Jane Eyre and Victorian Women Essays

Jane Eyre and Victorian Women Essays Jane Eyre and Victorian Women Paper Jane Eyre and Victorian Women Paper who wrote Jane Eyre as Currer Bell and Mary Ann Evans who wrote Middlemarch as George Eliot two of the novels that we will be talking about. Jane Eyre Jane feels exiled and ostracized at the beginning of the novel, and the cruel treatment she receives from her Aunt Reed and her cousins only increases her feeling of alienation. Charlotte Bronte may have created the character of Jane Eyre as a means of coming to terms with elements of her own life. Jane voices the Bronte s opinions on religion, social class, and gender that were seen as radical in the Victorian era. Jane Eyre could be seen as an earlier example of a feminist- similar to the Suffragists that came to prominence later on in the Victorian era since they held similar ideologies. Helen Burn serves as a foil to Jane- much like Isabella Linton did to Catherine. She is often self-negating despite her intellectual maturity Unlike Jane she believes that the best way to tackle the injustice of society, as seen by the treatment of the girls at Lowood, is by having faith in Gods judgement. She believes that God will be the ones to punish the evil. Somewhat representative of the religious morality that still remained in the rural areas, unlike the cities of the Victorian era where debauchery was rampant. Jane is different to her in the sense that she doesnt hold such blind faith- she wants to find happiness and love in this world, though she does count on the support of God. Conclusion One can see that in Victorian literature there were perhaps two distinct types of women portrayed. There were the conventional characters such as Helen Burns and Isabella Linton who represented the archetypal Victorian woman to some extent. The conventional characters often displayed qualities such as refinement and a desire to obtain a high social status. Other conventional characters represented women lower down the social hierarchy and tended to be blindly religious and believe in purity and chastity. These characters tended to act as foils, however, to the unconventional figures of focus such as Jane Eyre or Catherine Earnshaw. These characters were often rebellious and made it their aim to break down the barriers that blocked the development of women as independent members of society. These characters were defiant in their aims- be it love, the resolving of injustices or simply the desire to be free from the prison that was Victorian society.

