Watergate chronology Essay Example For Students

Watergate chronology Essay January20,1969 Richard M. Nixon elected the thirty-seventh president of the United States 1969 Ehrlichman suggests to Caulfield that he leave the White House and set up aprivate security business that would provide security to the 1972 Nixoncampaign. This project, Sandwedge, would be similar to the Kennedy securityfirm, Intertel. June 5, 1970With the goal of increasing cooperation between various intelligence agencieswithin the government, a meeting was called in the Oval Office. Those inAttendance: Richard Nixon, J. Edgar Hoover, Richard Helms, and chiefs of theNSA and the DIA. Nixon aide Tom Charles Huston was assigned to work withthe heads of these agencies to facilitate increased cooperation. We will write a custom essay on Watergate chronology specifically for you for only $16.38 $13.9/page Order now early July,1970The Huston Plan sent to the President. This plan was an addition made byHuston to a plan endorsed by Hoover and Helms (NSA and DIA as well?). Hustons addition called for electronic surveillance, monitoring activities,surreptitious entries, recruitment of more campus informants, et al. July 14, 1970Nixon endorses the Huston PlanJuly 27, 1970Hoover visits John Mitchell. Mitchell hears about the Huston plan for the firsttime. Mitchell later goes to Nixon and urges the President to Stop the plan. Nixon later cancelled the plan. September17, 1970Mitchell met with John Dean. Mitchell discussed the poor job that the FBI wasdoing in the area domestic intelligence. This followed a conversation betweenMitchell, Helms and others from the CIA on a similar topic. September18, 1970John Dean sends a memo to John Mitchell in which he offers a plan forintelligence gathering. The most appropriate procedure would be to decide on the type ofintelligence we need, based on an assessment of the recommendations ofthis unit, and then to proceed to remove the restraints as neccessary toobtain such intelligence. May 3, 1971Following Nixons decision concerning Laos, Anti-Vietnam activists attempt toshutdown Washington by blocking roads with stalled cars, human blockades,garbage cans, and other materials. The protests result in over 12,000 arrests. John Dean headed up the White House intelligence gathering during this protest. June 13,1971The New York Times begins publication of excerpts from The PentagonPapers. The Pentagon Papers was a 7,000 page document that was first commissionedby Robert McNamara in June of 1967 for future scholars to use. The Paperswere leaked to the Times by Daniel Ellsberg. Although there were many crucialdocuments that were not included, the Papers did include documents from theDefense Department, the State Department, the CIA, and the White House. June 14,1971John Mitchell sends a telegram to the New York Times. Arthur Ochs SulzbergerPresident and PublisherThe New York TimesNew York New YorkI have been advised by the Secretary of Defense that the material published inThe New York Times on June 13, 14, 1971 captioned Key Texts FromPentagons Vietnam Study contains information relating to the national defenseof the United States and bears a top secret classification. As such, publication of this information is directly prohibited by the provisionsof the Espionage law, Title 18, United States Code, Section 793. Moreover further publication of information of this character will causeirreparable injury to the defense interests of the United States. Accordingly, I respectfully request that you publish no further information of thischaracter and advise me that you have made arrangements for the return ofthese documents to the Department of Defense. John W. MitchellAttorney GeneralThe New York Times declined Mitchells request. July, 1971 Ehrlichman appoints Young and Egil Bud Krogh, Jr. to direct a S pecialInvestigations Unit to investigate the leak of the Pentagon Papers. Young andKroghs group become known as the plumbers. August 16,1971John Dean writes the memorandum Dealing with our Political Enemies wherehe describes how we can use the available federal machinery to screw ourpolitical enemies.Sept. 3, 1971Break in of the office of Lewis Fielding, Daniel Ellsbergs psychiatrist, in LosAngeles led by Hunt and Liddy. The goal was to seek information that wouldbe damaging to Ellsberg. .ua06d3d31eb234d0e58f5c5ebe924ee04 , .ua06d3d31eb234d0e58f5c5ebe924ee04 .postImageUrl , .ua06d3d31eb234d0e58f5c5ebe924ee04 .centered-text-area { min-height: 80px; position: relative; } .ua06d3d31eb234d0e58f5c5ebe924ee04 , .ua06d3d31eb234d0e58f5c5ebe924ee04:hover , .ua06d3d31eb234d0e58f5c5ebe924ee04:visited , .ua06d3d31eb234d0e58f5c5ebe924ee04:active { border:0!important; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .clearfix:after { content: ""; display: table; clear: both; } .ua06d3d31eb234d0e58f5c5ebe924ee04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua06d3d31eb234d0e58f5c5ebe924ee04:active , .ua06d3d31eb234d0e58f5c5ebe924ee04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .centered-text-area { width: 100%; position: relative ; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua06d3d31eb234d0e58f5c5ebe924ee04:hover .ctaButton { background-color: #34495E!important; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua06d3d31eb234d0e58f5c5ebe924ee04 .ua06d3d31eb234d0e58f5c5ebe924ee04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua06d3d31eb234d0e58f5c5ebe924ee04:after { content: ""; display: block; clear: both; } READ: Plagiarism Activity EssayOctober,1971 Colson asks Dean to investigate the Happy Hooker ring in New York tosee if

Coming of Age Speech Essays

Coming of Age Speech Essays Coming of Age Speech Paper Coming of Age Speech Paper When you were a child, have you ever burnt yourself by touching fire? If so, your parents may have warned you, but you hurt yourself anyway out of curiosity. After that experience, would you ever repeat yourself and touch it again? Of course not! Due to this pain you experienced, you’ll unlikely do it again. Similarly, ‘we mature and learn through our experiences and challenges through coming of age. ’ The transition to adulthood isn’t simply just door that you walk through when you reach a stage of adulthood. It’s like a stairway that you climb, step-by-step, throughout adolescence. To better understand this concept, the novel ‘Anne of Green Gable’ by Montgomery is a clear depiction of coming of age. The text is written in form of third-person omniscient, where the point of view shifts to reveal the different perspectives and experiences of Anne and Marilla by representing a child and an adult view. This technique also allows the audience to observe the process Anne’s identity being forged. The persona ‘Anne Shirley’s experiences various challenges of coming of age but the ones of importance are: 1. Misunderstanding 2. Use of Hurtful words 3. Death of loved ones The idea of ‘misunderstanding’ is presented through the idiom â€Å"For pity’s sake hold your tongue. † which Marilla said to Anne simply telling her to be quiet allowing the audience to identify the talkativeness of Anne identifying the misunderstanding of her actions. This is further reinforced by the quote Anne said to Matthew: â€Å"It’s so easy to be wicked without knowing it†, which juxtaposes with Anne’s experiences of maturity with Marilla. Misunderstandings are also incidents in which individuals are able to learn about the consequences of their actions. Such a scenario is when Anne is accused of stealing Marilla’s brooch. However, inexperienced Anne’s reaction was to ‘lie’ that she has stolen it. Marilla therefore is able to teach Anne a lesson about misunderstanding and the issue of accepting blame. This experience later helps Anne to maintain her friendship between Diana and resolving the misunderstanding she had with her mother, in which she’s able to understand the others as well. The value of forgiveness, within maturity is learnt by Anne when her neighbour, Mrs Rachel uses the simile â€Å"hair as red as carrot† reinforced by descriptive language â€Å"terrible skinny, omely, freckles† defining Anne’s appearances, putting Anne in an emotional state. Immaturely Anne reacts by insulting Mrs Rachel and later refuses to apologise until her conversation with Matthew, Marilla’s brother. Where she learns the value of being humble and how insults with Hurtful words can ruin relationships. She also continues to mature by apologizing to Mrs Rachael. Anne’s biggest challenge was this event of Matthew’s death, where she experienced loss as an orphan when her parents passed away as well as other people who adopted her. Anne shows maturity during this ordeal by worrying and taking care of Marilla even through her own state of despair. In which she’s able to establish the value of responsibility. Like the pieces of a puzzle where they’re put together to form a picture, it represents the inner-qualities that Anne gains from every experiences. Allow Anne to establish a sense of identity and adulthood. Therefore our identities are formed by the experiences and challenges that we face throughout our lives and are built upon the values we gain from every trial.

