Byronic Hero In Frankenstein - 1563 Words

Mary Shelley’s Frankenstein is a critique of the Byronic hero, as exemplified in Lord Byron’s â€Å"Manfred.† The Byronic hero is a protagonist who has the following traits: self-inflicted agony, a high self esteem, isolation from society, an exaggerated sense of independence, and genuine guilt. All of these traits Manfred bears, but Victor lacks two of these attributes. The lead protagonists, Victor and Manfred, have two key differences: genuine remorse and independence. Victor’s guilt is false when compared with that of Manfred. Victor relinquishes some of his autonomy to the monster in Frankenstein, in contrast to Manfred’s steadfast hold of complete self government. These differences, seen in Victor’s personality amount to a critique of†¦show more content†¦Lastly, a Byronic hero has genuine guilt. This requires more action than contemplating, and continuously reiterating that a tragedy by his hand occurred. Manfred possesses al l of these traits; however, Victor lacks true remorse and retention of his independence. Manfred’s guilt can be perceived as genuine because of three actions he takes in the play. He verbally takes responsibility for being the cause, he seeks a solution, and he asks Astarte, the one he’s wronged, for forgiveness directly. â€Å"My wrongs were all on those I should’ve cherished—But my embrace was fatal† (II, 87-88). In this line, Manfred voices responsibility for the actions that took place to the Chamois Hunter, confirming his feelings. In the play, Manfred seeks out three sources in the hopes of alleviating his suffering: the seven spirits, the Witch and Arimanes, to whom Manfred requests the summoning of deceased Astarte (II, 79-80). His plea for forgiveness comes during his time with Astarte’s spirit. â€Å"Yet one word more--am I forgiven?† (III, 152). The act of asking for forgiveness is the purest way to express true remorse and regret to those who have been wronged, and this differentiates Manfred from Victor the mo st. His seeking forgiveness also validates Manfred’s love for Astarte is a concept that Victor may not be able to grasp. Victor expresses the misery he feels regarding his actions in relation to the monster with zeal, but his remorse proves to be false when viewed withShow MoreRelatedFrankenstein Byronic Hero Analysis1070 Words   |  5 Pages The Byronic hero as presented in Lord Byron’s â€Å"Manfred,† is a protagonist who has traits, including: a troubled background, high self esteem, isolation from society, an exaggerated sense of independence, and genuine guilt. All of these traits Manfred bears, and Victor shares in a differing form. The differences between Manfred and Victor begin with their feelings of guilt and continue through the amount of control they give up over themselves. The guilt of Victor is false when compared with thatRead MoreMary Shelley s Frankenstein - Romantic Ideology Of A Byronic Hero1270 Words   |  6 Pagesnovel Frankenstein, which was published in 1818, incorporates different characteristics of Romanticism in many aspects but more directly through the cha racters. With an analysis of Victor Frankenstein, the monster, and Henry Clerval, it is clear that the characters of Frankenstein epitomize ideologies that were embodied during the Romantic Era including the Byronic hero, and emphasis on nature’s significance. Victor Frankenstein s character is an example of the romantic ideology of a Byronic heroRead MoreComparing Emily Brontà «s Wuthering Heights to Mary Shelleys Frankenstein911 Words   |  4 Pagessome of which are debatable as to if they were categorized properly. The Films Emily Bront#235;s Wuthering Heights directed by Peter Kosminsky, and Mary Shelleys Frankenstein directed by Kenneth Branagh are both based on novels. Both films display many different ideas, and are structured differently, but Mary Shelleys Frankenstein is an archetype for the gothic genre. Although the two are very different films, through the use of gloom and horror, film techniques, and heroic traits, both filmsRead MoreEssay about Romanticism in Frankenstein1010 Words   |  5 Pagesher works would reflect the Romantic trends. Many label Shelley ¡Ã‚ ¯s most famous novel Frankenstein as the first Science Fiction novel in history because its plot contains the process of a scientist named Victor Frankenstein creating a living human being from dead body parts, but that is only a part of the entire novel. At its core, Frankenstein is a product of Romanticism featuring the traits of a Romantic hero on a Romantic quest, the embracement of nature ¡Ã‚ ¯s sublimity, intense emotions felt byRead MoreAnalysis Of Emily Bronte s Wuthering Heights And Frankenstein 789 Words   |  4 PagesEnglish 4 Honors Mr. Tindal March 4, 2015 Two Stories, One Hunger: Revenge. In both Wuthering Heights by Emily Bronte, and Frankenstein by Mary Shelley, suffering and love cause horrific events to occur. By observing the personality, life, and actions of the Creature and Heathcliff, there is a revealing of a great similarity. Due to these items, each are categorized as the Byronic hero, which is the center of the similarity, along with love. Each character has an unknown identity. Heathcliff is broughtRead MoreVictor Frankenstein As A Hero1598 Words   |  7 PagesAlthough some critics