The Failure of Modern Capitalism Looking at Modern...

In a time of such economic distress, where it sometimes feels as though the world as we know it is coming to an end, it is hard not to examine and question the fundamental idea of capitalism. Many people are starting to wonder if our laissez-faire attitude towards the economy can continue to be successful or if a major change to our society is imminent. In seeking answers to these questions, it is impossible not to think of economist Karl Marx, who spent the better part of his career analyzing capitalism. Marx long ago predicted what he deemed the inevitable downfall of the capitalist society and outlined his reasoning in his infamous Manifesto of the Communist Party. According to Marx, capitalism is bound to collapse due to its inherent†¦show more content†¦[Marx 1983:210] Quite simply, the capitalist system eventually reaches a point where it is so productive that more is produced than people can buy. When companies are unable to sell all their product they must cut costs in another area, which almost always results in laying off workers. This then creates more people who are unable to afford to purchase products, both from the original company and other companies as well. The value of these products becomes so low that companies are forced to destroy their excess product in order to insure the rest of the product retains value. An example of this in our current economy is the real estate crisis. The New York Times article â€Å"Vacancies Raise Risk and Cut Value of Real Estate† looks specifically at the struggling real estate market of commercial buildings in major cities across the United States. The article discusses the trouble the building owners are running into in finding tenants and how they are consequently being forced to offer space at extremely low prices or to sell their buildings all together. The Washington Mutual Center was recently sold to the Northwest Mutual Life Insurance Company for the incredibly low price of $115 million because JPMorgan Chase, the original owner, was unable toShow MoreRelatedTo What Extent Was the Chinese Revolution, 1927-1949, a Socialist Revolution as Defined by Marx?4672 Words   |  19 Pagesinvestigation will be comparing classical Marxist doctrine with Mao Zedong thought and the Chinese revolution, to see the extent that the revolution adhered to Marxist doctrine. Classical Marxism will be defined by the works of Karl Marx and Fedrich Engels and Mao Zedong thought will be defined by the works of Mao Zedong. The primary sources used for this essay are Selected Work of Mao Zedong and Marx and Engels: Selected Works. To investigate the Marxist nature of the Chinese revolution, I breakRead MoreTheoretical Orientation And Framework. Employer-Employee5229 Words   |  21 Pagespr ocesses or autonomous from society. 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Theme Of Love In Jane Eyre - 957 Words

In Jane Eyre, Charlotte Brontà « underlines two opposing paths through different love interests for Jane. During the exploration of paths set out before Jane, she finds herself at a crossroad between a life of duty and a life of passion. A man born into a wealthy family of high rank shows a path of passion. Contrasting this is a strict clergyman, shows a path of duty. It is through different manners, however, St. John Rivers and Edward Rochester both have sought to cultivate and nurture the similar value of intelligence they both share with Jane. Although both characters shaped Jane Eyre’s life in some way or another, St. John Rivers’ icy exterior helps the reader to better appreciate Edward Rochester’s fiery sense of humanity. In the†¦show more content†¦He does not act human. She is seemingly frustrated by his lack of emotion towards her when she says â€Å"I am your kinswoman, I should desire somewhat more of affection than sort of general philanth ropy you extend to mere strangers† (511). He treats her no different from someone he would bypass on the street. One could say Rivers is blinded by his Christianity, thus leading him towards failure to see Jane as a romantic partner, and instead more of a co-worker. He sees her a someone to help him in his missionary work in India while ignoring her passions. He is straightforward in his speech, all the while omitting anything remotely sensual in his language. The reader could see a lack of compassion for the people he is supposedly helping, especially Jane, through his dialogue. Additionally, Rochester views marriage as an act of love and passion. He is often guided by his senses and not his rational mind. This is where he and Rivers contrast in morals. Brontà « depicts Rochester as ultimately choosing a life of feelings over a life of logic. Rochester recognizes his love for Jane when he says â€Å"There is not another being in the world that has the same pure love for me as yourself – for I lay that pleasant unction of my soul, Jane, a belief of your affection† (348), as she is the only person he admires and is fond of. He does not propose to Jane out of convenience as Rivers does. He proposes because he believes Jane completesShow MoreRelatedTheme Of Love In Jane Eyre957 Words   |  4 PagesTwo opposing loves in Jane Eyre In  Jane Eyre, Charlotte  Brontà «Ã‚  underlines two opposing paths through different love interests for Jane.  