Pride and Prejudice

Pride and Prejudice The main values for the young women in the nineteenth century were their successful marriage and family. This fact can be explained by the dependent economic position of a woman in society.Advertising We will write a custom essay sample on Pride and Prejudice specifically for you for only $16.05 $11/page Learn More Thus, to receive the economic security, a woman should be married or inherit the income from her male relatives. Traditionally, girls and their mothers became preparing for the further marriages in advance because it was the major event in the life of a young woman. In spite of the predominance of this vision of the marriage and the woman’s role in society, Jane Austen in her Pride and Prejudice proposes several possible variants of realizing the scenario of meeting the further husband and the marriage which can be considered as rather controversial from the point of the ideals of that period. Although marriage in the nineteenth century is the guarantee of the woman’s definite social status, Jane Austen accentuates that the happy marriage cannot be based successfully on the other factors differed from the mutual love, respect, and understanding. The social status of married and unmarried women in the British society differed greatly, and mothers used any opportunity to help their daughters marry a noble man with the income. Thus, â€Å"it is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife† (Austen 1). These words open the novel written by Austen and reflect the opinions of the majority of the women in Britain of that period. This idea was also interesting for Mrs. Bennet who could think only of her own unhappy marriage and successful marriages for her daughters in the future (Shapard). Mrs. Bennet’s example emphasizes the viewpoint that marriage depends not only on the amount of money and status but also on sincere and deep feelings. How ever, Mrs. Bennet’s personal vision is quite opposite to this statement. That is why in the case of the unhappy marriage between Lydia and Mr. Wickham the problem of the family status was much more significant for Bennets than the question of real feelings. â€Å"Happiness in marriage is entirely a matter of chance† (Austen 14). Charlotte Lucas also agrees with this opinion and understands the law of the strict social rules and norms.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Her position seems to be strange for Elizabeth Bennet, the main character of the novel, who is inclined to contradict the social norms, if these norms and rules are opposite to her personal visions. That is why her ideal of marriage is based on the principles of love and respect. If it is difficult to marry such a man who can love you and be intelligent and noble, it is better to be unmarri ed. Elizabeth’s position depends on her pride and prejudice. Nevertheless, following her principles, she can be happy in her marriage with Mr. Darcy who is the best part for her. Moreover, examining all the variants of the marriage presented in the book and shifting from the rational approach to the romantic one, it is necessary to concentrate on the relations between Jane Bennet and Mr. Bingley. These relations and their marriage are based on the sincere feeling of love which is not broken by possible social prejudices and personal rationality. In her novel Pride and Prejudice, Jane Austen vividly discusses the theme of marriage which is realized in the context of the British society of the nineteenth century. This context is familiar for the author. Austen’s rather ironical tone in depicting different visions of marriage accentuates her own position according to the issue with determining the principles of love and understanding as the key ones for marriage. Austen, Jane. Pride and Prejudice. USA: Dover Publications, 1995. Print. Shapard, David M. â€Å"Introduction†. Pride and Prejudice. Ed. Jane Austen and David M. Shapard. USA: Anchor Books, 2007. xv-xxxii. Print.

