Rhys treats the two central characters, Antoinette and the Man, differently in their naming. She gives Antoinette her "real" name while denying the Man any name at all. This mirrors Bronte's treatment of Bertha in Jane Eyre and is part of Rhys' critique of English imperialism. By denying the Man a name, Rhys suggests he represents English colonialism and its fear of the unfamiliar. She exercises authorial power over her characters' identities, reversing the power dynamic of Jane Eyre by giving Antoinette an identity while showing the Man has no right to his own name.
presenting Harold Pinter's Masterpiece: Mountain Language
By Haleh Esmailian Jan2016
Dedicated to my Kurdish Friends who are the Best of the Men I have ever known
presenting Harold Pinter's Masterpiece: Mountain Language
By Haleh Esmailian Jan2016
Dedicated to my Kurdish Friends who are the Best of the Men I have ever known
Revolution 2020: Love, Corruption, Ambition is a 2011 novel by Chetan Bhagat. Its story is concerned with a love triangle, corruption and a journey of self-discovery. R2020 has addressed the issue of how private coaching institutions exploit aspiring engineering students and how parents put their lifetime's earnings on stake for these classes so that their children can crack engineering exams and change the fortune of the family. While a handful accomplish their dreams, others sink into disaster.[1] The book is available as an Audiobook on Amazon.[2]
The novel weaves together the stories of people navigating some of the darkest and most violent episodes of modern Indian history, from land reform that dispossessed poor farmers to the 2002 Godhra train burning and Kashmir insurgency.[3] Roy's characters run the gamut of Indian society and include an intersex woman (hijra), a rebellious architect, and her landlord who is a supervisor in the intelligence service.[4] The narrative spans across decades and locations, but primarily takes place in Delhi and Kashmir.
The novel weaves together the stories of people navigating some of the darkest and most violent episodes of modern Indian history, from land reform that dispossessed poor farmers to the 2002 Godhra train burning and Kashmir insurgency.[3] Roy's characters run the gamut of Indian society and include an intersex woman (hijra), a rebellious architect, and her landlord who is a supervisor in the intelligence service.[4] The narrative spans across decades and locations, but primarily takes place in Delhi and Kashmir.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Revolution 2020: Love, Corruption, Ambition is a 2011 novel by Chetan Bhagat. Its story is concerned with a love triangle, corruption and a journey of self-discovery. R2020 has addressed the issue of how private coaching institutions exploit aspiring engineering students and how parents put their lifetime's earnings on stake for these classes so that their children can crack engineering exams and change the fortune of the family. While a handful accomplish their dreams, others sink into disaster.[1] The book is available as an Audiobook on Amazon.[2]
The novel weaves together the stories of people navigating some of the darkest and most violent episodes of modern Indian history, from land reform that dispossessed poor farmers to the 2002 Godhra train burning and Kashmir insurgency.[3] Roy's characters run the gamut of Indian society and include an intersex woman (hijra), a rebellious architect, and her landlord who is a supervisor in the intelligence service.[4] The narrative spans across decades and locations, but primarily takes place in Delhi and Kashmir.
The novel weaves together the stories of people navigating some of the darkest and most violent episodes of modern Indian history, from land reform that dispossessed poor farmers to the 2002 Godhra train burning and Kashmir insurgency.[3] Roy's characters run the gamut of Indian society and include an intersex woman (hijra), a rebellious architect, and her landlord who is a supervisor in the intelligence service.[4] The narrative spans across decades and locations, but primarily takes place in Delhi and Kashmir.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Authorial “Obeah” and Naming in Jean Rhys’ Wide Sargasso Sea
ABSTRACT:
Building on the critical discussion around the importance of naming and mirrors in Wide
Sargasso Sea, the essay focuses on Rhys’ differing treatment of the two central
characters, contrasting Bertha’s “real” name of Antoinette with the Man, who is denied
a name and a human identity, even while giving him a voice and agency. It is argued
that this mirrors Bronte’s treatment of Bertha, and is a component of her critique of
English imperialism. At issue, in part, is a character’s “right” to a name, which the
author/creator reserves for herself, exploring that question through the confusion and
slippage of character names throughout the novel, and instances where characters
question each other’s right to name themselves. Ultimately, the magic or “obeah” of
the novel revolves around the power of language, and in naming/non-naming her
central characters, the author exercises that power, reversing the power dynamic of
Jane Eyre by giving Antoinette identity while making it clear that the Man has no right to
his own name.
