1 Corinthians 11 Essay Example | Topics and Well Written Essays - 250 words

1 Corinthians 11 - Essay Example Paul’s implications encompassed convincing Christians to shun taking the Lord’s Supper for granted. This is via likening it with the other meals people normally have in their respective houses. Hence, make Corinthians heed his plea of imitating him and exercise what he taught them based on Christ’s principles (Wiersbe 123). Since, it is through contacting themselves in Christ-like manner that they will be heeding to what the Lord’s Supper rules entail. Relationship evident between verses 17-34 and the overall theme encompasses people’s conduct in the church. This is from their respective groupings while in church before communing to take the Lord’s Supper. Since, most of the Corinthians mistook the lord’ supper to be an event to show case their affluence characterized by greediness and unnecessary human regulations (Wiersbe 128). Therefore, the core aspect in this chapter encompasses conduct in church as well as how to relate with other Christians (Wiersbe

Country Selection and Initial Analysis Essay Example | Topics and Well Written Essays - 500 words

Country Selection and Initial Analysis - Essay Example The services sector has the largest contribution of 51% approximately (estimated 2010). The population growth rate is just over 1%, which should be viewed as reasonably well for a Muslim majority emerging nation. The currency is known as Moroccan Dirham (MAD) that fluctuates against US dollar because of changes in global economy. However, the exchange rate prevails between 8 – 9 Dirham / US dollar at present. The GDP per capita was around $4,900 according to 2010 statistics (CIA Fact Book, 2010) It should also be highlighted that the recent floods in Morocco damaged its agricultural crops as the area under cultivation reduced by significant 25 – 30%. As a result, the production of wheat, barley, vegetables and other grains reduced considerably whereas the demand increased due to rise in population. Nonetheless, the government authorities were left with no other option but to increase imports from self-sufficient nations so that they could stabilize wheat prices across M orocco (Reuters Africa, 2010). It should be noted that domestic wheat consumption in Morocco has been estimated to be nearly 8.3 million tons and the shortages resulted in 47% hike in wheat prices (Weisenthal, 2011). The price surge was mainly the outcome of shortage amid price inelastic demand of food products as they are necessities.

