Human Relationships-Frankenstein Essay - 1916 Words

Mary Shelly’s Frankenstein is book about the importance of human relationships and treating everyone with dignity and respect. The main character of the book is Victor Frankenstein who is a very intelligent man with a desire to create life in another being. After he completes his creation, he is horrified to find that what he has created is a monster. The monster is the ugliest, most disgusting creature that he has ever seen. Victor being sickened by his creation allows the monster to run off and become all alone in the world. Throughout Frankenstein, Mary Shelley uses the theme of human relationships to illustrate the bond that man has with other beings and the need for love and affection. The importance of human relationships†¦show more content†¦He tells of the void he feels in his soul. He tells of the bitter grief one experiences after the death of loved one and what it feels like to no longer see them and hear their voice. Mary Shelley illustrates that this life is not the end, but there is another life where loved ones will be seen. Victor’s mother is demonstrating how special Elizabeth is to her and that she wants her to take care of the family and to someday marry Victor. Later in the novel, Victor leaves for school. Victor’s father tells him, â€Å"I know that while you are pleased with yourself, you will think of us with affection, and we shall hear regularly from you. You must pardon me if I regard any interruption in your correspondence as a proof that your other duties are equally neglected†(33). After, Victor leaves for school to begin his studies he becomes self-absorbed in his work. Family is very important to Victor’s father. Victor realizes that he has become too involved in his studies and knows that it is unhealthy to behave in such a way. However, he does not want to quit and begins to justify his actions. He suggests that if others had given up, then history could have been altered. Vi ctor feels isolated and lonely. He thinks of his family and how disappointed they are that they have not heard from him. Shelly uses this quote to emphasize the importance of human relationships and how important they are to a person’s well-being. The theme of humanShow MoreRelated The Concepts Of Knowledge And Happiness In Mary Shelleys Frankenstein1001 Words   |  5 Pagesbecome greater than his nature will allow† (Shelley 60). In Mary Shelley’s Frankenstein, she expresses her beliefs regarding the danger of pursuing happiness through the attainment of knowledge, because true happiness is found in the emotional connections established between people. The pursuit of knowledge is not necessarily an evil thing, but it can cause destruction when it is pursued beyond natural limits. Victor Frankenstein becomes a slave to his passion for learning in more than one way; firstRead MoreThe Concepts of Knowledge and Happiness in Mary Shelleys Frankenstein1011 Words   |  5 Pagesgreater than his nature will allow (Shelley 60). In Mary Shelley s Frankenstein, she expresses her beliefs regarding the danger of pursuing happiness through the attainment of knowledge, because true happiness is found in the emotional connections established between people. The pursuit of knowledge is not necessarily an evil thing, but it can cause destruction when it is pursued beyond natural limits. Victor Frankenstein becomes a slave to his passion for learning in more than one way; firstRead MoreNegative Effects Of Cruelty In Frankenstein1505 Words   |  7 PagesIn Mary Shelley’s Frankenstein, cruelty is often the result when a character’s actions are only focused on themselves. These actions are caused when the person emotions are never based around others. Their arrogant emotions cause them to be unable to see the consequences of their actions and the effect on the others around them. This is shown by both the villagers and Victor Frankenstei n since they are absorbed in their own emotions that they neglect to focus on the negative impact that they haveRead MoreWhat Is The Relationship Between The Creator And The Created In Frankenstein1653 Words   |  7 PagesMay Shelley crafted one of the most renowned novels of the Romantic era and gave birth the genre of science fiction. Shelley’s Frankenstein displays many themes, but none is more significant than that of the relationship between the creator and the created. This relationship is undoubtedly complex. Victor Frankenstein’s sentiments towards his creation vary from pure intrigue as he begins to build the eight-foot-tall man to utter disdain towards him as the beast begins to push back against him. MoreoverRead MoreAnalysis Of Mary Shelley s Frankenstein Essay1601 Words   |  7 Pagesof scientist Victor Frankenstein. Written in the 19th century, Shelley’s book became a memorizing read, unheard of from women. In her world-known novel Frankenstein , the scientist fulfills his goals of giving life to a spirit-less body, playing God. With this accomplishment, he kick-starts a gothic and bloody journey and is forced protect his family and friends by attempting to end the life of his creation. Shelley opens up the reader’s eyes to see what they truly are: human. Her purpose is to revealRead MoreExamples Of Ambition In Frankenstein1316 Words   |  6 PagesFrankenstein Essay With the same hands Frankenstein built the monster, he holds his dying wife. Throughout Mary Shelley’s Frankenstein, Victor Frankenstein and his creation fight against each other as ambition, abandonment and the lack of responsibility result in the downfall of both. As the creator, Frankenstein represents a parental figure to his creation. A conflict arises through the years leading up to Frankenstein’s creation and continues for years while taking the lives of multiple peopleRead MoreCreators and Creations in Mary Shelly ´s Frankenstein1341 