Ion :: essays research papers

There is a deep sense of realism that lies in the play Ion. The opening of the play arouses an old wrong, the seduction of Creusa by Apollo, which slowly develops into a tangled plot of deceit. The theme of the play is unique in how it is centered on a human dilemma that many can associate with in some way.   Ã‚  Ã‚  Ã‚  Ã‚  From the beginning, one can only imagine the outcome of Apollo’s seduction of Creusa. To make matters worse she has a child. There is an uncanny feeling of darkness and silence as she is made to keep her lips sealed. It appears that she gave up her son from fear of her parents. Like many young girls today she made a drastic decision in order to conceal her pregnancy. Apollo in this play is given human attributes. He is depicted as a barbarian who truly lacks the goodness of a god. Indeed a critical problem has developed with Apollo’s seduction of Creusa.   Ã‚  Ã‚  Ã‚  Ã‚  Apollo from the beginning is perceived as a demanding figure. Creusa is seen as the passive figure with no say in her circumstances. How could a mortal expect to make a god care for a child? This is where Euripides attempts to bind the mortals and the gods together. Apollo and Creusa share a common problem, and each makes different decisions in how they will go about solving that problem.   Ã‚  Ã‚  Ã‚  Ã‚  Immediately after Creusa leaves Ion in the cave, Apollo rescues him. Apollo’s actions are strange in that he goes as far as to catch the soul of the priestess so that she would care for his son but yet refused to give aid to Creusa. As a youth, Ion is appointed as a guard of Apollo’s gold, then an altar attendant and later the chief caretaker. Ion knows nothing of his birth, and asks no questions because of his deep respect for Apollo. He is happy in his service to the gods never knowing the agony that his mother is suffering as she longs for her lost son. It is critical to recognize that throughout the story no one acknowledges Apollo as the agitator of all the problems. Creusa marries Xuthus and they find themselves unable to have children. While she longs to have a child, she can only regret the loss of her son years ago. Because they desire to have children, they go to Delphi to consult the gods. Ion :: essays research papers There is a deep sense of realism that lies in the play Ion. The opening of the play arouses an old wrong, the seduction of Creusa by Apollo, which slowly develops into a tangled plot of deceit. The theme of the play is unique in how it is centered on a human dilemma that many can associate with in some way.   Ã‚  Ã‚  Ã‚  Ã‚  From the beginning, one can only imagine the outcome of Apollo’s seduction of Creusa. To make matters worse she has a child. There is an uncanny feeling of darkness and silence as she is made to keep her lips sealed. It appears that she gave up her son from fear of her parents. Like many young girls today she made a drastic decision in order to conceal her pregnancy. Apollo in this play is given human attributes. He is depicted as a barbarian who truly lacks the goodness of a god. Indeed a critical problem has developed with Apollo’s seduction of Creusa.   Ã‚  Ã‚  Ã‚  Ã‚  Apollo from the beginning is perceived as a demanding figure. Creusa is seen as the passive figure with no say in her circumstances. How could a mortal expect to make a god care for a child? This is where Euripides attempts to bind the mortals and the gods together. Apollo and Creusa share a common problem, and each makes different decisions in how they will go about solving that problem.   Ã‚  Ã‚  Ã‚  Ã‚  Immediately after Creusa leaves Ion in the cave, Apollo rescues him. Apollo’s actions are strange in that he goes as far as to catch the soul of the priestess so that she would care for his son but yet refused to give aid to Creusa. As a youth, Ion is appointed as a guard of Apollo’s gold, then an altar attendant and later the chief caretaker. Ion knows nothing of his birth, and asks no questions because of his deep respect for Apollo. He is happy in his service to the gods never knowing the agony that his mother is suffering as she longs for her lost son. It is critical to recognize that throughout the story no one acknowledges Apollo as the agitator of all the problems. Creusa marries Xuthus and they find themselves unable to have children. While she longs to have a child, she can only regret the loss of her son years ago. Because they desire to have children, they go to Delphi to consult the gods.

Leadership Management and Administration in Early Childhood Education Essay

Part 1 Operating a childcare centre can be a very challenging and rewarding career. Success in this field requires dedication, love and patience. There are a few types of childcare programmes catering to parents who have to leave their children at school and go to work. There is full-day programme, half-day programme and flexi-care programme. For those who do not want their children to be in a school environment for long hours, they have kindergartens and enrichment programmes. The demand for childcare services steadily increases as more and more women enter the workforce, giving up their roles of full-time mothers and house makers. Planning and operating a childcare programme consumes much time and energy thus, it is important that motivations, skills, experience and personality are thoroughly assessed. Early childhood care and education services are under the control of two Ministries in Singapore; Ministry of Community Development, Youth and Sports (MCYS) and the Ministry of Education (MOE). MCYS targets the childcare sector, which consists of children from two months to six years whereas MOE concentrates on children aged four to six in a kindergarten setting. Quality has become a priority issue for all concerned with early childhood care and education services. Starting from the premise that quality is a relative and dynamic concept based on values and beliefs. Providing quality education for children ensures that the learning journey and relationships in the early years of their lives have meaningful effects to their future achievements. (â€Å"Singapore pre-school accreditation,† 2010) Role of a Supervisor According to SPARK, â€Å"Leaders set the direction and tone for the preschool. † Leaders are a very important aspect in any organisation. Leaders must understand and play important roles; they must use evidence from research to make decisions; and they must work collaboratively. A good leader must have a strong philosophy which will enable her to deliver well. Having a good philosophy enables the leader to plan meaningful goals and objectives for the centre. Supervisors can play a pivotal role in â€Å"reinforcing philosophy in school settings and helping teachers integrate the theoretical frameworks with classroom realities. † (Grossman, 1990, p. 133) Having a good bond with the teachers will ensure that the supervisor has found a good team to work with and should constantly keep renewing the bond with her teachers. This can be done by looking into the teachers’ welfare and giving them benefits from time to time to motivate and encourage the teachers to work consistently. At the same time, the supervisor must set a good example to her team of teachers by practising what she preaches. A good supervisor should also encourage her staff to further their education and when they do, not hesitate to promote them and give them bigger responsibilities. The supervisor should evaluate the quality of the learning environment and the centre as a whole. Catering to Children’s Needs It is well documented that racial and ethnic identity, and developing concepts about racial and ethnic diversity are development tasks that begin in early childhood. According to NAEYC(2005), diversity in children, families and colleagues should be respected. Multiracial and multiethnic children not only have identity needs but they are also having difficulties adjusting to our early childhood and school programmes because their unique needs are not being met. For successful implementation of a programme, the supervisor has to look into the diverse backgrounds of the children. According to DAP (2009), â€Å"Development and learning occur in and are influenced by multiple social and cultural contexts†. The supervisor has to understand that children’s development requires viewing each child within the sociocultural context of the child’s family, educational setting, community and the society. The contexts are interrelated thus, they all strongly influence how the child develops. Celebrating different festivals together as a centre and talking about different cultural backgrounds during lessons are a good way to include children from various cultural backgrounds. While implementing a programme, the supervisor might come across children from dysfunctional families. Providing the proper financial assistance to these families is very important. Centre-based Financial Assistance for Childcare (CFAC) can be arranged for children who come from dysfunctional families. This scheme helps eligible families to offset childcare fees of their children every month. The government also gives childcare subsidies to working parents who enrol their children in childcare centres. (MCYS) Parents of children from dysfunctional families might find these two schemes helpful in providing their children with proper early childhood education. This should be taken care of so that every child has an equal opportunity to education and care regardless of their cultural and financial backgrounds. 