The eNotes Blog Why I Keep Rereading JaneEyre

Why I Keep Rereading JaneEyre Booklovers all have stories we return to over and over again. One of mine is Jane Eyre by Charlotte Brontà «- but I don’t just reread it, I revisit it like a friend. I read my favorite chapters when I’m lonely, consult it when I need advice, turn to it when I feel lost or need comfort. Though it’s over 150 years old, I still find something new and relevant in it each time. Gothic Elements I first read Jane Eyre when I was fifteen, and it’s remained my favorite novel since then. I love it for the characters and atmosphere- Jane’s fierce independence, her romance with Rochester, the gothic allure of Brontà «Ã¢â‚¬â„¢s writing- but also for the way those things have challenged me. One of the first things that struck me about the novel is the fantastical and gothic elements and how they’re included in the story. From the ghostly red room to Jane and Rochester’s eerie, moonlit meeting to Rochester’s frequent teasings that Jane is one of the fairy folk, fantasy is part of the everyday in Jane Eyre. Victorian Conventions This isn’t entirely unusual for a novel from the Victorian era: Victorians loved fairy tales. Andrew Lang’s fairy tale collections, Christina Rossetti’s poem â€Å"Goblin Market,† and Lewis Carroll’s Alice’s Adventures in Wonderland are all products of the Victorian fascination with fantasy. But the way Brontà « portrays the fantastic elements goes deeper than surface level. Jane and Rochester’s relationship contains elements of mysticism- from Rochester’s humorous impersonation of a fortune teller to the way Jane and Rochester, agonizing over losing each other, each hear the other’s voice calling to them during their separation. These things are eerie and beautiful; they render the love story impossible to contain in earthly bonds. In this way and others, the novel depicts romance quite differently from the Victorian norm. This is one reason the novel was so popular (and criticized by some) after it was published. Jane and Rochester’s relationship is powerful and intense from the start, and Brontà « wrote it with a fiery passion woven into the words on the page. It’s partly the restraint and tension that make it so intense, but I still marvel at how moving it is even to modern-day readers who aren’t used to the same censors on romantic and sexual content that Victorian readers were. Romance and Subverted Power Dynamics I especially love how Jane and Rochester develop feelings for each other not because of shallow physical attraction but because of a much deeper kind. I’ll call it an understanding: At their cores, they understand each other in an almost mystical way. Their relationship is based in intellect, in challenging each other to think differently and in talking about issues and philosophical ideas that matter to them. At fifteen, this kind of basis for love was foreign to me; at almost twenty-eight, I’ve still never read another love story quite like it. It represents a bond that transcends the normal human experience, and I think it’s utterly beautiful. I also appreciate the frank, unflinching way Brontà « explored power dynamics in Jane and Rochester’s relationship, including the initial imbalance of power between them. One scene that stands out is when Rochester threatens sexual violence when Jane announces she’s leaving him. (The movie adaptations usually gloss over this scene.) Rochester is both a hero and a villain in the novel, and I love that Brontà « depicted the more troublesome aspects of his character and built a relationship between him and Jane that is complex, layered, and utterly imperfect. Some readers see Rochester’s maiming and blinding as a way to â€Å"lower† him to Jane’s level- the level of a woman in Victorian society- and look upon this choice by Brontà « unfavorably, but I have a different take. I see it as Rochester being cleansed (literally in fire, even) for his sins, having to shed his controlling nature and toxic masculinity in order to deserve Jane as his equal and partner. His wounds are his battle scars, his reminder of what he has learned and overcome. While there are problematic elements to the way Brontà « refers to Rochester’s disabilities, there is also something powerful in this message. In Brontà «Ã¢â‚¬â„¢s time, a man of Rochester’s wealth and social standing would have been considered far too good to marry a servant like Jane, and this cultural aspect is explored in the novel. However, Brontà « subverts this norm when she shows readers that it was actually Rochester who had to prove his worth to Jane. The main aspect of the novel I turn to during times of sadness or stress is Jane’s determination to live by her own moral code. Though she is influenced by her religious beliefs and the norms of the time, she also makes her own decisions. She chooses not to marry St. John because she doesn’t love him romantically. She chooses to return to Rochester not knowing he no longer has a wife. Her strength and strong will have always been reminders to me to live my life according to my own moral code: to trust in myself and to find strength in my own independence. Feeling like rereading  Jane Eyre? Check out the  complete annotated text  of Jane Eyre  on !

