community setting and affects up to 50% in long-term care. Only 25% of the population will discuss this problem with a provider. 60% of this individuals will avoid physical activity One study cited 2-64% had sexual dysfunction, and 28% will not seek treatment (Sue Reif, 2012) Easing the Emotional Effects of Urinary Incontinence Loss of bladder control can leave an individual constantly worried about embarrassing accidents. Managing urinary incontinence symptoms can help boost your confidence. (3) Urinary incontinence can have a major impact on your personal, social, and professional lives, especially when a loss of bladder control results in an embarrassing accident. â€Å"There can be significant social issues with urinary incontinence,† says Roger Dmochowski, MD, professor of urology at Vanderbilt University in Nashville, Tenn. â€Å"There’s fear of embarrassment and hygiene issues, and there can be withdrawal from normal social behavior. Some people can’t work because of this disruption. â€Å"Urinary incontinence emotional effects Doctors point out that the emotional effects of urinary incontinence can be as significant and far-reaching as those of any chronic condition. â€Å"Urinary incontinence has been shown to have a severe impact on quality of life, similar to other chronic diseases, such as Alzheimers disease, stroke, and emphysema,† says Leslie Rickey, MD, an urologist at the University of Maryland Medical Center in Baltimore. However, there are ways to manage urinary incontinence and boost confidence so that you can enjoy social activities again without worrying about embarrassing accidents. Urinary Incontinence: The Emotional Effects Worrying about loss of bladder control and embarrassing accidents causes many people with urinary incontinence to stop participating in everyday activities. â€Å"Many individuals, especially older people with urge incontinence, stop exercising or going out with friends and stay at home,† says Dr. Rickey. â€Å"Younger women may stop jogging, and women may stop gardening because squatting can be a problem. People stop traveling and swimming, and even start avoiding intercourse. â€Å"For many people with incontinence, engaging in certain activities involves a couple of obstacles. First, it’s a lo gistical challenge to manage the symptoms of urinary incontinence when you’re on the go, away from bathrooms, or doing an activity that puts pressure on your bladder. â€Å"Say it’s an older person who relies on a bus or a van and has no other way to get places,† says Rickey. For these people, not being able to get off the bus and to a bathroom can be a problem. Then there are the emotional concerns. The loss of bladder control can cause stress, anxiety, and embarrassment. (Sue Reif, 2012) Ways to Boost Confidence You can boost confidence about your condition by finding effective ways to manage the symptoms. â€Å"Techniques like timed voiding, not drinking too much fluid at once, doing pelvic floor muscle contractions — these can all help,† says Rickey. â€Å"You can also carry around a change of clothes and wear light pads. â€Å"Getting symptoms under control can help you carry on with your life with confidence. â€Å"Some individuals may have dramatic improvements and can re-embark on many activities,† says Dr. Dmochowski. These tips can help you manage the fears and anxieties of urinary incontinence: Don’t accept incontinence as inevitable. Many people think that urinary incontinence is a normal part of aging or childbearing, so they dont bother getting treatment for it. However, even though urinary incontinence is common, it is not normal, says Rickey. Don’t view your urinary incontinence as unchangeable. â€Å"There’s almost an acceptance of the condition, a fatal resignation,† says Dmochowski. â€Å"Instead of acceptance, consider aggressive management flip the negativity and create a positive-looking approach.† Changing your way of thinking will do even more than boost confidence, says Dmochowski. It will also help you better manage your urinary incontinence symptoms. Talk openly about your urinary incontinence with your doctor. Some people may simply feel too embarrassed about their loss of bladder control to discuss it with their doctor. It might be because they incorrectly believe that it can’t be treated. â€Å"People think that nothing can be done, or it can only be treated with intensive surgery,† says Rickey. â€Å"I reassure people that there are treatments.† It’s important to talk about your symptoms, especially with your health care provider. Don’t give up. Managing the loss of bladder control and learning how to handle embarrassing accidents is an ongoing proc ess. Urinary incontinence is a chronic condition not something that is cured after a few days of medication but there are many options available to you. â€Å"If one thing doesn’t work, keep trying different approaches,† advises Dmochowski. â€Å"We are continually finding new treatments, new types of drugs. 1.†Seek support. Talk about your urinary incontinence with your family and friends both to get support and to know you are not alone. Since an estimated 30 percent of women report an incidence of urine leakage at some point, it’s likely that someone you know has also experienced the problem, says Rickey. â€Å"It may not be what you talk about at the dinner table with the kids, but you must feel comfortable talking about it. 2.†Get the facts. â€Å"Go online and look up how common it is,† says Rickey. 3. â€Å"Do a little research.† Sites such as the American Urogynecologic Society’s Mypelvichealth.org are reliable sources of information. â€Å"You can gain confidence and get motivation to seek out help,† says Rickey. 4. â€Å"Don’t be embarrassed. â€Å"View your urinary incontinence as what it is, a chronic medical condition.† â€Å"It’s not something to be embarrassed about, any more than someone who has high blood pressure would be embarrassed,† Rickey says. No longer a taboo topic, urinary incontinence can and should be discussed openly, at least with your doctor, so that you can find the medical treatments that will help you better manage the condition and its emotional effects. (Lee, 2010) Bibliography Chris Lliades, M. (2009, August 31). Urinary Incontinence Resources. Retrieved from everyday health: http://www.everydayhealth.com/urinary-incontinence/incontinence-resources.aspx Jones, D. C. (2011, June 03). Experiencing Incontinence? Retrieved from Empow Her: http://www.empowher.com/urinary-incontinence/content/experiencing-incontinence Lee, K. (2010, August 03). Easing the Emotional Effects of Urinary Incontinence. Retrieved from http://www.everydayhealth.com/health-report/urinary-incontinence/emotional-effects-of-urinary-incontinence.aspx Sue Reif, M. C. (2012). Psycho-Social Issues of Adult Incontinence. Retrieved from Center for Connected Care: http://my.clevelandclinic.org/ccf/media/files/Digestive_Disease/woc-spring-symposium-2013/psycho-social-issues-related-to-incontinence.pdf

Brown v. Board of Education Essay -- Civil Rights Movement

