Blog Archive mbaMissions Exclusive Interview with Duke Universitys Fuqua School of Business Associate Dean for Admissions Liz Riley Hargrove

Blog Archive mbaMission’s Exclusive Interview with Duke University’s Fuqua School of Business Associate Dean for Admissions Liz Riley Hargrove Recently, we were fortunate enough to be able to speak one-on-one with Liz Riley Hargrove, Associate Dean for Admissions at Duke Universitys Fuqua School of Business. Here are some highlights from the conversation, as well as the full transcript below: Fuqua is focusing on expanding international diversity and has grown application volume in its daytime program by 21%, with increases in international applications for all programs Ms. Hargrove suggests that candidates apply as early as possible without sacrificing quality Ms. Hargrove explains Fuquas unique approach to interviewsâ€"sometimes by applicants request and sometimes by the schoolsâ€"and discusses how to prepare for one mbaMission: The first question I always ask the admissions office when I do these interviews is what do people not know about Fuqua that you believe they should? Liz Riley Hargrove: Hmmm, interesting question! I think it would be our recent work in defining and developing an education and research strategy based around industry verticals in consulting, finance, energy/environment, IT/media, health care and consumer goods. Fuqua has nine research centers now, and if you include the new research centers we launch this year, we will have a dedicated research presence in each of our industry verticals, allowing for a greater depth of access to the most important leaders and firms in these industries. This is quite an innovative approach and will allow us to identify cross-disciplinary opportunities to broaden students’ exposure to the industries and firms that are driving the global economy of the 21st century. The centers support the students’ academic and career exploration, and the focus on industry verticals really differentiates Fuqua from other business schools. mbaMission: Okay, great. I think that you know that at some schools, you’ll have a professor who might be really well known for his or her research, but at Fuqua, are there any professors who are known among students for their teaching style? What they’re like in the classroom? LRH: Yeah, I can think of several. As I think you know, I’ve been at Duke for 17 years now, and I love that our faculty are not just one-dimensional. It’s true they are known for being ranked #1 in the world for their research productivity, and that’s such an important distinction for our students, because the faculty are bringing their research into the classroom often before it’s published. But they aren’t just great researchersâ€"they also win teaching awards.  One person who immediately comes to mind is Gavan Fitzsimons, who is on the marketing faculty. He is just a really fun, engaging teacher and gets raves from the students, who love the dynamic in the classroom. He holds students accountable for the materialâ€"and for being late for class! His philosophy is that students will learn the most when they are having the most fun, and his classes are really engaging and inspirational. And, behind his casual approach and casual dress, there is a brilliant marketing profess or. We have lots of prospective students who come to Durham to visit Duke. If you come to campus and experience a day in the life of a student, you can visit a class, have lunch with students and tour our facilities. Gavan’s class is always well received by visitors, and he always welcomes prospective students. I love that he asks prospective students to introduce themselves, and in their introduction, they have to tell either an embarrassing story about themselves or they have to singâ€"which you’d think would be really, really intimidating, but everybody in the class is cheering for them. I’ve heard some really funny stories over the years, and have heard about some not-so-great singing.   It’s all in good fun, though, and is a way to break the ice and make people feel welcome. mbaMission: Do more people sing or tell embarrassing stories? LRH: You know, I’ve never been asked that questionâ€"I’m not sure! mbaMission: And Fuqua was able to lure him away from Wharton, right? LRH: Why, yes, yes we did! mbaMission: And, didn’t his sister and his brother-in-law also just join the faculty recently as well? LRH: Yes, I was just going to say that. They just joined the Fuqua faculty this academic year, so we have a lot of Fitzsimonses running around. mbaMission: I imagine that when you are recruiting in that mold and you’ve got one great guy, you’re going to want to grab a few others as well. Is there an academic area that you think the school is trying to develop right now? LRH: Duke is a place that is known for having balanced excellence as it relates to the academics, and we encourage students to take advantage of all of the interdisciplinary opportunities that exist at Duke, so whether you are interested in marketing, finance or energy, you will have access to the best faculty and an innovative curriculum to support the learning environment. Our health sector management [HSM] program is a great example because it immerses students in multidisciplinary learning opportunities inside and outside the classroom and draws on our vast resources in the health care industry. Students in HSM take a variety of required and elective classes designed to give them a strong understanding of the health care marketâ€"it’s also one of the largest health care-related business programs in the country. mbaMission: You mentioned that you’ve been at Fuqua for 17 years. How would you say admissions at Duke has changed over those years? LRH: I have loved my time here at Fuqua, and I joke with the students that I’ve been here for 17 years, and all they need to know is that I was 12 years old when I started! mbaMission: Right! LRH: Certainly, technology has changed the way we implement our admissions processes and has impacted the way in which students gain access to information about our school, which is great. Once upon a time, the only way to request information on our programs was to phone or fax the office and request to get on the mailing list. Now applicants have and expect instant access to information. There is also the expectation that admission offices are keeping up with technology and that we will communicate with prospective students in a very transparent way. mbaMission: Is there an area of the world that you’d like to see Duke make inroads into with respect to recruiting students going forward? LRH:  In the time that I’ve been at Duke, we have made significant gains with respect to our international diversity in the student population. Our dean, Blair Sheppard, who is in his third year at Fuqua, is leading us in an exciting direction, and our global strategy is designed to connect Fuqua to the most important regions in the world.  