Ã‚  During  the exploration of  paths set out before Jane, she finds herself at a crossroad between a life of duty and a life of passion. A man born into a wealthy family of high rank shows a path of passion. Contrasting this is a strict  clergyman, shows a path of duty. It is through different manners, however, St. John Rivers and Edward Rochester both have sought toRead MoreJane Eyre vs Wide Sargasso Sea Essay example1635 Words   |  7 Pages2014 Symbolism through Theme Of Jane Eyre and Wide Sargasso Sea â€Å"To produce a mighty book, you must choose a mighty theme. No great and enduring volume can ever be written on the flea, though many there be that have tried it,† stated Herman Melville. As implied, without theme, no novel can be considered â€Å"mighty† or have any depth. Theme is essential in any work of art. Jane Eyre is a novel by Charlotte Brontà « that takes the reader through the experiences of Jane Eyre, from childhood to adulthoodRead MoreCharlotte Bronte s Jane Eyre984 Words   |  4 PagesCharlotte Brontà « wrote Jane Eyre. The novel is a highly fascinating piece of gothic literature based during the nineteenth century. The story unfolds around a young Jane Eyre who grows both in character and body. She experiences love and mystery. She, through many trials, finds a true, wholesome, and godly relationship with the main male protagonist, Mr. Rochester. Jane Eyre occurs during the early nineteenth century in northern Britain. It takes place in multiple locations: â€Å"the Reed family’sRead MoreSummary Of Charlotte Bronte s Jane Eyre1607 Words   |  7 PagesCharlotte Bronte s novel Jane Eyre embraces many views in opposition to the Victorian gender limitations. Ultimately, the reader can see the author develops a variety of characters who not only represent but also challenge the established gender norms existing in the 1800s. Feminists like Charlotte Bronte, fight for equality emotionally, mentally, financially, and physically. When Charlotte was 5 her mother passed away, and therefore the loss of a mother became the theme in her books. Then at ageRead MoreTrapped in the Red Room: A Look into the Mind of the Original Mrs. Rochester1399 Words   |  6 PagesRed Room: A Look into the Mind of the Original Mrs. Rochester â€Å"One is very crazy when in love† (Freud). Freud made this statement nearly one hundred years ago. As one of the founders of modern psychology what would he have to say about the mad woman in the attic? Was she mad, in love, suffering from hysteria, or simply a product of nature versus nurture? Neither of which were very kind to her. In Jane Eyre we as the readers are presented with a singular perspective in nearly true to form autobiographicalRead MoreEquality Within Charlotte Bronte s Jane Eyre1673 Words   |  7 PagesCharlotte Bronte s novel Jane Eyre embraces many views in opposition to the Victorian gender limitations. Ultimately, the reader can see the author develops a variety of characters who not only represent but also challenge the established gender norms existing in the 1800s. Feminists like Charlotte Bronte, fight for equality emotionally, mentally, financially, and physically. When Charlotte was 5 her mother passed away, and therefore the loss of a mother became the theme in her books. Then at ageRead MoreLiterary Criticism Of Jane Eyre1378 Words   |  6 PagesMrs. Beckis English 3, Period C 5 December 2015 Literary Criticism Essay In her book Jane Eyre, Charlotte Brontà « writes of a fictional tale in which the protagonist, Jane Eyre, overcomes many obstacles, such as dishonesty and social class, in order to marry her love: Mr. Rochester. The Victorian Era is characterized by the great inequality between men and women in terms of societal standing. As a result, Jane is a victim of this ‘norm’ and is directly affected when she is kept in the dark aboutRead MoreJane Eyre By Charlotte Bronte1552 Words   |  7 PagesBrontà «Ã¢â‚¬â„¢s Jane Eyre deals with a young orphan girl who lives a very repugnant life; the transition from her childhood to adulthood makes the reader effectively understand the character’s struggles and accomplishments. When reading this novel, a reader’s imagination can travel back to the Victorian age in England, where everything was differentiated between the men and women of this time era. This can aid readers to get a prominent picture of the life of the main character, Jane. Jane Eyre portraysRead MoreJane Eyre By Charlotte Bronte1554 Words   |  7 PagesBrontà «Ã¢â‚¬â„¢s Jane Eyre deals with a young orphan girl who lives a very repugnant life; the transition from her childhood to adulthood makes the reader effectively understand the character’s struggles and accomplishments. When reading this novel, a reader’s imagination can travel back to the Victorian age in England, where everything was differentiated between the men and women of this time era. This can aid readers to get a prominent picture of the life of the main