Words   |  5 Pagescreations in Frankenstein. The unnatural creation is seen to cause terrible foreboding. Shelly portrays the act of creating another being to require monumental amounts of responsibility, which she shows by the structuring of the novel. The consequences of disregarding these are seen to be profound adversities and finally death, due to the unbreakable bond that forms between the monster and the creator. Mary Shelly uses the deliberate structure of Frankenstein to makeRead MoreEssay on Relationship Between Frankenstein and the Creature1554 Words   |  7 PagesRelationship Between Frankenstein and the Creature Gothic novels are written mainly to strike fear in their readers; they also served to show the dark side of human nature. Nature is used often to create atmosphere. It predicts forthcoming events (e.g. the rainstorm on Victor’s wedding night foretells something evil is about to occur). A typical gothic tradition is the eerie atmosphere of Frankenstein. Victor, unafraid of the dark, spends his time in vaults and charnel Read MoreMary Shelleys Frankenstein Essay examples798 Words   |  4 PagesFrankenstein The novel, Frankenstein, by Mary Shelley portrays two characters, Victor Frankenstein and the monster. Despite their drastically different appearances and lives, Victor and the monster have many similarities. Although, Victor Frankenstein and the monster share many similarities, there are four significant qualities. These include a need for family, a love of nature, a great want for knowledge, and an isolation from society. Though theyre different in many ways, these similarities bondRead MoreThe Duality of Man: Connections Between Victor and the Monster in Frankenstein1631 Words   |  7 Pages The classic gothic novel Frankenstein by Mary Shelley details the relationship between two significant figures, Victor Frankenstein, and his unnamed monster. The critical relationship between such characters causes many literary critics to compose the idea that they are bound by nature – inadvertently becoming a single central figure (Spark). This provides provoking thoughts on the du ality of mankind, revealing the wickedness of human nature. The role of the monster as an alter ego to Victor is

The Milgram Experiment Free Essays

string(173) " actually had to force the learner’s hand onto a shock plate in order to punish him; about 30 percent of subjects continued the variation until the end \(Fermaglich 86\)\." The Milgram Experiment Outline Topic: The Milgram experiment I) The experiment A) Who was involved with the experiment? B) How they got participants C) What the subjects thought was happening i)Learning Task ii) Memory Study iii) Electric shock for wrong answer iv) â€Å"Prods† to continue the shocks D) What actually happened i) It was a test for obedience not memory ii) Vocal response from the victims (staged and set beforehand) II) The results A) How many experiments were performed B) How many people were tested C) How many continued the experiment D) The video of obedience E) What types of people were tested, and what difference that made F) Differences between each test and results G) High levels of stress for subjects III) Why did he do the experiment A) To get an understanding of Nazis B) To prove the â€Å"answer to destructive obedience lay less in the power of personality and more in the power of situation† C) Social projection D) Test the idea that some people consider themselves better than others IV) The reaction A) Self realization B) Unethical i) Manipulation ii) Disregard for rights iii) Negligent of emotional well being C) Argument in ethics caused new rules in APA guidelines V) Applications A) Nazi Germany B) U. S. wars C) Watergate Many experiments have been performed throughout the years. We will write a custom essay sample on The Milgram Experiment or any similar topic only for you Order Now One of the most shocking would have to be the Milgram experiment performed by Stanley Milgram. The experiment was to test a person’s â€Å"Obedience to Authority† by seeing if he or she would cause harm to another just because they were told. The idea of obedience has been instilled in people since the time of Cain and Able, with regard to doing as God says. There are multiple reasons for Dr. Milgram to perform this experiment, however, some did not accept this and still believed it to be a violation of the subjects human rights. The results showed that even though people believed they would not cause extreme harm to another, they would if put in the position where they were pressured to by an authoritative person. This resulted in chaos in the psychological community, and concluded in major changes to what is moral, and ethical, under the guidelines provided by APA. However, his results may be used to consider what happened during World War II, along with other U. S. ars, as well as what happened during the Watergate scandal. This experiment was performed many times. It began with Dr. Milgram placing an ad in a New Haven newspaper. The advertisement asked for people between the ages of 20 and 50, those who were not currently attending school, and from all types of professions. It also claimed the experiment would last one hour, and that it was to study memory. Those who participated in the experiment would receive four dollars for participating, and fifty cents for carfare, for the one hour of participation. From this ad, he did not get enough of a response so Dr. Milgram took names from a phone directory, and send fliers in the mail. The experiment itself was performed in the Interaction Laboratory of Yale University. It consisted of two people who were aware of what was happening, one called the â€Å"experimenter,† the person in charge of managing the experiment, and another called, â€Å"the victim. † A third, was one other person involved with the experiment