The Big Mother Study Thesis

He was working so hard that his “cheeks had grown pale with study” (Shelley 29). Also the book states, “Natural philosophy, and particular chemistry… became my sole occupation” (Shelley 29). All the time Victor was spending on this monster was physically causing him to get sick. As the monster started coming alive, Victor realized it was not how he thought it would turn out. The monster was described as “limbs were proportionate… yellow skin scarcely covered the work of muscles and arteries beneath… teeth of pearly whiteness…” (Shelley 35). When the monster came alive, Victor could be seen as a biblical allusion to the readers, as he could be playing God. He created a life, just a God does. When he begins to have nightmares about the monster, he begins to realize it was a bad idea for him to create this creature. Fast forward two chapters, and the readers also begin to agree with Victor’s theory that the monster was a bad idea. Victor learns of his youngest brother William’s death and assumes his creation has done it. When he later returns home he does not say a word because he does not want to be labeled ‘crazy’ or ‘insane’. The book states, “Two years have passed since… he received life… was this his first crime?” (Shelley 50). Victors knowledge prior to making the monster did not include his creation ever becoming a murderer. Victor had no intention of creating such an evil being, yet now he learned that not everything is as good as it seems. Victor contemplates suicide because he know it will not be easy to stop his creation but instead he voyages out to destroy it. While running into the monster in the woods, he now knows what the monster is capable of, and “trembles with rage and fear” (Shelley 68). The monster insists Victor sit with him in the cave and hear his struggles and how much knowledge he has

To begin, Victor betrays nature with the physical creation of the monster. Upon giving the creature life, Victor becomes horrified of what he had created and essentially left the creature in fear. It is nature’s responsibility to create life, not mankind. Since Victor gives the monster life, he has created something unnatural and he himself even admits his mistake when he states, “I have created a monster.” To make matters worse, Victor had left his creation on its own when the monster had no prior experience in the world and was learning everything from this point on. The monster, at this point, reflected the innocent nature of a child and needed to be taught properly about life. Victor’s

Before Victor abandoned the creature, he tells Victor that his “soul glowed with love and humanity” and throughout the novel he helps others and uses his sense of right and wrong (Shelly 91). After leaving the village, the creature runs across a family and begins to observe the way they interact with each other, while only taking enough food to feed himself from them when they were not home. Once the creature realizes that taking food from them is hurting them he stops, begins to eat berries and nuts, and starts providing the family with fire wood to help them because he knows they need the help and he felt bad. The creature eventually works up the nerve to befriend the old, blind man in the family and ends up being accepted for who he is character wise. He finally feels accepted and like he belongs; however, this is shortly lived because the rest of the old man’s family comes home and they are mortified at what they see. They inform the old man that the creature is not a normal being and that he is a hideous monster. Once informed the old man turns on the creature, on his friend, and begins beating him with his cane alongside his family. The monster is not yet discouraged and ventures off to find another companion and on his way he rescues a little girl from drowning even

His fear inducing appearance adds to his state of isolation, so much so that even his own creator “found himself filled with horror and fear at the hideous thing he created.”(Nardo 51). His abruptly ended friendship with the blind man only worsens his painful desolation since he now understands what a true friendship is like. The monster longs for a companion and begs to Victor “You must create a female for me with whom I can live” (Shelley 144) and pleads with him for a mate of the opposite sex. When this demand is not met, the monster fills with rage toward Victor, and he vows revenge upon

The disappointment is not only irrational, but also shows his further jaded ideal of perfection in the fact that he considers ugliness a weakness. If that were true, ugliness would be the creature's only weakness, as the story goes on to tell of the selfless acts of kindness the creature administers. Victor describes his supposed miserable failure as a deformed monster when he says "His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of lustrous black, and flowing his teeth of pearly whiteness; but these luxuriances only form a more horrid contrast with his watery eyes, that seemed almost of the same color as the dun-white sockets in which they were set, his shriveled complexion and straight black lips" (56; ch.5; vol.1). Later, Victor sees the creature after a long period of his aimless roaming, and he "trembled with rage and horror" (95; ch. 3; vol .2). Victor wished to engage in mortal combat because he had a faint premonition the creature might have possibly killed his son. The senseless idea was formed simply because of the creature's physical features, and that he may have been in the vicinity. Even though the monster was shunned, hated, labeled prematurely as a killer, and cursed by his very own maker, he sees the goodness of the human heart and desires to learn more about the human race. As the supposed monster journeys onward, he is delighted and allured by the moon and sun, and other peaceful,

Victor thought “for this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart”(page). This quote demonstrates that once Victor had concluded his work of creating the monster, he realized that it may have been a huge mistake. He was not satisfied with his creation instead he was filled with terror. In result of his realization, he left the monster to fend for himself and suffer. Victor shows an evil side of himself by abandoning the monster and leaving him to be universally shunned by society. By Victor doing this one evil act, it causes the monster himself to go off and initiate evil acts of his own.