Role of Moses in Judaism Research Paper Example | Topics and Well Written Essays - 2250 words

Role of Moses in Judaism - Research Paper Example Still the Israelites, operating under the blessings of God, grew in numbers and stronger (Wheless, 19). This forced the Egyptians to introduce tighter controls against the Israelites by killing their children. It is during this time that Moses is born. This was as a result of the Israelite prayers to God, to deliver them from the Egyptian bondage. To protect Moses from death, her mother places him in a casket and it flows along the River Nile, and through Gods intervention, the Casket flows into the hands of Pharaohs daughter who adopts him as her son and therefore raised as an Egyptian prince. Moses grew up in the palace but he did not identify himself with the Egyptians. As a grown up man, Moses was not happy at the way in which his people were being treated, and he at one time killed an Egyptian for beating up an Israelite, thereby drawing the wrath of Pharaoh and fleeing to Midian and in this land, Moses met Zipporah, and married her. Zipporah was a daughter of Jethro, the priest of Median. Moses worked for him, for forty years as a shepherd, and it is while tending after the flock, that he got a visitation from God, requiring him to go back to Egypt, and to Pharaoh in particular, demanding the release of the Israelites from bondage. Moses obeyed the call from God and went back to Egypt demanding the freedom of the Israelites. Pharaoh, at first refused to grant him his wish, and through Moses, God struck Egypt with ten plagues, and it is the tenth plague that forced Pharaoh to release the Israelites. This plague was known as the plague of the first born where an angel of God, called The Angel of Death, killed all the first born male children of the Egyptians, including Pharaohs child. The first born of Israelites were saved by marking their door posts with the blood of a lamb. They had to eat the slain lamb, with bitter herbs, symbolizing their painful stay in Egypt as slaves. This was known as the Passover (Storr, 85).On leaving Egypt, Pharaoh changed his mind, and ordered his army to pursue the Israelites, and they were cornered at the Red Sea. God miraculously caused the Red sea to open and the Israelites passed over it. When the Egyptians attempted, God made the Red Sea to swallow them and therefore destroying the Egyptian army. This paper is an analysis of the Role of Moses in Judaism. It highlights, in detail, why Moses is regarded as an important Jewish prophet and teacher of God’s word. The paper analyses the first five books of the bible that are credited to Moses, namely Genesis, Exodus, Deuteronomy, Numbers and Leviticus. The paper highlights how Mosaic laws shaped the thinking of the Jews and their historical celebrations. It also highlights his role as a savior, taking them away from Egypt, into the Promised Land. There is also the mention of the Ten Commandments which forms the basis of the Jewish laws and traditions and the aspect of religion in him being the first person in the bible to introduce the Israelites into the knowledge of their God, Jehovah. This paper mentions the various wars that Moses led the children of Israel into during their exodus, and through faith, how they won this wars. This paper has a conclusion, which talks of other Prophets of Israel whom the Jews regard as important in their Judaist practices. Approximately, a thousand years after the death of Abraham, his descendants lived in

Corporate strategy Essay Example | Topics and Well Written Essays - 2000 words - 1

Corporate strategy - Essay Example It is irrefutable that the brewing industry and its market in UK have significantly changed over the years. It should be noted that most of the common assumptions and preconceptions of manufacturers about their distribution channels and consumer preferences are now obsolete. Thus, Coors Brewers Ltd. (Coors) needs to institute a change of strategic directions in order to account for these important developments and trends. This report generally aims to identify the various future strategic options for Coors. The first section will conduct an environmental scanning which will examine the different changes in the market of the business organisation. Secondly, this report will briefly outline its recommendations on how Coors can further enhance its performance by using its strengths and core competence to take advantage of the opportunities in the UK market. These will be conducted through the use of strategic management tools specifically the Ansoff Matrix. The market for alcoholic drinks is a very important sector in the UK market. It should be noted that the brewery sector generates more revenue than the other large industries like clothing, motor vehicles, tobacco, and confectionary. However, there has been a decreasing trend in alcohol consumption within UK households. It also noted that the traditional beer consumption in public houses is now overshadowed by the increasing consumer preference to consume brewed products at home as this is perceived to be more socially acceptable. The major trends in the UK brewing industry are identified as follows: â€Å"there is a growing female and mixed group influence; going to a public house is a leisure activity; consumption is often driven by occasion and events in both on-and off-trade; premium beers are becoming an important sector; there is wide choice of outlets; and there is a wide choice of brands.† In addition, it should