called the â€Å"naive subject† who was the one being tested in this experiment. The experiment called for two different perspectives, which were what the â€Å"naive subject† believed to be happening, and what was really happening. The experiment was set up so that according to the â€Å"naive subject,† â€Å"the victim† was told to memorize a list of word pairs such as: blue box nice day wild duck etc. then in the testing sequence he [the naive subject] would read: blue: sky ink box lamp (Obedience 18). If â€Å"the victim† was able to select the correct corresponding word, the â€Å"naive subject† continued by saying the next word. However, if â€Å"the victim† did not answer correctly, or took too long in answering, the â€Å"naive subject† would have to administer a shock. After each wrong answer, the next wrong answer would result in a stronger shock. The generator, which was to administer the shocks to â€Å"the victim†: Ranged from 15 to 450 volts. The labels showed a 15-volt increment from one switch to the next, going from left to right. In addition, the following verbal designations were clearly indicated for groups of four switches, going from left to right: Slight Shock, Moderate Shock, Strong Shock, Very Strong Shock, Intense Shock, Extreme Intensity Shock, Danger: Severe Shock. Two switches after this last designation were simply marked XXX. (Obedience 20) The authenticity of the generator was validated by giving the â€Å"naive subject† a 45 volt shock to the wrist. The test which the â€Å"naive subject† thought was a test for memory, was actually to test a person’s willingness to follow authority. Therefore, as the voltage was to increase, there were acted protests by â€Å"the victim† which made the â€Å"naive subject† less willing to continue. However, if the â€Å"naive subject† was having second thoughts about continuing, the â€Å"experimenter† was to give â€Å"prods† each more aggressive as the â€Å"naive subject† continued to protest, Prod 1: Please continue, or, Please go on. Prod 2: The experiment requires that you continue. Prod 3: It is absolutely essential that you continue. Prod 4: You have no other choice you must go on (Obedience 21). Feeling obligated even though â€Å"the victim† responded with cries of pain and eventually no answer, the majority of those did continue. The results of this experiment were interesting. In the primary experiment 26 out of 40 people continued to shock a person with what he or she believed to be 450 volts for an incorrect answer, or if they did not respond within a time limit set by the â€Å"experimenter. Another variation of this experiment he performed in which he: placed the learner closer to the teacher, including one in which the teacher actually had to force the learner’s hand onto a shock plate in order to punish him; about 30 percent of subjects continued the variation until the end (Fermaglich 86). You read "The Milgram Experiment" in category "Papers" There was another variation which used on ly women. The results were the same as those for men. Over three years, Dr. Milgram performed 24 different variations of his original experiment, and tested over 1,000 people. There was also one case in which Dr. Milgram videotaped a subject’s obedience, â€Å"In the full version of Milgram’s film Prozi [the subject] is shown ending up being completely obedient- that is, administering a 450-volt shock to the unseen learner† (Blass). Another result of this experiment was the experiment had a huge impact on those who were the subjects. It resulted in high levels of stress in those who were subjects, whether they obeyed or disobeyed, which Dr. Milgram himself admitted to happening, and so he had to provide a meeting for the subject and the learner, in order to try to alleviate that stress (Fermaglich 87). Although the experiment was performed many times, and on many different people, this proved that the majority will follow orders when they are given, even if it goes against their conscience. These were not the only results from this experiment; people had other thoughts about Dr. Milgram’s experiment. There have been many who have wondered why a man would perform a test that many people consider to be a violation of a person’s basic rights. Dr. Milgram had many reasons behind performed these experiments. Dr. Milgram believed â€Å"When you think of the long and gloomy history of man, you will ind more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion† (Obedience 2). He wanted to be able to prove his belief that the â€Å"answer to destructive obedience lay less in the power of personality and more in the power of situation† (Slater 31). He also performed it with relation to the Holocaust, an d since Milgram, â€Å"a Jewish man whose relatives had hidden from the Nazis and been interned in concentration camps, [he] constructed his experiments in order to understand Nazi evil† (Fermaglich 84). Another idea posed as a reason for Dr. Milgram’s performance was the thought of â€Å"self-other bias (Brown, 1986) [which] is the general tendency for people to rate themselves as better than ‘typical others’† (Geher, Bauman, Hubbard, and Legare 3). There were those who believed the experiment to be unethical, and others who seem to be enlightened with a sense of self realization. One person found Dr. Milgram’s experiment to give him a better sense of who he was: I felt a shock of recognition, and the immediate knowledge that I could do such a thing, unsteady as I am. And I knew I could do such a thing, not because some strange set of circumstances propelled me to, no†¦It was not external. It was internal (Slater 62) However most other people who did not participate in the experiment did not feel this way, they felt this experiment was â€Å"the subject of enormous controversy, centered on the contention that his research subjects had been unethically manipulated, without