We have dedicated regional recruitment teams based in Russia, India, China, the United Kingdom and the Middle East. This has obviously expanded our ability to reach prospective students, and we’ve seen more international diversity in our applicant pool as a result. So to answer your question, several years ago I would have said that there was a need to develop a broader range of international diversity, and we’re able to achieve that now because of the way we are connected in these important regions. mbaMission: You mentioned that the dean has been around for three years now and that globalization is his hallmark, that’s one of the big changes that he’s undertaken. And I think you mentioned in a BusinessWeek article recently that the application volume has risen. What can you say about this trend, and where do you see the application volume going? LRH: Yes, applications to the daytime program were up 21% this year, but we also saw significant increases in our one-year Master of Management Studies program, our Executive MBA programs and our Cross Continent MBA program for working professionals. In all of our programs, we saw increases in international applications where we have dedicated resources.   I won’t claim that we’ll see another double-digit increase in daytime applications this year, especially given the economy, but we’re working hard to connect with prospective students, and it is a definite bonus for students in these regions to have the ability to speak with a Duke staff member in person. mbaMission: It sounds like an amazing strategy, actually. Could you take us through what the application review process is like and how it works at Duke? I think people sometimes perceive that there’s some sort of secret code that they can crack as opposed to it being very much procedural. So can you shed some light on this process? LRH: I’m sad to report there’s no great mystery. At Fuqua, there are four application rounds to choose from.   The early action round is very earlyâ€"October 1stâ€"and then there are three subsequent application rounds. We will admit students from each application round. My advice to applicants is to apply as early in the process as you can without sacrificing the quality of your application. Clearly, there are more available seats in the class in the earlier rounds and fewer seats available in Round 3, so it’s best to apply early, but only when you know you’ve put together the best representation of who you are and what you will bring to Duke. As far as the actual process goes, all applications are submitted and evaluated online, which is incredible, because we now have the ability to read and evaluate applications from anywhere in the world via a secure online systemâ€"no more paper files to carry home in the evening. Once an applicant hits the submit button, our operations team ensures that all of the required materials have been received. Each file is then organized via our online system and distributed to an admissions committee member for an in-depth evaluation. Each application is read independently, from cover to cover, by at least two members of the admissions committee and then presented to the admissions committee for discussion and decision. There is equal weight assigned to all factors in the evaluation process, which means that our decisions are typically never based on any one factor. My job as the dean for admissions is to build a class that represents a microcosm of the world. Each student’s story is uniq ue and allows us to create the diversity that is so important to the student experience at Duke. mbaMission: Is there any advantage to applying in the early action round as opposed to in a later round? LRH: Well, if you apply in the early action round, you are indicating to the admissions committee that if admitted, you will enroll at Duke. It’s very early in the business school application process, so we expect to see applicants who know that Duke is for them.   You have to be ready for the commitment to apply in the early action round. Again, we will admit students from every application round, but as the cycle progresses, we will have fewer available seats in the class. mbaMission: Who would you say is the right kind of person for Fuqua? Whom do you think Fuqua works for or does not work for? LRH: Successful Duke MBA candidates and students come in many forms. Broadly speaking, the best candidates for Fuqua have the ability to demonstrate “fit,” and by that I don’t mean to imply that there is a cookie-cutter mold that you must represent. “Fit” is demonstrated when applicants can articulate their own story and ambitions in the context of Fuqua’s story and ambitions. Fuqua students learn when to be strong team players and when to step up and lead.   These are interwoven concepts at Duke and are not mutually exclusive. We are looking for evidence of these abilities throughout the application. We want students who go beyond what is expected of them to have a true impact in their personal and professional lives. mbaMission: People always call us and ask, what is the way to get into the school? But there is no formula or “type.” Fair to say? LRH: Correct, there is no formula or typeâ€"honestly. When we are building our class, there are multiple dimensions that are important, and it’s incredibly important to be authentic in this process. The worst thing an applicant can do in the business school application process is to misrepresent who they are and what they’ve done. You don’t have to be anyone other than who you are, but you do have to be able to articulate your story. You are more than your GMAT score or the sum of your years of work experience. We may admit students who have lower GMAT scores because they are amazing in all other aspects of their candidacy.   