Stanley Milgram s Study On The Perspective Of Humanity

In Bridgeport, Massachusetts a social psychologist performed an experiment that would alter our perspective of humanity. Stanley Milgram was studying obedience following WWII. With a Jewish background and an education in social psychology, he wanted to explore the obedience of German people. He thought the atrocities committed during WWII could be attributed to a highly obedient country and culture. Milgram would soon come to realize obedience is an integral part of human nature. Milgram theorized that if a person was asked to shock another person within an experiment, they would quit before reaching high voltages. The three roles in his experiment would be the learner, the experimenter, and the teacher; the subject of Milgram’s study was†¦show more content†¦The experimenter and subject were situated together in an adjoining room. In my opinion, whoever is in the room with you will have the most influence over you. I assume that the physical presence of the experimenter in the same room as the subject had more impact when compared to the detached voice of the learner in a separate room. I can only wonder whether the results would be different if the subject had to see the learner as they were â€Å"shocked†. This is comparable to the way people freely express profanity towards other individuals on the internet, but would never cause harm to another person when brought face to face. Aggression protected by anonymity or even physical det achment is timeless. It can alter the dynamics of any interaction. I also wonder if it was clear that the subject could leave if uncomfortable. The prompts from the experimenter were meant to test obedience of the subject. But within a scientific experiment, I believe it may have limited the subjects’ freedom to leave at their own will. I am also curious to know whether people would rebel more freely, when tested in a group setting. I feel as though data collected on obedience of a group under authority would be more applicable to reality. I consider what decisions I would make as the subject, and I honestly think that I would fall into the majority who carried out the whole experiment. Part of my willingness to follow the procedure would be based on my trust in scientists and the scientificShow MoreRelatedKnowledge, Obedience and the Physical World1269 Words   |  5 Pagesquestions since what was once believed may utterly change with time, and therefore have an impact on humanity. Two areas of knowledge that can show that knowledge that was one accepted can be discarded afterwards, or that it may be replaced by different movements and approaches, are in my opinion Psychology as a human science and Physics as a natural science. 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Many of the designations by manufacturersRead MoreDeveloping Management Skills404131 Words   |  1617 PagesManagement, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including bui lt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York

The Major Features of the Ontological Argument for the...

The Major Features of the Ontological Argument for the Existence of God The ontological argument for the existence of God was originally set out in eleventh century by St. Anselm in his Proslogian. Anselm was a Benedictine monk, Archbishop of Canterbury, and one of the great medieval theologians. It has received a lot of both support and criticism from leaning philosophers. The argument is appeals to those who already believe in the existence of God than to an atheist. The argument is entirely a priori; it seeks to demonstrate that God exists on the basis of that concept alone, and show existence as an attribute/characteristic of God, in the same way omnipotence and benevolence are considered to†¦show more content†¦So according to Anslem it is self-contradictory to conceive of something than which nothing greater can be thought and yet to deny that that something exists. The second stage is the idea that it is illogical to think God does not exist. This idea is that because the highest possible thought of God is the He exists, thus his exist ence is impossible. This is the concept of necessary existence, God cannot not exist, and something which has necessary existence is something that exists in all possible worlds. God is perceived to have necessary existence because God is eternal and created the world and He is not limited by time, as He is outside of it. Thus God must exist in reality. Later in the 17th century Descartes developed the argument further, he used his form of the ontological argument to be a part of his argument that the external world exists. Descartes viewed God as a supremely perfect being, possessing all perfections, which includes existence and thus God has to exist. Descartes argue that an object had to posses certain qualities or else it could not be considered to be an object, for example, triangles angles must add up to 180 degrees. In the same way thus existence cannot be separated from the idea of God. In the 20th Century there have been two main philosophers who have worked noteably on the Ontological Argument, Norman Malcolm and Alvin Plantinga. MalcolmsShow MoreRelatedTwo Philosophical Arguments for the Existence of God1460 Words   |  6 Pagesto Compare and evaluate two philosophical arguments for the existence of God. Throughout the course of this essay we shall examine two of the major philosophical arguments for the existence of God. The arguments that we are going to focus on shall be the Design argument and the Ontological argument. We shall compare, evaluate and discuss both the Design (or teleological) argument for the existence of God and the Ontological Argument for the existence of God, as well as highlighting philosophical criticismsRead MoreDoes God Exist? Essay1972 Words   |  8 Pagesor not God exists. 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Industry Engagement for Teamwork and Collaboration- myassignmenthelp