Introduction to Purchasing-Power Parity

Introduction to Purchasing-Power Parity The idea that identical items in different countries should have the same real prices is very intuitively appealing- after all, it stands to reason that a consumer should be able to sell an item in one country, exchange the money received for the item for currency of a different country, and then buy the same item back in the other country (and not have any money left over), if for no other reason than this scenario simply puts the consumer back exactly where she started. This concept, known as purchasing-power parity (and sometimes referred to as PPP), is simply the theory that the amount of purchasing power that a consumer has doesnt depend on what currency she is making purchases with. Purchasing-power parity doesnt mean that nominal exchange rates are equal to 1, or even that nominal exchange rates are constant. A quick look at an online finance site shows, for example, that a US dollar can buy about 80 Japanese yen (at the time of writing), and this can vary pretty widely over time. Instead, the theory of purchasing-power parity implies that there is an interaction between nominal prices and nominal exchange rates so that, for example, items in the US that sell for one dollar would sell for 80 yen in Japan today, and this ratio would change in tandem with the nominal exchange rate. In other words, purchasing-power parity states that the real exchange rate is always equal to 1, i.e. that one item purchased domestically can be exchanged for one foreign item. Despite its intuitive appeal, purchasing-power parity doesnt generally hold in practice. This is because purchasing-power parity relies on the presence of arbitrage opportunities- opportunities to risklessly and costlessly buy items at a low price in one place and sell them at a higher price in another- to bring prices together in different countries. (Prices would converge because the buying activity would push prices in one country up and the selling activity would push prices in the other country down.) In reality, there are various transaction costs and barriers to trade that limit the ability to make prices converge via market forces. For example, its unclear how one would exploit arbitrage opportunities for services across different geographies, since its often difficult, if not impossible, to transport services costlessly from one place to another. Nevertheless, purchasing-power parity is an important concept to consider as a baseline theoretical scenario, and, even though purchasing-power parity might not hold perfectly in practice, the intuition behind it does, in fact, place practical limits on how much real prices can diverge across countries. (If you are interested in reading more, see here for another discussion on purchasing-power parity.)

Fieldwork Essay Example | Topics and Well Written Essays - 1000 words - 1

Fieldwork - Essay Example Users of interactive media are engaged to the media that they are using. This paper shall investigate the effect of interactive media on the people. The study used random sampling method to select ten respondents for the purposes of understanding the influence of interactive media on cognitive development and learning process. A questionnaire the data collection sought answers to the following questions: The open-ended questionnaire provides room for the respondents to widen the scope of their answers and provide insights into the question. Due to time constraints in interviewing the respondents separately, the questionnaire provided timely data from all the respondents. The response rate was 100%. Most of the respondents (9 out of 10) attested to the use of the internet and digital television as their main interactive media forums. These are the most understood and commonly shared by all the respondents4. Four respondents affirmed that interactive media has positive effects on their social ties. They said that interactive media has enabled fast communication and connection with other people, thus building their social ties5. Interactive media also helps them to keep in touch with their friends. The remaining six respondents attributed their social problems to interactive media. The engaging nature of these media denied them the time to go out and socialise. The impersonality nature of interactive media extends to their social relationships6. Majority of the respondents (80%) agreed that interactive media improves and facilitates the learning process. They said that interactive media provides platforms for them to get more knowledge and provides simplified versions and illustrations for understanding. The other two respondents were unsure of the influence interactive media had on their learning process. Eight respondents were