We may also deny candidates with very high GMAT scores because they are one-dimensional and are not as competitive on those other important dimensions. Applicants really have to take the time to understand what our program is about and then make the connections throughout their application. Be who you are. mbaMission: Right. Do you see the application changing dramatically over the next year or couple of years? Do you think Duke would ever embrace a bit of a push toward PowerPoint presentations or audio or video files? LRH: Yeah. I love the way technology has improved how we connect with our customers, and we embrace it. I can absolutely see us utilizing different mediums in the future to better enable students to present their qualifications and create a more personalized approach to the evaluation model. A few of my peers are experimenting with video uploads as a part of the application process this year. I’m very curious to see how this works for them and how it can enhance an applicant’s ability to represent themselves in a virtual world. mbaMission: I noticed that Duke’s average age is a touch older than that at other top schools, or should I say some schools are getting younger? Is that incidental or is it by design? LRH: The average age at Duke has been 28 for the past couple of years, so we haven’t been intentional about increasing the average age. We typically admit fewer students immediately from their undergraduate experience, and that is intentional, because we also offer a one-year Master of Management Studies [MMS] program for students without postgraduate work experience. The MMS program is ideal for students who want to strengthen their business skills and knowledge but don’t have the typical MBA profile of four to five years of work experience. mbaMission: Do you have any advice for people who are applying with partners? Is it advantageous or disadvantageous to do so? And the same thing with joint degree programs. Are people evaluated separately? Together? LRH: For joint degree programs, we think that one of the advantages of coming to a school like Duke is that you’re not just a Fuqua student, you’re a Duke University student first, and that opens up all of the resources of the university to you. We currently have joint degree programs with law, medicine, public policy, environmental engineering and the nursing school. In most cases there is a joint admissions committee process and a lot of coordination of effort between the two schools. There are admission requirements that you’ll need to meet for each degree program, but we have streamlined much of the process so it’s less burdensome. The Fuqua Partners Organization is by far one of the best advantages for students who are married or have a significant other who will also be joining them at Duke. The Fuqua Partners network exists to welcome, support and provide activities for partners and families in the Fuqua community and I love their motto: “All the Fuqua fun, minus the homework.” As far as advice for couples applying to the program, if you know that your enrollment decision is a joint decision and that’s important to you, I would encourage you to apply in the same application round. You’ll have the option on the application to list a spouse or significant other if they will also be applying to the program. This gives the admissions committee a head’s up that this is not a singular decision and that there is a potential impact. It doesn’t advantage or disadvantage you, but from my perspective, it’s good to know this information up front. mbaMission: Got it. Can you explain the interview process a bit? For instance, what can one expect, what is the process itself? LRH: Yes, the interview is a very important component in our admission process.   It is our goal to interview everyone who will be admitted to the class. That being said, we offer two interview options. We have an “open” interview period from September 16th to October 16th . During the open interview period, anyone can visit our campus in Durham and conduct an admissions interview to be included as part of the evaluation process. After October 16th, interviews are by invitation only and occur in Durham as well as in locations around the world. mbaMission: How would you describe the tenor of the interview? LRH: You should prepare for your admissions interview in the same way you would for a job interview, but you will find that our interviews are very conversational. Interviews are conducted by current students who serve as admission fellows, alumni and admissions staff. Applicants should think of the interview as a way to let us know who they are, what motivates them and how they will contribute to the program. It is the chance for applicants to differentiate themselves from other candidates. At Fuqua, we look at the whole applicant, not just quantitative skills, language abilities or career success. We are interested in learning about their interests and passions and how their background will contribute to the class. Because of Fuqua’s student-driven culture, we have high expectations for students to be active members of their academic community, so we look for what an applicant can contribute to the class dynamic and learning environment. We also look for why Fuqua is the right sc hoolâ€"how do the individual’s goals align with and support Fuqua’s goals and vice versa? Finally, we want to get to really know our students, so the interview should reflect that authenticity. mbaMission: Right. Is there anything else you’d like people to know about Fuqua? LRH: Yes, it might be interesting for your followers to know that Duke offers the MBA degree in several program formats. We’ve talked mostly about the daytime program, but our Cross Continent MBA program is the best global alternative