656 words Part 2 In order for the quality of child care to improve and for childcare services to become more readily available, the administration of childcare programmes must become professional, effective and efficient. The effective preparation of childcare supervisors directly impacts the programme quality and enhances the ability to meet the various challenges facing the field of early childhood education. (Caulfield, 1997) a) Effective Supervision A good supervisor should be prepared not only with a background in early childhood education and teaching but with a working knowledge of management, principles and procedures, marketing and evaluation techniques, public relations, staff training and development, family counselling, community services and public policy. (Catron, & Groves, 1999) The supervisor’s role is more than observing teachers conducting lessons. There are many similarities between good teaching and good leading. A good supervisor does not only develop a programme and worry about enrolments. The supervisor must look into the safety aspects in the childcare centre. Meeting all safety requirements before starting the programme is very essential. This ensures that children’s needs are taken into consideration and taken care of. Planning a proper timetable is very important in developing a programme. It allows the whole programme to run systematically and also for smooth transitions in between lessons. Resources and materials should also be distributed evenly among the teachers to avoid lack of resources during planned lessons. The supervisor should also keep track of the resources and materials and replenish them regularly. b) Regulations and Policies In order to set up a childcare programme, license should first be acquired from MCYS. The child care centre has to comply with the standards set out in the Regulations of MCYS. All the pre-requisites stated in setting up a childcare centre should be taken into consideration in order to provide quality care and education. (MCYS, 2011) The type of programme that I am looking into implementing is a full day childcare programme. The centre will be catering to children from two years to six years old. It will be operating five and half days a week. The programme will be conducted from seven o’ clock in the morning to seven o’ clock in the evening. This is to cater to parents who have to leave their children and go to work very early in the morning and for parents who end work late in the evening. On Saturdays, the centre will operate from seven o’ clock in the morning to two o’ clock in the afternoon. This caters to some parents who have to go back to work on weekends. The childcare centre will be open throughout the year except on Sundays and gazetted public holidays. Half-days will be observed on the eve of Christmas, New Year and Chinese New Year. In addition, the centre will be closed for another five and a half days in a year, following the MCYS policies. These regulations and policies of the centre strictly follow the MCYS Childcare Policies as MCYS firmly believes that children should not be cared for in the childcare centre for more than 24 hours continuously. c) Operational Issues How you structure your programme for your centre is another very important aspect to consider. The programme will be the key to your professional success and pleasure. Having a proper Standard Operating Procedure (SOP) will ensure that your programme runs smoothly and effectively. SPARK (2010) will be a good guide to get started with. Spark (2010) focuses on seven criterions. Leadership, Planning and Administration, Staff Management, Resources, Curriculum, Pedagogy and Health, Hygiene and Safety. Reflections should be done on the programme regularly to ensure that children are being delivered with nothing but quality excellence. Opening/Closing Time The opening and closing hours of a childcare centre is a very important period. The supervisor must ensure there is enough staff to open the centre and close the centre. There should be at least one first-aid trained, qualified teacher to open the centre and it is required for the teacher to arrive at least fifteen minutes earlier to do the opening duties and to receive children. The teacher, however, has to remember that parents are only allowed to send their children in at seven o’clock onwards. There should be two teachers doing closing daily. Out of the two teachers, at least one teacher should be first-aid trained. Should the opening/closing teachers be on leave, they are required to find a replacement for their shifts before they go on leave. Should they be on medical leave, they should inform the centre either the day before or by seven-thirty in the morning so that replacements can be found. Staff-Child Ratio Staff-child ratio must be observed at all times as according to MCYS Regulations. (Refer to Appendix 1, pg 10, Table 1) Teachers’ Qualifications Teachers hired in the centre should be trained in Diploma in Early Childhood Care and Education- Teaching (DECCE-T). According to MCYS policy, the programme staff should be certified by MCYS/MOE. Teachers should also have at least two years of teaching experience in a childcare setting, hold a valid first aid certificate recognised by MCYS and certified by MCYS/MOE as a Level 2 Teacher. d) Administrative Procedures School fees are a major part of a programme. All school fees have to be paid via GIRO. Deductions will be made every 5th of each month for fees payable that month. Parents are to ensure that there are sufficient funds in the bank account for deduction on the due date otherwise there will be a $10 administrative fee payable for every unsuccessful GIRO transaction. If they choose to opt out of the GIRO payment scheme, they are required to place a two month deposit upon enrolment. An additional fee of $5 per day will be imposed for late payment after the 5th of each month. All outstanding fees must be cleared before a child is promoted to the next level. e) Quality of Curriculum Integrated curriculum is a form of interdisciplinary approach to teaching and learning that emphasizes on content learning and knowledge acquisition. It incorporates several subject areas such as language and literacy, math, music and movement, creative arts, self awareness, social awareness and motor skills into a curriculum that provides a holistic learning for children. In this curriculum, children apply skills, concepts and processes derived from the total curriculum in the meaningful context of thematic learning. (Erikson, 2001) Teachers are supporters of children’s learning. The curriculum should be designed to enable teachers to scaffold and support children’s knowledge and understanding and thinking. The curriculum should be designed to aid the child’s intellectual, social, emotional and physical development. (KCG, 2008) f) Documentation of Children’s Progress and Portfolios All records should be kept up-to-date and readily accessible. Periodic reports of children’s progress, documentation of children’s habits, character traits and interests and anecdotal notes of children’s behaviours that are significant are all documentation of children’s progress. The centre should have a system which evaluates records for completeness, accuracy of contents and timelines of entries at regular intervals. Portfolios are collections of student work representing a selection of performance. A portfolio may be a folder containing a student’s best work pieces and the student’s evaluation of the strengths and weaknesses of the pieces. (Wortham, 2008) Portfolios are usually used as the center-piece of teacher-parent conferences. Portfolios can be used in the intention of motivating students, to promote learning through reflection and self-assessment and to be used in evaluations of students thinking and writing processes. An archival portfolio will be used to document the children’s