A psychologist in the 1950’s by the name of Harry Harlow did a study on the parent-infant bond using a baby monkey and two artificial mothers. To make the experiment proper, Harlow removed the infant from its biological mother early on and was raised with individual cages (Myers, 2010, p. 188). The experiment was set up so that there were two “mothers”; one with the monkey’s blanket and the other had a bottle attached to a wire skeleton. This experiment was to test if a soft, caring mother, or one that provided food whenever pleased would more comfort an infant monkey.

When the monster is first created victor says "he held up the curtain of the bed; and his eyes, if they may be called, were fixed on me. His jaw opened and he muttered some inarticulate sounds, while a grin wrinkled his cheeks." So this shows that at the beginning the creature was a happy to be alive, good person I would say. But he was treated poorly. He came to life and

Later, several kinds of prosocial behaviors can be observed in toddlers, as summarized in Laible and Karahuta (2014). Frequent sharing starts between 9-12 months of age, but by 24 months children become aware of the costs of sharing, so it becomes limited until later childhood. Helping behaviors appear at 12 months, when babies will point to help adults find objects in the room that the adult’s can’t find because someone else moved them or they somehow got displaced. At 18 months, babies will help an experimenter who’s hands are full open a book closet, pick up a clothespin that an experimenter dropped accidentally, or assist in cooperative helping tasks with adults. It isn’t until 36 months that children succeed in cooperative tasks with peers. Also, before age 2, children can only comfort others in distress by getting an adult or using egocentric techniques. A child might bring his or her own teddy bear to a distressed person, instead of a comforting object belonging to that person. However, by the time they are 2 or 2 and a half, children can appropriately comfort others. Thus, prosocial behavior is emerging and continuously developing in toddlerhood.

Likewise, Victor Frankenstein allows his emotional senses to give way to a hatred of the Creature without even giving the Creature a chance. After seeing the hideous creation made by his own hands, Victor refrains from taking responsibility of the actions of the Creature, even when his conscious tells him it is his duty to. On the night of the creation, Victor recalls that the creature, who he emotionally describes as a monster, “held up the curtain of the bed … one hand stretched out, seemingly to detain [Victor], but [he] escaped … catching and fearing each sound as if it were to announce the approach of

On the opposite end of the spectrum of emotion, infants between two and forty eight hours old were tested in their response to touch in the article, “Classical conditioning in newborn humans 2–48 hours of age” written by Elliot M. Blass. In this article two groups of infants were stroked on their heads for different intervals of time and watched for any change in behavior. The second experimental group had been stroked for ten second intervals exhibited more head movements and more than half of the babies, about seven out of eight, cried as opposed to the one out of sixteen in the first control group of infants. While this helps and even goes so far as to prove that early bonding between newborns and their mothers should form a bond as early as possible, it also shows that classical conditioning can happen at any age.

1A). The first thing I learned that changed the way I think about development is from the reading of Adolph & Joh (2007) and it’s how looking is not only an exploratory system but also a performatory action system. As the article explains “Looking is used as system for infants as a way to respond to and initiate changes in the external environment in this case, the social environment” (66). Looking is one of the first forms of communication that infants use, as they use it as a way to gain insight on their distinct self and to see the intentions that are out there in the world (66). As a conversation takes place between infant and caregiver, both parties respond to how each individual performs based on their emotional feelings. Social contingencies must be met for the performance action to be successful if the two parties do not reciprocate with a valid response in the conversation then the infant or adult may feel a sense of disengagement.

I was thirteen years old when I was forced to grow up. I don’t mean I conjured up the vocabulary of a forty two year old woman or my body miraculously changed into one of a twenty eight year old lady. No. I mean I gained the mentality of someone most can never understand. I lost my mother to suicide when I was thirteen years old and that is enough to shift someone’s mindset for good.

As a mother, you need all the energy you can possibly get. Being healthy is nothing but a requirement to accomplish all that you are supposed to. Take care of you hygiene. Go for medical checkups every once in a while to ensure all is well. The kids need you in shape.

Science is not always used to appreciate a mother’s love. It is usually viewed as a natural act of kindness and care embedded in the natural instincts of a caretaker, but is it be essential to child development? “A mother’s (caretaker’s) love in infancy and childhood is as important for mental health as are vitamins and proteins for physical health” is a quote that raises controversy amongst the way psychologists and the theories they believe in. Some psychological theorists argue about how influential it can be through the scopes of psychological health. They believe it can be essential for a child to develop in a healthy psychological state. However, some theorists might disagree. Psychologists like Locke, Rousseau, Darwin and Bowlby, who studied and theorized about early child development, might have contradicting views on the above quoted statement.