KEY WORDS:
Literature, English. Rhys, Jean (1894-1979), Wide Sargasso Sea (1966), Bronte, Charlotte
(1816-1855), Jane Eyre (1847), naming, identity, mirroring, obeah.
Since the publication of Gayatri Spivak’s “Three Women’s Texts and a
Critique of Imperialism” there has been a good bit of writing about the
importance of naming and mirrors in Wide Sargasso Sea,1 centering around the
function of character and place names and their political implications. I’d like to
2. 2
extend that discussion by examining the names/identities of the two main
characters and how the author uses them to aid understanding of the text. Rhys
tells the story of Antoinette’s re-creation as “Bertha” of Jane Eyre, by The
Man/Rochester, but she also denies him his own name, exerting a final meta-
power reserved by the author.
Rhys uses several characters from Jane Eyre, but Antoinette/Bertha and
The Man/Rochester are the only ones she chooses to re-name. In doing so, she
signals that the relationship between these two characters is central to her
commentary on Bronte’s work. Rhys, however, handles their re-naming in
different ways. While giving Bertha a new name, which she posits as her original
and true name, she deliberately withholds a name from her male leading
character. These are powerful acts of re-writing, indicating the specific ways
that she wants to re-cast those characters. Her rejection of Bronte’s name for
the character Bertha tells us that Bronte’s “madwoman in the attic” was not
born that way, she had to be made into Bertha by her contact with The Man and
what he represents.
The Man is a different case, but also relates to her commentary on Jane
Eyre. By denying him a name while acknowledging his narrative centrality, she
effectively reproduces Bronte’s treatment of Bertha. First, he is “Other” to
Antoinette, as Bertha is “Other” to both Jane and Rochester. And ultimately she
doesn’t even become a “real” character – she is a flat, terrifying embodiment of
what is abhorred by Rochester and English society. Compare this to “The Man”
3. 3
relative to Antoinette’s Creole society. His namelessness suggests that he is not
really a character either – he is the embodiment of the English colonial project,
its preoccupation with power, money and control, and its fear of and
unwillingness to try to understand what is alien to it. Bronte’s Bertha has a kind
of power, but it is only negative and destructive, although her exercising of that
power inadvertently benefits the protagonist. The Man’s power is likewise
negative and destructive, although (an important difference) it first benefits the
female protagonist, both sexually and emotionally, and then destroys her. Rhys’
treatment of her “Rochester” character in this similar but mirrored fashion
invites us to look at Bronte’s treatment of Bertha and Rochester differently.
Rhys’ association of naming with power is most evident in the man’s
“violent” attempt to rename Antoinette as Bertha, and I would like to examine
the context in which the first instance of this re-naming occurs. Following her
visit to Christophine, she returns home and lays bare a number of her secrets in
an attempt to engage him emotionally. After she finishes, there is the following
exchange:
After a long time I heard her say as if she were talking to herself, ‘I
have said all I want to say. I have tried to make you understand. But
nothing has changed.’ She laughed.
‘Don’t laugh like that Bertha.’
‘My name is not Bertha; why do you call me Bertha?’
4. 4
‘Because it is a name I’m particularly fond of. I think of you as Bertha.’
(81)
It is her laughter, which he dislikes, that initially provokes this re-naming. Later
in the scene, after he has rejected her verbally but tried to comfort her physically (which
she then rejects), we have this dialogue, after she asks him to come in and say
goodnight to her:
‘Certainly I will, my dear Bertha.’
‘Not Bertha tonight,’ she said.
‘Of course, on this of all nights, you must be Bertha’
‘As you wish,’ she said. (82)
He will do as she asks, but she must “be Bertha” or he won’t engage with her in
any intimate way. In essence, he is personalizing the financial basis of their marriage,
demanding the right to determine her identity in exchange for his intimacy with her.