GENDER macroeconomics Essay Example | Topics and Well Written Essays - 3000 words

GENDER macroeconomics - Essay Example Neither the individual nor gender has been a main concern of macroeconomic policy or macroeconomic theory. It is also clear that gender is ignored in the majority of the conventional means of macro-economic behavior that are representative of the manner in which individual women and men are affected by macroeconomics (Seguino, 2010: p1216). Individual economic indicators are rarely referred to with macroeconomic language being un-gendered and impersonal. In addition, the sex based labor division is rarely mentioned in macroeconomic policies. Although the policy impact on functional categories of actors in the economy like investors, savers, sellers, and buyers can be identified in debate on macroeconomic policy, absence of gender-specific references suggests that it is assumed to have an equal effect on men and women. Literature especially that covering women in developing nations shows that this is not so. Bringing a Gender Perspective into Macroeconomics Conventional policy framewo rks on the economy are ignorant of non-market work like voluntary, community work and unpaid care work. These activities are normally taken for granted and rarely discussed in monetary or fiscal policy. Rather than being considered as economic activities, these are thought of as social roles. However, these are economic activities because they need the utilization of scarce resources, as well as because they give vital inputs to private and public economic sectors. Unpaid care work can be described as a tax in kind levied on domestic sectors so as to reproduce the economy with the tax paid mainly by women (Elson, 2011: p240). Unpaid work can be incorporated into macroeconomic policy making through viewing national output as being a product of the domestic sector, the public sector, the private sector, and equally important the voluntary sector. Wealth creation in a country is dependent on output from the four sectors. At times, policy makers tend to assume that the sector that creat es wealth is the private sector with other sectors spending that is produced by the private sector. However, these four sectors depend on each other. The private sector cannot create wealth for use by families, the government, and the communities if these communities, families, and the government do not create wealth, in turn (Elson, 2011: p241). In particular, unpaid care by women, as well as voluntary work, proves vital for the creation of social and human capital. There are essential differences, of course, between looking after one’s own children and parents and being paid to care for children or old people as an employee for the private and public sector (Elson, 2011: p241). This difference is not personal in nature. The costs for the care given to children and old people in the public and private sector appears in the national accounts, being taken into consideration in decisions on policy. However, the costs regarding unpaid care for children and old people in domestic sectors are not reflected in the national accounts and are, therefore, not accounted for in decisions of policy. However, this care imposes energy and time costs on those who do

Comentation On Let Us Now Praise Famous Men :: essays research papers

It was in 1936 that James Agee and Walker Evans, on assignment for Fortune magazine, drove into rural Alabama and entered the world of three families of white tenant farmers. And it was in this same year that Franklin D. Roosevelt was elected to his second term as president, his New Deal having won the resounding support of American voters. Fortune was not unique in its concern for the tenant farmer; Roosevelt himself appointed a Committee on Farm Tenancy to investigate the situation of this segment of the nation's farming population. The committee's startling report, issued in February of 1937, revealed that tenant farmers constituted half of the farmers in the South, almost a third of farmers in the North, and a fourth of Western farmers. These figures, accompanied by reports of great suffering and stark poverty, led to the enactment of the Bankhead-Jones Farm Tenancy Act, which reorganized the Resettlement Administration as the Farm Security Administration, and which included amo ng its purposes assisting enterprising tenants in becoming landowners.[1] Agee and Evans examined the life of the tenant farmer as closely as the president's committee, but from the perspective of artists, not New Deal politicians or economists. Proposing no economic solutions to the problem of tenant farming, they attempted only to describe the life of the Gudgers, the Woods, and the Ricketts as accurately as possible "in its own terms."[2] Nevertheless, the result of Agee and Evans' endeavors, a book entitled Let Us Now Praise Famous Men, is, as much as the New Deal itself, a great experiment in addressing the issues of social responsibility and human dignity that faced the United States during the 1930s. Roosevelt was elected to the presidency in 1932 because he recognized the need for an innovative approach to the U.S. economy. Financial institutions, including the banking system and the stock market, had been thoroughly undermined along with American confidence, and had miserably failed to recover on their own, as Hoover had promised. The methods that had been used to bring the economy out of a slump in the 1920s were simply not working anymore, and the casualties of depression were rapidly mounting in a frightening new world. As Roosevelt recognized that traditional plans for economic recovery could not end the Depression, so Agee and Evans knew that traditional methods of photography and journalism would not work to convey accurately the hard and simple lives of the tenant farmers.