Mckinsey Accounting and Engineering Advisors Essay Example for Free

Mckinsey Accounting and Engineering Advisors Essay The firm was founded in 1926 by university of Chicago professor, James (â€Å"Mac†) McKinsey, it was called â€Å"accounting and engineering advisors†. Mac started recruiting experienced executives and training them in the integrated approach he called his General Survey outline. In Saturday morning sessions he would lead consultants through an undeviating sequence of analysis – goals, strategy, policies, organisation, facilities, procedures and personnel – while still encouraging them to synthesize data and think for themselves. McKinsey’s mission was to help clients make positive, lasting, and substantial improvements in their performance and to build a great firm that is able to attract, develop, excite, and retain exceptional people. Bower’s vision of the firm was: â€Å"one focused on issues of importance and top-level management, adhering to the highest standards of integrity, professional ethics, and technical excellence, able to attract and develop young men of outstanding qualifications, and committed to continually raising its stature and influence. Above all, it was to be a firm dedicated to the mission of serving its clients superbly well. Bower also articulated a policy that every assignment should bring the firm something more than revenue – experience or prestige for example. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. The firm grew extraordinarily domestically in the 1950’s which provided a basis for international expansion that accelerated the rate of growth in the 1960’s. Offices opened in London, Geneva, Amsterdam, Dà ¼sseldorf and Paris. McKinsey was now a well established and highly respected presence in Europe and North America. To Gupta the task of knowledge development had become much more complex over the past decade or so due to three intersecting forces: †¢ In an increasingly information and knowledge driven age, the sheer volume and rate of change of new knowledge made the task much more complex †¢ Clients expectations of and need for leading edge expertise were constantly increasing †¢ The firm’s own success had made it much more difficult to link and leverage the knowledge and expertise represented by 3800 consultants in 69 offices worldwide. Gupta believed that knowledge is the lifeblood of McKinsey. How does knowledge create value for McKinsey and Company? Creating value for a firm means performing activities that increase the value of goods or services to consumers. McKinsey does this by trying not only to ‘serve its clients but also to develop its consultants’. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. Because of the use of knowledge management one of McKinsey’s clients managing director reflected on a certain outcome that â€Å"their value added was in their access to knowledge, the intellectual rigor they bring, and their ability to build understanding and consensus among a diverse management group.† In 1980 when Gluck joined the central small group that comprised the firm office he proposed that â€Å"knowledge development had to be central, not a peripheral firm activity; that it needed to be ongoing and institutionalised, not temporary and project based; and that it had to be the responsibility of everyone, not just a few†. Gluck was trying to build a shared body of knowledge throughout the firm. Even though doing this may be costly Gluck was hoping the benefits would outweigh the expenses. Knowledge had created value for McKinsey and Company through that its client’s impact studies indicated that the new knowledge structure led to a longer-term focus on deeper understanding of issues. McKinsey and Company’s use of knowledge throughout the firm helped build long lasting client relationships. Gupta believed that knowledge was the core factor in being successful in the long run. Knowledge is a fundamental value for the McKinsey and Company. Even though focusing on developing knowledge throughout the firm may lead to less client work Gupta argued that it was still worth it and would increase value for the firm in the long term. Critically evaluate the company’s soft knowledge management strategy. I.e people. Soft knowledge management is â€Å"less quantifiable and cannot be captured codified and stored easily† (Kidd, 1994; Skyrme, 1998) Tacit knowledge is an example of soft knowledge. Tacit knowledge â€Å"cannot be easily communicated and shared, is highly personal, deep rooted in action and in an individual’s involvement within a specific context. It is commonly referred to as ‘the knowledge in people’s heads†. â€Å"Soft knowledge becomes accepted by virtue of informal authority and consensus within the group.†(Hildreth, Wright and Kimble, 2005). Gluck felt that there was a need to adjust the firm’s knowledge development focus. He believed that â€Å"knowledge is only valuable when it is between the ears of consultants and applied to clients problems.† Knowledge is less effectively developed through the disciplined work a few than through the spontaneous interaction of many. He changed the more structured â€Å"discover-codify-disseminate† model to an â€Å"engage-explore-apply-share† approach. Which is, a more loose approach. Even though McKinsey had adopted hard knowledge approaches, it still relied heavily on soft knowledge components, such as personal networks, old practices like cross-office transfers and strong ‘one firm’ norms like helping other consultants when they called. Unlike the hard knowledge approach the transfer of knowledge with the soft approach is not through databases and ‘Knowledge Resource Directory’s† it is a more informal method. It is when the older staff of the firm helps and teaches the new comers by sharing their experience an d knowledge.