Conduit Metaphor - Definition and Examples

Conduit Metaphor s A conduit metaphor is a type of conceptual metaphor (or figurative comparison) commonly used in English to talk about the process of communication. The concept of the conduit metaphor was originally explored by Michael Ready in his 1979 article The Conduit Metaphor: A Case of Frame Conflict in Our Language About Language (see below). Reddy estimated that the conduit metaphor functions in roughly 70% of the expressions used to talk about ​language. The Framework of the Conduit Metaphor Typical solutions to the unskilled speakers communication problems are illustrated by (4) through (8). (4) Whenever you have a good idea practice capturing it in words(5) You have to put each concept into words very carefully(6) Try to pack more thoughts into fewer words(7) Insert those ideas elsewhere in the paragraph(8) Dont force your meanings into the wrong words. Naturally, if language transfers thought to others, then the logical container, or conveyer, for this thought is words, or word-groupings like phrases, sentences, paragraphs, and so on. . . .[F]our categories . . . constitute the major framework of the conduit metaphor. The core expressions in these categories imply, respectively, that: (1) language functions like a conduit, transferring thoughts bodily from one person to another; (2) in writing and speaking, people insert their thoughts or feelings in the words; (3) words accomplish the transfer by containing the thoughts or feelings and conveying them to others; and ( 4) in listening or reading, people extract the thoughts and feelings once again from the words.(Michael J. Reddy, The Conduit Metaphor: A Case of Frame Conflict in Our Language About Language. Metaphor and Thought, ed. by Andrew Ortony. Cambridge University Press, 1979) The Conduit Metaphor and Communication [Michael] Reddy points out that the Conduit Metaphor is not a specific expression; rather, it names the metaphoric assumptions that enable a range of common expressions such as getting the message across, putting thoughts into words, and getting a lot out of a text. . . .Although the Conduit Metaphor may fail to describe all that transpires in typical writing situations, it does not impose an erroneously reductive structure upon complex activity but rather grows out of a complex of embodied activity, situated experience, and rhetorical human relationships. It is a rhetorical metaphor that, in certain instances, asserts a description of communication or an ethical standard. Without it, for example, we would have little basis for ethical objections to lying, concealment, failure to warn, failure to be responsible, and so on. It is crucial that we recognize, however, that when the Conduit Metaphor is treated as credible, it is combined with other concepts whose implications support its credibility. Most saliently, it combines with Language Is Power, a concept that has both evident ontological and ethical ramifications.(Philip Eubanks, Metaphor and Writing: Figurative Thought in the Discourse of Written Communication. Cambridge University Press, 2011) Lakoff on the Grammar of Conduit Metaphors Now consider: That idea just came to me out of the blue. . . . The general conceptual metaphor involved here is the CONDUIT metaphor, according to which ideas are objects that can be sent and received. Out of the blue is a metaphorical source phrase, and That idea is not just the Content of the cognitive experience, but is also the metaphorical Theme that moves to me. The grammar of the sentence is a reflection of the metaphor. That is, it has the grammar of a literal Theme-Goal-Source sentence, like the literal The dog came to me out of the kennel. To put it another way, the sentence has source domain syntax. . . .Now let us turn to a case where an Experiencer is a metaphysical Patient and has the syntax of a Patient: The idea struck me out of the blue. Again, we have the CONDUIT metaphor, with an idea that is conceptualized as an object that comes from a source out of the blue to me, not just reaching me as a goal but striking me. Thus, me is not merely a Goal, but moreover, a Pati ent that is affected by being struck. The verb struck is from the source domain, as is the syntax, in which me is direct object, which is the natural grammatical relation for a Patient to have.(George Lakoff, Reflections on Metaphor and Grammar. Essays in Semantics and Pragmatics: In Honor of Charles J. Fillmore, ed. by Masayoshi Shibatani and Sandra A. Thompson. John Benjamins, 1995) Challenging the Conduit Metaphor In Metaphors We Live By, Lakoff and Johnson (1980: 10-12 et passim) describe what they call the CONDUIT metaphor as a cross-domain mapping consisting of the following main correspondences: IDEAS (OR MEANINGS) ARE OBJECTSLINGUISTIC EXPRESSIONS ARE CONTAINERSCOMMUNICATION IS SENDING(Lakoff and Johnson 1980: 10) This formulation of the CONDUIT metaphor has since become the most widely accepted account of the dominant way in which speakers of English talk and think about communication (e.g. Taylor 2002: 490 and KÃ ¶vecses 2002: 73-74). More recently, however, [Joseph] Grady (1997a, 1997b, 1998, 1999) has questioned the validity of the CONDUIT metaphor alongside that of many other well-established formulations of conceptual metaphors, for the following reasons: first, it lacks a clear experiential basis; second, it does not explain why some prominent elements of the source domain are not conventionally mapped onto the target (e.g. the notion of opening or sealing packages is not conventi onally projected from the domain of the transfer of objects to the domain of communication); and third, it does not account for why many expressions that have been associated with the CONDUIT metaphor are in fact conventionally used in relation to other domains of experience as well (e.g. The detective couldnt get much information out of the partial shoeprint (Grady 1998: 209, italics in original)).(Elana Semino, A Corpus-Based Study of Metaphors for Speech Activity in British English. Corpus-Based Approaches to Metaphor and Metonymy, ed. by Anatol Stefanowitsch and Stefan Th. Gries. Mouton de Gruyter, 2006) Alternate Spellings: Conduit Metaphor See Examples and Observations below. Also see: MetalanguageCommunication ProcessMetaphorThirteen Ways of Looking at a MetaphorWriting Process

Global Perspectives. Portfolio Essay Example | Topics and Well Written Essays - 3000 words

Global Perspectives. Portfolio - Essay Example Activity Section 3 - Once you have completed this task take one global issue and one global process and undertake some further research on the internet. Write a brief summary of your research (retain for your portfolio) and then share with others in your respective Group Discussion Forum. On completion of the forum discussion write a brief summary of what you have learned from the discussion. Brief summaries of research and what you have learned from the discussion: Put here what you retained for the portfolio: a brief summary of your research (approx. 200 words) and a brief summary of what you have learned from the discussion (approx. 200 words). Activity Section 4 (part 1) - On the basis of your reading and experience what is your view of globalisation and how does it impact upon your experience? What are the benefits (of globalisation) and from whose perspective, and what are the negative consequences? Prepare a summary of your responses Task Section 5 - Chose one global issue that particularly interests you. Conduct your own research on your chosen issue and evaluate how knowledge varies depending on its source. Consider why there are discrepancies in opinion in your chosen issue and what the implications are in terms of the importance of who says what and when and most importantly why (what interests are at stake? Formal or informal, explicit or implicit). (maximum 1 page) Activity Section 6 (part 1) - Search the internet to learn about sustainable development. You are asked to consider two questions: If the economic model is based on continual growth is this at odds with sustainability and why? What is the role of business with regard to sustainable development and what does your organisation do with regard to sustainability? In this section you have been asked to note a number of responses as you have gone through the material. Scenario for UNEP Representative - Imagine you are a representative of the UN Environment Programme (UNEP) and have been