She recognizes the power he is trying to exercise over her through this re-naming. Here
she acquiesces, and it costs her. In their next encounter, she appears in a way that
could describe Bronte’s Bertha:
Her hair hung uncombed and dull into her eyes which were inflamed and
staring, her face was very flushed and looked swollen. Her feet were
bare. (87)
In narration, he refers to her as Antoinette, but again calls her “Bertha.” Her
response articulates her recognition of the ways that he uses language for power:
5. 5
“Bertha is not my name. You are trying to make me into someone else,
calling me by another name. I know, that’s obeah too.” (88)
She hopes, by naming his sorcery (using words to control another is a “magical”
exercise of power) to combat it, but because he is “a stone” (89), he can not/will not
respond. I will return to this point, as it illustrates part of what Rhys is doing by not
naming him.
Antoinette is given other names as well. Daniel, in his letter to the Man calls her
“Antoinetta” (57) and he later picks up on that in his conversation with Christophine
(100) conflating “Antoinette” and “Antoinetta” with “Marionette” and “Marionetta,”
suggesting another facet of the identity he wishes to project onto her – that of a puppet
whose actions are dictated by him. In that same letter, Daniel identifies himself as a
Cosway (Antoinette’s birth surname), but both she and Christophine dispute that.
Christophine says, “He is no Cosway either.” (94) When the Man tells Antoinette he had
a letter from “a man who calls himself Daniel Conway,” she says: “He has no right to
that name…(my emphasis) His real name if he has one, is Daniel Boyd.” (77) The “right”
to a name reflects power, weight, and identity. This question of the “right” to a name
brings us back to the Man.
By the act of non-naming, Rhys invites us to view him not as Bronte’s Rochester,
but as a stand-in or embodiment of English colonialism, especially his fear and hatred of
what he doesn’t understand and his need to control it (in part by naming or re-naming),
and certainly his need for power. Spivak mentions his lack of patronymic, but a further
reading is suggested by the fact that he has no name at all. Although he “wins” his
6. 6
battle for Antoinette’s money and identity, he ultimately flees the islands to return to
England. He recognizes the threat to his sanity and identity (which are closely linked)
that life in the islands holds for him. And in an act of authorial “obeah,” Rhys tells us he
has no “right” to a name. He may have the material wealth and power to destroy
Antoinette, but his own identity is so uncertain (even to himself) that he can’t face and
live in the fluid, dynamic, “sun-filled” world of his wife or release her to make a life
without him. He, therefore, has forfeited his right to a name. Or, put another way, his
need to fix identity through naming ultimately denies him his own. The artist, or author,
wields her mystical power, denying him a name even while giving him his own voice.
Antoinette/Bertha’s final act of destruction and self-assertion might be read as
liberating sacrifice -- Rhys wrote to a friend: “Her End—I want it in a way triumphant!”2 -
- Rhys’ choice to deny him a name tells us that, in the broadest sense, he is truly Other
and less worthy than the deeply flawed but “too-alive” world that has built her own and
Antoinette’s identity. She, as author, has a meta-power that trumps his “obeah” and
positions Bronte’s “madwoman in the attic” as a kind of tragic heroine, with both
characters standing in for important aspects of the cultures they represent. In re-
writing Bronte’s Bertha and Rochester, she now has a story; he doesn’t even have the
“right” to a name.
NOTES:
1. Spivak, Gayatrie, “Three Women’s Texts and a Critique of Imperialism,” Critcal Inquiry,
Vol. 12, No. 1, Autumn, 1985. Other examples include: Erwin, Lee, "’Like in a Looking-
Glass’: History and Narrative in Wide Sargasso Sea”, NOVEL: a Forum on Fiction, Vol. 2,
Number 22, Winter 1989; Fumagalli, Maria, “Names Matter,” Journal of Caribbean
Literatures, Vol. 3, Number 3, Summer, 2003; Rody, Caroline. “Burning Down the
House: The Revisionary Paradigm of Jean Rhys’s Wide Sargasso Sea.” Included in Wide
7. 7
Sargasso Sea. Page numbers for Wide Sargasso Sea refer to: Rhys, Jean. Wide Sargasso
Sea. Norton Critical Edition. New York: W.W. Norton & Co., 1999.
2. Letter to Selma Vaz Dias, 137