to a daytime program format because you can live and work anywhere in the world while pursuing your MBA. For promising young managers, this is a very attractive feature since you do not have to interrupt your career or relocate. There is a minimum of three years of work experience required. We also offer the Weekend Executive MBA program, which as the title suggests, is delivered on-campus in Durham on an alternate weekend format. A minimum of seven years of work experience is required. Our Global Executive program is our most senior level MBA program and is targeted at executives who are looking to take the turn into the C-suite. A minimum of 10 years of work experience is required. mbaMission: Great. I really want to thank you for your time. LRH: It was a pleasure, Jeremy. For more information on Duke Universitys Fuqua School of Business or 13 other top business schools, check out our mbaMission Insiders Guides. Share ThisTweet Admissions Officer Interviews Duke University (Fuqua)

Julius Caesar Character Analysis - 785 Words

Every aspect of Shakespearean drama depends ultimately on language† (Keach 253). In the play Julius Caesar, William Shakespeare uses metals to add emphasis to the play. These references to metal are used in the play as a form of characterization, as a way to establish the mood, and as a way to explain the ideas of the characters. The characterization helps the audience to have a better understanding of the characters and their personalities, the mood further explains what the characters are feeling in relation to Caesar and his death, and they emphasize and explain the ideas that are driving the characters to act and speak. Shakespeare includes metals in his play as a method of characterization. In Act One, Cassius characterizes†¦show more content†¦Casca states â€Å"His countenance, like richest alchemy, will lead to virtue and worthiness (1.3.168-169).† He also establishes mood by mentioning metal in Act Two. When Brutus is speaking about the plot against Ca esar. 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The Portrayal Of Race On The Media - 1480 Words

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Expanding The Pool Liberal Economists Argue And...

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Deviant Behaviour in the Civil Services free essay sample

The concern laid out a viable extraction of information that focuses on several nations outside the Commonwealth Caribbean and their history of administration together with the leading factors of deviance in the civil services. Criterion used to assess the intricacies of Public Maladministration and Bureaucratic Corruption includes: injustice, unreasonable delay, abuse of discretion, negligence, arrogance, disregarding morality, employing deception and justifying criminality, nepotism, bribes, fraud, and waste and abuse in government. Public Administration is â€Å"centrally concerned with the organization of government policies and programmes as well as the behavior of officials (usually non-elected) formally responsible for their conduct†. The field is complex in nature due to the various sub-fields such as organizational theory, statistics, policy analysis, human resources, ethics, and budgeting. Woodrow Wilson – 1887, defined Public Administration as â€Å"the detailed and systematic execution of public law†. Therefore, it is the government’s responsibility to take rational action and manage human and capital resources to attain its goals. We will write a custom essay sample on Deviant Behaviour in the Civil Services or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Wilson is known to be the father of Public Administration. He wrote an article entitled â€Å"The Study of Administration†, and stated that â€Å"it is the object of administrative study to discover, first, what government can properly and successfully do, and, secondly, how it can do these proper things with the utmost possible efficiency and at the least possible cost either of money or of energy†. He also wrote in 1887 four concepts in which he believed: * â€Å"Separation of politics and administration * Comparative analysis of political and private organizations * Improving efficiency with business-like practices and attitudes toward daily operations * Improving the effectiveness of public service through management and by training civil servants, merit-based assessment† Deviance, when looked at sociologically, describes actions or behaviors that violate social norms, including formally-enacted rules. (eg crime. Norms are rules and expectations by which members of society are guided. When there is a failure to conform to these norms and they are defied, it can be considered to be deviant behaviour. This is quite common in administrative systems around the globe. The political term maladministration however, is linked to the actions of government bodies that cause injustice. Comparative Public Administration lecturer Maukesh Basdeo, stated that â€Å" Public Maladmini stration can be interpreted as a perversion of power, extortion, discrimination, intentional misperformance or neglect of a recognized duty. He goes on affirming that â€Å" public maladministration is a term derived from a purely post-French Revolution Western notion of public office based on the theory of the administrative state, the bureaucratization of government, the separation of political and bureaucratic career structures, the professionalization of public service, and the idea of public servants as trustees of the common good†. The government according to lecture notes is a public trust that must be used in the general interest and not for the benefit of particular sectional interests. Since public officials are â€Å"servants of the people and not vice versa†, it is a necessity that such officials be dedicated, obedient, hardworking, loyal, honest, patient, respectful and must have the ability to represent the people. They must also be highly productive and efficient and should be appointed based on merit not ascription. â€Å"The Western World has accepted this public service ideology and has, with varying degrees of success, exported it to the rest of the world.

