The Bildungsroman in Victorian Novels Essay Example for Free

The Bildungsroman in Victorian Novels Essay The Bildungsroman Genre. The narrative mode Dickens has adopted aligns his novel with the Bildungsroman  genre of literature. The term  Bildungsroman  is a German word meaning novel of formation or education novel. A  Bildungsroman  novel frequently puts an emphasis on the moral and psychological development of its protagonist. Morality is an important theme in  Great Expectations, one of the episodes of  Great Expectations  which illustrates the conventions of the  Bildungsroman form is the storys opening which immediately establishes the protagonists orphaned status with the young Pip contemplating the graves of his dead parents. The figure of the orphan illustrates Dickenss innovative engagement with the  Bildungsroman  genre, as Pip could be viewed as a blank slate, or tabula rasa, in that his mind isnt informed by any external psychological influence from his parents. Instead his shrewish older sister and her husband, the kindly and unassuming blacksmith Joe Gargery, are raising him. Initially Pip is content with his humble surroundings, although his class-consciousness receives a rude awakening on his first visit to Satis House. Here he encounters Miss Havisham and her ward Estella, the latter of whom takes delight in continually reminding the protagonist of his lowly status. When Estella remarks on Pips coarse hands and thick boots, and his habit of calling knaves Jacks when they are playing cards together, she is expressing her contempt of his background. Even though Pip is hurt by her taunts, he still becomes infatuated with Estella, and it is this attraction which triggers his own animosity towards his origins. Sometime after Pip has come of age and has been working in the forge with Joe, the lawyer Jaggers informs him of an anonymous benefactor who wishes to make the protagonist a gentleman. Incorrectly Pip assumes this benefactor to be Miss Havisham, and starts to entertain the belief that the old spinster intends him for Estella. This episode heralds a great advance in the protagonists own snobbery and delusion, as he sets off for London, putting his origins in the Kent marshlands behind him. While Pip is enjoying the leisurely life of a gentleman in the capital, he receives a letter from his old acquaintance Biddy, stating that Joe has come up to London and would like to visit him. Pips disdain for the blacksmith is revealed in his reservations concerning such a prospect: If I could have kept him away by paying money, I certainly would have paid money . When the protagonist returns to his hometown for his sisters funeral, his snobbery is further evinced on his insistence at staying in the Blue Boar inn in town, as opposed to the forge with Joe. His actions are evidence of the  Bildungsroman  narratives preoccupation with moral and psychological development. Pips final exchange of wealth and status for friendship and humility indicate how he has matured as a protagonist. On the other hand, the novel by Thomas Hardy, Tess of the D’urbervilles, has not made any case for the novel’s being a Bildungsroman. Tess has been called a â€Å"fundamentally changeless† ballad heroine; her story has been referred to as â€Å"mythological† a â€Å"personification of rural Wessex† a representation of the agricultural community in its moment of ruin†. However, categorising and allegorizing Tess’s story, it is possible to lose sight of the novel’s unrelenting focus on Tess the individual as she attempts to make something of her life. Holding that the novel â€Å"develops a single theme, the life-history of one person, and sends this uninterrupted forward†. Thomas Hardy, in his time plan for the novel, graphically stressed the centrality of Tess’s experience as he carefully noted the dates of the novel’s events in relation to Tess’s age. What Tess attempts to do during the brief portion of her life dramatized by Hardy makes her story one of coming of age, in other words, the novel ought to be viewed as a Bildungsroman.