due regard for their rights or emotional well-being† (Schwartz). In the field of psychology there was an uproar, with those who found the experiment to be reprehensible. One of those people was Diana Baumrind who questioned the obedience experiment, with concern for the welfare of the subjects, and curiosity over measures taken to protect those involved and voiced her concerns in American Psychologist (Individual 140). Dr. Baumrind’s article concerning the experiment resulted in the revision of APA ethical guidelines, which went with those laid down by the federal government, which limited the use of humans as subjects in the medical and psychological field (Fermaglich 103). Many found what Dr. Milgram did to be unethical, however because of it people now have a better understanding of what they are able to do, and they are able to apply his findings to other situations that have occurred, and may happen in the future. This experiment may be applied to a multitude of different subjects that are in a person’s every day life. The major subject would be the Nazis during World War II, which was a motive for Dr. Milgram to do the experiment in the beginning. It explores why a citizen who â€Å"ran the death camps seemed to be ordinary â€Å"decent† citizens, with consciences no different from those of any of us† (Velasquez et al). Dr. Milgram also compares the killing of Jews in the gas chambers to the manufacturing of appliances, and he says all of those deaths could not have occurred if a large number of people did not obey orders (Obedience 1). The ideas that Dr. Milgram came up with were applied as an explanation for â€Å"the massacre of hundreds of Vietnamese civilians at My Lai and the criminal activities in Nixon’s White House: ‘Stanley Milgram†¦ demonstrated in the laboratory what Lt. William Calley and his unit would dramatize later in Mylai- that man’s behavior is almost invariably dominated by authority rather than by his own morality’† (Fermaglich 111). This idea is also exemplified on television, as on a recent episode of â€Å"Law and Order: S. V. U. † viewers encounter a manager of a fast food restaurant who blatantly obeys the orders of a voice over the phone saying that he is â€Å"Detective Milgram. † The manager is told that an employee stole the wallet of a customer, and â€Å"Detective Milgram† tells the manager to strip the girl of all of her clothing except for her apron, and to perform a cavity search, to look for the wallet. Later in the episode we encounter the man who posed as â€Å"Detective Milgram† who performed his own variation of the experiment, because he had been like the manager, when he allowed the doctor to go against his advice, which resulted in the death of his wife. During school, a person may be faced with a similar situation. One being seeing a person cheat on a test. The person is put in a situation with two choices, neither desirable. The person may tell the teacher, which results in anger from the person who was told on, as well as a loss of time for that person to take their own test. The other option is to do nothing, which in the long run will hurt the student as he or she never learned the material, as he or she was suppose to. Typically a student will choose the latter, and ignore the situation, which ends up hurting the other student. This examination can be viewed on a vast number of levels, but that does not change the facts and ideas behind what happened. Dr. Milgram performed a venture which is thought to have been unethical, as he tested a person’s willingness to follow orders and do as he or she was told. He discovered the majority would actually do so, even if they believed they were hurting an innocent person. The controversial research has had a variety of impacts on every different person. For some they have a self realization, thinking of why type of person he or she is and if they are sheep, blindly following authority. Works Cited for Research Paper: Blass, Thomasm. â€Å"The Milgram Obedience Experiment: Support for a Cognitive View of Defensive Attribution. † The Journal of Social Psychology (1996). library. Web. 24 Nov. 2009. . Fermaglich, Kirsten. American Dreams and Nazi Nightmares : Early Holocaust Consciousness and Liberal America, 1957-1965. Waltham, Mass. : Brandeis University Press, 2006. Geher, Glenn, Kathleen P. Bauman, Sara Elizabeth Kay Hubbard, and Jared Richard Legare. â€Å"Self and Other Obedience Estimates: Biases and Moderators. † The Journal of Social Psychology 142. 6 (2002): 677. Web. 24 Nov. 2009. Milgram, Stanley. Obedience to Authority. N ew York: Harper Perennial, 1974. Milgram, Stanley. The Individual in a Social World: Essays and Experiments. Reading, Mass. : Addison-Wesley Publishing Company, 1977. Schwartz, Earl. â€Å"Why Some Ask Why. † Judaism 53. 3/4 (2004): 230. elibrary. Web. 24 Nov. 2009. Slater, Lauren. Opening Skinner’s Box: Great Psychological Experiments of the Twentieth Century. New York: W. W. Norton, 2004. Velasquez, Manuel, Claire Andre, Thomas Shanks, S. J. , and Michael J. Meyer. â€Å"Conscience and Authority. † Santa Clara University. 12/03/2009 . How to cite The Milgram Experiment, Papers The Milgram Experiment Free Essays Stanley Milgram: ‘electric shock’ experiments (1963) – also showed the power of the situation in influencing behaviour. 65% of people could be easily induced into giving a stranger an electric shock of 450V (enough to kill someone). 