progress from year to year. This portfolio can be useful to the child’s future teachers. It provides useful information about the child’s developmental progress, strengths and weaknesses. (Wortham, 2008) The portfolio should be organized using the developmental area approach. Using this approach, a child’s developmental areas such as physical, cognitive, social-emotional, creative and language and literacy can be assessed. The teacher can use this type of portfolio during parents-teacher conferences to show parents the specific skills that has been prominent and those that need improvement in the child. Using the developmental area approach a student’s growth and development can be clearly visible as the work collected usually spans throughout a year and observers and parents can clearly see the child’s progression in this. (Benson, & Smith, 1998) A combination of work samples, checklists, observation records and photo documentations have been used to compile this portfolio. Developmental checklists have been used to assess the child’s progress in terms of skills. (Hanson, & Gilkerson, 1999) The checklists used aid in assessing and reporting the child’s progress and development. It also assists in assessing teaching processes. The developmental checklists used in this portfolio are categorized into four domains. They are namely language and literacy, math, social-emotional and physical skills. The assessments done on the child in this portfolio was collected when the child was participating in various types of activities with other children in the class. These kinds of activities allow scaffolding to take place as the child gets assistance from other children or adults. The checklists designed centers towards the objectives that the teacher has set for the child. These objectives are developmentally appropriate according to the child’s age. g) School, Family and Community Partnership Having strong family involvement in children’s education are best achieved through family-school and community collaboration. By articulating a common mission and developing proactive ways of strengthening families and schools, parents and teachers can influence children’s school success positively. Parents should be encouraged to be involved in their children’s school activities as much as possible. Parents can be encouraged by volunteering for centre events like celebrations, excursions and field trips. They can even conduct workshops for children in the centre like speech and drama or art workshops. References Benson, T. R. , & Smith, L. J. (1998). Portfolios in first grade: four teachers learn to use alternative assessment. Early Childhood Education Journal, 25(3), Catron, C. E. , & Groves, M. M. (1999). Teacher to director. Early Childhood Education Journal, 26(3), Caulfield, R. (1997). Professionalism in early care and education. Early Childhood Education Journal, 24(4), Erickson, H. L. (2001). Stirring the head, heart, and soul: Redefining curriculum and instruction. (2nd Ed. ). Thousand Oaks, California: Corwin Pr0065c007Axzxz ss Inc. Hanson, M. F. , & Gilkerson, D. (1999). Portfolio assessment: more than abcs and 123s. Early Childhood Education Journal, 27(2), Ministry of Education. (2008). Kindergarten curriculum guide. Singapore Ministry of Education, Pre-school Education Branch. (2010). Singapore pre-school accreditation framework:quality rating scale. Singapore: Ministry of Education. NAEYC. (2009). Developmentally appropriate practices in early childhood programs serving children from birth through age 8. Washington, DC Wortham, S. C. (2008). Assessment in early childhood education (5th ed. ). Upper Saddle River: New Jersey: Pearson Prentice Hall.

Protists Organisms in the Kingdom Protista

Protists are organisms in the kingdom Protista. These organisms are eukaryotes, meaning they are made up of single or multiple cells which all contain a nucleus enclosed by a membrane. The protists are a diverse group of eukaryotes that cannot be classified as animals, plants, or fungi. Organisms in the Protista kingdom include amoebae, red algae, dinoflagellates, diatoms, euglena, and slime molds. How Protists Are Defined Protists are defined by  how they obtain nutrition and how they move.  Protists are typically divided into three categories, including animal-like protists, plant-like protists, and fungus-like protists. Protists vary in how they move, which can range from cilia, flagella, and pseudopodia. In other words, protists move by microscopic hair that flaps together, by a long tail that moves back and forth, or by extending its cell body, similar to an  amoeba. Nutritionally,  protists tend to gather energy in a variety of ways. They can either eat food and digest it inside of themselves, or they may digest outside of their bodies by secreting enzymes. Other protists, like algae, perform photosynthesis and absorb energy from sunlight to make glucose. Animal-Like Protists Some protists look like animals and are typically referred to as protozoa. Most of these types of protists are made up of a single cell and are similar to animals in nature because they are  heterotrophs and able to move around. While they are not considered animals themselves, it is often thought that they may be a shared ancestor. Examples of animal-like protists include: Zooflagellates – flagellaSarcodines – extensions of cytoplasm (pseudopodia)Ciliates – ciliaSporozoans Plant-Like Protists There is also a large and diverse group of protists that are plant-like and known as algae. While some are single-celled, others like seaweed have multiple cells. For example, one type of protist in the marine environment is  Irish moss, which is a species of red algae. More plant-like protists include: DinoflagellatesDiatomsEuglenoidsRed algaeGreen algaeBrown algae Fungus-Like Protists Lastly, there are fungus-like protists that are also known as molds. These feed on dying organic matter and look like fungi. The major protists in this family include slime molds and water molds.  Slime molds can be found on rotting logs and compost while water molds are seen in moist soils and surface waters. Examples of fungus-like protists may include: DictyosteliomycotaMyxomycotaLabyrinthulomycotaOomycetes The Benefits to Our World Protists are important to the world in several ways. You may be surprised to learn that chalk is made from the fossil shells of protists, which is helpful in our classrooms and our childrens creativity and play. Additionally, protists produce oxygen which is helpful for the planet. Many protists have a high nutritional value which can help improve illnesses. Protists like protozoa are used in foods like sushi and are good for our water, as protozoa are used to prey on bacteria and help to clean water for us to use.

Critique of the Hawthorne Experiments Essay - 1510 Words

Critique of The Hawthorne Experiments Biography Written by Fritz J. Roethlisberger (1898 – 1974), The Hawthorne Experiments, explores the experiments, results and conclusions of studies performed at the Hawthorne Plant of the Western Electric Company. The Hawthorne Effect is the theory that resulted from the studies. Roethlisberger, a key member of the team, joined the team in 1927 and actively participated in the research until 1936, first as Elton Mayo’s assistant and later as his collaborator (Roethlisberger, 2007). Roethlisberger earned a BA in engineering from Columbia University, a BS in engineering administration from the Massachusetts Institute of Technology, and a MA in philosophy from Harvard University (Roethlisberger,†¦show more content†¦While researchers kept tons of data regarding this experiment, including the temperature and humidity of the room and the amount of slept each women had the night prior, the physical changes had little change on the productivity (Natemeyer McMahon, 2 001, pp. 32 – 34). The experiments at the Hawthorne Plant continued with interviewing the actual employees. These interviews began in 1928 and were the â€Å"first real attempt to get human data and to forge human tools to get them† (Natemeyer McMahon, 2001, p. 35). In the beginning of the interviewing process, the interviewers found it difficult to not input their feelings, advice, etc into the interviews (Natemeyer McMahon, 2001, p. 35). Over time and with practice: They discovered that sooner or later a person tends to talk about what is uppermost in his mind to a sympathetic and skillful listener. And they become more proficient in interpreting what a person is say or trying to say (Natemeyer McMahon, 2001, p 35). It was the data from these experiments that supported the research of the Harvard team and lead them to conclude that productivity increase when management/supervisors began to pay