The Inside Job Term Paper Example | Topics and Well Written Essays - 1000 words

The Inside Job - Term Paper Example The documentary is about the financial crisis experienced in 2007 and 2008 among other vital economical issues in the United States and on the globe in general. The 2007 global financial crisis was a result of poor loaning scheme to the real estate sector that led to the worst state of bankrupt ever recorded. The United States legislators, out of their own greed, ordered the banking institutions to provide unsecured loans, only for the real estate owners to become loan defaulters. The scheme affected the global economy causing the prices of basic necessities to rise by certain percentages. Ferguson uses the documentary to highlight some of the corrupt deals and changes in the banking industry that brought the global financial crisis among other economical limitations. This study analyzes the documentary, putting emphasis on the motive behind the entire casting. The documentary contains five parts which are in a sequential order as far as the cause and effects of the global financial crisis are concerned. All the five episodes make a summery of the causes and effects of the global financial crisis. This paragraph contains the main financial summery with regard to the late-2000 US financial crisis. It begins by highlighting the poor performance, then the collapse of some of the greatest banking institutions (Iceland) in the United States. Iceland collapsed the moment its main shareholders, Lehman Brothers and AIG, went bankrupt. The producer engages narration as one of the main styles to pass relevant information in the documentary. The documentary is ideal for general viewing, but it would make more sense to those with economical knowledge since some economical and financial jargon words are used to describe the causes and effects of the global financial crisis. The first episode begins as a history documentary where the audience is taken through the US and the global economical status from 1940 to 1980, during which the financial sector was regulated. The docum entary creates a comparison platform, where the audience is made to recognize the difference between the current financial status and that of 20 years ago. It requires good financial analytical skills to note the difference, but the producer broke the entire idea into simpler details. He also tries to use the ordinary language and not financial technical jargon to describe his findings. One learns that the documentary is some sort of financial research findings, but in a simpler language. However, more emphasis is put on the blunders committed by the financial sectors. After 1980, there is no record of regulating the financial sector, and this helped various individuals to establish giant firms on the taxpayers’ money. The documentary records that an estimate of $ 124 billion of taxpayers’ money was channeled from the national treasury to start the giant companies. Various banks later ventured in internet banking scheme, where huge amounts were invested despite those f irms being infeasible. The financial sector lost about $ 5 trillion on the failure of the internet companies. The sector introduced some derivatives that caused even more instability. Several financial studies were conducted, and derivatives regulation was considered one of the remedies to reverse the financial status. However, a good number of legislators supported the bill of Commodity Futures Modernization, which later became a bill and compromised derivative regulations. From the year 2000, the financial sector was dominated by five major companies, comprising Goldman Sachs, Morgan Stanley, Lehman Brothers, Merrill Lynch and Bear Stearns. The other team was made of two financial partners, Citigroup and JPMorgan Chase. AIG, MBIA, and AMBAC, which are insurance companies,

An experience Essay Example | Topics and Well Written Essays - 250 words

An experience - Essay Example Despite of my repeated requests, he insisted on driving. I gave up after trying for a very long time. He was driving very fast and did not take care of the speed limits of the road. His rash driving led to us being stopped by the police. They performed the alcohol test and his alcohol level was above the normal limits. We had broken the law and we had to face the consequences. We were locked up in jail. Our parents reached for our help. They paid the fine. It was a very difficult situation for me. I found it very difficult to face my family and I had placed them in a tough position. I felt very ashamed. I learnt an important lesson that rules and regulations are meant to be followed. This is not only for the good of the society but also for not letting down your family. When I saw the concerned faces of my parents, I realized how reckless I had been. I analyzed that from that day onwards I would always follow the correct path and never let my parents down. My personality has been determined by both environmental as well as genetic influence. The occurrences of my life have alerted and shaped my personality but my response to these occurrences is determined by genetic influence. This is owing to the fact that there are many situations in which I see myself reacting in a similar manner as my father does. Thus my personality has been molded by both genetic and environmental

A Usability Study for Promoting E-Content Essay Example for Free

A Usability Study for Promoting E-Content Essay Electronic content or e-content is defined by creating, providing, and distributing information as a digitized content. It is produced and stored electronically rather than in printed form. E-contents use in education can be in the form of e-journals, e-books, e-research reports, e-lecture modules, e-lecture notes and e-lecture slides. E-content has a huge potential in future education. Many higher education institutions publish books, research reports, lecture modules, theses and other information for academic purposes, but they are usually in print-form rather than electronic. Although, there are compelling reasons why these printed publication should be in electronic form. E-content use in education benefits from hyperlinking, non linearity, addition of multimedia, portability, and automatic searching. Hyperlinking is where contents can be linked to other pages inside and outside the book. Users can determine the order of accessing information by non-linearity. The addition of multimedia in presentation has been enhanced by the introduction of information types such as, sound and video. The data density has also been reduced where, storage capacity is decreased due to less storage of printed contents, while portability of information has increased. Searching for useful contents is enhanced by the ability of the users to locate any information instantly via e-content. As a whole, the usage of e-content requires less effort, thus making it more easier than printed contents. The outcome of some studies suggest that the involvement with computers through the use of e-content can promote positive attitude towards learning and higher achievement among learners. Studies also show that computer based learning leads to a significant increase in in the learners performance in reading, computer knowledge, mathematics and grammar. There is a huge potential in marketing e-contents to students through the internet. They can take advantage of this technology in which students can get fast access to study materials at a cheaper cost. Promoting, publishing and marketing e-contents are accomplished through electronic bookstores such as, E-campus.com, Amazon.com and e-libraries for instance e-Library.com. It serves as a portal for the e-content community and readers who are seeking information. E-content has a huge potential in increasing the satisfaction of students as well as academics. Many higher education institutions are introducing electronic learning environment through the web to their students. It is believed that,e-content can help promote academics work worldwide and assist students to immediate access to lecture notes, modules, and textbooks.