100% of people could be influenced into giving a 275V shock. We will write a custom essay sample on The Milgram Experiment or any similar topic only for you Order Now The Milgram Experiment Stanley Milgram (1963) Experiment: Focusing on the conflict between obedience to authority and personal conscience. Investigate: Whether Germans were particularly obedient to authority figures as this was a common explanation for the Nazi killings in World War II. Milgram selected participants for his experiment by advertising for male participants to take part in a study of learning at Yale University. The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant). The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX). Milgram’s Experiment Aim: Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person. Stanley Milgram was interested in how easily ordinary people could be influenced into committing atrocities for example, Germans in WWII. Procedure: Volunteers were recruited for a lab experiment investigating â€Å"learning† (ethics: deception). Participants were 40 males, aged between 20 and 50, (bias: All male) whose jobs ranged from unskilled to professional. At the beginning of the experiment they were introduced to another participant, who was actually a confederate of the experimenter (Milgram). They drew straws to determine their roles – leaner or teacher – although this was fixed and the confederate always ended to the learner. There was also an â€Å"experimenter† dressed in a white lab coat, played by an actor (not Milgram). The â€Å"learner† (Mr. Wallace) was strapped to a chair in another room with electrodes. After he has learned a list of word pairs given him to learn, the â€Å"teacher† tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices. The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock). The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock and turned to the experimenter for guidance, he was given the standard instruction /order (consisting of 4 prods): Prod 1: please continue. Prod 2:  the experiment requires you to continue. Prod 3: It is absolutely essential that you continue. Prod 4: you have no other choice but to continue. Results: 65% (two-thirds) of participants (i. e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts. Milgram did more than one experiment – he carried out 18 variations of his study. All he did was alter the situation (IV) to see how this affected obedience (DV). Conclusion: Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way we are brought up. Obey parents, teachers, anyone in authority etc. Milgram summed up in the article â€Å"The Perils of Obedience† (Milgram 1974), writing: â€Å"The legal and philosophic aspects of obedience are of enormous import, but they say very little about how most people behave in concrete situations. I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist. Stark authority was pitted against the subjects’ [participants’] strongest moral imperatives against hurting others, and, with the subjects’ [participants’] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation. Factors Affecting Obedience The Milgram experiment was carried out many times whereby Milgram varied the basic procedure (changed the IV). By doing this Milgram could identify which factors affected obedience (the DV). Status of Location| Personal Responsibility| * The orders were given in an important location (Yale University) – when Milgram’s study was conducted in a run-down office in the city, obedience levels dropped. * This suggests that prestige increases obedience. | *   When there is less personal responsibility obedience increases. When participants could instruct an assistant to press the switches, 95% (compared to 65% in the original study) shocked to the maximum 450 volts. * This relates to Milgram’s Agency Theory. | Legitimacy of Authority Figure| Status of Authority Figure| * People tend to obey orders from other people if they recognize their authority as morally right and / or legally based. * This response to legitimate authority is learned in a variety of situations, for example in the family, school and workplace. | *   Milgram’s experimenter wore a laboratory coat (a symbol of scientific expertise) which gave him a high status. But when the experimenter dressed in everyday clothes obedience was very low. * The  uniform  of the authority figure can give them status. | Peer Support | Proximity of Authority Figure| * Peer support – if a person has the social support of their friend(s) then obedience is less likely. * Also the presence of others who are seen to disobey the authority figure reduces the level of obedience. This happened in Milgram’s experiment when there was a â€Å"disobedient model†. | *   Authority figure distant: It is easier to resist the orders from an authority figure if they are not close by. When the experimenter instructed and prompted the teacher by telephone from another room, obedience fell to 20. 5%. * When the authority figure is close by then obedience is more likely. | Methodological Issues The  Milgram studies  were conducted in laboratory type conditions and we must ask if this tells us much about real-life situations. We obey in a variety of real-life situations that are far more subtle than instructions to give people electric shocks, and it would be interesting to see what factors operate in everyday obedience. The sort of situation Milgram investigated would be more suited to a military context. Milgram’s sample was biased: The participants in Milgram’s study were all male. Do the findings transfer to females? In Milgram’s study the participants were a self-selecting sample. This is because they became participants only by electing to respond to a newspaper advertisement (selecting themselves). They may also have a typical â€Å"volunteer personality† – not all the newspaper readers responded so perhaps it takes this personality type to do so. Finally, they probably all had a similar income since they were willing to spend some hours working for a given amount of money. Ethical Issues *   Deception  Ã¢â‚¬â€œ the participants actually believed they were shocking a real person, and were unaware the learner was a confederate of Milgram’s *   Protection of participants  Ã¢â‚¬â€œ Participants were exposed to extremely stressful situations that may have the potential to cause psychological harm. * However, Milgram did  debrief  the participants fully after the experiment and also followed up after a period of time to ensure that they came to no harm. How to cite The Milgram Experiment, Papers