attention to their employees. In the final set of experiments at the Hawthorne Plant, also described as the Bank Wiring Observation Group (1931-1932), researchers observed a group of employees that represented three occupational groups – wiremen, soldermen, and inspectors (Natemeyer McMahon, 2001,Show MoreRelatedHawthorne Studies804 Words   |  4 PagesPrentice Hall Carey A. (1967) The Hawthorne Studies: A Radical Criticism, American Sociological Review, Vol.32, No.3, Jun. 1967, p.403-416. Clark D (1999) â€Å"Hawthorne Effect† Retrieved November 20, 2007, Retrieved from http://www.nwlink.com/~donclark/hrd/history/hawthorne.html Coutts B, (2003) â€Å"The Hawthorne Experiments† Retrived November 25, 2007, Retrived from http://www.hawthorne-academy.org/publication6.html Draper S.W (2006) â€Å"The Hawthorne, Pygmalion, Placebo and other effects ofRead MoreEssay about Hawthorne Studies1529 Words   |  7 PagesThis essay will review the writings of â€Å"Hawthorne, the myth of the docile worker, and class bias in psychology† an article by D. Bramel and R. Friend. It will then go on to further critique academic articles that both support and disagree with the primary source and demonstrate how the Hawthorne studies have influenced contemporary organizations. The Hawthorne experimental studies conducted at the Western Electric Company Works has attracted considerable amounts of sharp critical scrutiny; itRead MorePoe Hawthorne949 Words   |  4 PagesContrast of Poe/ Hawthorne Poe and Hawthorne are the most significant American writers of 19th century. They have their own way of relating to their audiences that’s varied and similar at the same time. Poe’s writing involves the reader emotionally. Hawthorne on the other hand considers author’s imagination important and paints a picture based on it. These innovative thoughts and experimentations in language have forever changed what we appreciate in writing. Poe and Hawthorne used variousRead MoreThe Hawthorne Studies On The Development Of Management1397 Words   |  6 PagesThe Hawthorne Studies were conducted by Elton Mayo with help from his research assistant Fritz Roethlisberger in the mid-1920s along with the works at the Hawthorne plant of the Western Electric Company in Chicago, Illinois. These studies were influenced by the principles of scientific management which were introduced by Frederick Taylor in 1911. The studies were to research weather people worked more efficiently when they were working as a group, being treated as special (such as working in a separateRead MoreFrancis Bacon s The Birthmark And Rappaccini s Daughter1910 Words   |  8 Pagesto warn readers against the dangers of science. One such writer is Nathaniel Hawthorne, Hawthorne uses his stories to warn readers about the dangers of science. Heidegger’s Experiment, The Birthmark and Rappaccini s daughter, all have very tragic endings that can be traced back to science experiments. All three stories focus on very intelligent and driven scientist who try to achieve their goals at any cost. Hawthorne uses these stories as a way to contradict Bacon’s view and to state his viewsRead MoreFrancis Bacon s The Birthmark And Rappaccini s Daughter1913 Words   |  8 Pagesto warn readers against the dangers of science. One such writer is Nathaniel Hawthorne; Hawthorne uses his stories to warn readers about the dangers of science. Heidegger’s Experiment, The Birthmark and Ra ppaccini s Daughter, all have very tragic endings that can be traced back to science experiments. All three stories focus on very intelligent and driven scientist who try to achieve their goals at any cost. Hawthorne uses these stories as a way to contradict Bacon’s view and to state his viewsRead MoreHawthorne Effect1192 Words   |  5 Pagesthat it was up to the managers to analysis tasks at hand to identify whether or not they could be performed more effectively. One of the most criticised and controversial investigations ever undertaken on workplace relations was known as the Hawthorne Effect. These studies were undertaken at the Bell Telephone Western Electric Manufacturing Plant in Chicago. The studies began in 1924 and continued through until the Depression in 1932. The purpose of the studies was to gain an insight on whetherRead MoreThe Birthmark by Nathaniel Hawthorne Essay743 Words   |  3 PagesThe Birthmark by Nathaniel Hawthorne In Nathaniel Hawthornes short story The Birthmark, there are many views on the need for science and its advances. Hawthornes protagonist, Aylmer, illustrates his own personal assessment of science. The story is based on the idea that science can solve all of humanities ills and problems. Hawthorne believes that science is overrunning life. Aylmer is consumed by his passion of overtake Mother Nature. The story shows how Aylmers passion leadsRead MoreClassical Organizational Theory, Neoclassical Organization, And Contingency And System Theory1128 Words   |  5 Pagescontrol. Initially, Taylor was very successful at improving production. His methods for doing this involved getting the most qualified people and securing the best equipment, and then carefully analyzing each component of the production process to critique it for efficiency. By analyzing each task individually, Taylor was able to find the right combinations of factors that yielded large increases in production. While Taylors  scientific management theory  proved successful during the beginning of progressionRead MoreThe Biblical Story Of Adam And Eve878 Words   |  4 PagesRappaccinis Daughter. This being said, it is disappointing that little to no criticisms are found on this topic. Nathanial Hawthorns, Rappaccinis daughter, is an Allusion of Adam and Eve and therefore an allegory. When approached with a readers responds critique, one is reminded of the biblical story of Adam and Eve, the creation of man. The story of Adam and Eve happens in Genesis chapter 2 and 3. Long story short, god made Adam and eve to look after Eden, he told them to never eat from the tree of knowledge

Heart Of Darkness By Joseph Conrad - 2014 Words

Heart of Darkness Joseph Conrad was born by the name Jozej Teodor Konrad Korzeniowski on Dec. 3, 1857. He was an English novelist and short story writer who wrote many titles to include Lord Jim, Nostromo, and The secret Agent. He was known for his richness of the use of prose and also using his encounters with living on the high seas. His reputation as a great story teller covers up his great fascination when people are faced with nature’s invaraiable unconcern, man’s frequent malevolence, and his inner battle with good and evil. Conrad’s father was a poet and a polish patriot who was arrested and sent in to exile in late 1861. Conrad was introduced to English at the young age of eight while listening to his father translate some great†¦show more content†¦From the outside you would consider it a tale of mystery and adventure taking place in central Africa along the Congo River. Another great thing taken from this book is the symbolic journey into man’s inner bein g containing details of literal and symbolic levels that contribute to the narrative and the interpretations of the meaning of the story. To fully understand this book sit back and let me tell you about the plot. The plot begins with Marlow fresh from Europe who sets sail up the Congo River to relieve Kurtz. Marlow despite never encountering Kurtz admires and respects him through the reputation and the writings he made of civiling the African continent. Marlow from his experiences in Africa with the effects of colonialism and how Kurtz has become a vicious power hungry subjugator of the African natives makes him dislike the man now. The journey forces Marlow to face Kurtz to confront the corruption but also he will be faced by the same temptation. When he meets Kurtz finally he is ravaged by disease, and dissipation and is near death. Kurtz dies and Marlow returns to Belgium where is greeted by Kurtz’s fiancà ©e and tells her many lies. Marlow claimed her name was said durin g the death and withheld the illegal activities that went on. Critics have debated these motives behind the deception saying that it causes an act condescension,

Use of Social Media in Management Communication of Qantas Airlines