Critical care orientation and the importance of developing clinical Research Proposal

Critical care orientation and the importance of developing clinical reasoning - Research Proposal Example It is important not to distill the critical thought process as it pertains to clinical endeavors with simple, smart sounding labels, like wisdom or 'know-how'. II. DEFINITION OF CLINICAL REASONING Clinical reasoning must be more than a simple application of theory, because patients are individuals – and the therapist/nurse must adapt a treatment plan towards the individual, personal needs of each patient. Clinical reasoning under the perspective of certain researchers becomes a largely tacit phenomenon (Matingly, 1991). Our understanding of critical thinking as it pertains to the clinical setting has matured over the course of the decades. There are several key items for critical thinking for the professional to consider. The American Philosophical Association (APA) has defined critical thinking as: '...purposeful, self-regulatory judgment that uses cognitive tools such as interpretation, analysis, evaluation, inference, and explanation of the evidential, conceptual, methodolo gical, criteriological, or contextual considerations on which judgment is based' (APA, 1990). But there are other professional bodies that have also required a critical thinking mandate be added to curriculum, in many fields – not just nursing. ... 1995). In the dimension of nursing and clinical responsibility, critical thinking is the foundation of quality care, as well as professional standards of accountability. The professional must consciously cultivate the characteristics of efficient clinical mindset. This includes the ability to place events within the proper overall context, self-confidence in the nurse's ability to perform the necessary job functions, as well as a certain flexibility. The nurse must also cultivate creativity when time, resources, or both are limited, as well as a certain intellectual curiosity, leading to a state of mind that is always willing to learn more and adapt novel technologies and clinical modalities when and where they will prove effective in the practice of the individual medical professional. This dovetails with the ability for critical reflection on one's self, and on one's job performance. The nurse must be analytical in regards to new information, and the requirements with a willingness to seek out and verify potentially useful discoveries; vetting innovations for their clinical utility, as well as, ultimately, a long-suffering perseverance against adversity. More recently a comprehensive definition was also provided by the National League for Nursing Accreditation Commission: The deliberate nonlinear process of collecting, interpreting, analyzing, drawing conclusions about, presenting, and evaluating information that is both factually and belief based. This is demonstrated in nursing by clinical judgment, which includes ethical, diagnostic, and therapeutic dimensions and research (NLNAC, 2007, p. 8). How then are we able to determine what thinking processes meet the critical thinking standard

The Rocking-Horse Winner by D.H. Lawrence Essay -- Rocking Horse Winne

The Rocking-Horse Winner by D.H. Lawrence   Ã‚  Ã‚  Ã‚  Ã‚  The Rocking-Horse Winner is a complex story that is best understood if one examines it through the 5 Elements of Fiction: setting, character, plot, point of view and theme. This story is about a little boy named Paul who is trying to gain love and affection from his greedy mother. One day he told his mother that he had luck and he knew his mother did not believe him. This compelled him to go out and find luck on his own. He set off on his rocking horse on a journey to find luck. When Paul would come back from his journeys the horse would tell him who the winners of the horse races would be. By this he won money and thought if he gave a large amount to his mother that she could finally be happy and would love him. Until one day he went crazy on his rocking horse, screaming ?Malabar!? He had fallen off, hitting his head and was knocked unconscious. Later in the night he had died, never meeting his needs for love from his mother. Through the 5 elements of Fiction the reader is able to better understand the story The Rocking-Horse Winner.   Ã‚  Ã‚  Ã‚  Ã‚  There are 5 Elements of Fiction in The Rocking-Horse Winner. The setting starts off with the mother, who is described as beautiful but shown as having no luck. She has a very handsome husband and 3 beautiful children, a boy and 2 girls. They live in a pleasant home, with a garden and discreet servants. They live in style with little income and felt superior to anyone in their neighborh...

Business Objective

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To keep up with the cutting edge of technologies.To gain employment with a company or institution that offers me a consistently positive atmosphere to learn and implement new technologies for the betterment of the organization. To use my educational skills in the best possible way for achieving the company’s goals. To join a company that offers me a stable and positive atmosphere and inspires me to enhance my skills in the XYZ industry. To join an organization that offers me a constructive workplace for communicating and interacting with customers and people. To obtain an IT position at a top-tier organization and utilize the EDUCATIONAL qualifications I’ve obtained in ABC University.To bring my strong dedication, responsibility, and motivation and to utilize my accounting qualifications obtained through ABC University. Accounting: I am exploring strategic opportunities within an organization focusing on internal audit positions. 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Size of the Elements on the Periodic Table