Slowly Turning Back the Hands of Time â€Å"We conclude unanimously that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal† (qtd. in Irons 163). Many African-Americans waited to hear this quote from Chief Justice Earl Warren after many years of fighting for better educational opportunities by means of school desegregation. African-Americans went through much anguish before the Brown v. Board of Education trial even took place, especially in the Deep South. Little did they know that what looked like the beginning of the end was just another battle in what seemed like an endless war. Brown v. Board of Education was an important battle won during the Civil Rights Movement; however, it did have a major drawback simply because no deadline existed, an issue that author James Baldwin grasped from the moment the decision was made. The South took full advantage of this major flaw and continued to keep its segregated schools with no intention of ever integrating. In order to understand the magnitude of the Brown v. Board of Education decision, one must understand the hardships that African-Americans had to endure. For example, the case of Davis Knight â€Å"illuminate[d] racially mixed communities [,] delineate[d] the legal and social responses to attempts at racial desegregation and black enfranchisement during the era of the New Deal and World War II† in 1948 (Bynum 248). Davis Knight was a 23 year old man from Mississippi who appeared to be a â€Å"white,† but indeed was a â€Å"black man, who later married a white woman by the name of Junie Lee Spradley† (247). The case was presented to the Jones County Circuit Court where Knigh... ...ssays. Ed. Toni Morrison. New York: Library of America, 1998: 209-214. ---. â€Å"Take Me to the Water.† 1960. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 353-403. Bynum, Victoria E. â€Å"†White Negroes† in Segregated Mississipi: Miscegenation, Racial Identity, and the Law.† The Journal of Southern History 64.2 (1998) 247-276. Harlan, Louis R. â€Å"The Southern Education Board and the Race Issue in the Public.† The Journal of Southern History 23.2 (1957): 189-202. Hope II, John. â€Å"Trends in Pattern of Race Relations in the South Since May 17, 1954.† Phylon 17.2 (1956): 103-118. Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York: Viking Penguin, 2002. Reid, Herbert O. â€Å"The Supreme Court Decision and Interpretation.† The Journal of Negro Education 25.2 (1956): 109-117.

Stained Glass Windows :: Art Architecture

Stained glass windows Stained glass windows used to be only referred to Cathedral windows but it has now moderated into a wide variety of different things. Many people think stained glass is just work on windows but it can also be three dimensional structures and sculptures. Stained glass is still widely used for different things. There was a time when stained glass was deceased but then it later got revived. Stained glass is sometimes difficult to make but if the artist is skilled enough they will produce beautiful designs. Origin of stained glass Colored glass is not something that started just recently. In fact history has it that there were colored windows around since ancient times. The Egyptians and the Romans both produced colored objects. The early Christians during the 4th and 5th century had wooden window frames that contained some omate patterns of alabaster that gave it a colored glass effect. These effects were also done by Muslim architects and others in southern Asia. Then later in the 8th century a Muslim alchemist scientifically describe 46 different colored glass. Destruction of stained glass In England many stained glass windows were being torn down and plain windows would replace them. All this happened during the dissolution of the monasteries under Henry the VIII. This caused thousands of windows to be destroyed since the dissolution of the monasteries gave Henry the right to confiscate the property of the monasteries, and to do whatever he wanted with it. Then later the traditional method of making stained glass was also destroyed and they would not be revived until early 19th century. Stained glass now Lots of stained glass windows were worked on, because there were many churches that had had their windows destroyed during World War II. The German artists were the once that set the tone to restart the restoration. Many artists have transformed stained glass into an art form. Artists now use slab glass and concrete as an innovation to the older era of stained glass. The United States also has a 100-year-old trade organization called the stain glass association of America.

The Mirroring Lives of a Jamaican and a Rastafarian Essay -- essays pa

The Mirroring Lives of a Jamaican and a Rastafarian Introduction This paper is a series of two interviews that I had over the course of the semester. I used both of the interviews as a series of research. I then used this research and supported it with published work. The first interview occurred when I was in Jamaica. I randomly crossed paths with Peter. He informed my friends and I that he was a Rastafarian. We spoke with him for about two hours on the beach. He informed us about his religion and his lifestyle. Unaware at the time that I would use this knowledge in my paper I am pleasantly surprised that I was able to transgress this information. The second interview was with Marie Debal. She is one of my sister’s clients. Upon informing my sister about this class and the paper that was due she suggested that I speak with Marie to get information. Marie was the perfect contrast to Peter. She grew up on the island and was raised as a Jamaican woman. Her family traveled a lot with in the island so Marie was very informative about her home land. She came to the United States for college and then stayed to work in New York City working for the Jamaican tourist board. From the interesting aspects that Peter had spoken about I decided to get Marie’s opinion on some of the same topics. I thought these two people would create an interesting contrast to my paper. Today they both live two very different lives but they share very similar backgrounds. Interviewee A background: Name: Peter Age: 30 Home: Jamaica Blue Mountains Occupation: Rastafarian Marital status: none and lives alone Education: self educated by other Rastafarians with in his village Interviewee B background: Name: Marie Debal Age... ...that each of them transgressed into my understanding makes me feel privilege to have even spoken with them. Bibliography Barrow, Steve & Dalton, Peter, Reggae: The Rough Guide New York: Penguin, 1997. Pinkey, http://web.lexis-nexis.com/univer Barrett, Leonard, The Rastafarians Boston: Beacon, 1997. Manely, Michael, The Politics of Change New York: Natural History Press, 1992. Ie: Garvey,1 Kerr, Madeline, Personality and Conflict in Jamaica London: Collins Pub, 1961. Charlie, Susan, Tourism Continues in Jamaica Newsweek, 1997. Zips, Robert, Rastafari New York: Natural History Press, 1993. Winston, Phillip "Revitalization Movements" London: Associated Press, 1995. Cashmore, Ernest, Rastaman: The Rastafarian Movement in England London, Penguin, 1996. Brown, Samuel E., "The Truth About Rastafarians," The Liberator, vol. 3, no.9 Kingston, 1963.