The monster and Victor Essay Example

The monster and Victor Essay Throughout the novel it becomes apparent the Frankenstein is a morally weak person. His creation kills Frankensteins younger brother, William, and Justine Moritz, a young girl adopted into the Frankenstein household, is blamed for the murder. Although Frankenstein knows Justine is innocent, he doesnt come forward because he fears no one would believe him. His courage does not match his arrogance and his grandiose ideas of himself. He might feel bad that Justine would have to hang, but he isnt brave enough to do anything about it. I was firmly convinced in my own mind that Justine, and indeed every human being, was guiltless of this murder. p. 62 Towards the end of the novel, many changes, somewhat ironic, become apparent. Firstly is the transformation of Victor Frankenstein from a happy, innocent and bright little boy with a loving family and a contented childhood to a guilt-ridden man, obsessed by his work. He becomes despondent, and at times suicidal, not to mention homicidal. By the end of the novel Frankenstein is ill beyond cure and so traumatised from his lifelong battle with his creation that he has little strength to recount his tale to a his friend, Robert Walton. The Monster has murdered most of his family, and those left of his family are distant from him. Another ironic change to Frankenstein is that at the start of the novel he is so obsessed with the creation of a super human being that he gives up everything else in his life to focus on this work. We will write a custom essay sample on The monster and Victor specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The monster and Victor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The monster and Victor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Then, through the rest of the novel, Frankenstein becomes possessed with destroying his creation, because of the wrong it has done to him. Although Frankenstein realises that he has made a mistake, and regrets bringing the being to life and recognising that he has ventured beyond the acceptable boundaries of science, by the end of the novel, when he is with his friend Walton on a boat in the Arctic, hunting down the monster, he urges them forward even though they will probably die, showing that he never really learned his lesson that sometimes there is point when you should stop, even if it is possible to go on. This ice is not made of such stuff as your hearts may be; it is mutable and cannot withstand you if you say that it shall not. p. 164 In contrast, his friend Walton is more sensible and concerned about the lives of the seamen and does not want to go on. Alas! yes; I cannot withstand their demands. I cannot lead them unwillingly to danger, and I must return p. 165 He is taking responsibility for his crew; something that Frankenstein could never to do. Walton learns that you have to consider other peoples lives and feelings before trying to achieve your own goal. Throughout the novel, Frankenstein hardly ever thinks about other peoples feelings, whether it is his creation, his father, Justine, or Walton and his crew. Frankensteins Creation The second main character of the story is Frankensteins creation. His creation is also a complex character and it is through him that Shelley deals with issues of identity, prejudice and responsibility. Frankenstein doesnt give his creation a name, something that denies the Monster an identity. This implies that the Monster is not unique or an individual, which at first denies him a real existence. Frankenstein calls the creature various names such as It showing he doesnt regard the creation as having a soul, Monster, Wretch which are both derogatory terms implying monstrosity and Daemon implying he is naturally evil or even possessed by an evil spirit. Ultimately, Frankenstein implies that the being belongs in Hell. From this, the Monster starts to believe he truly is a fiend and actually a fallen angel but refuses to accept that it is his own fault and warns Frankenstein to take responsibility for his actions. One night the creature takes refuge in a small hovel adjacent to a cottage. In the morning, he discovers that he can see into the cottage through a crack in the wall. Observing his neighbours for an extended period of time, the monster notices that they often seem unhappy, though he is unsure why. He eventually realizes, however, that their despair results from their poverty, to which he has been contributing by surreptitiously stealing their food. Torn by his guilty conscience, he stops stealing their food and does what he can to reduce their hardship, gathering wood at night to leave at the door for their use. Vowing to learn their language he acquires a basic knowledge of the language, including the names of the young man and woman, Felix and Agatha. Unobserved and well protected from the elements, he grows increasingly affectionate toward his unwitting hosts. The monsters growing understanding of the social significance of family is connected to his sense of otherness and solitude. The cottagers devotion to each other underscores Victors total abandonment of the monster; ironically, observing their kindness actually causes the monster to suffer, as he realizes how truly alone, and how far from