Impact of Cellphones on Education

Impact of Cellphones on Education Should students be allowed to have cellphones in school? Body Paragraph one: Introductory Paragraph: Thesis:   Cell phones can be a great resource in our daily lives, but they should be restricted from use in a learning environment, reminding us that education is first priority. Topic Sentence:   Cheating in school is becoming more common where students are using their phones to take pictures of the exams, store information on their phones, text other students and many other deceitful ways. Support: Students in high school are most likely cheating because they are earning bad grades and they take advantage of their phones to do so. Evidence 1:   On February, 18, 2014, â€Å"More than 200 students were expelled after being caught cheating in the Grade 12 board exam in the past three days.Nearly a dozen parents who helped them use unfair means were also arrested†, an official said on Tuesday. (The Press Trust of India) Elaboration 1:   This real life event shows us how extreme the consequences can get over a cellphone. Not only did the students get expelled, but a dozen of their parents were also arrested. Teachers are trying to figure out a way to terminate cheating, but instead, they need to eliminate the source, being cell phones. Support:   Majority of students in the school have cell phones and more than half of have used a cell phone to cheat Evidence 2: According to a study from the Josephson Institute of Ethics. Among current high school students, 75 percent admit to cheating on tests, homework, and other assignments. Fifty percent have cheated on exams during the past year, and 34 percent have cheated on more than one test. (The Child Study Center) Elaboration 2: It is just unbelievable how many students cheat, it might give them the marks they wanted but what’s the point when you are feeling the guilt 24/7. Students are given cellphones by their parents and surely the reason is not so they can use it to cheat. Support: Cheating is like a drug, the more you do it and get away with it the more you want to do it. Evidence 3: â€Å"It’s tempting to cheat† said Kids Health (Kids Health). Believe it or not but some students actually think that cheating is perfectly ok, but once someone starts to cheat and feel comfortable doing so it can easily become a bad habit. Cheating is not a habit you want to carry on into college/university, if you are caught cheating there you will be expelled on the spot. Elaboration 3: In the long run when you end up in college or university, you need to realize that the staff there doesn’t tolerate these foolish acts. If someone is caught cheating in university or college it will result in expulsion making it highly unlikely to get into another university/college, possibly ruining your future. Concluding Sentence: Cheating can become a very bad habit, but by removing cellphones students won’t have the ability to cheat as they use cellphones to do so. Cheating’s dangerous and can potentially ruin ones future and by removing cellphones we are saving their future. Transition: Distractions in classes are yet another negative aspect on cellphones that can negatively affect a student’s grade. Body Paragraph Two: Topic Sentence (Claim 2): Students are supposed to be coming to school for education but when they are allowed to have cellphones with them it creates an unwanted distraction as they are tempted to play games, surf the web and mainly text friends and/or family. If students are being distracted on their phones in the class they simply aren’t learning. Support: Distractions in class are similar to distractions on the road, when you have a cell phone on the road your full attention isn’t on the road as in school your full attention isn’t in the class. Evidence 1: Most teachers want students to achieve high marks in their classes but it’s not possible when they are contradicting themselves by allowing cell phones in school/classrooms. When teachers are giving the students lectures or teaching an important lesson it is very easy to lose focus with a cell phone right by your side. Elaboration 1: It’s difficult to achieve high grades with cellphones. Cell phones are being a constant distraction all the time and if schools banned cell phones every student would be getting higher grades rather than before when they had a cellphone. Support: Cell phones are acting as students best friends as they spend most all their time on their phones than pay attention in class. Evidence 2: Mobile technology consultant Tomi Ahonen analysed a study commissioned by Nokia. They found that in users aged 13 – 18 check their smartphones almost 150 times a day. Students also spend a lot of their time in school checking social media websites where they chat with friends and play games. (Spencer) Elaboration 2: Education is first priority, especially when in school. If the average student is receive 150 texts a day that means they are texting at least some of that in school. When students are texting in school or chatting