Planning Assessment Essay Example for Free

Planning Assessment Essay When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first. Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on. When this has all been achieved the learners will need to be given information about the planned assessment. First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL – the governing body of the qualifications. They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment. After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it. 3. 3 EXPLAIN HOW TO PLAN A HOLISTIC APPROACH TO ASSESSMENT By taking a holistic approach to assessment, it can provide the learner with a more in depth report on their progress by covering all the different methods – observations, session plans, witness testimonies, knowledge evidence and professional discussion across all the units in one go. This allows me to understand the different kind of approaches each individual learner feels comfortable with to achieve the highest possible grade. 3. 5 EXPLAIN HOW TO MINIMIZE RISKS THROUGH THE PLANNING PROCESS It is the responsibility of the assessor to minimise the risks by making sure all of the health and safety procedures are covered such as risk assessment of the facilities. The assessor needs to gather information that is personal from the learner in order to adapt and provide special needs that they might have. Also the assessor will need to treat all learners equally, ensuring that equality and diversity issue are met. Once this information has been gained, the assessor can then produce an action plan for the learner which is both realistic and achievable so they are comfortable to achieve the best possible results. 4. 1 EXPLAIN THE IMPORTANCE OF INVOLVING THE LEARNER AND OTHERS IN THE ASSESSMENT PROCESS Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback. Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria. If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in place which include grievance procedures, systems for appeals and confidentiality procedures. 4. 2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS. The first thing that should be made available to the learners and those involved in the assessment process is what the reason is for assessment. The NVQ award is structured for a candidate to provide evidence through practical assignments and portfolio evidence that is gained throughout the qualification. They will also need to know how long they have to complete the course which is up to the assessor. By giving them information on deadlines then it will ensure tasks are not left until the last minute which could affect the standards of the work. One other type of information that they will need to know is what the criteria is for them to achieve the grade. Each qualification has a minimum requirement needed to be met and once they learner knows this, they can work towards meeting it and gaining the qualification. 4. 3 EXPLAIN HOW PEER AND SELF ASSESSMENT CAN BE USED EFFECTIVELY TO PROMOTE LEARNER INVOLVEMENT AND PERSONAL RESPONSIBILITY IN THE ASSESSMENT OF LEARNING Peer and Self-Assessment can be used effectively within the learners when one of the group has difficulty within a task. Learners can interact with each other and help each other out which would be a lot less intimidating and in some situations embarrassing for shy and insecure learners than an assessor telling them they are right or wrong in front of the rest of the group. 6. 3 SUMMARISE THE PROCEDURES TO FOLLOW WHEN THERE ARE DISPUTES CONCERNING ASSESSMENT IN OWN AREA OF PRACTICE If there are disputes concerning assessment in own area of practice then the procedures to follow are as follows: First of all the assessor has to be available to discuss the problem as it could be sorted out quickly and effectively through discussion. If the learner feels they want to take it further then they can take the steps to show their disagreement which will be listed in their ‘Student Handbook’ given to them at the beginning of the course. This includes a formal written complaint to the assessor’s superior which they will then deal with in an efficient and non-discriminatory way, treating the claim with upmost confidentiality where they will decided whether to uphold or overturn the assessor’s original decision. 7. 2 EXPLAIN HOW FEEDBACK AND QUESTIONING CONTRIBUTE TO THE ASSESSMENT PROCESS Feedback and Questioning can help learners improve on a specific task. Feedback provides correction and improvement on a piece of work. Not only can it correct or improve the work but it can be used as encouragement or motivation to a learner especially when they are doing well or think they are not doing well.