The Elasticity of Business Ethics

Running head: The Elasticity of Business Ethics The Elasticity of Business Ethics Abstract Given the competitiveness in the world market, many are tempted to go outside of the rules and regulations of society in order to get ahead. Although many would like to think that qualities such as honesty and credibility are first and foremost in the minds of people, temptations have lured some to act irresponsibly to get more of the almighty dollar. Recent scandals have proven that good ethical and moral values are becoming more the exception rather than the rule. This paper will address the following ethical and moral questions: What is ethics and morality in business. How far have we come as a country in relation to business ethics? Why society is becoming more aware of corporate behavior? What measures are taken by businesses to become a better corporate citizen? Business practices came under fire when America's seventh largest firm, Enron, collapsed due to unethical accounting strategies. I feel this created a domino effect and was the beginning of our current crisis. Now there are companies folding one after the other, large organizations in the US collapsed or filed for bankruptcy cover and one case even implicated the famous home economist, Martha Stewart for insider trading. The various deceitful activities of some larger companies resulted in widespread public mistrust of business practices and principles. This paper will concentrate on some of the ethical and moral issues that must be addressed when trying to understand the state business ethics. 1. What is ethics and morality and how do they relate? 2. What happened in business ethics before the 1960s to the present time? . What are factors that could change ones views of a business’ ethical behavior? 4. What are interactions between business and society that alter societal expectations? What is ethics and morality and how they relate? When considering the difference between ethics and morals, consider what a criminal defense lawyer does for a client. Though the lawyer’s perso nal moral code likely finds murder immoral and reprehensible, ethics demand the accused be defended to the best of his ability even when the lawyer knows the party is guilty and that a freed defendant would potentially lead to more crime. Legal ethics must override personal morals for the greater good of upholding our justice system in which the accused are given a fair trial and the prosecution must prove the accused guilt. Ethics is the branch of philosophy that deals with morality. Ethics is concerned with distinguishing between the good and evil in the world, between right and wrong human actions, and between virtuous and nonvirtuous characteristics of people. Ethics means thinking critically about your actions and about their motives and their consequences (Dictionary. com, 2009). Do I want to be an honest, honorable, spiritual, respectful, or loving person? You might hold an ethical position that it's wrong to lie. A time may arise where it may be necessary to bend the truth or sometimes tell a â€Å"white lie†. For example, if you have plans to deploy to Iraq on a sensitive mission and you want to keep your trip a secret for obvious reasons. If someone asks you about those plans, you may need to lie to protect the integrity of the mission. When it comes to making ethical decisions, I take into account my very personal feeling that there is a principle greater than myself. With that said, morality is the subset of ethics dealing in the philosophical study of interpersonal relations and their ethical implications. It has to do with the critical analysis of our roles in society, our â€Å"duties† and â€Å"rights†. Morals are not personal decisions, except in whether you agree with them or not. Morals are rules that a group has decided are best for that group. (Borade, G, 2009). Americans have several versions of what is moral and immoral, Catholics have lists of sins, Christians have the Ten Commandments, Buddhists has a set and so forth. You may strongly agree with them, or trongly oppose them, but they still exist, and people will judge your conduct against them whether you agreed with them or not. Building on these definitions, we can begin to develop a concept of business ethics. Business ethics can be defined as written and unwritten codes of principles and values that govern decisions and actions within a company (Simpson, C, 2004). Business ethics boils down to knowing the difference between right and wrong and choosing to do what is right. The phrase ‘business ethics' can be used to describe the actions of individuals within an organization, as well as the organization as a whole (Lovetoknow. om, 2009). What happened in business ethics before the 1960s to the present time? Now that we have defined terms, we can now discuss the progression of business ethics in the United States over the years. The study of ethics in North America has evolved through five distinct stages: (1) Before 1960, (2) the 1960s, (3) the 1970s, (4) the 1980’s and 1990s to present (Ferrell, 2008). Business Ethics Prior to 1960 Prior to 1960, the United States questioned the concept of capitalism. The 1920s brought about the ‘living wage’ through the progressive movement. In the 1930s came the New Deal, which blamed business for the country’s economic woes and businesses where asked to work more closely with government to raise family income. By the 1950s, the New Deal evolved into the Fair Deal by President Truman which addressed civil rights and environmental responsibility as ethical issues that businesses had to address. Until 1960, ethical related issues were addressed in religious institutions of all faiths. Religious leaders raised questions about fair wages, labor practices, and the morality of capitalism. Religion applied its moral concepts to business as well as government, politics, the family, personal life, and all other aspects of life (Ferrell, 2008). Business Ethics in the 1960s During the 1960s, the antibusiness attitude emerged as critics attacked the vested interests that controlled the economic and political side of society, the so called military-industrial complex. The 1960 saw the crumbling of the inner cities and the growth of environmental problems such as toxic and nuclear pollution and waste disposal. A rise in consumerism by individuals, groups, and organizations began to protect their rights as consumers. In 1962, President John F. Kennedy delivered a â€Å"Special Message on Protecting the Consumer Interest† where he outlined the four basic consumer rights: the right to safety, the right to be informed, the right to choose, and the right to be heard. These four rights later came to be known as the Consumers’ Bill of Rights. After Kennedy came Lyndon Johnson and the Great Society, which extended national capitalism and let the business community know that the government would be responsible for providing the citizens with a degree of economic stability, equality, and social justice. Any business practice that could destabilize the economy or discriminate any class of citizen began to be viewed as unethical and unlawful (Ferrell, 2008). Business Ethics in the 1970s In the 1970, business ethics developed as a field of study. Business professors began to teach and write about corporate social responsibility. Companies became more concerned with their public images and realized that they had to address ethical issues more directly. The Nixon Administration’s Watergate scandal brought attention to the importance of an ethical government. The Foreign Corrupt Act was passed during the Carter administration, making it illegal to for U. S. businesses to bribe government officials of other countries. Numerous ethical issues emerged during the late 1970s such as bribery, deceptive advertising, product safety, and the environment issues. Business ethics became a common expression and researchers sought to identify ethical issues and describe how businesspeople might act in a situation (Ferrell, 2008). Business Ethics in the 1980s In the 1980s, business ethics is acknowledged as a field of study. Five hundred courses in business ethics were offered at colleges across the country. Leading companies such as General Electric, Chase Manhattan, General Motors, Atlantic Richfield, Caterpillar, and S. C. Johnson and Son, Inc viewed business ethics as a major concern. The Defense Industry Initiative on Business Ethics and Conduct (DII) was developed to guide corporate support for ethical conduct. The DII established a method for discussing best practices and tactics to link organizational practices and policy to successful ethical compliance. In the 1980s, the Reagan-Bush eras brought about the policy of self-regulation rather than regulation by government. Tariffs and trade barriers were lifted and businesses merged. Corporations that were once nationally bases began operating internationally. The rules of business were changing at an alarming rate due to fewer government regulation imposed during the Reagan-Bush era (Ferrell, 2008). Business Ethics in the 1990s In the 1990s, President Clinton continued to support self-regulation and free trade. However, it also took unprecedented government action to deal with health issues. These issues included restricting cigarette advertising, banning vending machine sales and banning the use cigarette logos during sporting events. The Federal Sentencing Guidelines for Organization (FSGO) was established by Congress and set the tone for organizational ethnical compliance programs in the 1990s. FSGO broke new ground by rewarding and penalizing companies for their ethical compliance programs. Even though the FSGO has made enormous strides it will not be enough to prevent serious penalties. Companies must develop cooperate values, enforce its own code of ethics, and strive to prevent ethical misconduct (Ferrell, 2008). Business Ethics in the 21st century Although business ethics in the 1990s appeared to be an institutionalized concept, evidence emerged in the 2000s that business executives and managers had not fully embraced the public desire for high ethical standards. One such executive, Dennis Kozlowski, former CEO of Tyco, was indicted on thirty-eight counts of embezzling $170 million of Tyco funds and netting $430 million from improper sales of stock. Author Anderson, a â€Å"Big Five† accounting firm, was convicted of obstruction-of-justice conviction for shredding documents related to its role as Enron’s auditor. The reputation of the firm was destroyed and lost all their clients and eventually went out of business. Author Anderson was also questioned for their involvement in audits involving Halliburton, WorldCom, Global Crossing, Dynegy, Qwest, and Sunbeam for their questionable accounting practices. These examples of misconduct increased public demand for improved standards in business. In 2002, Congress passed the Sarbanes-Oxley Act, which made securities fraud a criminal offense and strengthened penalties for corporate fraud. It created an accounting oversight board for greater transparency in financial reports to investors and other interested parties. Top executives are required to sign off on their firms’ financial reports. Company executives must now disclose stock sales immediately and prohibits companies from giving loans to top managers. The Sarbanes-Oxley Act and the FSGO have institutionalized the need for top manager to discover and address ethical and legal risk. Business leaders should view that ethical misconduct as the greatest danger to their companies. Ethical disasters can be damaging to company’s reputation and will significantly have an effect on their bottom line (Ferrell, 2008). What are factors that could change ones views of a business’ ethical behavior? In today’s uncertain business environment, traumatized by countless corporate scandals has brought a lot of attention to the social and ethical practices of business. The highly televised, Enron scandal was exposed when the company filed for bankruptcy. The degree of fraud impacting investors, employees, and others became known to the public. Business criticism is more prevalent than ever because people are more affluent, educated, and better inform because of the access to information. Twenty-four hour news coverage, investigative news programs, the internet, the revolution of rising entitlement mentality, the rights movement, and a philosophy of victimization. Businesses now, more than ever, must realize that there is a more informed society and businesses are being watched (Buchholtz, 2009). What interactions between business and society alter societal expectations? Business is increasingly held to greater standards of social performance, reflecting an imbalance between its traditional conduct and the expectations of society. A corporation commitment to its social responsibilities will go a long way to shape societal approval. There are four levels commitment in social responsibilities. First and foremost, economically, businesses strive to make a profit, maximize stakeholder wealth and value, create jobs for the community, and create goods and services to the economy. Legally abide by all laws and government regulations. Ethically, follow standards of ethical of acceptable behavior as judged by stakeholders or any one other interested party. Finally, philanthropic responsibilities refer to activities not required of business but promote human welfare or goodwill. In my opinion, this level of commitment has the greatest impact on society’s view of a company (Ferrell, 2008). The uses of these levels of responsibilities are attempts by businesses to meet societal expectations and become a better corporate citizen. In conclusion, understanding the meaning of ethics and morality and how they relate is important when trying to understand why people act or react in a given situation. Knowing how business ethics has evolved over the years and how far we still must go to create a happy median between business and society.. As technology becomes more available, society is more aware of corporate social responsibility. With this information, consumers are better able to make informed discussions on which companies to do businesses with. Finally, economic, legal, ethical, and philanthropic interactions between business and society will alter societal expectations of a business good or bad. References Buchholtz, C. (2009). Business and Society: Ethics and Stakeholder Management. (7th Edittion ed. , pp. 3-7). International: South-Western. Ferrell, F. F. (2008). Business Ethics: Ethical Decision Making and Cases. (7th Edition ed. , pp. 11-14). Boston, New York: Houghton Mifflin Company. Simpson, C. (2004, October). Should I or Shouldn’t I? An Ethical Conundrum. Retrieved September 23, 2009, from http://ebscohost. com: http://search. ebscohost. com/login. aspx? direct=true&db=lfh&AN=14597954&site=ehost-live Dictionary. com. (2009). Retrieved September 3, 2009, from Dictionary. com: http://dictionary. reference. com LoveToKnow. com. (2009). Retrieved September 3, 2009, from LoveToKnow. com: http://business. lovetoknow. com/wiki/A_Definition_for_Business_Ethics Borade, G. (2009, March 24). Difference between Ethics and Morality. Retrieved September 22, 2009, from buzzle. com: http://www. buzzle. com/articles/difference- ethics-and-morality. html