being the recipient of such kindness, he is. This lack of interaction with others, in addition to his namelessness, compounds the monsters woeful lack of social identity. Formerly a mysterious, grotesque, completely physical being, the monster gradually becomes a verbal, emotional, sensitive, almost human figure that communicates his past to his creator, Victor Frankenstein in eloquent and moving terms. But, far from seeing the monsters humanity beneath his grotesque appearance Victor just fears him more. Before, it was the monsters physical strength, endurance, and apparent ill will that made him such a threat; now, it is his intellect. The monster clearly understands his position in the world, the tragedy of his existence and abandonment by his creator, and is out to seek either redress or revenge. For the first time, Victor starts to realize that what he has created is not merely the scientific product of an experiment on dead matter but an actual living being with needs and wants. While Victor curses the monster as a demon, the monster responds to Victors coarseness with surprising sensitivity, proving him an educated, emotional, exquisitely human being. For the reader, whose experience with the monsters ugliness is second-hand, it is easy to identify the human sensitivity within him and sympathize with his plight, especially in light of Victors relentless contempt for him. The gap between the monster and Victor, and between the monster and human beings in general, is thus narrowed. One of the ways in which the monster demonstrates his eloquence is by alluding to John Miltons Paradise Lost, one of the books he reads while living in the peasants hovel. The first of these allusions occurs in these chapters, when the monster tries to convince Victor to listen to his story. He entreats Victor: Remember, that I am thy creature: I ought to be thy Adam; but I am rather the fallen angel. P. 73 By comparing Victor to God, the monster heaps responsibility for his evil actions upon Victor, scolding him for his neglectful failure to provide a nourishing environment. In this part of the novel, the Monster starts to question his own existence, after reading work of literature. This shows he is now intelligent and philosophical. In contrast to this, Frankenstein takes life for granted. Without a real identity, the Monster needs more information about himself. He is self-aware, which is the main quality that separates the Monster from animals. This is unlike Frankenstein who has little self-awareness. My person was hideous and my stature gigantic. What did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred, but I was unable to solve them. P. 99 The Monster also questions why humans are always the victimised ones, and why he is always the perpetrator. He is bemoaning mans narrow-mindedness and injustice. While everyone else has rejected and committed crimes against him, he is still the one to be prosecuted. He then talks of the innocent people he has killed, and begins to feel remorse for his deeds: You hate me; but your abhorrence cannot equal that with which I regard myself This shows his guilt for what he has done, in contrast with Frankenstein who never seems to learn his lesson and never shows remorse. The Monster requests a partner from Frankenstein, a basic request and a basic counterbalance to the immense loneliness the Monster feels. What I ask of you is reasonable and moderate; I demand a creature of another sex and it shall content me. Oh! my creator, make me happy do not deny me my request! This shows the Monster is very realistic compared to Frankenstein and also that he desires someone that will accept him for who/what he really is. This is compared to Frankensteins ideas which are God-like in proportion. Through out the novel the two main characters take on reversed roles. The monster starts to hate Victor because he has no one to relate to and so tries to make Victor feel the pain of his loneliness and so kills anyone close to Victor, finally killing Victors new wife and indirectly Victors father, who dies a few days later, of the shock. Like the monster, Frankenstein finds himself utterly alone in the world, but instead of pity for his creation, he just feels hatred and with his hatred he soon takes on very inhumanity of which he accuses the monster. He becomes very ill by his worry and obsession and follows the monster to the barren Arctic north to track him down to murder him, just as the monster has murdered his loved ones. There he meets his friend Walton who helps him search for the monster. They become trapped in ice and Victor, knowing that he is near death, urges his friend Walton to carry on their search. Frankenstein dies and Walton finds the monster crying over his creator. The monster tells Walton of his sufferings and how he regrets killing people and now that his creator is dead, the only person he ever related to, he, too, is ready to die so he leaves for the Northern ice. This open ending leaves the questions in the mind of the reader to ponder. 1) Through the character of Victor Frankenstein, we are invited to ask what makes us human and what are our limits. 2) Through the character of the monster, we are left asking, was he Adam or Satan? Was he a victim or a criminal? And so what does it mean to be human?