on social media websites it makes it very hard for them to focus in class, especially when they are playing games, it causes other students sitting around the person on the phone to watch him/her also distracting other classmates. Support: Students wish to achieve high grades but with a cell phone many are tempted to check it every few minutes distracting them from the class. Evidence 3: Health and human services researchers at Kent State University, in Ohio, surveyed about 500 undergraduate majors across a range of majors. One of their findings was that students with more cell phones had lower grade averages. (Berger) Elaboration 3: Almost every student has a cell phone and they are all constantly on it. If students have lower grade averages because they have cell phones it means they are on it in school during classes causing a distraction to themselves, therefore providing them with lower grades which is not beneficial to anyone. Concluding Sentence: Excluding cell phones from school will help students’ marks by allowing them to pay attention resulting in good grades. Transition: Distraction isn’t the only con about cellphones. Cyber Bullying is a major worldwide issue contributed by cellphones as well. Body Paragraph Three: Topic Sentence (Claim 3): Cyber Bullying has become a well-known, widespread teen issue around the world. Billions of people are active on social websites and are texting each month allowing students to contact each other from anywhere. When students have cell phones in school they can send anything they want to anyone they want with a touch of a button. Support: Cell phones are great tools but when put in the wrong hand they can help assist in breaking down a student to tears. Evidence 1: According to the Bureau of Justice Statistics and the U.S Health Department roughly 85 percent of teens are bullied in school and 25 percent of those teens are repeatedly bullied using cellphones. 50 percent are too shy to talk about it. (U.S Health Department) Elaboration 1: Bullying is a very serious issue and by allowing cell phones in schools, teachers are also â€Å"allowing† bullying to occur. If cell phones were not allowed in school it would help over 50 percent of bullied teens to be safe from cyber bullies. Support: Cell phones are so strong that they can be used to bully someone to the extent where the person cannot take it anymore. Evidence 2: On October 12, 2012 occurred a very sad and devastating incident where a Grade 10 student named Amanda Todd committed suicide. It started off when a stranger met her online convincing her to strip. Later on Amanda switched schools and found out he had created a Facebook account with the profile picture of her bare breasts. She then tried to kill herself by drinking bleach. Students at her school would bully her and she couldn’t take it anymore resulting in her death. (Canadian Press) Elaboration 2: Amanda had a happy life until she met someone online and started receiving threats from students on her phone at school. In the end she took her life. Cell phones were used by harassing Amanda and threatening her during school. If cell phones were not allowed at school it just might have saved her life. Support: Sadly many people around the word end up changing schools and unintentionally ending relationships with friends due to cell phones accompanying bullying. Evidence 3: Ashley was yet another young girl enjoying school when unknowingly one of her friends started to take pictures of her using her cell phone. The images were then part of a fake profile on a social media website of Ashley with her private information. Ashley later found out about the profile. The girl had full control of Ashley’s â€Å"profile† and Ashley couldn’t do anything about it. Ashley was later on forced to switch schools. Elaboration 3: Cell phones can be very powerful tools and in Ashley’s case very dangerous ones. If cell phones were banned at schools the girl could never have taken a picture of Ashley. Restated Thesis: Cell phones should not be part of the learning environment as they bring harm to the school and the students. Students take advantage of their phones in negative ways such as cheating on tests, bullying others and it just creates a distraction in class affecting their grades. Works Cited .More than 200 Students Caught Cheating in Bihar. Press Trust of India. N.p., 14 January 2014. Web. 22 Feb 2014. . The Child Study Center.Cheating in School, How it happens. Josephine Institute. N.p., 21 August 2011. Web. 22 Feb 2014. . U.S Health Department,, Bureau of Justice Statistics, and Cyberbullying Research Center. Cyber/Bullying Statistics. .N.p., 5 July 2013. Web. 23 Feb 2014. . Spencer, Ben.Mobile users can’t leave their phones without checking it for 6 minutes. N.p., 11 February 2013. Web. 23 Feb 2014. . Berger, Eric.Students who use cellphones more get lower grades. N.p., 16 Dec 2013. Web. 23 Feb 2014. . Canadian Press. Amanda Todd commits suicide N.p., 12 October 2012. Web. 22 Feb 2014. . Kids Health. Cheating.†. N.p. Web. 24 Feb 2014.