Intrinsic Motivation Essay -- essays papers

Intrinsic Motivation Sometimes a student can be fascinated in a subject and are eager to learn more without outside influence or help. This kind of a situation is when there exists a large amount of intrinsic incentive to motivate a child. It is when a student enjoys an aspect of an activity enough to be motivated within. An intrinsic incentive could arise in any subject of interest such as dinosaurs, famous people, or far off places. However, topics that are learned in schools today do not arouse children since they find the information useless in their everyday lives (Slavin, 2000). The role of personal interest is crucial in a learning situation. It has been proven that a child who is intrinsically motivated tend to make use of strategies that require a larger amount of effort and that allow them to develop more intensely. They prefer tasks of higher levels than an extrinsically motivated child (Lumsden, 1994). Internal motivation is longer lasting that external motivation. When students achie ve a feeling of satisfaction, learning occurs more successfully (HCC Intranet, 2001). In order to ensure students are intrinsically motivated, teachers must use certain strategies to encourage this type of learning. Praise One of the ways to engage children in intrinsic motivation is by praising the students for the efforts they make in the classroom and encouraging more positive learning. It is important to praise a child for small improvements along with large improvements. Some educators with high expectations forget to commend their students along the way as they progressively achieve the desired goal (Palardy, 1997). Praise does not necessarily mean tangible rewards. It is more of a pat on the back, a positive ... ... learn. ERIC Digest, 92. Retrieved November 5, 2001 from http://www.kidsource.com/kidsource/content2/Student_Motivation.htm. -The article talks about what influences student motivation and the advantages of it. It offers intrinsic ideas to help develop student motivation. Also explains why children are unmotivated. Cooper, H. (2001, April). Homework for all-in moderation. Educational Leadershiip, 58,pp. 34-38. -Explains the advantages and disadvantages of homework, and if it works. This relates to motivation. Teachers use homework at times to motivate their students. Palardy, J. (1997, March). 15 strategies for motivating students. NAESP. Retrieved November 2, 2001 from http://www.naesp.org/comm/p0397b.htm. -Lists fifteen strageties to use in a classroom to help motivate children. After each suggestion, a detailed description is given.

Computing and Ieee-754 Floating-point

1. Name the three ways in which signed integers can be represented in digital computers  and explain the differences. 2. Which one of the three integer representations is used most often by digital computer  systems? 3. How are complement systems like the odometer on a bicycle? 4. Do you think that double-dabble is an easier method than the other binary-to-decimal  conversion methods explained in this chapter? Why? 5. With reference to the previous question, what are the drawbacks of the other two  conversion methods? . What is overflow and how can it be detected? How does overflow in unsigned numbers  differ from overflow in signed numbers? 7. If a computer is capable only of manipulating and storing integers, what difficulties  present themselves? How are these difficulties overcome? 8. What are the three component parts of a floating-point number? 9. What is a biased exponent, and what efficiencies can it provide? 10. What is normalization and why is it necessary? 11.W hy is there always some degree of error in floating-point arithmetic when performed  by a binary digital computer? 12. How many bits long is a double-precision number under the IEEE-754 floating-point  standard? 13. What is EBCDIC, and how is it related to BCD? 14. What is ASCII and how did it originate? 15. How many bits does a Unicode character require? 16. Why was Unicode created? 17. Why is non-return-to-zero coding avoided as a method for writing data to a magnetic  disk? 18.Why is Manchester coding not a good choice for writing data to a magnetic disk? 19. Explain how run-length-limited encoding works. 20. How do cyclic redundancy checks work? 21. What is systematic error detection? 22. What is a Hamming code? 23. What is meant by Hamming distance and why is it important? What is meant by minimum  Hamming distance? 24. How is the number of redundant bits necessary for code related to the number of data  bits? 25. What is a burst error? 26. Name an error detection met hod that can compensate for burst errors.

G8 Education Australia s Largest Provider Of Childcare...

Company Overview G8 Education is Australia’s largest provider of childcare services listed on the Australian Stock Exchange (ASX). They provide development and educational child care services mainly in Australia. A merger between Payce Child Care Pty Ltd and Early Learning Services Limited in March 2010 resulting in the name of G8 Education. Currently, G8 education accounts for over 370 centres spreading across Australia and Singapore. G8 Education’s acquisition strategy has resulted in a market share of 5% which saw a 44% growth in their portfolio which resulted in securing 86 centres with a Net Profit After Tax of $31.07 million for the financial year of 2013. Their strong acquisition strategy prime them to be major players in the†¦show more content†¦Jennifer Hutson continued to highlight their company’s strong acquisitions of childcare centres in Australia whilst touching on relevant Australian government reform in the childcare sector and G8 Education’s man agement team and their dedication to improving efficiency in order to maximise shareholder profit. This was illustrated by earnings per share growth in the company on the previous year.3 This address was to provide current stakeholders and ordinary investors with activities pursuant to G8 Education for the 2013 year. It gave a summary of activities for the financial year and provided a glimpse to future activities of the company. The diagram below depicts the top 20 shareholdings and the substantial holders G8 Education from the 2013 annual report. J P Morgan Nominees Australia Limited, HSBC Custody Nominees, National Nominees Limited account for 41.83% of the 75.91% of issued shares. Between the three they account for 55.10% of issued shares thus providing them with substantial voting rights during general meetings. The remainder of this list is made up of foreign investment companies, domestic institutional investors and/or ordinary investors that are not involved within the company. Substantial holding in G8 Education is comprised of Perpetual Limited and National Australia Bank each holding 5.75% and 5.02% respectively. Following the global financial