view Victor Frankenstein as a Tragic Hero because of his one essential flaw, his overambitious desire to discover what cannot be known, he is truly a Byronic Hero by definition. Although Victor is of a higher social class than the average person and his essential flaw triumphs all of his others, he has a deeply troubled past, struggles with integrity, secludes himself away from society, and is a willful individual who seeks redemption by carving out his own path. Victor’s manyRead MoreThe Picture Of Dorian Gray965 Words   |  4 Pages When looking at Frankenstein and The Picture of Dorian Gray, it is clear that Frankenstein is a novel that can be placed into both the gothic and horror genre, although it is a gothic novel secondary to it being a horror novel; The picture of Dorian Gray isn’t so clear in this regard. On a first reading, one may assume the story to be gothic literature and only gothic literature because of the sheer amount of gothic characteristics and elements that the text presents that include, but are not limitedRead MoreEssay on The Everlasting Dark Shadow of Romanticism2650 Words   |  11 Pagestheir tales of horror and suspense. One of the most notable authors during the Romantic period that is well known today for creating one of the greatest literary icons in history was Mary Shelley. Mary Shelley first came up with the idea for Frankenstein when in the summer of 1816 at Lake Geneva Lord Byron put together a ghost story competition and the participants included Byron, Percy Shel ley, John William Polidori and an eighteen year old Mary Shelley (Huston). Whether Shelley anticipated thatRead MoreThe Imagination Of Europe By George Gordon Byron1588 Words   |  7 Pagesworks† (biography.com). Byron created Byronic Hero, a rebellious romantic character, which left a huge impact on english literature and brought new aspects to Romanticism unlike some authors at the time The literary world used the idea of Byronic Hero as it provided more satisfied impact and sharp impression on readers as a character that lived in an outrageous life of fantasy who broke all restrictions, rules and had outstanding characterics. Byron created Byronic Hero based on himself address his lifeRead MoreThe Gothic Villain Essay942 Words   |  4 PagesThe Gothic Villain Who is the Gothic Villain? Is he a villain/hero? Is he a dangerous lover? The villain is usually dark and handsome, though he might have some tell-tell sign that warns he is wicked. The villains ranged from dark priests to mysterious bandits. Some start out as heroes but turn into villains. The Gothic villain has several identifying characteristics. They are shifty, cunning and can mold their behavior to match the need of the circumstance. Villains will utilize intimidation

Reflection Based On The Ideal Of Worship As Empowerment Essay

This reflection based on the ideal of â€Å"Worship as Empowerment.† We shall explore the contemporary side of African-American Christian adoration. Which, begins with the religious heritage the African slaves transported with them on their journey to the New World. Next, let us investigate the religious studies of African-American worship, with a focus on its characteristics, empowerment, and elements Heritage of African American Religious The Africans brought immeasurable religious beliefs and practices to America. Their beliefs included a superior, compassionate God, which generated the universe and was its definitive Provider. The Devine intervention of religious philosophies and practices began for African prior to their capture and surviving both the sea journey undertaken by slave ships from West Africa to the West Indies and the consequences of slavery. The Africans incline to view existence holistically; the nonspiritual and the holy are mutually undivided realities that exist in aggressive tension but interconnected occurrences. Slaves embraced this understanding of life, resulting in worship with no constraint to place nor time. Some scholars such as E. Franklin Frazier, contends that slavery in the United States expunged all the religious traditions of the slaves. Conversely, others, including Melville Herskovits, which challenges residuals, existences, and Africanisms,† are still palpable in African-American ethos, specifically in its religiousShow MoreRelatedAn Reflection Based On The Ideal Of Worship As Empowerment1305 Words   |  6 PagesWorship in the African American Expression _ Worship as Empowerment This reflection based on the ideal of â€Å"Worship as Empowerment.† We shall explore the contemporary side of African-American Christian adoration. 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What skills are needed to make an effective team member Free Essays