character, Jane. Jane Eyre portraysRead MoreThe Search for Love in Jane Eyre Essay528 Words   |  3 PagesThe Search for Love in Jane Eyre A constant theme throughout Jane Eyre is the search for love. Although this could be shown through many of the novels key characters, it can most readily be shown in the experiences of Jane Eyre herself. The novel begins with her searching for love and it finally ends with her finding it, for good, in Mr. Rochester. At the novels opening, Jane is living with the cruel Mrs. Reed and her horrid three children, Eliza, Georgiana, and John. Mrs. Reed makes Theme Of Love In Jane Eyre - 957 Words Two opposing loves in Jane Eyre In Jane Eyre, Charlotte Brontà « underlines two opposing paths through different love interests for Jane. During the exploration of paths set out before Jane, she finds herself at a crossroad between a life of duty and a life of passion. A man born into a wealthy family of high rank shows a path of passion. Contrasting this is a strict clergyman, shows a path of duty. It is through different manners, however, St. John Rivers and Edward Rochester both have sought to cultivate and nurture the similar value of intelligence they both share with Jane. Although both characters shaped Jane Eyre’s life in some way or another, St. John Rivers’ icy exterior helps the reader to better appreciate Edward Rochester’s†¦show more content†¦He does not act human. She is seemingly frustrated by his lack of emotion towards her when she says â€Å"I am your kinswoman, I should desire somewhat more of affection than sort of general philanthropy you extend to mere stranger s† (511). He treats her no different from someone he would bypass on the street. One could say Rivers is blinded by his Christianity, thus leading him towards failure to see Jane as a romantic partner, and instead more of a co-worker. He sees her a someone to help him in his missionary work in India while ignoring her passions. He is straightforward in his speech, all the while omitting anything remotely sensual in his language. The reader could see a lack of compassion for the people he is supposedly helping, especially Jane, through his dialogue. Additionally, Rochester views marriage as an act of love and passion. He is often guided by his senses and not his rational mind. This is where he and Rivers contrast in morals. Brontà « depicts Rochester as ultimately choosing a life of feelings over a life of logic. Rochester recognizes his love for Jane when he says â€Å"There is not another being in the world that has the same pure love for me as yourself – for I lay that pleasant unction of my soul, Jane, a belief of your affection† (348), as she is the only person he admires and is fond of. He does not propose to Jane out of convenience as Rivers does. He proposes because heShow MoreRelatedTheme Of Love In Jane Eyre957 Words   |  4 PagesIn  Jane Eyre, Charlotte  Brontà «Ã‚  underlines two opposing paths through different love interests for Jane.  Ã‚  During  the exploration of  paths set out before Jane, she finds herself at a crossroad between a life of duty and a life of passion. A man born into a wealthy family of high rank shows a path of passion. Contrasting this is a strict  clergyman, shows a path of duty. It is through different manners, however, St. John Rivers and Edward Rochester both have sought to cultivate and nurture the similarRead MoreJane Eyre vs Wide Sargasso Sea Essay example1635 Words   |  7 Pages2014 Symbolism through Theme Of Jane Eyre and Wide Sargasso Sea â€Å"To produce a mighty book, you must choose a mighty theme. No great and enduring volume can ever be written on the flea, though many there be that have tried it,† stated Herman Melville. As implied, without theme, no novel can be considered â€Å"mighty† or have any depth. Theme is essential in any work of art. Jane Eyre is a novel by Charlotte Brontà « that takes the reader through the experiences of Jane Eyre, from childhood to adulthoodRead MoreCharlotte Bronte s Jane Eyre984 Words   |  4 PagesCharlotte Brontà « wrote Jane Eyre. The novel is a highly fascinating piece of gothic literature based during the nineteenth century. The story unfolds around a young Jane Eyre who grows both in character and body. She experiences love and mystery. She, through many trials, finds a true, wholesome, and godly relationship with the main male protagonist, Mr. Rochester. Jane Eyre occurs during the early nineteenth century in northern Britain. It takes place in multiple locations: â€Å"the Reed family’sRead MoreSummary Of Charlotte Bronte s Jane Eyre1607 Words   |  7 PagesCharlotte Bronte s novel Jane Eyre embraces many views in opposition to the Victorian gender limitations. Ultimately, the reader can see the author develops a variety of characters who not only represent but also challenge the established gender norms existing in the 1800s. Feminists like Charlotte Bronte, fight for equality emotionally, mentally, financially, and physically. When Charlotte was 5 her mother passed away, and therefore the loss of a mother became the theme in her books. Then at ageRead MoreTrapped in the Red Room: A Look into