Anti-Crime Programs Essay -- essays research papers

The basis of our justice system has learned to treat criminals with punishing sentences to jail. The problem is, our jails are beyond their intended capacity. This has forced our way of justice to shift from jail sentencing to more ‘help’ type programs. This has paved the road for Anti-crime legislation and other ‘help’ programs. These programs were created for people with a wide variety of problems. However, I am going to concentrate on sex crimes and violent crimes programs and laws.   Ã‚  Ã‚  Ã‚  Ã‚  A sex crime program that attacks the core of child pornography is the programs ACPO (Anti-Child Pornography Organization). This program was set up to rid the Internet of loose links. By loose links, meaning the links that transfer an online user to a site that they are not looking for. For example, if you typed in ‘car’, and were sent to a pornographic site, that would classify as a loose link. The people who shut these sites down are called net nannies. They surf the web looking for sites where average words will send the link to a pornographic site. This is especially aimed at the types of words persons younger than 18 would look for. This program has been extremely effective because it attacks the source of the problem. Once the net nannies find a site that violates this conduct they contact the site provider, and shut it down. This penalty may be harsh, but the web providers know the rules, and if they violate those rules they should be shut down.   Ã‚  ...

Ethics & defined Essay

Ethics is commonly defined as the rules or standards governing the conduct of people. Gender is the social dimension of being male or female. Most people acquired gender identity by the age of three. War should be understood as an actual, intentional and widespread armed conflict between political communities. No nation can be expected to wage war with one hand tied behind its back, but ethical issues of most profound nature are raised anytime. Once the actuality of possibility of war becomes the context within which we live, men and women are forced into set roles. Gender serves as a medium or vector for war’s presence in our innermost social settings. This essay will discuss these ethical issues in war and their link to gender. Discrimination is one of the ethical issues in war. Women have always participated to some extent in combat, but several recent wars have seen them fighting on the front lines. While the roles of female ex-combatants vary widely the women seem to share one unfortunate characteristic, limited access to benefits when peace and demobilisation come. This is also true for girls abducted for sexual services and the families of ex-combatants in the receiving community. These groups are often neglected during mobilisation and reintegration; or at best women, girls, and boys may receive equal benefits but are treated as a homogenous group which prevents specific needs being addressed. (Goldstein, 2001 pg207-212) Sexual violence especially on women especially rape has its own brand of shame to recent wars. From conflicts in Bosnia, Peru and Rwanda women have been singled out for rape, imprisonment, torture and execution. Systematic rape is often used as a weapon of ethnic cleansing. More than 20, 000 Muslim girls and women have been raped in Bosnia since fighting began in 1992. Impregnated girls have been forced to bear the enemy’s child. (Human Rights Watch, 2000 pg12) Sexual violence of women erodes the fabric of community in a way that few weapons can. Rape’s damage can be devastating because of strong communal reaction to the violation and pain stamped on entire families. The harm inflicted in such cases in a woman by a rapist is an attack on her family and culture, as in many societies women are viewed as repositories of a community’s cultural and spiritual values. (UN, 2005 pg8) In addition to rape, girls and women are also subject to forced prostitution and trafficking during times of war sometimes with complicity of governments and military authorities. During World War II, women were abducted, imprisoned and forced to satisfy the sexual needs of occupying forces and many Asian women were also involved in prostitution during the Vietnam War. The trend continues in today’s conflicts. Nearly 80 percent of the 53 million people displaced by wars today are women and children. Refugee families frequently cite rape as the key factor influencing in their decision to seek refuge. (Alison, 2007pg78-83) The high risk of inflection with sexually transmitted diseases including HIV/AIDS, accompanies all sexual violence against women and girls. The movement of refugees and marauding military units and the breakdown of health services and public education worsen the impact of diseases and chances for treatment. The exchange of sex for protection during the civil war in Uganda in the 1980’s was a contributing factor to the country’s high rate of AIDS. (UN, 2005 pg131) Women suffer a double victimisation, in that they were compelled against their will to join the armed forces and today they are victimised by society for having played a combative role in the conflict. They are treated with hostility suspicion for ‘breaching’ both gender and sex roles. These women are largely excluded from disarmament and reintegration programmes of Sierra Leones peace process which favour men and boys. This especially occurs in Sierra Leone. (Human Rights Watch, 2000 pg7) Men and boys are also victims of gender based sexual violence during war. Women are raped as a way to humiliate the men they are related to, who are often forced to watch the assault. In societies where ethnicity is inherited through the male line, ‘enemy’ women are raped and forced to bear children. Sexual violation of children has devastating effects. The experience of captivity and sexual destroys a girl’s sense of home and security, of self worth and power of the