Economic Analysis of Roundup-Ready Soybeans :: Agriculture Economics Essays

Economic Analysis of Roundup-Ready Soybeans In 1974, Monsanto Corporation registered the chemical glyphosate for agricultural use in the United States. Monsanto marketed glyphosate, otherwise known as Roundup, as a broad-spectrum herbicide designed to kill â€Å"a wide variety of annual and perennial grasses, sedges, broad-leaf weeds, and woody shrubs† (Mendelson, 1998). Glyphosate kills such a huge assortment of plants and weeds by inhibiting the creation of EPSP synthase, an enzyme in plants that is required to synthesize the amino acid phenylalanine (Kliener, 1998). Deprived of phenylalanine, plants cannot make the proteins necessary for life, so these plants weaken and die. Since glyphosate kills nearly anything green, farmers have been forced to use Roundup as either a pre-emergence herbicide or a weed killer around the borders of their planting area to avoid killing their commercial crop (Sij and Stansel, 1997). Despite farmers’ inability to spray glyphosate directly on conventional crops, Roundup became â€Å"the best-selling weed-killer in the world† (Arax and Brokaw, 1997). In 1994, Roundup had net sales of approximately 1.2 billion dollars, comprising 17 percent of Monsanto’s total annual sales. However, by the mid-90’s, Monsanto neared the expiration date on its patent of Roundup, and faced the possibility of losing the production rights of this cash cow. Desperately needing a new way to continue to reap profits from glyphosate, in 1996, Monsanto, through genetic engineering, introduced genetically modified Roundup-Ready crops, varieties of several commercial crops which are resistant to glyphosate. By inserting a gene derived from a petunia that produced large amounts of EPSP synthase into the genome of several popular commercial crops, Monsanto created varieties of soybeans, cotton, canola, and corn which could produce enough EPSP synthase to overwhelm the EPSP inhibition caused by glyphosate (Kliener, 1998). Therefore, farmers can plant the glyphosate-resistant crops and spray Roundup directly on their fields, thus destroying every weed and plant except their Roundup-Ready crop. Since glyphosate-resistant crops offer the promise of a cheaper and simpler weed management process, farmers have adopted glyphosate-resistant crops at such an alarming rate that Roundup-Ready crops cover over 33 million acres worldwide (Mendelson, 1998). The advent of genetically engineered glyphosate-resistant crops has not only maintained but has greatly expanded Monsanto’s market share in the realm of agribusiness. Since Roundup-Ready seeds are only resistant to the broad-spectrum herbicide Roundup, Monsanto sells a season’s worth of weed killer along with every Roundup Ready seed sale (Arax and Brokaw, 1997).

Childrens Television Commercials: Analyzing the Representation of Fam

Children's Television Commercials: Analyzing the Representation of Family The assignment requires children’s commercials to be studied to find how these commercials are coded to give meaning to a representation of ‘the family’. However, before this can be tackled the concept of representation must be discussed as well as clarifying what exactly is meant by ‘children’s commercials’. The assignment is open to many interpretations as to what constitutes a children’s commercial. A commercial aimed at children, especially young children, must have an appeal to both child and parent alike, as it is most likely the parent who will be purchasing any of the items desired. There is a crucial interplay within commercials between selling the item to the child whilst also selling the product to the parent. When identifying children’s commercials it is advisable to look beyond the most obvious choice of toys or ‘fun’ food to all the commercials involving ‘the family’ which a child may be exp osed to. Commercials are specifically placed to gain the maximum exposure to the optimum audience for their product, so any commercial shown during children’s viewing time must have some relevance for a