Frankenstein

The Power of Frankenstein and Manfred Throughout the novel Frankenstein, author Mary Shelley clearly illustrates the moral of the story. God is the one and only creator; therefore, humans should never attempt to take His place. Literary critic Marilyn Butler sums up that we aren’t to tamper with creation in her comment: â€Å"Don’t usurp God’s prerogative in the Creation-game, or don’t get too clever with technology† (302). Butler warns that as humans, we should never assume the position of God. As Victor Frankenstein takes advantage of his deep scientific knowledge, he is punished for taking his experimenting too far.The novel opens as Victor Frankenstein recalls his curiosity and fascination with human life. Frankenstein quickly becomes obsessed with experimenting, and he attempts to create a living being out of dead body parts. He succeeds, but his creation turns into a living monster. Exclaimed by Frankenstein, â€Å"It was the secrets of heave n and earth that I desired to learn† (Shelley 33). Victor is extremely horrified by his grotesque looking creation and falls into a severe illness. While Victor is ill, the monster escapes to the woods where he watches a family and tries to befriend the humans.But once the monster makes his presence known, the family can’t accept Frankenstein’s ugly appearance. Because all humans he encountered reject him, the monster begins to hate people and believe that they are his enemies. Frustrated, the monster returns to his creator and demands that Frankenstein makes a female companion to cure his loneliness. The creature promises Victor that he will leave with his female companion, travel to South America, and never come in contact with humans again. However, two years beforehand, the creature spitefully murdered Victor's brother William to get back at him.Holding a grudge against his monster creation for the death of William, Victor refuses to make a friend for the mon ster. In an effort to make Victor as miserable as himself, the monster seeks revenge on his creator. The monster takes his frustration out on everything and everyone dear to Victor, and murders of Frankenstein’s family and friends. The remainder of the novel revolves around the struggles Victor Frankenstein encounters as he attempts to escape from the mess of a vengeful monster he has made.The moral of the story doesn’t simply stress that God is the only Creator, but it also emphasizes the responsibility we need to take for our actions. Humans all make mistakes, but we are all held accountable. Victor Frankenstein creates this monster and then runs away from the disaster he makes. Similarly, parents are responsible for the children they have, even if the pregnancy wasn’t desired. Frankenstein creates a monster he doesn’t want, but he is still responsible to take care of his mistake, which he fails to do. Victor Frankenstein expresses: â€Å"It was a stro ng effort of the spirit of good, but it was ineffectual.Destiny was too potent, and her immutable laws had decreed my utter and terrible destruction† (Shelley 38). Victor describes his intention to create as a good intent, but because the monster he created was sinful, his effort was useless. Victor is quick to blame his terrible creation on destiny saying that he was only trying to do honorable actions, but they weren’t successful. Though the message of the story is apparent, the antagonist and protagonist of the story can’t be as clearly identified. In the beginning of the novel, Victor Frankenstein is the bad guy for creating his monster and not caring for it.However some readers may say that as the story develops, the monster turns into the antagonist. The monster is searching for ways to make his creator unhappy. The monster’s god is Victor, he doesn’t know of any higher power. The monster learns to be evil and vengeful as he observes the human s, so he acts upon what he sees. Clearly, the monster’s sins such as murder are deliberate. The monster, however, wasn’t taught how to behave appropriately in situations. As we are commanded in the book of Romans, we are not to take revenge: â€Å"Do not take revenge, my dear friends, but leave room for God’s wrath† (Revelation 12:19).Though I am a firm believer that we are to follow God’s commands, I believe that the true antagonist of the story is Victor Frankenstein. Victor is the creator of this evil being, thus he is responsible for the neglect and actions of his monster. It is inevitable that a time comes for parents to let their children branch out to make their own decisions. Parents cannot be held fully accountable for their children’s mistakes, but they are accountable for the foundation on which they raised their children. Victor is very responsible for the monster’s decisions because Victor failed to give him a fair founda tion.Running from his sins, Victor Frankenstein is responsible for all of his personal actions and most of the actions of the monster he chose to create. Victor dangerously messes with God’s job of creating. Once he makes this creature, he should have taken responsibility for the life he brought into the world. Because the creature isn’t nurtured, taught, and loved, I believe that all of his later sinful acts of revenge are a direct reflection of him being neglected. The monster does not create himself, or chose to be neglected, so he shouldn’t be responsible for most of his behaviors.In today’s society, everyone is held accountable for their actions, no matter what background or family situation they come from. Sometimes, we are unfairly held accountable for our wrongdoings even if weren’t provided with the resources to make better decisions. Generally, in situations such as in the classroom or social conditions, children and adults who haven†™t had teaching and advantages given to them aren’t held as highly accountable for their actions. This is a similar situation to Frankenstein and the monster he regrettably made.I believe that Frankenstein should be held more highly accountable for his mistakes. The monster was never taught how to behave as he grew up, which wasn’t his fault. Living in the woods and being able to observe