The Moors Last Sigh: Wickedly Comic Essay example -- Moors Last Sigh

Hopping in a careful, calculated manner across four generations of a rich and demented Indian family, Salman Rushdie's cynical novel The Moor's Last Sigh laughs mischievously at the world and shivers from its evils. Weaving a tale of murder and suicide, of atheism and asceticism, of affection and adultery, Rushdie's exquisitely crafted storytelling explains the "fall from grace of a high-born crossbreed," namely our narrator Moraes Zogoiby, also known as "Moor." At the centerpiece of this odd and captivating tale stand the embers of Moor's family: a complex web including a ridiculed political activist, a shrew, a homosexual husband, an artist, and a Jewish underworld gangster, among others. Moor's sisters lead lives as abnormal and doomed as their family history would predispose them towards: Ina, a washed-up model, dies in the throes of insanity; Minnie takes holy orders, predicting a great plague washing over Bombay and envisioning talking rats; Mynah, a lesbian, hopelessly infatuated with Moor's lover, dies in an industrial "accident" that m y~be~her~ father's doing. Such is ...

How Is Chapter 5 Significant to the Noval as a Whole/ Frankenstein

How is chapter 5 significant to the novel as a whole? The significance of chapter 5 to the novel as a whole can be observed through the relevance of the writer's use of language to describe the setting, character and what it shows about social and historical influence of ‘Frankenstein’. Mary Shelley wrote and conceived of Frankenstein while she and her husband Percy Shelley were visiting Lord Byron in Switzerland in June 1816. They had spent an evening around the fire telling horror stories. By the support of her husband, she continued to develop the story at the age of 19 and was published in March 1818. Mary Shelley became one of the most famous authors by writing ‘Frankenstein’, one of the best works of gothic horror, unfortunately in the 19 century; women were not credited well and did not have many rights. Mary Shelley could not publish the novel because she was a woman. Therefore, Mary Shelley published the novel under her husbands name ‘Percy Shelley’. Mary Shelley had written the novel because in her past she had experienced many deaths in her family. All the circumstances in her life brought her to write Frankenstein, one of the world’s greatest horror novels. The idea of this book was to bring the dead back to life and was a reflection of Mary Shelley’s own life. Chapter 5 is written as an imperative chapter; this is because in the novel the creation is brought to life, first described that, ‘as the yellow eye of the creature opened’ his creator Victor Frankenstein flees into the streets in fear. Shelley shows descriptive features of Frankenstein’s monster. One example from the text is ‘shrivelled complexion’; she uses descriptions like this in long sentences to create imagery in the reader’s minds. In those times, people were very religious and Frankenstein was about resurrecting the dead back to life. People were very strict religiously and became offended by novel and were utterly disgusted. Today scientists have proven and discovered a lot about humans and how the world was created so people have begun to believe in science. This novel is one of the most enduring works of gothic genre and compared to the novels written today, they are not equivalent to Frankenstein. Chapter 5 is the main part of the novel. This is hugely important to the story because this tells us Shelley’s feelings and accomplishments. In those times, men were credited more than women were. Therefore, Mary Shelley made her main character as a male called Victor Frankenstein who is a doctor that studied natural philosophy. He is very obsessed with science and particularly in bringing, the dead back to life; something man had never done before. Referring to the text, ‘I work hard for nearly two years, for the sole purpose of infusing life into an inanimate body’, the obsession Victor has of just resurrecting the dead is shown clearly and how much science is important to him. Victor continued and started to create a creature out of dead remains. He begins to create the creature as it says in the text ‘I collected the instruments of life around me’ this shows us that Victor Frankenstein is trying to bring the monster to life with his machinery. Another point that proves that he is beginning to give his ultimate design the gift of life is, ‘I might infuse a spark into the life into the lifeless thing that lay at my feet’, this proves that the creature Victor was trying to bring to life was still inactive and dead. In another part of the chapter it says ‘I saw the dull yellow eye of the creature open’ this sentence is describing that