child. Another point to be addressed is how is a child defined. In this essay, the definition of a child from the Oxford Dictionary of Current English is taken in a modified form. The definition is a â€Å"young human being below the age of puberty† (1996, 141), but in this essay, because puberty occurs at different stages in different people, a child is taken to be of primary school age. Yet further complexity is added when personal taste is taken into account. A child of five will want very different things than a ten-year-old child, it is hard to judge wh... ...ising children, which is then used to sell the product. Bibliography Bignell, J. (1997) Media Semiotics: An Introduction. Manchester University Press: Manchester. Chandler, D. (2002) Semiotics: the Basics. Routledge: London. Goldman, R. (1998) Reading Ads Socially. Routledge: London. Gunter, B. and McAleer, J. (1997) Children and Television. Routledge: London. Johnston, R.J., Gregory, D., Pratt, G., and Watts, M. (2000) The Dictionary of Human Geography, 4th Edition. Oxford: Blackwell Publishers. Kaufman, G. (1999) The Portrayal of Men’s Family Roles in Television Commercials. [WWW document] http:/www.findarticles.com/cf_0/m2294/1999_Sept/58469479/p1/article. jhtml?term=gender+role+advertising Spivak, G. (1988) ‘Can the Subaltern speak?’ in Nelson, C. and Grossberg, L. (eds) Marxism and the Interpretation of Culture. Macmillan: London. Children's Television Commercials: Analyzing the Representation of Fam Children's Television Commercials: Analyzing the Representation of Family The assignment requires children’s commercials to be studied to find how these commercials are coded to give meaning to a representation of ‘the family’. However, before this can be tackled the concept of representation must be discussed as well as clarifying what exactly is meant by ‘children’s commercials’. The assignment is open to many interpretations as to what constitutes a children’s commercial. A commercial aimed at children, especially young children, must have an appeal to both child and parent alike, as it is most likely the parent who will be purchasing any of the items desired. There is a crucial interplay within commercials between selling the item to the child whilst also selling the product to the parent. When identifying children’s commercials it is advisable to look beyond the most obvious choice of toys or ‘fun’ food to all the commercials involving ‘the family’ which a child may be exp osed to. Commercials are specifically placed to gain the maximum exposure to the optimum audience for their product, so any commercial shown during children’s viewing time must have some relevance for a child. Another point to be addressed is how is a child defined. In this essay, the definition of a child from the Oxford Dictionary of Current English is taken in a modified form. The definition is a â€Å"young human being below the age of puberty† (1996, 141), but in this essay, because puberty occurs at different stages in different people, a child is taken to be of primary school age. Yet further complexity is added when personal taste is taken into account. A child of five will want very different things than a ten-year-old child, it is hard to judge wh... ...ising children, which is then used to sell the product. Bibliography Bignell, J. (1997) Media Semiotics: An Introduction. Manchester University Press: Manchester. Chandler, D. (2002) Semiotics: the Basics. Routledge: London. Goldman, R. (1998) Reading Ads Socially. Routledge: London. Gunter, B. and McAleer, J. (1997) Children and Television. Routledge: London. Johnston, R.J., Gregory, D., Pratt, G., and Watts, M. (2000) The Dictionary of Human Geography, 4th Edition. Oxford: Blackwell Publishers. Kaufman, G. (1999) The Portrayal of Men’s Family Roles in Television Commercials. [WWW document] http:/www.findarticles.com/cf_0/m2294/1999_Sept/58469479/p1/article. jhtml?term=gender+role+advertising Spivak, G. (1988) ‘Can the Subaltern speak?’ in Nelson, C. and Grossberg, L. (eds) Marxism and the Interpretation of Culture. Macmillan: London.