how humans should acceptably behave, he should be held partially accountable for his actions. I have come to understand that we are held accountable for what we know. Victor Frankenstein was an educated man who knew better than to tamper with the creation of life. There is no excuse for the mistake he made and didn’t assume responsibility. Victor Frankenstein is more of a monster than the monster he created.Evil is at the heart of the story as expressed by critic George Levine: â€Å"In gothic fiction, but more particularly in Frankenstein, evil is both positively present and largely inexplicable. † The monsters evil nature is inexplicable. As he was never nurtured and taught manners, the monster was also never taught to be evil. The monster chose to act on his evil emotions, which isn’t easily identified. At the end of the novel in an effort to destroy humans, especially his creator, the monster kills Victor Frankenstein’s brother, William, when he sees him in the woods.The monster also kills Victor’s love, Elizabeth. The monster is a prisoner to this state of a lonely life. He couldn’t help the way he was born into the world and left to fend for himself. He could have, however, chose to act differently on his angry emotions. Initially, Victor thought that he could escape this misery and get rid of the monster if he made a female. After more careful thought, Victor was worried that he will create a whole family of monsters who would take over the world. The scientist refuses to get himself into even more of a mess.It d oes appear that Victor learned from his mistake, but it seems to be too late. Victor is being spiteful in refusing to make the monster a companion. Though Victor still refuses to take responsibility for the one monster he already created, he is smart enough to acknowledge the tragedy that would come from creation of another. The novel Frankenstein shows close relation to Lord Byron’s play Manfred. Mary Shelly used Byron’s poem as an inspiration for her novel as both stories exhibit man’s struggles with the supernatural.Byron opens his dramatic poem with Manfred pondering his guilty conscience. Manfred conjures up seven spirits: earth, ocean, air, night, mountains, winds, and the star, but none of them grant him the wish of forgetting the thoughts that race through his mind. Under the cast of a spell, he then pursues his own death, but is not given his wish of death. As Manfred stands on the edge of a cliff, he contemplates suicide: I feel the impulse Yet I do no t plunge; I see the peril Yet do not recede; And my brain reels And yet my foot is firm. (1. 2. 280-283)Death doesn’t take Manfred because it wasn’t his time. Full of depression about his onetime lover, Astarte, and the suicide of his dear sister, Manfred doesn’t know what to do. He refuses relief from the different spirits and also rejects religion. The Abbot shows up to Manfred to save his soul, but Manfred declines: â€Å"Manfred believes himself to be above his fellow mortals but he is not fit for the life of an immortal, either. To him, there is only one option for such a conflicted soul: death† (Warren). Manfred refuses to stoop down low enough to allow a mortal to help him.Mary Shelley and Lord Byron both exhibit the danger of tampering with the power of God. Lord Byron writes: â€Å"Sorrow is Knowledge: they who know the most/ Must mourn the deepest o’er the fatal truth, / The Tree of Knowledge is not that of Life† (1. 10-12). I int erpret these lines to sum up that we shouldn’t mess with the knowledge that we have, because it doesn’t reap good things, or life. Victor Frankenstein certainly took his knowledge of science to a level beyond his place, and his knowledge brought about disaster life. Lord Byron also creates a character that takes too much control and acts in Gods position.Filled with guilt, Manfred tries to seize the power of God and decide his own time for death. That isn’t our position or our calling, only God’s. Victor Frankenstein tries to assume the position of God by creating life. Similarly, Manfred tries to assume the position of God by deciding when to end life. Refusing the Abbot’s help, Manfred turns from religion. Both characters acted as if their own power was above everyone else and God. Victor thought he was good enough to take God’s place of creating while Manfred thought he was too good to accept God’s gift of salvation.Both Shelley an d Byron paint a clear picture of the consequences that come from attempting to take God’s power and position. Works Cited Butler, Marilyn. â€Å"Frankenstein and Radical Science. † Shelly 302. Byron, Lord. Manfred. Vol. XVIII, Part 6. The Harvard Classics. New York: P. F. Collier ; Son, 1909-14: Bartleby. com, 2001. www. bartleby. com/18/6/. [September 26, 2012]. Levine, George. â€Å"Frankenstein and the Tradition of Realism. † Shelly 209. Shelly, Mary. Frankenstein or the Modern Prometheus. Ed. Simon ; Brown. 1818. Warren, Ashley. â€Å"Association of Young Journalists And Writers. † UniversalJournal AYJW. Web. 29 Oct. 2012. Frankenstein Raphael Porras Tabula Rasa Theory: Frankenstein’s Creature The nature versus nurture debate has been an ongoing issue in Psychology. It centres on whether a person's behaviour is a product of his or her genes or the person's environment and surroundings. Some well-known thinkers such as Plato and Descartes proposed that certain things are inherited and innate or that they simply occur naturally regardless of human influences. On the other hand, other philosophers such as John Locke believed in what is known as the tabula rasa.It is a theory which suggests the human mind begins as a â€Å"white paper void of all characters without any ideas,† (Gerrig et al. 51-57). This theory is what  Mary Shelley's Frankenstein revolves on as one researcher suggests that this notion of tabula rasa is what Shelley's account of the Creature's development seems to hold (Higgins 61). By considering this concept, where all humans start as a â€Å"blank slate,† as reflected in the c haracter development of the Creature and narrative style being used in the story, one can see that the person’s environment plays a big role in moulding a person's attitude and behaviour.This is noteworthy because the creature started his life as an innocent and naive person. He only became vicious and malevolent after going through harsh treatments of society. Although the Creature didn't go through childhood, he began his life like a child. He had no knowledge or idea of how the world works. â€Å"I was a poor, helpless, miserable wretch; I knew and could distinguish nothing,† he said (Shelley 129). Higgins suggests that it is significant to know that the Creature did not describe any feelings of loneliness in his early stages of life; this only begins when he encounters the De Lacey family (63).Although he had been already treated ill by people prior to meeting them, the creature have not mentioned how he felt, whether he was upset about it or not, after all, he did n’t know how to respond to any kind stimuli tossed at him. Through day to day observation of the De Lacey family, he learned various things, from reading and writing to human history and relationships. Of