Question: Discuss about the Use of Social Media in Management Communication of Qantas Airlines. Answer: Qantas Airlines is an Australian based airline founded on 16th November 1920 in Winston Australia by two Australian Flying Corps officers. It began its operations the following day. Also known as the Flying Kangaroo due to its use of the Kangaroo symbol on all its aircraft, Qantas airlines is the largest airline in Australia. It is also one of the largest airlines in the world with a fleet of 132 as of 2017, serving up to 184 destinations in 42 different countries worldwide. As of May 2016, Qantas Airlines had a majority market share of 65% of the whole Australian aviation industry operating an average of 5300 flights each week. In 2011 Qantas Airlines Government and Corporate Affairs executive Olivia Wirth, faced a communication dilemma emanating from the use of social media that threatened the image of the company. Qantas had sponsored a social media contest requesting the twitter users to describe their luxury inflight experience and giving them an opportunity to win 50 pairs of Q antas first class pajamas and a luxury amenity kit. However, the campaign backfired when the twitter users instead decided to use the opportunity to attack the airline and vent their frustrations. By the following morning, Qantas had more than 10,000 mentions worldwide. Olivia Wirth was therefore faced with the challenge of rescuing the airlines reputation as the pride of Australia by countering the negativity created by the unfortunate social media campaign. It is important that Qantas Airlines consider various actions in future if they are to avoid such disasters happening again. These actions will help them maintain and improve their status as the best and largest airline in Australia and beyond. In order to implement any such actions it is important for the airline to analyze the real causes of the crisis. These include, poor monitoring of feedbacks, negative response, poor timing of publicity and lack of understanding on how to communicate with the public. Poor monitoring of feedbacks. The company failed to continuously monitor what the public is saying about them online hence they had no idea what was waiting when they were launching the social media campaign. In future, Qantas Airlines should use internet monitoring tools such as Social Mention, TweetReach, HootSuite, Brandwatch and many others to find the ongoing conversations about their brand. The fact however is that a company cannot entirely control what is being said about them by the social media users because there will always be negative comments (Michaelodou, et al., 2011). This is due to the inability of any company to fully satisfy everyone. Monitoring of feedbacks will therefore help the company in devising a proper crisis plan should such storm of negativity happen again in the future. Poor timing of publicity. In trying to build positive online publicity, a company should take note of the existence of an offline world too. The social media team failed to give consideration to the sensitivity of the offline matters that had surrounded the company around the time. Firstly, this campaign was undertaken at the heart of an industrial dispute between the airline and three unions, Australian Transport Workers Union, the International Pilots Association and the Australian Licensed Aircraft Engineers Association which had led to halting of services. The airline management had just opted out of negotiating with these unions. It is therefore important that in future the social media team at Qantas Airlines consider other issues surrounding the company before carrying out such campaigns. Lack of understanding on how to communicate with the public. Being able to understand what the public needs in line with your area of business is important in coming up with a better social media strategy. A better publicity idea would have been to promote medium tier level members to upper level. Negative responses. Irrespective of the response by the social media users the companys response must always remain positive (Mangold, 2009). This gives the image that the company is able to positively take public critism and work towards improving them. According to Tim Burrowes, founder and content director at Mumbrella, an online discussion platform about Australias media and marketing, he could not reach the Qantas communication team for comment after the controversial tweet. Social media has been around for more than twenty years now. However, it is only recently that various businesses have begun to recognize the importance of social media in their growth. Currently, almost all companies are using it to further supplement their marketing activities especially when targeting the younger generations that spend a lot of time in the social media. While it has proved positive to many some have ended up destroying their business by poorly timed social media campaigns (Kietzmann, et al., 2011). The following factors should be considered if a company want to successfully use the social media to grow their business; Target group. The company should know the group they are targeting with their social media adverts to understand their needs. For example the needs of an organization in choosing an airline for their employees are different from those of individuals wanting leisure travel (Kaplan Haenlein, 2010). Before adopting the use of social media, the company must set out the objectives they wish to achieve (Hanna, et al., 2011). Because it involves use of resources such as time, money and manpower, the objectives will act as guidance in measuring its success. Companies should ensure their social media messages are consistent in order to create an identity in the consumers mind (De Vries, et al.,2012) Use of imagery. Relevant images create a lasting impression in the minds of the consumers hence should be employed widely (Safco, 2010). Social media message should be accompanied with images that describe them. For instant, Qantas Airlines could do with beautiful images of the pajamas to accompany their twitter challenge. Show interest and participate in the discussion. The companys social media team should be available to reply to comments. This makes the potential customers feel valued. It also make the potential buyers get more information like prices of the products they wish to buy (Ellison, 2007). Communication Plan Template Timing The airline should choose a working day to communicate with the public. They should also ensure that there is no current negative issue relating to the operations of the company. Audience The audience should be individuals, businesses and government agencies Sender The airlines communications team should be the sender. However, production of the message should involve the Public Relations and the Marketing team. The marketing team is responsible for creating the substance to be marketed to the public while the PR team will package the message to be attractive to the public. Key Message The key message contained in the media campaign should be that the airline values its customers hence needs their feedback while at the same time rewarding them for their time. Desired Outcomes The desired out comes are; Increased recognition of the airline Increased customer loyalty hence higher profits The company will get views of the public which they can act on to improve their services in the future. Medium Social media sites is the best way of reaching younger customers. Use of other sources such as television adverts and print media such as newspapers is also important. Further, the airline can use telephone calls and email messages to communicate to their regular customers. Materials Unnecessary and irrelevant information should be left out. Frequency Qantas should communicate with its customers as often as possible to help them understand the current public perception. Their social media pages like Facebook and Twitter should remain active at all times. References Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship.Journal of Computer?Mediated Communication,13(1), 210-230. De Vries, L., Gensler, S., Leeflang, P. S. (2012). Popularity of brand posts on brand fan pages: An investigation of the effects of social media marketing.Journal of Interactive Marketing,26(2), 83-91. Hanna, R., Rohm, A., Crittenden, V. L. (2011). Were all connected: The power of the social media ecosystem.Business horizons,54(3), 265-273. Kaplan, A. M., Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media.Business horizons,53(1), 59-68. Kietzmann, J. H., Hermkens, K., McCarthy, I. P., Silvestre, B. S. (2011). Social media? Get serious! Understanding the functional building blocks of social media.Business horizons,54(3), 241-251. Mangold, W. G., Faulds, D. J. (2009). Social media: The new hybrid element of the promotion mix.Business horizons,52(4), 357-365. Michaelidou, N., Siamagka, N. T., Christodoulides, G. (2011). Usage, barriers and measurement of social media marketing: An exploratory investigation of small and medium B2B brands.Industrial marketing management,40(7), 1153-1159. Safko, L. (2010).The social media bible: tactics, tools, and strategies for business success. John Wiley Sons.