possibility of safe interpersonal relationships, indeed of any future at all. Men tend to greatly underreport experiences of sexual violence. They may have doubts about their sexuality and fear infertility. (Carpenter, 2003 pg 661-694) A war is only just if it is fought for a good reason. A country that wishes to use military force must demonstrate that there is a just cause for doing so. Just war theory is the most influential perspective on ethics of war and peace. For a war to be just there must be a just cause, right intention, proper authority and public declaration, proper authority and public declaration, a last resort, probability of success, and proportionality. Pacifism is also an ethical issue in war. Pacifism rejects war in favour of peace. It is not violence in all its forms that the most challenging kind of pacifism objects to: rather is the specific kind and degree of violence that wars involves which the pacifists objects to. They object to killing in general and particular mass killing for political reasons, which is part and parcel of the war time experience. Most women are generally pacifists as compared to males. People are pacifists for one or some of these reasons: religious faith, non-religious belief in the sanctity of life and practical belief that war is wasteful and ineffective. Pacifism cannot be national policy as it only works when no one wants to attack your country or if the nation with whom you are in dispute is also committed to pacifism. Because most societies regard going to war as fulfilling a citizens’ ethical duty, they honour those who give their lives in war. If there is believe in war governed by ethics we should only honour those who give their lives in a just war and who followed the rules of war. It should be wrong to honour dead soldiers who killed the enemy or wounded or raped enemy women. (Harris and King, 1989 pg78) (Goldstein 2001) defines war as lethal inter group violence and feminism as an ideology opposing male domination and promoting gender equality. Cross cultural consistency of gender wars is pervasive and not universal. Women have fought in wars but are portrayed as exceptions to the gender rule that men are warriors. Gender exclusion from combat is by policy choice not by physical ability, women can and do fight. There is no support for arguments regarding predisposition to aggression and little support for the hypothesised link between testosterone and aggression. Gender is portrayed as a weapon to humiliate a military opponent or to discredit peace activism and political dissent from military policy. A recent example is, Secretary of Defence Donald Rumsfield’s remark about â€Å"media mood swings† in regard to criticism of the war in Iraqi, a reference clearly intended to evoke the archetype of the â€Å"irrational† menstrual/menopausal women. Rape in war as well as military homophobia underlies exclusion of policies aimed at sexual minorities. Neither men nor women benefit from war at the expense of the other, both genders lose in war. Neither genetics per se, nor hormones (males or female) nor male bonding nor women’s innate pacifism explain gendered war roles. (Suzzane, 2002 Pg 407). The interdependence between war and gender is obscure. However it is clear that it is not soldiers who make war but societies that make war. War does not happen without women’s knowledge cooperation, and participation, however few or many actually take up arms and engage in battle. War is based on a dominatory approach to relationships in which the usual overriding aim is to get the better of or overcome the other who is framed as an opponent or competitor. Gender as we know it, which positions men as dominant and characterises them as aggressive and heroic, is fundamental to the culture of domination of which war is an expression. The human resources of moral sensibility and decency have been buried or seriously depleted. The impetus towards peace that is so necessary in ending of violence conflict is diminished by the discouragement of half the population from active participation. A gendered perspective of human security enables a more advanced understanding of the perspectives of those involved in conflict including victims’ perpetrators and decision makers.(Zeigler and Gilbert, 2006) References Alison, M. (2007) Wartime Sexual Violence: Women’s human rights and questions of masculinity, Review of International Studies Pg 75-90 Carpenter, R. C, â€Å"Women and Children First†: gender norms and humanitarian evacuation in the Balkans, International Organization 5, 7, 4, 2003, Pg 661-694 Cohn, C â€Å"Sex and Death in the Rational World of Defence Intellectuals, Signs, Vol. 12, No. 4 1987 Pg 687-78 NO1101 Harris, A and King, Y (eds) Rocking the ship of state: Towards a feminist peace politics, Bovider, C. O West view press 1989. Human Rights Watch (HRW) 2000: Rape as a weapon of Ethnic cleansing HRW, March 1. Jousha S. Goldstein (2001) War and Gender: How Gender shapes the war system and vice versa. Cambridge University Press Pg 201-213. Moser N, and Clark F (eds), victims, Perpetrators or Actors: Gender, Armed Conflict and Political Violence; London Zed Books 2001, V. 64. Nashim: A Journal of Jewish Women’s studies & Gender Issues. Rosemarie Skaing (1999) Women at War: Gender issues of Americans in combat: McFarland and Company: North Carolina and London ‘Symposium on war and Gender, (2003) (Reviews of Goldstein’s Book) Perspectives on policies, 1, 2, 330-347 The state of World’s Children 1996. UNICEF United Nations (2005): Africa Renewal â€Å"Sexual Violence, an ‘invisible war crime’ Warren, J and Cady, L (1994) Feminism and Peace: Seeing connections’ Hypatia special Issue on Feminism and peace Pg 7-14. HQ1101. World Bank (2002) Addressing Gender Issues in Demobilisation and Reintegration Programs, Africa Region Working Paper Series 33 Zeigler, S and Gilbert, G (2006) The Gendered Dimensions of Conflicts Aftermath; A