the Mind of the Original Mrs. Rochester1399 Words   |  6 PagesRed Room: A Look into the Mind of the Original Mrs. Rochester â€Å"One is very crazy when in love† (Freud). Freud made this statement nearly one hundred years ago. As one of the founders of modern psychology what would he have to say about the mad woman in the attic? Was she mad, in love, suffering from hysteria, or simply a product of nature versus nurture? Neither of which were very kind to her. In Jane Eyre we as the readers are presented with a singular perspective in nearly true to form autobiographicalRead MoreEquality Within Charlotte Bronte s Jane Eyre1673 Words   |  7 PagesCharlotte Bronte s novel Jane Eyre embraces many views in opposition to the Victorian gender limitations. Ultimately, the reader can see the author develops a variety of characters who not only represent but also challenge the established gender norms existing in the 1800s. Feminists like Charlotte Bronte, fight for equality emotionally, mentally, financially, and physically. When Charlotte was 5 her mother passed away, and therefore the loss of a mother became the theme in her books. Then at ageRead MoreLiterary Criticism Of Jane Eyre1378 Words   |  6 PagesMrs. Beckis English 3, Period C 5 December 2015 Literary Criticism Essay In her book Jane Eyre, Charlotte Brontà « writes of a fictional tale in which the protagonist, Jane Eyre, overcomes many obstacles, such as dishonesty and social class, in order to marry her love: Mr. Rochester. The Victorian Era is characterized by the great inequality between men and women in terms of societal standing. As a result, Jane is a victim of this ‘norm’ and is directly affected when she is kept in the dark aboutRead MoreJane Eyre By Charlotte Bronte1552 Words   |  7 PagesBrontà «Ã¢â‚¬â„¢s Jane Eyre deals with a young orphan girl who lives a very repugnant life; the transition from her childhood to adulthood makes the reader effectively understand the character’s struggles and accomplishments. When reading this novel, a reader’s imagination can travel back to the Victorian age in England, where everything was differentiated between the men and women of this time era. This can aid readers to get a prominent picture of the life of the main character, Jane. Jane Eyre portraysRead MoreJane Eyre By Charlotte Bronte1554 Words   |  7 PagesBrontà «Ã¢â‚¬â„¢s Jane Eyre deals with a young orphan girl who lives a very repugnant life; the transition from her childhood to adulthood makes the reader effectively understand the character’s struggles and accomplishments. When reading this novel, a reader’s imagination can travel back to the Victorian age in England, where everything was differentiated between the men and women of this time era. This can aid readers to get a prominent picture of the life of the main character, Jane. Jane Eyre portraysRead MoreThe Search for Love in Jane Eyre Essay528 Words   |  3 PagesThe Search for Love in Jane Eyre A constant theme throughout Jane Eyre is the search for love. Although this could be shown through many of the novels key characters, it can most readily be shown in the experiences of Jane Eyre herself. The novel begins with her searching for love and it finally ends with her finding it, for good, in Mr. Rochester. At the novels opening, Jane is living with the cruel Mrs. Reed and her horrid three children, Eliza, Georgiana, and John. Mrs. Reed makes

Reflective diary Free Essays

Abstract The purpose of this review is to consider the information gained during the sessions and looking at what I have learned from the sessions, as well as what I found particularly interesting for my own development of an understanding of international development. By completing this reflective diary I was able to track the information that I obtained and also to see how my own thoughts changed throughout the course. This was particularly relevant during the latter session where we were required to think beyond one specific area of international development, but rather to look at ways in which the situation could be improved or influenced, in the future. We will write a custom essay sample on Reflective diary? or any similar topic only for you Order Now Introduction At the start of the course I thought that I would mostly be looking at how some countries are richer than others and how this has impacted upon the way in which certain countries perform. I expected the course to largely focus on the poorer countries and how these can work with other countries although the focus soon shifted towards looking more at achieving and measuring development. Session 1 The first session looked at the concept of international development and how this could be measured. I really enjoyed this session, as it required me to think beyond immediate definitions of international development, but also to consider why one would look for enhanced developments and how this could be measured, particularly when considering a wide variety of different regions and levels of development (Brockbank McGill, 2007). I found this session quite challenging, maybe due to my preconceptions of what international development