the monster has been brought to life and is alive; so the experiment was a success. Mary Shelley describes the atmosphere and introduces the opening of chapter 5 as ‘it was on a dreary night of November’ and then follows with ‘the rain pattered dismally against the panes’. Both quotations suggest a dark, gloomy, gothic atmosphere and both quotes use pathetic fallacy. Mary also tells what time it is, ‘by the dim yellow light of the moon’ which proves that it is nighttime and gives an extra feature of gothic horror. Shelley shows that they didn’t have any electricity in those times as they were using candle-light, as it says in the text ‘by the glimmer of the half-extinguished light’, which means that Victor was working very hard, late at night. These few points all refer to pathetic fallacy because it sets the atmosphere well, which improves the gothic setting, to make it more horrifying. These gothic features build up and make a bigger impact on the reader, which improves the storyline. Mary also uses long, complex and descriptive sentences to describe Victor Frankenstein. She shows that Victor is worried when he creates the creature. By referring to the text it says ‘unable to endure the aspect of the being I had created’ which means that he could not absorb the reality of the situation and that he felt regret and remorse at his invention. Shelley describes some of the monster’s features, some examples are ‘his shrivelled complexion and straight black lips, his teeth of pearly whiteness’ These features give a stronger image on how he was created, and the use of sentence structure and strong adjectives delivers this well. The reason why Shelley uses these techniques is to bring the gothic explanation to the reader in a more understandable form; this is why Shelley used complex words like ‘inanimate and endeavoured’, The use of strong wording links the story together by making it more understandable. Shelley describes the creature with powerful adjectives; she uses words like ‘convulsive and demoniacal’ this gives the reader a clearer picture, which adds on to the readers imagination. When the monster is created, Victor Frankenstein rejects his creation. Shelley has written ‘I took refuge in the courtyard belonging to the house which I had inhabited’, Victor was very disappointed because he did not know how to teach his monster, was worried about what people would say to him. Therefore, Victor abandoned his creation and ran into the streets. This shows that it had a great effect on Victor Frankenstein, referring to the text, it says ‘I escaped, and rushed down the stairs’, this explains how he didn’t approve after he had created the monster as he realised that he had created something that would shock thousands of people. He would also need to care for it like a child. As Victor rejected his creation, he left it vulnerable against everything. At one point in the novel it describes Victor’s creation has awakened and is trying to speak. ‘He muttered some inarticulate sounds’, this proves that the monster cannot speak but is trying to communicate as the creation is a new born and thinks Victor as his parent. The monster picks upon speech very fast and is able to communicate with his creator who he finds by reading Victors diary. Frankenstein was written for intelligent readers because the ideas and the words used would have a bigger impact on them, as well as challenging one’s imagination. Shelley made it clear by adding this line to the novel; ‘anxiety that almost amounted to agony’, this adds alliteration for emphasis and proves that Frankenstein is a very worried man. Frankenstein is upset and confused about what he has just done. We learn about this when Frankenstein says ‘how can I describe my emotions at this catastrophe’, this proves to us that his obsession has paved over and he has finally realised hat sort of monstrosity he has created; the consequences of his actions are great. He then becomes afraid; when he sleeps, he starts to fear for his life and his family. Mary makes it clear that he is troubled in his sleep by adding this line to the novel: ‘I started from my sleep with horror’. Frankenstein is so worried about himself and his family that he ge ts nightmares; he left his creation to suffer. This leaves Victor frightened that the creature is going to approach him and take his revenge. Before becoming afraid for his own life, he was so tired that he threw himself into his bed in his clothes; this implies that he was weary. Frankenstein is also a very pessimistic man. He is confused. His feelings are confusing him after he creates the monster. Throughout chapter five Frankenstein feels and says that he is filled with calm and serene joy. At the start of the chapter, Frankenstein's feelings were unhappy, but