all the stuff he learned, there is one important aspect of life that affected him the most and that is the essence of having a family. He only started to have feelings of compassion and sympathy because of them. I saw no cause for [De Lacey’s] unhappiness; but I was deeply affected by it,† the Creature says (Shelley 136). The Creature became so attached to the family that when â€Å"they were unhappy, [he] felt depressed; when they rejoiced, [he] sympathized in their joys† (Shelley 138). To be accepted by them was a precarious moment for him but, unfortunately, he got rejected by the family whom he cared and loved. Because of this he flees to the woods, and in turn, he saves a girl who almost got drowned. Instead of being called a savior for his heroic ac t, he rather got fired and shot that almost killed him.All these catastrophic moments of rejection by mankind add up to his feelings of aversion and abhorrence. â€Å"Inflamed by pain, [he] vowed eternal hatred and vengeance to all mankind† (Shelley 166). By killing Victor’s brother, William, and several of Victor’s beloved ones, he then turns into a vicious monster as what society brands him to be right from the start. This gradual development of the Creature, from an innocent human being to an atrocious monster, perhaps rests its claim on being a good foundation to the tabula rasa theory.Another functional way that Mary Shelley uses in the novel is her application of the first person narrative of the Creature. It is effective as it enables the readers to be more involved of the activities and engagements of the monster. Although he is not the protagonist of the story, this way of narration keeps the readers close to the action and makes them understand more th e contemplations and cogitations of the Creature. This makes the readers feel as if they were part of a jury of a case where the monster is the one being prosecuted, trying to defend himself by relating his side of the story.Higgins suggests that the Creature’s narrative form has an impact on his confessional writings and rhetoric alienation (62). Through this, one can see the transformation of the monster from being like a child into becoming a cold blooded murderer. Through her portrayal of the development of the Creature and her unique style of narration, Shelley is able to picture to the reader the reality that society plays an important role in wielding a person’s attitude and behavior. Percy Shelley proposes that if you treat a person ill, he will become wicked; and if you requite affection with scorn, you impose upon him irresistible obligations – alevolence and selfishness (qtd. in Veeder 226). This, feasibly, holds true to the modern society today for n o one is born a killer unless he or she is pushed to kill someone through traumatic and disastrous life events and experiences. Works Cited Gerrig, Richard, et al. Psychology and Life. 2nd ed. Toronto: Pearson Canada, 2012. Print Higgins, David. Frankenstein: Character Studies. Cornwall: MPG Books Ltd, 2008. Print. Shelley, Mary. Frankenstein. Eds. D. L. Macdonald, and Kathleen Scherf. Buffalo: Broadview P, 1999. Print. Veeder, William. Mary Shelley & Frankenstein. Chicago: U of Chicago P, 1986. Print. Frankenstein The Power of Frankenstein and Manfred Throughout the novel Frankenstein, author Mary Shelley clearly illustrates the moral of the story. God is the one and only creator; therefore, humans should never attempt to take His place. Literary critic Marilyn Butler sums up that we aren’t to tamper with creation in her comment: â€Å"Don’t usurp God’s prerogative in the Creation-game, or don’t get too clever with technology† (302). Butler warns that as humans, we should never assume the position of God. As Victor Frankenstein takes advantage of his deep scientific knowledge, he is punished for taking his experimenting too far.The novel opens as Victor Frankenstein recalls his curiosity and fascination with human life. Frankenstein quickly becomes obsessed with experimenting, and he attempts to create a living being out of dead body parts. He succeeds, but his creation turns into a living monster. Exclaimed by Frankenstein, â€Å"It was the secrets of heave n and earth that I desired to learn† (Shelley 33). Victor is extremely horrified by his grotesque looking creation and falls into a severe illness. While Victor is ill, the monster escapes to the woods where he watches a family and tries to befriend the humans.But once the monster makes his presence known, the family can’t accept Frankenstein’s ugly appearance. Because all humans he encountered reject him, the monster begins to hate people and believe that they are his enemies. Frustrated, the monster returns to his creator and demands that Frankenstein makes a female companion to cure his loneliness. The creature promises Victor that he will leave with his female companion, travel to South America, and never come in contact with humans again. However, two years beforehand, the creature spitefully murdered Victor's brother William to get back at him.Holding a grudge against his monster creation for the death of William, Victor refuses to make a friend for the mon ster. In an effort to make Victor as miserable as himself, the monster seeks revenge on his creator. The monster takes his frustration out on everything and everyone dear to Victor, and murders of Frankenstein’s family and friends. The remainder of the novel revolves around the struggles Victor Frankenstein encounters as he attempts to escape from the mess of a vengeful monster he has made.The moral of the story doesn’t simply stress that God is the only Creator, but it also emphasizes the responsibility we need to take for our actions. Humans all make mistakes, but we are all held accountable. Victor Frankenstein creates this monster and then runs away from the disaster he makes. Similarly, parents are responsible for the children they have, even if the pregnancy wasn’t desired. Frankenstein creates a monster he doesn’t want, but he is still responsible to take care of his mistake, which he fails to do. Victor Frankenstein expresses: â€Å"It was a stro ng effort of the spirit of good, but it was ineffectual.Destiny was too potent, and her immutable laws had decreed my utter and terrible destruction† (Shelley 38). Victor describes his intention to create as a good intent, but because the monster he created was sinful, his effort was useless. Victor is quick to blame his terrible creation on destiny saying that he was only trying to do honorable actions, but they weren’t successful. Though the message of the story is apparent, the antagonist and protagonist of the story can’t be as clearly identified. In the beginning of the novel, Victor Frankenstein is the bad guy for creating his monster and not caring for it.However some readers may say that as the story develops, the monster turns into the antagonist. The monster is searching for ways to make his creator unhappy. The monster’s god is Victor, he doesn’t know of any higher power. The monster learns to be evil and vengeful as he observes the human s, so he acts upon what he sees. Clearly, the monster’s sins such as murder are deliberate. The monster, however, wasn’t