Information System Project Management Professional Management

Question: Discuss about the Information System Project Management for Professional Management. Answer: Introduction The digital era in day to day life of common people is stepping with rapid speed and professionally as well. With the introduction of the digital process, the major aspects related to techniques are also improving gradually. But on the other hand with the increase in technology, the risk related to confidentiality, integrity and maintenance of data is also keep on increasing. To avoid this risk and to manage the process of preservation of data, it is essential that the risk assessment techniques should be adapted in the appropriate manner. By this, the risk related to data preservation can be managed and identified effectively. Apart from this, the control and management of data preservation is also essential, because in this periodic transfer of data can be done from one location to another. Thus, in this process hardware and software installation also matters a lot. This report is mainly helpful in covering the major aspects related to the research, risk assessment, communication r isk and suitable recommendations (University of Glasgow, 2016). Research The research is considered as the most innovative part of any report. To manage the detailed content and to identify the major perspectives, it is essential that the research work should be strong and strengthned. The literature review is identified as the most suitable method for providing the appropriate feedback to the organization as well as for managing the risk assessment. The different research work is not only helpful in providing the appropriate result, but by this the actual results related to the process can be obtained properly. According to the article defined by Sally Vermateen and Brian Lavoie, the appropriate model is planned for defining SPOT model in which the risk assessment is planned for future perspectives by this model. The author defines that the SPOT model is helpful in the preservation of data, development of component strategy, assessment of risk and introduction of modular approach towards development (Vermaaten, Lavoie, Caplan, 2012). Apart from this, by this model internal as well as external risk assessment can be done in a suitable manner. By choosing these options, the developmental aspects related to an organization would become more developed and appropriate. Through this paper, the author also defines the methods, procedures and theories for the development and modification of the organization in an appropriate manner. Another paper is identified from the group of five authors who are directly and indirectly responsible for generating their personal views on the particular topic. According to these five authors, various aspects related to risk assessment are demonstrated. The impact of different factors on risk assessment is trying to be recognized. By this research paper, the author also displays the risk associated with general file format and risk associated with the data file format is also identified on the initial level (Lawrence, Kehoe, Rieger, Walters, Kenney, 2000). In this contrast to access the data and to format the particular data; software development, suitable installment of public FTP guidelines and suitable internet aspects are shown with the help of this information and data provided. In short, the data preservation considers as the most innovative step in introducing the concept of securing the data in a better and more appropriate format. In the article which is related to techniques are correlated to the preservation and saving the data in an appropriate manner. It is defined that the preservation of data can be done only with the help of major techniques, such as safely migration of data and usage of bit stream technique for securing the data. Out of all these, the most appropriate method is the hidden data to maintain the dignity and consistency of data on the wider level. In this article, the working strategy of individual process is identified in proper manner and through these techniques, the suitable results have been tried to originate (Dappert Enders, 2010). The emulation and data processing is also identified as the process in which the data emulation and processing of the unique process can be maintained at initial level. The techniques related to sustainability and management aspects of data preservation are also defined with the help of migration of data techniques. The final article which is selected for the discussion is related to most appropriate and stable model selected for the preservation of data. This model is identified as the Open Archival Information System (OAIS) (Sawyer, 2014). The authors have provided the most appropriate approach to identify the existing process and by this process, the introduction of new concept can be identified in the proper manner. In this article cum research paper, the archiving of current data is shown in a suitable manner. The model not only provides the security aspects, but also provides various alternatives for the improvement of the current aspects defined in the organization. By identifying all these aspects and understanding the suitable literature review, the actual status of the data preservation is cleared and become accurate. By these aspects, the various thoughts and innovative approach of researchers can be identified on appropriate level. The further paragraphs are helpful in defining the communication, risk and recommendations