towards the end of the chapter, he is happy until he became ill. When Frankenstein became ill, his friend Henry Clerval helped him regain full health once again. Chapter 5 tells us about how Frankenstein feels and acts; this gives a completely better picture of the character, ‘Dr Frankenstein’. Mary Shelley at such a young age used pathetic fallacy really well in this novel. At the start of chapter five, she sets the scene up as dark, gloomy and wet. This adds to the bad atmosphere. Dark and gloomy are words that are added to create a sinister atmosphere. Most people prefer sunny days to dark and gloomy days. This shows us that even within the first paragraph of the chapter the bad atmosphere is already being set. As well as being able to set bad atmosphere, Shelley can also make the atmosphere happy and joyous. Shelley used words such as ‘unable to contain myself’. This suggests that Shelley was a competent writer because she had experienced death and joy in her life. This helped her to use descriptive language like, ‘a convulsive motion agitated its limbs’; this quote is not a very joyous sentence but has a macabre tone, which makes the gothic horror creepy. Shelley also quickly changed the atmosphere all of a sudden; she rapidly changed it from Frankenstein being worried to being relieved. Shelley created the novel on her point of view; based on her life, as in the text it proves that she wrote the novel on herself or a first person. If it was written on a third, person’s point of view, it may be written as ‘a cold dew covered his forehead’ which you can tell is more made up than real. This means that it is better to write as first person because it makes more sense and sounds more believable. When he had created the creature the text says ‘I beheld the accomplishment of my toils’; this shows us that he was very proud of his creation until it came to mind that he had done a very bad thing and could not proceed any further; he would have to dismantle the being he had created. Chapter 5 tells us how hard Victor Frankenstein has worked to create the creature; it is written: ‘I had deprived myself of rest and health’. This tells us that he did not have even a little break until he had created the creature and shows us his enthusiasm; he is determined to finish and create the monster. He wanted to prove that it was possible to bring the dead back to life. As Frankenstein is giving life to the creature, it says, ‘I had gazed on him while unfinished’; this means that as he took one last look at the monster he was unaware of any problems to come. This tells us that you could already see how obsessed and blinded he was, that he did not consider the consequences he would have to face. Frankenstein is caught up in his feelings; not caring at all for what he had created and selfishly leaves his creation to suffer. Frankenstein leaves the monster alone, which is classed as terrible parenting in society. Chapter five is when the monster gets the gift of life; just like a baby. When a parent leaves his or her child, it is regarded as mistreatment. The main thing that parents do with their children, which Frankenstein did not, is to educate him. They need to teach them how to live; to get through life smoothly, to be civilised, and they should be taught the laws of society that you must abide by. Frankenstein did not teach the creature this, so the creature took it upon himself to kill his creator's family in a fit of childish revenge. Frankenstein brings the creature to life, and then the creature massacres his family; this links in with the obsession theme. The monster was disliked and ignored by everyone. The creation is rejected, and as he is very intelligent, he hides in a house. In that house a child is learning from her mother and is being taught how to read, write, and speak; the monster learns how to communicate and confronts Frankenstein. Victor cannot tolerate him, as he is frightened and cannot confront it because he had left it to suffer and die. There are many descriptive features of Victor’s creation. When the monster is brought back to life, Shelley illustrates it as, ‘a convulsive motion agitated his limbs’; this means that the monster made his first movement and has been given life. Frankenstein escaped and was regretful of his actions, so became seriously depressed. This is another point that proves that Frankenstein is based on her own life. There is a link between Frankenstein and Mary Shelley; Shelley is hugely obsessed in writing her story which she dreamt about at night, this appeared to her as she had many deaths in her family. This shows us why she wanted to write her story and how it was extremely important to her. On the other hand Frankenstein is obsessed in resurrecting the dead back to life. This shows us