meant to me before we begun the course. As a result my level of participation was lower than I would have liked it to be. Conclusion: By listening to the discussions of others it led me to thinking in much more detail about what exactly is meant by international development and why one would pursue an agenda of development, in the first place. Furthermore this introductory section raised multiple questions of how international development is viewed and questioned traditional definitions and assumptions. Session 2 We then looked at social protection and how this can be applied alongside wider issues of international development. I had very little understanding of the meaning of social protection and therefore this seminar was equally informative, as it required me to think about wider issues than pure economic development. Social protection as a means of encouraging development was considered and the way that too much social protection may ultimately hamper development in certain circumstances. I felt quite strongly about the issues being raised so my level of participation increased quite a bit during this session. I enjoyed this session a great deal as I felt a real ‘human’ element away from just looking at money and the economy. Specific reference was made to areas where there was seen to be substantial social protection, for example, increasing benefits and how this has impacted upon the development of the region (Moon, 2000). Conclusions: I found this study of social issues really eye opening and led me consider the notion that having too much social protection may, in fact, be detrimental to the economic development of the region. I also started thinking about how this issue could be used in all countries for the benefit of the majority in the future. Session 3 This session looked specifically at the work of ERM. This organisation works with a variety of different agencies, in order to deal with a range of problems, to provide strong business outcomes, on an international basis. As the focus of this seminar was on listening to the experiences of this organisation participation was relatively low and although I found the session interesting greater opportunities to participate would potentially have enhanced this session. This type of primary teaching was seen as hugely useful as I was able to put some of my previous thoughts into context. It was particularly interesting to hear, from a practical point of view, how this type of international activity takes place and the types of assessments that are undertaken in order to identify any potential impact which international operations are likely to have on a specific region. Conclusion: Having an insight into the reality of these issues was really helpful as I am starting to wonder how the theory of international development actually works from a day to day point of view and this session helped put a lot of the previous two sessions into context (Moon, 2006). Session 4 Session four looked in more detail at micro-finance and what precisely is meant by micro-finance, as well as the positives and negatives associated with this type of financing. Firstly, I learnt what was meant by micro-finance, as this was not something that I had come across before, and dealt with small loans that were often used by individuals who could not obtain other financing and often used several small frequent repayments and would typically be unsecured (Kolb, 1984). I hadn’t previously considered issues of financing within the context of international development so I found this session quite challenging as the whole area was new to me. Conclusions: Understanding that the positive aspects of micro-financing including the offering of finance to those that would not otherwise be able to have finance made me consider the fact that certain types of micro-financing may indeed be beneficial and that blanket decisions in relation to the viability of the type of loan should not be undertaken. Session 5 This session was more in keeping with my expectations of international development and looked at agriculture as a way of helping developing countries. I actually feel quite strongly about assisting developing regions to make the most of their resources such as agriculture so I found myself really enjoying this session and participating rather strongly! What I really took from this seminar was the need for jurisdictions to use the natural resources available to them and to maximise the use of these natural resources, without necessarily focussing international development in an industry or an area that is simply not relevant for these particular regions. Conclusions: This made me question international policies and to consider how this could be used to create greater growth in the future (Carbonnier, 2012). Focussing on an area of development, namely agriculture was useful at this stage to see how international development can apply in specific regions. Session 6 Looking at transnational migration was interesting but academically challenging. I found the mobility of individuals to be a particularly informative way of understanding international