related to the data preservation technique (ICPSR, Institute, Center, 2011). Risk Assessment The risk assessment is identified as the process in which the identification of the risk can be done on a wide level. To manage risk and to identify the major causes related to risk, it is essential to prepare a strategic plan to approach risk in a proper manner. Before performing the task related to risk assessment, it is essential to identify the digital preservation threats which are identified. There are two types of threats that are identified in a large scale. These threats are threats to archive digital content and threats to custodial threats itself. To manage the risk assessment on a wide level, there is still need of light weight and framed model by which an assessment of risk can be done on an appropriate level (Lavoie, 2012). To perform suitable risk assessment for the preservation of data, various researchers propounded their different views related to risk assessment and also provided their different approaches on the risk assessment. Some of them have thought that risk assessment is helpful in painting basic perspectives related to assessment of risk and others developed the thought that risk assessment will be result oriented, when operated with different type of situation for the data preservation (Canteiro Barateiro, 2011). The identification and support of SPOT model will be more result oriented in case of risk assessment related to data preservation. The SPOT model which is commonly identified as the simple property oriented threat is mainly helpful in solving the issues related to the external and internal threats. The six essentials are identified in the SPOT models which simultaneously coordinated to manage risk in an appropriate way (ENISA, 2009). These major essentials are available, persistence, suitable existence, identification of suitable understanding and appropriate authenticity in processing of aspects. By following this concept of essential elements in an organization, the major improvement aspects can be identified easily. The SPOT model is also based on the generation of suitable outcomes in which, the evaluation of own risk and mitigation strategies are being identified on the initial level. Another method is the preservation of metadata for managing risk and maintaining the appropriate criteria for the suitable evaluation in a right manner. In Meta data, the information is transferred from one location to another. The individual files cannot be carried from one location to another so for this, it is essential to carry the multiple files or the interrelated files also. If these interrelated files will not travel with one another, then data transfer will not be completed and current files wont be considered of any importance. The execution of Meta data can be managed in the digital format and by this, the security chances can be lost easily. So, the assessment of risk on this level is also essential to be identified and managed in a proper manner. With the help of the migration analysis method, the risk assessment related to the aspect can be studied in a very approached and attractive manner. In the migration analysis method, the data is transferred from one location to another location in a most approached way (HSE Team, 2014). The risk occurs at that time only. For removing the risk, the strategic risk management scheme needs to be planned. In this type of assessment, three aspects are identified. These aspects are known as risk associated with collection of general material, risk related to general file format and one of the innovative aspects is the risk related to the file format conversion process. By identifying all these risk aspects on the migration analysis perspectives, the major risk can be solved easily. The threat models are also identified as the practical tools which are used repositories to identify the risk assessment. The repository factor is also helpful in identifying the re- development of the component, policies and procedures on a wide level. Apart from these processes, there are other process too which are helpful in identifying the major risk factors and also helps in assessment of risk in broader form. The risk assessment is also considered as an area for the discussion because by accessing the risk, the measurement aspects can easily be identified and the better solutions or alternatives can be generated on a large scale. Communication Risk Communication risk is identified as the factor in which the major risk related to existing system got identified. In this section, the outlining of major risk can be performed in an appropriate direction. The major risks which are related to the data preservation are identified as archiving and retention of data. Both these aspects are considered on the wide level and the identification of these issues is also very tough to identify. In the communication risk apart from these issues, other issues can also be included which are defined above in the paragraphs. Various organizations dont want to secure or save the data. Due to this, they have to face loss of data and various crises also arises in the organization. To manage the preservation of data and to manage archiving of particular data, suitable processes are adapted to manage the risk. With the development in the changing aspects, the technology and its perspectives are also changing with the rapid rate. With the change in technique, the ways of communication are also changing due to which, risk of communication may also increase simultaneously. While doing communication, the chances of data loss, integrity of data and hindrance in the growth of data occurs commonly. To avoid this situation and to maintain the dignity of data, various steps are identified which are helpful in improving the existing condition of the data preservation