taught how to behave appropriately in situations. As we are commanded in the book of Romans, we are not to take revenge: â€Å"Do not take revenge, my dear friends, but leave room for God’s wrath† (Revelation 12:19).Though I am a firm believer that we are to follow God’s commands, I believe that the true antagonist of the story is Victor Frankenstein. Victor is the creator of this evil being, thus he is responsible for the neglect and actions of his monster. It is inevitable that a time comes for parents to let their children branch out to make their own decisions. Parents cannot be held fully accountable for their children’s mistakes, but they are accountable for the foundation on which they raised their children. Victor is very responsible for the monster’s decisions because Victor failed to give him a fair founda tion.Running from his sins, Victor Frankenstein is responsible for all of his personal actions and most of the actions of the monster he chose to create. Victor dangerously messes with God’s job of creating. Once he makes this creature, he should have taken responsibility for the life he brought into the world. Because the creature isn’t nurtured, taught, and loved, I believe that all of his later sinful acts of revenge are a direct reflection of him being neglected. The monster does not create himself, or chose to be neglected, so he shouldn’t be responsible for most of his behaviors.In today’s society, everyone is held accountable for their actions, no matter what background or family situation they come from. Sometimes, we are unfairly held accountable for our wrongdoings even if weren’t provided with the resources to make better decisions. Generally, in situations such as in the classroom or social conditions, children and adults who haven†™t had teaching and advantages given to them aren’t held as highly accountable for their actions. This is a similar situation to Frankenstein and the monster he regrettably made.I believe that Frankenstein should be held more highly accountable for his mistakes. The monster was never taught how to behave as he grew up, which wasn’t his fault. Living in the woods and being able to observe how humans should acceptably behave, he should be held partially accountable for his actions. I have come to understand that we are held accountable for what we know. Victor Frankenstein was an educated man who knew better than to tamper with the creation of life. There is no excuse for the mistake he made and didn’t assume responsibility. Victor Frankenstein is more of a monster than the monster he created.Evil is at the heart of the story as expressed by critic George Levine: â€Å"In gothic fiction, but more particularly in Frankenstein, evil is both positively present and largely inexplicable. † The monsters evil nature is inexplicable. As he was never nurtured and taught manners, the monster was also never taught to be evil. The monster chose to act on his evil emotions, which isn’t easily identified. At the end of the novel in an effort to destroy humans, especially his creator, the monster kills Victor Frankenstein’s brother, William, when he sees him in the woods.The monster also kills Victor’s love, Elizabeth. The monster is a prisoner to this state of a lonely life. He couldn’t help the way he was born into the world and left to fend for himself. He could have, however, chose to act differently on his angry emotions. Initially, Victor thought that he could escape this misery and get rid of the monster if he made a female. After more careful thought, Victor was worried that he will create a whole family of monsters who would take over the world. The scientist refuses to get himself into even more of a mess.It d oes appear that Victor learned from his mistake, but it seems to be too late. Victor is being spiteful in refusing to make the monster a companion. Though Victor still refuses to take responsibility for the one monster he already created, he is smart enough to acknowledge the tragedy that would come from creation of another. The novel Frankenstein shows close relation to Lord Byron’s play Manfred. Mary Shelly used Byron’s poem as an inspiration for her novel as both stories exhibit man’s struggles with the supernatural.Byron opens his dramatic poem with Manfred pondering his guilty conscience. Manfred conjures up seven spirits: earth, ocean, air, night, mountains, winds, and the star, but none of them grant him the wish of forgetting the thoughts that race through his mind. Under the cast of a spell, he then pursues his own death, but is not given his wish of death. As Manfred stands on the edge of a cliff, he contemplates suicide: I feel the impulse Yet I do no t plunge; I see the peril Yet do not recede; And my brain reels And yet my foot is firm. (1. 2. 280-283)Death doesn’t take Manfred because it wasn’t his time. Full of depression about his onetime lover, Astarte, and the suicide of his dear sister, Manfred doesn’t know what to do. He refuses relief from the different spirits and also rejects religion. The Abbot shows up to Manfred to save his soul, but Manfred declines: â€Å"Manfred believes himself to be above his fellow mortals but he is not fit for the life of an immortal, either. To him, there is only one option for such a conflicted soul: death† (Warren). Manfred refuses to stoop down low enough to allow a mortal to help him.Mary Shelley and Lord Byron both exhibit the danger of tampering with the power of God. Lord Byron writes: â€Å"Sorrow is Knowledge: they who know the most/ Must mourn the deepest o’er the fatal truth, / The Tree of Knowledge is not that of Life† (1. 10-12). I int erpret these lines to sum up that we shouldn’t mess with the knowledge that we have, because it doesn’t reap good things, or life. Victor Frankenstein certainly took his knowledge of science to a level beyond his place, and his knowledge brought about disaster life. Lord Byron also creates a character that takes too much control and acts in Gods position.Filled with guilt, Manfred tries to seize the power of God and decide his own time for death. That isn’t our position or our calling, only God’s. Victor Frankenstein tries to assume the position of God by creating life. Similarly, Manfred tries to assume the position of God by deciding when to end life. Refusing the Abbot’s help, Manfred turns from religion. Both characters acted as if their own power was above everyone else and God. Victor thought he was good enough to take God’s place of creating while Manfred thought he was too good to accept God’s gift of salvation.Both Shelley an d Byron paint a clear picture of the consequences that come from attempting to take God’s power and position. Works Cited Butler, Marilyn. â€Å"Frankenstein and Radical Science. † Shelly 302. Byron, Lord. Manfred. Vol. XVIII, Part 6. The Harvard Classics. New York: P. F. Collier ; Son, 1909-14: Bartleby. com, 2001. www. bartleby. com/18/6/. [September 26, 2012]. Levine, George. â€Å"Frankenstein and the Tradition of Realism. † Shelly 209. Shelly, Mary. Frankenstein or the Modern Prometheus. Ed. Simon ; Brown. 1818. Warren, Ashley. â€Å"Association of Young Journalists And Writers. † UniversalJournal AYJW. Web. 29 Oct. 2012.