development and also understanding why certain regions, such as the UK, seem to be more prone to migration than others. It did however result in me questioning preconceived ideas of international development and to take a more liberal view of people migrating out of developing regions. This was linked with other theories such as how agriculture impacts on international development (Wedman and Martin, 1986). Conclusions: By looking at the facts associated with transnational migration, it became apparent that this issue was actually much more widespread than I had originally thought, as money was often being remitted back to countries where the workers were not actually working, thus creating a movement of finance which was not readily obvious, yet was potentially crucial to the development of those regions that do not have their own internal finances. Session 7 Session 7 was, to a certain extent, an extension of session 5 which dealt with agricultural policy and considered the way in which climate change can work and is relevant to international developments, which I perceived to be closely linked to any country which relied on the climate or natural resources, to gain income. As this is an area of interest to me I became heavily involved in the discussions and as the actual seminar was run by Oxfam an element of reality was also presented from a practical point of view. This was similar to the ERM seminar and brought the theory together with practice (Winter, 1995). Conclusions: I found this very interesting, as I had not previously thought of climate change as being such an important factor in the developing regions. This encouraged me to think about wider issues when looking at a specific international problem. Session 8 This session was also very enlightening, as it focused on the role of non-government organisations, something which I had previously overlooked. My preconceived ideas relating to international development were very much based on government interference and ideas however this seminar made me think on a wider basis about non government organisations. By listening to a non-governmental organisation, a much more proactive understanding emerged, as it looked at ways in which it was motivating individuals to increase their knowledge and how the project could have a direct impact on the finances of a particular group of individuals. Conclusions: This is the first seminar where individuals were looked at in detail, and this gave it a really good human feeling which I found useful to put previous theory into context (Keenan Gilmore 2011). Session 10 Finally, we had the opportunity to look at all of the above issues, in the context of Malawi, and how poverty in this region is being dealt with, as well as identifying the key factors which affected the wider region, such as financial problems (Mulholland Turnock, 2012). This session was the most interesting I found as I had the background knowledge to put into practice and I fully participated in doing so.. Conclusions: Having studied the previous session, this session enabled me to pull together the ideas and also to use statistical data to analyse the level of poverty, in more detail, with a much broader background understanding than had been gained in the earlier sessions. Conclusions My original expectations of this course was that it would be heavily focussed on economics and trade yet there was in fact a much broader range of issues to be looked at. In particular I enjoyed the area of human interactions such as poverty in Malawi and the work of Oxfam in particular as this enabled me to understand the theories that I had previously grasped. I am looking forward to using these theories in more detail for international development studies in the future and in particular for looking at ways in which these different theories can come together to improve development in the poorer regions. References Brockbank, A. McGill, I. (2007) Facilitating Reflective Learning in Higher Education, McGraw-Hill International. p.169 Carbonnier, G (2012) International Development Policy: Aid, Emerging Economies and Global Policies, Palgrave Macmillan Keenan, F Gilmore, C (2011) International Development: A Casebook for Effective Management, iUniverse. Kolb, D. A. (1984) Experiential Learning: Experience as a Source off Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Moon, J, A. (2000) Reflection in Learning Professional Development: Theory and Practice. Kogan Page Moon, J (2006) Learning Journals: A Handbook for Reflective Practice And Professional Development, Taylor Francis. p.81 Mulholland, J. Turnock, C. (2012) Learning in the Workplace: A Toolkit for Facilitating Learning and Assessment in Health and Social Care Settings, Routledge. p.75 Wedman, J and Martin, M. (1986) ‘Exploring the development of reflective thinking through journal writing’, Reading Improvement, 23, 1, 68-71. Winter, R (1995) ‘The assessment of professional competences:the importance of general criteria’ in The Assessment of Competence in Higher Education, eds A Edwards and P Knight, Kogan Page, London. How to cite Reflective diary?, Essay examples