in all the possible conditions. Apart from archiving and retention, there are various other communication risks that are identified on the wide level. These are related to the faulted vendors who are mainly on fault due to sending and transferring unauthorized data from one vendor to other, legal faults and the faults of management people, due to which the communication risks are becoming very common. Facing the issues and managing them in a patience manner is essential. To manage the communication risk for preservation of data, it is essential to manage some of the perspectives like management of records, identification of appropriate methods to overcome archiving and retention and many other processes defined on the large scale. By following the basic recommendations and precautions, data preservation issue can be solved in a better way. Recommendation By assuming all the perspectives and identifications, it is clearly identified that the specific theories are identified for the improvement of digital data preservation. In the above discussion, there are various theories and concepts introduced to reach the target, but simultaneously the strong strategic approach is required for an improvement. The most appropriate aspects for an improvement of the existing structure are the clarity in concept, detailing in the aspects and the appropriate management of process, proper comprehensiveness and transparency in the existing structure. By this, the suitable preservation of data can become possible on a major level. Apart from this, the Commission on Preservation and Access (CPA) and Research Libraries Group (RLG) defines various norms and policies by which, the management of digital data can be done on a wide level and periodic transfer of digital material in an appropriate manner will be helpful in doing a suitable execution in the well-organized manner. Some of the guidelines that are defined by CPA and RLG in joint venture are defined below: - It is recommended by the authorities that transfer of data and information should be carried out in the right direction or in a confidential format. By this, the confidentiality of data will be ruined so, data transfer preservation can be done in an encrypted format (Team, 2009). The digital files should be refreshed on the routine level. This will be helpful in reducing the risk at large extent and the purpose of digital data preservation can be solved at the core level. The change in the digital formats and the conversion of existing format in the other form is also identified as the suitable method of transferring file from one location to another. For an example, the conversion of one file to the different format like ASCII and many other formats on initial level. The suitable format is also identified for migrating the data from one location to another. The safe migration of data is identified as the key aspect for an improvement and development of a risk assessment plan or data preservation The software also possesses major role in maintaining data observation in completing the suitable process. With the help of software, the transfer of data from one location to another is essential to carried (University College London, 2016). Apart from these recommendations, the intellectual foundation steps are also considered on priority. By adapting these steps, various aspects can be solved on the wide level and the issues related to the preservation of data may get easier. These steps are identified as preserving the digital information on the initial level, installation of OAIS model for solving the purpose of major issues, identification of repository models so that the major issues can be solved and identification of inter Pares which is helpful in coordinating manner to manage issue related to the digital preservation. By adapting all these major recommendations and improvement processes, the processing of management and maintenance of data preservation can become possible. The modifications in the recommendations are also required along with the defined process. This will generate the suitable output as per the requirement. References Canteiro, S., Barateiro, J. (2011, November 04). Risk Assessment in Digital Preservation of e-Science Data and Processes. 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Retrieved from https://www.digitalpreservation.gov/partners/documents/Data-PASS_NDIIPP_Final_Report.pdf Lavoie, B. (2012). Preservation metadata as an evidence base for risk assessment. OCLC. Retrieved from https://www.oclc.org/content/dam/research/events/2012/10-02e.pdf Lawrence, G., Kehoe, W., Rieger, O., Walters, W., Kenney, A. (2000). Risk Management of Digital Information: A File Format Investigation. Council on Library and Information Resources. Retrieved from https://www.clir.org/pubs/reports/pub93/pub93.pdf Sawyer, D. (2014). The Open Archival Information System and the NSSDC. The Open Archival Information System and the NSSDC. Retrieved from https://nssdc.gsfc.nasa.gov/nssdc_news/dec00/oais.html Team, I. (2009). Principles and Good Practice for Preserving Data. Interuniversity Consortium for Political and Social Research (ICPSR). Retrieved from https://www.ihsn.org/home/sites/default/files/resources/IHSN-WP003.pdf University College London. (2016). Research Data Management: best practices. Research Data Management: best practices. University of Glasgow. (2016). Preservation issues. Retrieved from https://handbook.dpconline.org: https://handbook.dpconline.org/digital-preservation/preservation-issues Vermaaten, S., Lavoie, B., Caplan, P. (2012, October). Identifying Threats to Successful Digital Preservation: the SPOT Model for Risk Assessment. Identifying Threats to Successful Digital Preservation: the SPOT Model for Risk Assessment, 18(10). Retrieved from https://www.dlib.org/dlib/september12/vermaaten/09vermaaten.html