Subjectivity and Gaze in Jane Eyre free essay sample

She found it in Jane Eyre, the story, the character, the protagonist, the heroine, the symbolism of female empowerment and one of the important literary character that has given power and significance to a previously marginalized and oppressed demography: women. Jane Eyre has been commended, applauded and re-read and reprinted for many years. Yet, the lasting charisma and relevance of the issues that Jane Eyre tackled and addressed was enough to guarantee that she will never be an anachronism in any life and era. Subjectivity and gaze are very important in defining the true essence of the significance and importance of the story.This is where one can find the reasons as to why it affects and appeals to the people in ways that allows it to be relevant, timeless and connected to socio-cultural issues. These two aspects are the main and focal points and areas of discussion and exploration to effectively dissect the literary merit of the novel Jane Eyre when it comes to subjectivity and gaze, in particular. We will write a custom essay sample on Subjectivity and Gaze in Jane Eyre or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1. Jane Eyre In the many different novels and stories written in many different eras that managed to have the lasting appeal, Charlotte Bronte is responsible for the one of the novels that strongly touched the issues of women empowerment.She has been instrumental in evoking the consciousness in the pursuit of defining and even re-defining women empowerment, social equality, gender roles in the society and the significance of the life of women. Bronte will always be remembered by the literary world and the rest of the world as the woman who gave life and penned the story Jane Eyre. Jane Eyre was a story considered as the autobiography of a woman who spoke with power and without reservation, regardless of whether or not she is conforming to the norms.It is regardless whether she is poised to contribute significantly to the changing of the status quo and the tilting of the planes where men and women stood on polar position, originally predefined and pre-ordained by the previously strongly dominant male. Jane Eyre has the making of a story that will evoke strong emotions about women. She was a warrior and a survivor. She was a minority marginalized by the society and was shackled by tradition, practices and institutions designed to reflect bias against women. Jane Eyre, above everything else was heroine. As a story, it inspired women.As a character, Jane Eyre created the prototype of the woman that every other female aspired to be. Above all her strength, one stood out that is admired and envied by all: her ability to speak out, to say what she has to say about a life that has been supremely challenging and emotionally unnerving to the weak. Jane Eyre is a story of a womans journey in life, how she saw it, how she defined it, how she recorded it in her memory, without consideration to the natural editing tendencies of the society she lived in. Because of these aspects, Jane Eyre was loved, as a character and as a story.Literary analysts and critics saw it fitting to delve more through the pages of Jane Eyre so that they could further understand what the author and the character was trying to say, and do so more coherently. 2. Jane Eyre and the Gaze The analysis of the gaze in any literature always brings about the analysis and discussion of gender roles and structures in the society as represented in literary content and style. In gaze, one of the major components of the discussion and debate during literary analysis and criticism is the supposed power and dominance of male and the subjugation of the female and her perspective in narrative storytelling.It is being broken by the surfacing of authors and stories that challenge the traditional superior roles and places of men by putting forward stories which, in turn, empowers women and allows them to stand shoulder to shoulder with men. Because of its importance, the gaze is often part of the feminist literary analysis. According to Warhol and Herndl, Jane Eyre and Charlotte Bronte are evidences the idea that â€Å"the gaze holds powerful potential for a feminist poetics of the novel† (Warhol, Herndl 429).Bronte and Jane Eyre are important integral entities in the continued development of this pursuit. Jane Eyre as an individual has been an object of the gaze. According to literary analysts and critics like Sally Shuttleworth in her book â€Å"Charlotte Bronte and Victorian Psychology†, Eyre was able to use this particular gaze. This includes the condition wherein she is being viewed and seen by the society and is being observed – as a catapult towards achieving a sense of self awareness in the long run which will empower her (Shuttleworth 39).The power and control present in Jane Eyre as a story and as a character become more definitive when Jane Eyre displays the ability to change the oppressive gaze and use it to improve and empower herself. Jane Eyre develops a new consciousness that allows her to create a form of resistance towards traditional control forms and sources. â€Å"She comes to self-conscious awareness only through her sense of self as an object to an external eye, whose gaze she must nonetheless baffle if she is to retain integrity of selfhood† (Shuttleworth 39). 2. 1 Foucault, Gaze and Jane EyreMich el Foucault was one of the individuals who created the concept of the gaze which can be used for literary analysis, particularly for the novel Jane Eyre by Charlotte Bronte. According to Foucault, the gaze pertains to the ability of the individual to look past the superficial exterior covering to discover the underlying truth. This ability is something that is lifted from the exercise of observation (Shawver 15) of the subject of analysis. As how doctors would observe their patients to know the underlying truth in their health condition, so does the literary critic by observing a particular literature to reveal its underlying truth.This kind of gaze, which Shuttleworth also discussed via her idea of the penetrating gaze, is something that is believed to be present in Jane Eyre and in Brontes writings in general (Shuttleworth 39). Similar to the idea of Foucault (and taking also some key components in the idea of Bichat), Shuttleworth goes on to explain that the penetrating gaze is actually an effort to look at what is happening underneath the superficial bodily covering of the physical self as how physiologist will answer the query on physical health t ranscending the superficial and physical.It breaks apart and exposes â€Å"the opaque envelopes that cover our parts are no more for their practiced eyes than a transparent veil revealing the whole and the relationship between the parts† (Shuttleworth 39). The question now is, what is the underlying truth discovered in Charlotte Brontes Jane Eyre through the use of the gaze? 2. 2 Jane Eyre and the Returned Gaze Literary analysts and critics believe that one of the characteristics of Jane Eyre when it comes to the aspect of gaze is the novels featuring which is what E.Ann Kaplan refers to as the â€Å"returned gaze† (Kaplan 40). It was named as such because it was the person objectified in the past via the view of the ruling class who is now providing the perspective from which life is seen. This includes the life of the oppressors and former ruling group subjugating the oppressed. The returned gaze is the opposite of the imperial gaze. The imperial gaze defines the lives of those oppressed by the oppressor, based on the oppressors own perspective. It is a case of a superior entity defining the condition of those who are inferior to him or her. In the case of Jane Eyre, she is the person who is oppressed, not the oppressor. The novel allows her to narrate to the audience the condition of her life as well as the condition of the lives of her oppressor from her own point of view, which is an important and admirable characteristic in a novel. The oppressed is seen here as a character who is empowered nonetheless to define her or his life as how the person deems and perceives it to be, and is not dictated by the influence and power of the oppressor which is often the case in many literary materials.The returned gaze is important because it allows the individual freedom and autonomy to see themselves from a personal perspective. This is contrary to the restrictive and dictatorial imperial gaze, wherein the oppressed express, perceive and define their conditions based on how the oppressor sees it to be. The presence of the returned gaze in the novel Jane Eyre is yet another admirable mark in the novel especially from a feminist p oint of view because of its implications – not just literary implications but also social implications.More than being able to present ones life as an oppressed individual based on the own perspective of the oppressed, the individual is actually challenging the act of oppression, both in society and in literature (Waugh 514). â€Å"Returning the gaze of the oppressors can thus be seen as a challenge to oppression, a claim of equality† (Waugh 514). For most of her life, Jane Eyre was the one oppressed. This is seen in the life of Jane Eyre from childhood to adulthood. While with the Reeds and during her life at Gateshead, Jane was oppressed and abused by her aunt and her cousins.During her education at Lowood School, Jane was again the target of oppression among many of the students, teachers and school