Discipline: School Types Essay

It doesn’t take a lot of research to tell us that discipline in school is different today than it was in the 1950s. But it does take some investigation to find out why. Various studies have shown that students who act up in school express a variety of reasons for doing so: * Some think that teachers don’t care about them. * Others don’t want to be in school at all. * They don’t consider goal setting and success in school important anymore. * Students are unaware that their adolescent behaviors will result in punishment they won’t like. * Discipline enforcers have to go through long procedures of due process: hearings, specific charges, witnesses, and appeals. Despite these hurdles, students agree that discipline is needed in schools. One high school student stated: â€Å"If there were no discipline, the school would not be distinguished from the street.† So if everyone agrees that discipline is key to safety in school, why do we still have a problem? Student-Teacher Relationships In many schools, teachers are intimidated by their students. Out of fear of retaliation, they fail to report problems or ignore them hoping that the students responsible will quit the bad behavior by themselves. Troubled Students State and Federal laws require that some special needs students receive special attention. Many adults and school systems believe that â€Å"troubled students† are not responsible for their actions, thus they’re not punished as severely as other students. Legal Procedures Because of the raised awareness of the civil rights of children, the law requires adults to go through expensive, time-consuming and confusing procedures in regards to school discipline. These legal procedures do protect the rights of children, but make it very difficult to stop school discipline problems. Modeling Very simply, too many adults fail to model the behaviors they want from students. Modeling the rules that students are to follow should be required of all adults. All adults in a community, especially parents and teachers, need to model integrity, honesty, respect and self-control. Enforcement Because of internal administrative problems or lack of procedures, many school officials fail to enforce the rules or punish students for infractions. Some fear lawsuits from parents; others just don’t care, or they’re â€Å"burned out.† Time-out and Detention In-school suspensions, time-out and detention have been age-old solutions for troubled students. Yet today, many students don’t mind detention, preferring it to going home to an empty or abusive household. Many consider time-out a quiet place to work. Detention lets them socialize after school. And both time-out and detention get them attention from caring adults. â€Å"Fuzzy† Rules Studies have shown that many rules are not strictly enforced. Lots of school and classroom rules don’t make sense to students. Some discipline codes are â€Å"fuzzy† and not clear on expectations and punishments. Some disruptive students are labeled with codes like ADHD (Attention Defecit/Hyperactivity Disorder) or Emotional Impairment. This leads some school staff to mistakenly assume that they cannot enforce positive behavior and instead must resort to asking parents to â€Å"medicate† them. Self Esteem Many schools have emphasized self-esteem over and above everything else. Some teachers are afraid to discipline or demand good behavior because it will hurt the child’s self esteem. The result? Now we have ill-behaved, rude kids-but they feel good about themselves. Discipline Trends that Show Promise Some schools are taking control of and finding ways to confront the problems of discipline and school violence. Here are a few programs that seem to be working: * Reaching Success through Involvement: This process has been used in 17 schools across the nation. It involves students in improving their schools, requires adult school members and student leaders to form a community of learners and leaders for improvement. This process alters school contracts, roles and responsibilities of students, teachers and administrators. The students work with the adults to help other students develop a sense of ownership and control. This new feeling of control makes students more motivated to learn. It has been a success in the 17 schools and is being introduced in more schools around the nation. * Parental involvement: In Paterson, New Jersey, parents of truant students are not fined or jailed, they are required to come to school by the court. This punishment leads to a decrease in truancy. Also, in both Maryland and South Carolina, the punishment for some school discipline problems is to require the parents to attend school with their children. Once the parents see that education is important for their children, their children have not been repeat offenders. * Alternative schools: Many school systems have found that by permanently removing chronically disruptive students from the classroom to an alternative school situation, the school discipline problems from the first school decrease drastically. * School scheduling: Many schools have found that a simple solution of rescheduling school lunches has dramatically decreased discipline problems. By spreading lunches out for a longer period, there are fewer frustrations, temper flare ups, and other problems resulting from the stress of having to put up with a crowded lunch period. * School I.D.s: Many schools are also requiring their students to display a picture I.D to cut down on unauthorized persons coming into a school to promote disruptions. This also eases the impersonal atmosphere of larger schools by letting students and teachers learn one another’s names. * Recognition that school is a learning place: Repeatedly, school systems are stressing that schools are a place for learning, not a recreation/social center for students. Once this â€Å"learning atmosphere† is established and enforced, schools have a lower percentage of discipline problems. Basically, school discipline has become lax over the years as our relationships have weakened. Consolidated school systems and mega schools have made the separation between family and school wider than ever. These mega schools have largely ignored the local community. Also, some parents have lost touch with their children for many different reasons. For school discipline to be successful, we need to restore those relationships. Parents and schools need to work together to instill the importance of education into children of all ages. Finding discipline procedures that work is a job for students, parents, and teachers to explore together. In today’s society, working together within the school and community will help teach children that working as a team can effectively solve the problem.