Good communication skills are essential in making an important contribution to a team. Different elements of these are outlined in the following paragraphs. In our event unit 18 I kept an upright body posture to help me communicate my message in a confident way, for example I avoided crossing my arms in a defensive position when speaking to people, when listening to someone else, I would smile, frown, laugh or be silent at appropriate times to show that I understand and to give feedback when working in a team work situation. We will write a custom essay sample on What skills are needed to make an effective team member or any similar topic only for you Order Now Tact is a very important teamwork skill. During my event unit I respected others and their ideas; I tried not to consciously abrupt or cut off other people while they are still trying to say something. Everyone in the team is important and deserves respect, so I listened to their ideas and valued their contributions. I was sensitive and tactful in disagreements. Raising team morale and reducing tension in a team is very important when defusing resolving conflict within a team. Once there was a disagreement between two team members and I resolved this by stepping in and trying to identify the positives in both positions; making it a ‘win-win’ situation. It is even better if you can anticipate conflict as actions can be taken before hand to avoid it. Conflict generally occurs when people have different ways of working, different characters, or give different values to their own contribution to the team. If one person is likely to try to force their view on others without listening to alternatives – then I would encourage others to put forward their views first. Earlier in my assignments I have studied that the difference between a group and a team is that a team is all about shared responsibility in achieving goals. We have also studied that there are two main elements of teamwork – concern to complete the task and concern to support the process. Concern for team members is a vital process skill. Tasks are completed better when everyone is pulling in the same direction a united team is a motivated team. A genuine concern should be displayed so team recuperation and performance will increase to a higher level. Many of us pay little attention to the quality of our listening, leaving a gap between hearing others and really listening to what they have to say. Real listening involves three steps: 1. Hearing – this is listening well enough to catch what the speakers have to say. E.g. if the speaker is talking about team roles and says that it is important to have a leader. You hear jus enough to repeat this fact- then you have what was said. 2. Understanding – you absorb what has been said and understand it in your own way. When you heard the speaker say that it is important to have a leader then you understand that the speaker could be suggesting that the team should have a leader. 3. Judging – this is when you understand what the speaker has said and you will want to judge whether it makes sense. To get to stage three you really need to listen carefully. So attentive listening can create a good team listener- someone who is willing to see that the sum of the team is greater than the individual parts. I have felt this before as I have seen that other people have good ideas which are better than my own. Questioning is useful, it helps clarify issues in a team and displays awareness for areas that need clearing up. If people don’t ask questions they are more likely to make mistakes. I have found in my event unit that by asking a question politely, when you are unsure of something, the chances are that someone else in your team is also not sure but was too polite or scared to ask. Sincerity is important. Sincere and honest people are preferred to the superficial. One of the main criticisms of team members is that they are ‘two faced’ or ‘insincere’. Teams should be built on trust. In our event unit, all team members put forward their ideas and contributed to the team in a sincere and open way, which is why we created a powerful team. You need to feel sure that your ideas are worth sharing if you want to speak clearly and confidently. Focusing on the key message that you want to get across and avoid getting sidetracked into irrelevant issues. Long pauses and ‘ers’ and ‘ums’ that break up the flow of your message should be avoided. When presenting powerpoints in my event unit or speaking with customers and team members I would take this into account. In one circumstance, I had to speak to a member of the management staff and I was told I speak articulately. A good team member needs to be organised, areas to work on will include the following: * Preparation for meetings – it is important to be effectively prepared for your meetings. Ensure you arrive on time and have done the appropriate background work. E.g. if the meeting is to discuss an action plan, you need to ensure that you have completed all the actions required from the last meeting. If you are being asked to present information you should ensure that it is set out in a summary paper that is clear and easy to understand. Dates of meetings and other important team activities should be put into your diary, you need to monitor that you haven’t double booked meetings on your calendar. * As a team member it is important to be able to identify key issues facing your team. Consider what these issues are and then about the best ways of presenting them to your team. E.g. an issue we had in our event unit was that we didn’t confirm what we were going to sell so we had a team meeting to resolve this issue. Having identified what the root causes of these issues were it was necessary to broach them in a tactful and sensitive way. * Teams should create schedules laying out when activities have to be carried