that Mary Shelley and Victor Frankenstein are closely equivalent to each other as they had the same desires in resurrecting the dead back to life. Chapter 5 is hugely important to the novel because it is when the monster awakens; this is when the impossible happens and it has an impact on the the readers, as there is suspense. In addition, more importantly, the notion of bringing the dead to life reflects Shelley’s own despair and the circumstances that overcame her during her life. Her mother died ten days after Mary Shelley was born. Her husband also drowned. All the religious people were shocked and disgusted because she had written against their religion by writing on the topic of resurrection. On the other hand, she had written something so unique that people admired her for her achievement. Mary had written one of the greatest gothic horror stories in history, leaving people inspired by her work. The novel presented readers with the incredible images of creation and death. There are many key points that link up chapter 5. One point is ‘obsession’. In the text it says, ‘I had desired it with an ardour that far exceeded moderation’; this is one of the most important facts about Victors passion in creating the creature; he knew that this was something that will shock the world and he wished to be the first to succeed in resurrecting a being. Chapter 5 is about Frankenstein being so obsessed, he does not know how repulsive the creature will be. His obsession backfires on his family and friends who fell foul of the creature. This implies that this is a key point contributing immensely to the novel. The concepts of birth and death also run throughout the novel. In chapter 5, Frankenstein is giving life to the creature. Frankenstein behaved wrongly as a parent to his creation; he abandoned it. Regardless how ugly or deformed your child is, a parent should love it and give it protection. Frankenstein acted atrociously; he condemned his own creation. In the 19th Century, scientists wanted to bring people back to life. Some scientists managed to revive some dead tissue; this is the furthest anyone got to revive the dead. Mary Shelley interpreted it into her novel; this shows her awareness of current affairs and scientific thinking. Mary Shelley interpreted this in a different way though; Frankenstein did not bring a particular person back to life, but he added different body parts from different dead people to make a creature. Frankenstein made the creature against the laws of nature, so he reaped the consequences. Overall, I have learned about how Mary Shelley used gothic horror and how she used long descriptive sentences to have a bigger effect on the reader. I have also learned how bad parenting can affect the minds of people psychologically. In addition, I have observed how effectively she describes a monster, and stimulates the reader’s imagination. I can see how she uses pathetic fallacy, which uses the atmosphere to make the mood and creates the genre of the story. I have observed how Shelley bases the novel on a first person, so she will be talking about herself, which will be effective at connecting the reader with Dr Frankenstein’s experiences. Also, the problems and grief that Mary Shelley experienced in her life is evident through the storyline; this makes it a more personal account. I have learned how important chapter 5 is to the novel as it is directly pointing at the life of Mary. I can see how she describes the creature visually, by giving long, descriptive features e. g. his hair, his eyes and his lips. She gives so much detail about the creature that you can even relate to the state Victor Frankenstein is in after he creates the monster and how he reacted to it. In the text, it tells us e. g. , how long he worked, why he worked and what he was doing it for. Automatically it brings imagery in to your head and gives a brief image on how he would have looked. By Frankenstein being intensely horrified, he and the public reject the monster and it is chased out of the community. This shows that people were not tolerant of differences or bizarre people in society. Therefore, the creature is unable to endure its phase of life, and feels rage towards the one person who should have cared for him. The creature felt betrayed and sought revenge. I now understand the message of this novel; Shelley is actually warning the readers to consider their actions and the consequences on others. If you do wrong to someone, you will eventually regret it, as you will face punishment in some way or another. Frankenstein was a good novel for its time; by studying chapter 5, I have learnt that 19th century life was a lot different to mine. This novel is very captivating and moving, considering when it was written, and the ethics behind it.