Eastern North American Neolithic

Eastern North American Neolithic Archaeological evidence shows that eastern North America (often abbreviated ENA) was a separate place of origin for the invention of agriculture. The earliest evidence of low-level food production in ENA begins between about 4000 and 3500 years ago, during the period known as the Late Archaic. People entering the Americas brought with them two domesticates: the dog and the bottle gourd. Domestication of new plants in ENA began with the squash Cucurbita pepo ssp. ovifera, domesticated ~4000 years ago by Archaic hunter-gatherer-fishers, probably for its use (like the bottle gourd) as a container and fishnet float. Seeds of this squash are edible, but the rind is quite bitter. Read more about Cucurbita pepoRead more about the American Archaic Food Crops in Eastern North America The first food crops domesticated by the Archaic hunter-gatherers were oily and starchy seeds, most of which are considered weeds today. Iva annua (known as marshelder or sumpweed) and Helianthus annuus (sunflower) were domesticated in ENA by about 3500 years ago, for their oil-rich seeds. Read more about sunflower domestication Chenopodium berlandieri (chenopod or goosefoot) is reckoned to have been domesticated in Eastern North America by ~3000 BP, based on its thinner seed coats. By 2000 years ago, Polygonum erectum (knotweed), Phalaris caroliniana (maygrass), and Hordeum pusillum (little barley), Amaranthus hypochondriacus (pigweed or amaranth) and perhaps Ambrosia trifida (giant ragweed), were likely cultivated by Archaic hunter-gatherers; but scholars are somewhat divided as to whether they were domesticated or not. Wild rice (Zizania palustris) and Jerusalem artichoke (Helianthus tuberosus) were exploited but apparently not domsticated prehistorically. Read more about chenopodium Cultivating Seed Plants Archaeologists believe that seed plants may have been cultivated by collecting the seeds and using the maslin technique, that is to say, by storing the seeds and mixing them together before broadcasting them onto a suitable patch of ground, such as a floodplain terrace. Maygrass and little barley ripen in spring; chenopodium and knotweed ripen in fall. By mixing these seeds together and sprinkling them on fertile ground, the farmer would have a patch where seeds could reliably be harvested for three seasons. The domestication would have occurred when the cultivators began selecting the chenopodium seeds with the thinnest seed covers to save and replant. By the Middle Woodland period, domesticated crops such as maize (Zea mays) (~800-900 AD) and beans (Phaseolus vulgaris) (~1200 AD) arrived in ENA from their central American homelands  and were integrated into what archaeologists have termed the Eastern Agricultural Complex. These crops would have been planted in large separate fields or intercropped, as part of the three sisters or mixed cropping agricultural technique. Read more about maizeRead more about the Three SistersRead more about the ​Eastern Agricultural Complex Important ENA Archaeological Sites Kentucky: Newt Kash, Cloudsplitter, Salts CaveAlabama: Russell CaveIllinois: Riverton, American Bottom sitesMissouri: Gypsy JointOhio: Ash CaveArkansas: Edens Bluff, Whitney Bluff, Holman ShelterMississippi: Natchez Sources Fritz GJ. 1984. Identification of Cultigen Amaranth and Chenopod from Rockshelter Sites in Northwest Arkansas. American Antiquity 49(3):558-572. Fritz, Gayle J. Multiple pathways to farming in precontact eastern North America. Journal of World Prehistory, Volume 4, Issue 4, December 1990. Gremillion KJ. 2004. Seed Processing and the Origins of Food Production in Eastern North America. American Antiquity 69(2):215-234. Pickersgill B. 2007. Domestication of Plants in the Americas: Insights from Mendelian and Molecular Genetics. Annals of Botany 100(5):925-940. Open Access. Price TD. 2009. Ancient farming in eastern North America. Proceedings of the National Academy of Sciences 106(16):6427-6428. Scarry, C. Margaret. Crop Husbandry Practices in North America’s Eastern Woodlands. Case Studies in Environmental Archaeology, SpringerLink. Smith BD. 2007. Niche construction and the behavioral context of plant and animal domestication. Evolutionary Anthropology: Issues, News, and Reviews 16(5):188-199. Smith BD, and Yarnell RA. 2009. Initial formation of an indigenous crop complex in eastern North America at 3800 B.P. Proceedings of the National Academy of Sciences 106(16):561–6566.