Is Sports A Best Sport - 1257 Words

Once upon a time, there was a ten year old Hispanic boy named Roberto, called â€Å"Beto† for short by his loved ones. He belonged to a family of Catholic faith who were proud of their Mexican ethnic roots, culture, and traditions. Therefore, strongly emphasizing on the importance of family and education. The children in the family were taught at an early onset about their heritage, and to speak Spanish. At night in his bed before falling asleep, Beto pondered on the idea of his family’s deep, passionate beliefs, thus, trying to comprehend the reasoning behind it. Beto, an academically bright child with a nature that embraced such blissful energy, with big brown eyes that glistened in the sunshine, a warm inviting smile, with a lanky frail†¦show more content†¦Anyway, that’s the explanation her parents gave when she inquired about the essence of her name. She would get extremely annoyed with the fact her friends boasted and laughed, trying to convince her â€Å"Cipactli† actually meant an ancient Aztec god described as being a primeval sea monster, part crocodile, part fish, part toad, with no definite gender. Beto didn’t appreciate his mother being taunted, he loved his mother’s name, in his eyes, she was a living goddess with the purest soul. Beto would be mesmerized by the scent of the early morning ocean breeze coming from the bay, it was so refreshing and invigorating. Beto and Cipactli lived with great-grandma Maria and grandma â€Å"Nana†, the matriarch of the family, a strong woman with a strong will. No one dared to cross Nana. Their home was a two-story white house with a large front porch and a white picket fence. The property was surrounded by a variety of enormous trees and plants, a place where Beto could pretend he was in a jungle, in some faraway land, surviving only on tasty sweet mangos and purple juicy plums. Great-great-grandpa, Jesus and great-great-grandma, Elvira planted the surrounding greenery when they bought their home in 1945. During the week, Beto rode the school bus to a predominant White elementary school. His mother enrolled him in this school with the pure desire for him to receive a better education. He enjoyed hanging out with his