administrators. When she became a governess at Thornfield Manor, the actions of Mr. Rochester (i. e. his lying about his wife) and the actions of his wife towards Jane Eyre are again clear signs of oppression. When she fell to poverty after leaving Thornfield Manor, she was also subjected to the oppression of the society. The storytellings returned gaze characteristic, then, is a powerful symbol that alludes to women empowerment.Like Jane Eyre, women are attacked and oppressed in many different ways by many different entities (men, society, institutions, etc. ). The growing power of women lies in many things that are now endowed to her. This includes the ability to tell the world about her own life, how she is oppressed, and how her perspective is nonetheless without the influence, control and dictation of the powerful and traditional external forces oppressing and trying to control the woman. Jane Eyres tone of narration is proof of the existence of the returned gaze.She sees the condition based on her own perspective. She defines what is happening to her and her life not on how the oppressors of her life would see it, but how she sees it. She talks about her own oppressors based on her own condition and not on the condition of her oppressors. The ability of the returned gaze breaks down every restriction and prohibition that oppressors might have put up to refrain the oppressed from speaking what they truly think and feel. In Jane Eyre, Jane is not just candid but is also powerful, critical and unrestrained in her presentation of the narrative of her life. This understanding and explanation of the presence and power of gaze in Jane Eyre and in Charlotte Bronte is something that is galvanized by the ideas of other writers working on literary analysis and criticism of the gaze and involving Charlotte Brontes work and her other literary creations. In the book â€Å"Feminisms: an Anthology of Literary Theory and Criticism†, the authors explain that the presence of gaze in Jane Eyre is not merely the providing of the opportunity for woman to challenge men and male perspective.More importantly, this gaze as it is present in Jane Eyre, is something more powerful. It is a chance to destroy previously socially established gender-based status quo and the resulting conditions dictated by such state in the society involving the places and roles, powers and responsibilities of the male and female character (Warhol, Herndl 429). Through the uncurtailed, unrestricted, unhampered voice of Jane Eyre, Warhol and Herndl believe that Bronte and her writings including Jane Eyre reflect â€Å"envisioning the possibility of disrupting the politics of gaze† (Warhol, Herndl 429).Furthermore, Brontes writing and the novel Jane Eyre are both testament to the idea about gaze and the importance of the presence of such characteristic in this narrative story telling. Jane Eyre is â€Å"not a simple inversion in which the woman is permitted to turn the tables with an appropriating look back but a destruction of the hierarchical positioning of male and female that the gendered gaze entails† (Warhol, Herndl 429). Writer Anthony Channell Hilfer explains that this kind of oppressive action by the oppressor (commonly the male or the institutions and groups in the society influenced directly or indirectly by men) on the oppressed through the form of the gaze is something that many individuals have talked and written about, developed and created (Hilfer 15). This includes the likes of Jean-Paul Sartre and Michel Foucault, who, according to Hilfer, explained that gaze is a â€Å"more efficient form of tyranny than more overt forms of violence† (Hilfer 15).It is no wonder then that feminist readers and literary analysts supportive of womens rights and equalities across gender celebrate Jane Eyre and its own characteristic of the gaze, especially the returned gaze. It has become a tool to fight a tyrannical oppression by men inside a patriarchal and male controlled society, in fiction and in real life. The use of the returned gaze in Jane Eyre is fitting considering the character, what she has gone through and her actions and what it represents especially in the fight for equality by women and feminist advocacy groups. Jane Eyre fought the many types of oppressors in her story and in her life.The manner by which she talks about it only strengthens this kind of power that Jane Eyre as a story and as a character possesses. Critics and literary analysts do not claim the authority to know but instead explore the more important query on this matter. â€Å"What kind of subjectivity did Charlotte Bronte construct for Jane Eyre? † (Gunter, Wagener 10). It seems easy to dispense of answers but it does not mean they are accurate and correct. As with the case of Jane Eyre, subjectivity, particularly female subjectivity in the story and in the character is something that remains to be investigated.The investigation should be undertaken by individuals detached from any emotional string involved in this text. This has been done so that the feminist bias is avoided and a clearer and more organized set of ideas regarding female subjectivity can be created and presented to the public. 3. Jane Eyre and Subjectivity 3. 1 Subjectivity as Jane Eyres Strength Many critics and literary analysts commend the subjectivity, particularly female subjectivity, in Jane Eyre, in the belief that this is one of the most important characteristics of the novel itself.This is one of the characteristics responsible for making this Victorian-era novel timeless and well applauded among literary critics and analysts and the ordinary reader alike. Knies, for example, describes the subjectivity in Jane Eyre as intense and powerful. The narrator speaking in first person is empowered with such freedom to freely talk about her life in a way that is unencumbered by the restrictions and limitations created by other approaches, say third person ominous (Knies 546). The use of the first person perspective sets the tone and anticipation for female subjectivity via the story telling of Jane Eyre.The author allowed the narrator blanket autonomy to talk and speak as she sees, feels and deems things to be, and as a character that is intense, her subjectivity on the aspects of her life as she saw it was characterized by the same high degree of intensity as she speaks about it. This, in turn, gives the novel one of its strong characteristics. Knies, in his journal article, notes how â€Å"Walter Allen described Jane Eyre as a novel containing intense subjectivity and how this is the novels strength† (Knies 546).The presence of and voicing out of female subjectivity side by side, the importance of female subjectivity in feminist readings and criticism is one of the solid take-off points that Jane Eyre used to capture the attention and admiration of many readers, particularly female readers. Here, literary analysts and critics explain that the reader easily appreciates and relates to the fact that female subjectivity was used in the story to create and develop the female character that the readers have come to know and love in Jane Eyre the film and Jane Eyre as the empowered character herself. The main theme is thus the development of a central narrative voice, as the character, Jane Eyre, learns a use of language, while spinning the tale of her life and locating her identity and subjectivity within that narrative† (Azim 174). Other writers and analysts or literary critics made related observations and input when it comes to this aspect of the novel. For example, Lessard added a dimension in the discussion of the female subjectivity in Charlotte Brontes Jane Eyre and the growing appreciation for the value of and discussion of female subjectivity in this particular story (Lessard 331). This is considering how Jane Eyre and the narrative form her recollection of her life in this self confessed autobiographical work. All of these point to the subjectivity of Jane and the female subjectivity, in general. It has caught the attention not just of literary critics and analysts but even masters and musicologists who ventured in this realm and sought to interpret it in operatic music, in the hope of highlighting female subjectivity in the story.Its analysis provides answers to questions pertaining to the same query on female subjectivity (Lessard 331). The real question is how the novel displays the subjective female as how Jane Eyre is perceived by many who criticized and analysed this literary work through many different timelines. It is affected by the socio-cultural movements happening vis-a-vis the viewing and reviewing of Jane Eyre, its contents and its implications (i. e. for example in relation to the changes in feminist movement, lesbian rights and women empowerment, etc).Amigoni explains that the female subjectivity of Jane in the story is affected by many different conditions and reflects in many different ways (and how the two are connected together). He explained that the female subjectivity is affected by social expectations (Amigoni 63). The reader wants Jane Eyre to be the candid narrator of her life. And yet, part of the reader expects Jane Eyre to be artistic about it, to be detailed about it, and in some respect, to follow certain traditional forms of personal autobiographical narrative.Brontes response to these impending expectations of the readers is the diversification of the character of Jane Eyre, someone who â€Å"juggles between genres in telling her story† (Amigoni 63). Jane Eyre immediately establishes