out. Team work activities usually involve targets and deadlines. Scheduling involves identifying the key stages and processes that need to be completed. Dates should be attached to the completion of these activities and team members allocated responsibilities on a clear schedule. Our event unit required us to create schedules. A crucial element of scheduling activities at the personal level is effective time management. In order to develop this skill it is necessary to allocate time in a well organised way. By focusing on one activity at a time it is possible to maximise attention on that activity before moving onto another prioritised area. In our event unit our teacher advised to us to use a method of allocating time through a value analysis of time called the ABC analysis. * ‘A’ activities are those that are ranked as very important. They can be effectively carried out by the person involved or team working with that person. * ‘B’ activities are important but can be delegated. E.g. in our event unit it was my job to obtain a game console, I did this by myself but as another team member working in the same department as me, as a backup, so if I could not obtain the game console he would. * ‘C’ activities are less important but usually represent the lion’s share of the work. They include routine tasks such as paperwork and telephone calls. In our event unit we had to create flyers, leaflets etc to promote our business. To meet deadlines, we focused on the most important ‘A’ task and completed one or two ‘A’ tasks each day then a further two to three ‘B’ tasks and set aside some time for ‘C’ marks. This helped us to complete tasks on schedule when new carefully prioritise activities and gave appropriate time to the most important ones. * Responsibility – allocating responsibility is important in team work. At the end of the day the team needs to take responsibility for getting team tasks completed to a standard on time. But within the team it is vital to allocate responsibilities to individuals. A vital teamwork skill thus involves taking on responsibility. We were all allocated by our manager in our event unit 18. Self management is when we are able to manage ourselves effectively in our interactions with others. This is very important because as people are asked to take on more responsibility in organisations it can lead to increasing levels on stress and frustration if others do not accept their responsibilities. However we were a well managed group in our event unit 18 so this situation did not occur. * Responsiveness – good team workers are responsive to the needs of their team and to the needs of other team members. They respond to emails, they respond to other forms of communication and they respond to the challenges of creating a great team. A responsive team member rises to any team challenge that comes their way. * Adaptability – team workers need to be able to adapt to changing situations. Modern organisations are characterised by change, in our event unit 18 team workers are frequently asked to adjust to changing situations by: * Making decisions for themselves when dealing with customers. * Taking on more responsibility * Dealing with situations they have never faced before * Taking on new team roles – perhaps roles that they have not played before e.g. to chair a meeting. * Consideration of options – in most problem solving and decision making situations there are options to choose from. Teams are likely to generate more options than individuals working alone. A good team member will seek to find out as many different options as possible. They will then consider the options and help the team come up with a decision to choose the best option. A poor team worker will only consider one option- their own. For example in our event unit 18 we all had different ideas what to do for the event. * Maintaining focus – people tend to be only to concentrate on tasks for a relatively short period of time. Then they lose focus. This means that a team project can get off to a good start before losing momentum. Jus before the deadline date people regain focus- but often it is too late. This happened quite a lot in our event unit 18 as, to be honest, we are teenagers and easily distracted by internet gaming, online shopping, but thanks to our manager and teacher we were motivated to maintain focus and we held a successful event before it was too late. * Openness to criticism – we should all be open to criticism in order to improve ourselves, good criticism should focus on processes rather than judgments about people. E.g. when I created a business logo, I went round the group and asked them whether they liked the design or not, from their feedback, I tweaked my the original logo and created a couple of other logos, from which the whole group, picked one, this brought the group together and made us feel more like a team. ‘That didn’t work, perhaps we could do it this way’ is positive criticism which helps the team move forward. If providing criticism is focused on processes then we should accept it in a good spirit. Process criticism helps us to make improvements to our practice. I think that these skills were important for my unit 18 event and in general too. How to cite What skills are needed to make an effective team member, Papers