Both ‘Frankenstein’ and ‘Of mice and men’ are concerned with the themes of loneliness and dependency Essay

Compare the way Mary Shelly and John Steinbeck write about these human conditions. In this essay I will discuss and compare the similar themes of loneliness, isolation and dependency in ‘of mice and men’ and ‘Frankenstein’. Victor Frankenstein is the main protagonist character in the book ‘Frankenstein’. He is a scientist who challenges common science. He lives in a big family mansion in Geneva with all of his family. At first Frankenstein’s relationship with his family and friends is really close. When he moves to the university in Igolstadt he writes frequent letters to his family and Elizabeth. Frankenstein has an obsession with a desire to create life. He gets this uncontrollable desire from the unfortunate loss of his mother during the birth of his brother William. Frankenstein studied professor Waldman’s research on darker science and when the professor died it gave him the final push towards creating life. Frankenstein thought he owed it to the professor to finish his research. The research was time consuming this made his letters less frequent and shorter. Elizabeth felt isolated because of this and this made Frankenstein lonely as well. Captain Walton is the first narrator of the book. We learn the story of Frankenstein’s monster through his letters to his sister. He is the captain of a ship on an expedition to the North Pole. His ambition is to reach the North Pole where no man has been before. He doesn’t have a good relationship with his fellow crewmates because he is selfish and reckless you know because in the book the crew threaten to mutiny if he doesn’t let them go back home. Frankenstein and captain Walton have a link between them; they both have this deep imbedded urge to follow their ambitions without care of how reckless they are. I think this is the reason they connect so well and become close friends. George is a young, migrant ranch worker who is reasonably small and has well-defined features. He is like a father to his mentally handicapped friend. He shares the dream of owning his own ranch with Lennie. George is a quite a quite lonely man because he hasn’t got a real future, can’t have any long term relationship because Lennie takes up mostly all his time. In the book George explain how he would be able to live easily without Lennie â€Å"God a’mighty, if I was alone I could live so easy. I could get a job an’ work, an no trouble. No mess at all, and when the end of the mouth come I could take my fifty bucks and go into town and get whatever I want†. Lennie is a mentally challenged ranch worker. He is a big strong man who is impetuous. Lennie and George are a magnet, Lennie is the north pole and George is the south pole. They are completely opposite however they still attract each other and stay together. Lennie is childish and maybe mentally handicapped however he can still manipulate George. You see this in this quote just after George was complaining about Lennie stopping him doing what he wanted to do with his life. Lennie say â€Å"if you don’ want me I can go off in the hills an’ find a cave. I can go any time.† And George relied by saying â€Å"No-look! I was jus’ foolin’, Lennie. ’cause I want you to stay with me.†. Lennie likes to pet soft things he gets in trouble because of this. Lennie is very lonely because he can’t do what the other men do due to him being mentally challenged and irrational. You can see he is lonely from what he does in this quote † Ever’body went into town,† he said â€Å"Slim an’ George an’ ever’body. George say I gotta stay hear an’ not get in no trouble. I see your light.†. This shows that he is lonely and is searching for a friend because he has been left out. This also illustrates that Lennie is an outcast. Crooks is a black busted back stable buck. He is called crooks due to having a crooked spine where a horse kicked him. Crooks is lonely and isolated from the rest of the workers, he has to sleep in his own place in the stables because he is black and in the time of the book there was a lot of racism and it was accepted that blacks were inferior to the whites. He is bitter and angry due to the way he is treated, it’s a defence mechanism to try and stop him from getting hurt however when Lennie is left alone and he goes in to Crooks room he doesn’t judge him by his ethnicity still Crooks acts bitter because he doesn’t trust that a white man can be his friend this parallels with Frankenstein. In Frankenstein the monster thinks a kid wouldn’t judge him however the kid does. Even though there are differences the theme of judgement are in both texts. The monster in ‘Frankenstein’ is a man made from the severed body parts from dead criminals that Frankenstein put together and brought it to life. He has overwhelming strength and is impetuous. The monster is lonely because he is incredible hideous, repulsive and horrifying which cause people to panic and run away from him. The monster just wants to be loved and have a friend he can talk to; he doesn’t care who it is. In the book he lived in the woods for a while and noticed a family called the De Lacys who where struggling to survive during the winter. He became friends with them and helped the by doing hard manual work. Over time the monster saw what the de Lacy’s had and he fell in love with one of the de Lacys. When he told her his intensions she panic and gave him a look of disgust. Then the monster was mad with anger so he burnt them alive. The monster and Lennie a really quite similar they both are strong, impetuous and similar in appearance. The monster and Lennie have similar dependencies on their creator or carer. The monster is dependant on Frankenstein to build him a companion and eventually to be a father. Lennie is dependant on George to look after him and stop him getting in trouble. Curley’s wife is very lonely, bored and frustrated. She lives on a ranch where there no other women and during the day all the men go to work so she is left on her own being bored because she has no one to talk to. This is shown in this quote â€Å"Think I don’t like to talk to somebody ever’ once in a while? Think I like to stick in that house alla time?†. She is also frustrated that her life turned out this way. She married a violent man who she didn’t love. She imagined her life to be full of glamour, fame and stardom. In the book Lennie and Curley’s are in the barn. Curley’s wife is flirting with Lennie. Lennie starts stroking her hair softly then he got harder and harder until Curley’s wife screams. Lennie panics, covers her mouth and shakes until she was dead. A similar thing happens in the book Frankenstein, the monster tries to be friends with William however William panics and the monster accidentally kills him. The structure and style of both texts are very different. Mary shelly told the story of Frankenstein through letters that captain Walton wrote to his sister and at the end of the book we hear the monster’s side to the story. The style of Frankenstein is gothic horror. It is dark, gory and intense. Steinbeck’s is written in a more traditional structure in the third person. It is an emotional drama. Steinbeck uses description of scenery and animals to build characters however Mary shelly focuses on developing characters. In conclusion I believe that both books illustrate loneliness and dependency very well however I prefer the story of Frankenstein more than Of mice and men because Frankenstein is more surreal and is gory which I like. Of mice and men is realistic and quite boring. I think the fact that they are very different types of books that were written at very different times and still have the same themes is quite interesting.