her subjectivity or female subjectivity in this narrative by explaining to the reader that the story is a recollection of memories she can retrieve. Thus, her story is subject to the limits as well as extent of her own memory and capacity for retrieving such episodes in her life which in turn impacts her subjectivity in the entire story.In the long run, the female subjectivity to which Jane Eyre is being viewed with, is displaced in many different components to the autobiographer self, to the heroine self and to the objectified character. â€Å"We call for Jane to be less of an autobiographer, more of a novelistic narrator, and character, and heroine† (Amigoni 63). This discussion of Amigoni in the characters that Jane Eyre struggled to balance all throughout the story was a preparation and introduction to the true perspective of Amigoni regarding the female subjectivity in the novel.In this topic, Amigoni believes that the constant characteristic of the female subjectivity of Jane Eyre is found in its shifting form (Amigoni 63). The female subjectivity shifts depending on the shift in the tone and storytelling, dependin g on what Jane Eyre wears at a specific time and discussion somewhere in the story. Her being subjective as a female character is not compartmentalized on a scene per scene basis but is changing, shifting, evolving from one state of life to the next. This is to consider how the experiences in her life during that stage impacts and affects her subjectivity. The point that we can make here is that Janes subjectivity is being constructed and reconstructed as the narrative shifts from one focus of spatial attention to the next. She uses these experiences so that she can create a mindset that helps her justify her actions and create a rationale to explain how and why things happened as they did in her life, affecting her subjectivity. 3. 2 Childhood as Roots to Subjectivity Some of the literary critics and analysts studying Jane Eyre believes that this novel speaks about a particular natural characteristic of the subjectivity. Subjectivity in adult life is strongly connected with subjectivity as well as experiences in childhood.As a Bildungsroman novel that allows the reader to travel with Jane Eyre from her early childhood years to adulthood, the reader is also allowed to see the experiences of Jane Eyre as a child. These experiences became important considerations to the formation of Jane Eyres own subjectivity in her later, adult life. 3. 3 Criticisms As expected in literary criticism, the concept of female subjectivity and its presence in Jane Eyre and subjectivity as one of the novels strongest and most important characteristics are challenged by those who believe otherwise.Kaplan who wrote a criticism regarding subjectivity and Jane Eyre, believed that such subjectivity is not reflective in Jane Eyre (Kaplan 40). This novel, actually, is a futile attempt to delve into the psyche of the poor female character and bring about her own subjectivity on the issues affecting her life. The author and the novel appear to be out of touch with the true reality of the subjectivity of the poor as how Jane Eyre was perceived by some to be. This is in consideration to Jane Eyre and her financial and personal background as an orphaned, penniless individual who struggled for most of her life. Kaplans assessment with regards to the subjectivity in the novel is scathing and powerful. Her accusations blunt are yet sharp and straightforward. She calls the novel â€Å"bourgeois† and its content bereft of any subjectivity, lacking actual insight in the mind frame of the true poor, struggling, oppressed, marginalized woman like Jane Eyre (Kaplan 40). â€Å"Nineteenth-century bourgeois novels like Jane Eyre tell us almost nothing about the self-defined subjectivity of the poor, male or female.For, although they are rich sources for the construction of dominant definitions of the inner lives of the working classes, they cannot tell us anything about how even these ideological inscriptions were lived by them† (Kaplan 40). There are also other possible criticisms that can be put forward especially with regards to the celebration of the female subjective in the story Jane Eyre. For one, the critical praise showered towards Jane Eyre as a character and as a story is high ly questionable in some instances and cases considering the implication of the social condition that gave power to Jane Eyre. Pro-feminist literary analysts dance around Jane Eyre as if it was a deity or something god-send that fuels the fire of women empowerment. It is one thing to accept that the society has indeed controlled, subjugated and silenced women, but it is an entirely different issue for women to pick up anything and translate it as a heroine text. With cynicism and scepticism, it is easy to see that those who hail the triumph of Jane Eyre are not actually basing it on literary merit.They try (albeit sometimes, in vain) to find something in Jane Eyre as well as in other texts and literary materials for things that they can use to inspire female and feminine power. This includes the praising of female subjectivity in Jane Eyre. In fact, similar to the earlier discussion on the lack of subjectivity of Jane Eyre especially on the life of the poor, people are misleading and misreading Jane Eyre for their own purposes and to satisfy their own need. Sometimes, it goes even to the extent of and expens e of feigning literary merit and recognition when none exists in the first place. As Azim has pointed out, the other face of Jane Eyre criticism especially on subjectivity is all about misreading Jane Eyre and misinterpreting it to extract whatever fake literary value they can conjure and use to convince the people about the greatness of Jane Eyre, say, on female subjectivity (Azim 172). â€Å"Women feminist and non-feminist alike have read and re-read Jane Eyre to celebrate it as a text where the female author, the female protagonist and the female reader are joined together in sisterly harmony and recognition† (Azim 172).The other question that needs to be answered in criticism and literary analysis, is the exploration of the possibility that maybe there is actually nothing more into it than that. The author, the character, the story and the readers are all intertwined and connected because of the similar desires, agendas and purposes one serves for the other. There is actually no real literary merit for discourse, like on female subjectivity. Other cri tics, who do not easily buy into the idea of Jane Eyres greatness as a story and a character, look at other flaws besides the spirit of sorority among women and feminist patrons supporting this text.There are those who believe that the process of literary analysis and merit discussion regarding aspects like the true value of female subjectivity and its real presence and essence in Jane Eyre is somewhat affected by the â€Å"rush to reclaim Jane Eyre as the heroine of a feminist novel† (Gunter, Wagener 10). Thus, it compromised a significant part of the analysis. Attacking the real value of the female subjectivity in Jane Eyre and the idea that Jane Eyre as a character represents the position of women as narrating life and the world as she sees it free from the shackles of social and patriarchal influence and control.It can be disputed and easily a point of argument with no clear cut victory for either side. It is questionable whether Jane Eyres female subjectivity and her concept of representing autonomy and freedom via her story is actually applicable when in fact, everyone – normal and deviant – merely react to the expectations and behavior modification styles of the society. Jane Eyres subjectivity and even her defiance of the imperial male gaze are actually just one of the many ways individuals respond to the design of society.In the end, there is no autonomy or freedom represented and subjectivity was merely misread and misinterpreted for the readers own convenience and use. â€Å"Theoreticians point out that there is no autonomous and transcendent I that is not marked by social coding† (Gunter, Wagener 10). Conclusion Jane Eyre is one of the novels that has been identified by critics when it comes to dissecting the use of and presence of subjectivity as well as gaze. This is because author Charlotte Bronte was skilled enough and was equipped with literary knowledge, skills set and competence to guarantee that her story has that important and significant aspect.Subjectivity has been an important focus in the debate and discussion regarding analysis of literary content, as important as the discussion of gaze. These are seen in Jane Eyre because of the manner by which the character relates to the reader; by the quality of the tone of her narrative; by the things she focused on and the things she ignored; by the very fibre of her life spread in every letter of ever word in every page to which the readers hang on dearly.Fitting enough, the concept of subjectivity and the female subjectivity in Jane Eyre is not always meant with universal agreement since there are those who see differently. As for gaze, the inspection of the story reveals the presence of a variety of gaze, including the returned gaze and imperial gaze and the penetrating gaze, among others. Readers are invited to read more, to see more. Jane Eyre herself is looking more and more inside her life as her narrative progresses, while many women stood by her side and saw what she saw, understood what she meant and sympathized with her emotions.