Failure at Tyco International, Ltd. - 1137 Words

Failure at Tyco International, Ltd. LDR / 531 January 31, 2011 Clance Doelling Failure at Tyco International, Ltd. Tyco International Ltd is a diverse manufacturer who grew tremendously in the 1990’s and early 2000’s. The company had big ambitions with an aggressive program of acquisitions during this period where they spent an estimated $62 billion to purchase more than 1,000 companies. However, unbeknownst to the shareholders of Tyco and the world, Tyco was led by a management team and CEO (L. Dennis Kozlowski) that did not use wise or truthful business practices and organizational behavior. In the following paper, I will examine the failure that occurred at Tyco, compare, and contrast contributions of leadership, management,†¦show more content†¦Ã¢â‚¬Å"Organizational behavior is concerned with the study of what people do in an organization and how their behavior affects the organization’s performance.† (Robbins and Timothy, 2007, p. 10). A healthy organization responds to globalization and increasing market share by u nderstanding its’ foreign assignments, people from different cultures, managing diversity, and foreign implications. Tyco quickly made acquisitions and developed offshore networks that were managed by executives that did not enforce an ethical code of behavior. Tyco falsified accounting records in order to meet U.S. standards and profitability. Tyco set their sights on strategies that would improve growth and investments, with disregard to any type of business code of ethics or standards. Complications surfaced that the company was not handling money correctly and top management was to blame. Either the company did not properly train their management (especially those who handled the financial aspects of the business) or management was not governing themselves by company policies and procedures that would make the business successful. It appears Kozlowski and his top executives were able to persuade many employees to overlook company policies and procedures to pursue hig h margins of profitability. This demonstrates that the organizational culture and management behavior was overlooking their ethical obligations to the shareholder, company, and employees of Tyco. They were willing toShow MoreRelatedEssay on Examining a Business Failure - Tyco1003 Words   |  5 PagesBusiness Failure: Tyco International Ltd.  ® LDR 531 August 23, 2010 Examining a Business Failure: Tyco International Ltd.  ® Many have heard the proverb, â€Å"A chain is only as strong as its weakest link.† This can be directly applied to business organizations through analysis of the three strongest and/or weakest links: managers, leaders and the organizational structure. 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