Question: Discuss about theIndustry Engagement for Teamwork and Collaboration. Answer: The following discussion is a mid-placement report on the internship as a bookkeeper. The mid-placement report addresses the teamwork, collaboration, problem solving skills, decision-making, awareness and motivation by the mentor at the workplace. The bookkeeper comes across a variety of clients of the different business entities, various segments at the market and a number of business setups to comprehend and produce the work for. The bookkeeper faces the challenge to recognize the essential business operation of every client. The bookkeeper has to ensure that there is accuracy in the process of the payroll and, record the account of the transactions that are being paid, report the accounts received by the transactions, producing the financial reports and maintaining the balance sheets (Smith, 2014). The internship program is of the bookkeeper. In the midway, the intern bookkeeper is dynamic and qualified at his work. The intern has gained a widespread knowledge f the accounting principles, the policies of taxation, and the procedures that are related to the income tax. The primary strengths that are gained during the internship programme are planning, the ability to solve problems and customer relations (Soudijn, 2012). There has been a familiarity with the financial reconciliations and regulatory reporting. Teamwork The bookkeeper intern has learned to strike and maintain a balance between keeping the books and managing the business of the client. The intern becomes a dedicated keeper of the books and ensures a healthy flow of the financial record keeping. The intern learns to work in a quite environment with a flow in the work that is being done (Monga, 2015). The intern learns to rely on the various communication strategies and methods that are digital. This helps them to nurture their communication skills. The intern learns to work under flexible environments. Collaboration The bookkeeper intern learns to acquire the important documents that are necessary for the client. The acquiring of these important documents is a difficult task. The intern learns the process of collaboration. The new files appear for the bookkeeper and have to be reviewed by him. The use of the document viewer allows the bookkeeper to input the applicable information in the accounting part. The document viewer also allows the assigning of the relevant notes about the clients that enhances the collaboration with the customers and the clients, which allows the easy retrieval of these documents later (Miley Read, 2012). The bookkeeper learns the process of auditing the necessary financial reports. The digital copies that are available are useful for the bookkeeper as there is the movement towards the process of digitalization. The bookkeeper becomes efficient and gains the ability to upload a file easily, search for the documents and focus on the business while concentrating on the m atter of keeping the books updated. Problem Solving The intern during the internship learns to develop a positive attitude skill. This skill is utilized for the issue of accounting. The accounting problems are solved with the help of analysis and collection of information relating to it. The intern takes guidance for solving these problems relating to accounting. The intern learns to develop efficient skills in the process of decision-making. The bookkeeper learns to develop a clear way for communicating the issues of the client. They are the source of the additional work that the client states (Martin et al., 2016). Decision Making The intern of bookkeeping understands the management of the process of decision-making. The intern understands the cost of the sales and the sales of each of the products and service of the client. The calculation of the cost of the sales is learned in the internship program. The taxes that are collected and can be paid also require calculations to be performed. The bookkeeper if is tagged by the tax department then has to go ahead with the decision making process along with the accountant. The bookkeeper learns to understand the financial reports and setting up the management of the tools for decision-making. The intern learns to review the financial report regularly and on time (Junqueira, Kelly Reed, 2013). The intern also learns to manage the spreadsheets for the financial reports of their clients and customers. The managing of the cash flow statements and keeping them updated is the responsibility of the bookkeeper. This is a device for the purpose of reference. The intern also learns to curb the overhead expenses keeping in mind the sale, non-sale and the production of the cost of the staff. Awareness The intern has learnt the application of the BAS services. The intern also gets a relevant bookkeeping experience from the internship program. The training is well and hence the role of the experience is better. The bookkeeper is qualified is able to cope up with the workload in spite of the high hourly rates. The bookkeeper is not afraid to ask the relevant questions to the clients. The bookkeeper learns to be reliable and is aware of not sharing the account related information with everyone (Costas et al., 2013). He manages a three-way communication between the organization, the accountant and the client. They become invaluable and important for the processing of the information of the financial reports of the respective clients. The role of a bookkeeper is important to keep the track of the financial statements of the customers and the clients. They become aware of the analysis of the information that is relevant o the clients. They perform the basic function along with the accoun tants that adds meaning to the financial analysis and reporting. This leads to the success of a business due to the sufficient awareness of the cost savings. Motivation The profession of bookkeeping serves as a vital economic function. The intern of bookkeeper has learnt the process of self-motivation (Chen et al., 2012). He has learned to set the target goals for achieving of the desired goals and results. The monitoring of the balance of the revenue and the expenses of the business of the clients is necessary. This will allow offering of advice to the respective clients. They have to mentor the reporting of the correct databases to the business manager. References Chen, C. C., Jones, K. T., Scarlata, A. N., Stone, D. N. (2012). Does the Holland model of occupational choice (HMOC) perpetuate the Beancounter-Bookkeeper (BB) stereotype of accountants?.Critical Perspectives on Accounting,23(4), 370-389. Costas, J., Ekman, S., Maravelias, C., Spoelstra, S. (2013). Roundtable: Free work.Ephemera,13(1), 11. Junqueira, F. P., Kelly, I., Reed, B. (2013). Durability with bookkeeper.ACM SIGOPS Operating Systems Review,47(1), 9-15. Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A., Orr, M. T. (2016).School leader internship: Developing, monitoring, and evaluating your leadership experience. Routledge. Miley, F., Read, A. (2012). Jokes in popular culture: the characterisation of the accountant.Accounting, Auditing Accountability Journal,25(4), 703-718. Monga, V. I. P. A. L. (2015). The new bookkeeper is a robot.Wall Street Journal,5, 5-15. Smith, G. S. (2014). The Accountant Stereotype: Positive or Negative?. Soudijn, M. R. (2012). Removing excuses in money laundering.Trends in Organized Crime,15(2-3), 146-163.

Janes experience in Lowood School is representative of life in Victorian England Essay Example

Janes experience in Lowood School is representative of life in Victorian England Paper Jane Eyre is a novel by Charlotte Bronte, set in the Victorian Era. It was during this time that the industrial revolution, in Great Britain, began. The Victorian period was the beginning of a severe system of labour. During this time power and money overran society. It was a phase of family unity, and principles. The Victorian age was dirty and unhygienic. The poor were disadvantaged and the rich had power. This was obvious and common in every aspect of life in the Victorian cities. The conditions were unsanitary and the life expectancy was very low compared to todays standards. Disease was everywhere and everyone was vulnerable to it especially the poor. The writers in those days, like Charlotte Bronte and Charles Dickens, were interested in showing people the injustices of the nation during this time, especially towards children. Children were neglected and uncared for. Most were treated this way; those who werent were rich. Some children got no education at all and had to work in a factory to stay alive. Ironically this factory work would most likely be the cause of their death. Others went to workhouses were they got accommodation or food, but they to had to work. We will write a custom essay sample on Janes experience in Lowood School is representative of life in Victorian England specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Janes experience in Lowood School is representative of life in Victorian England specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Janes experience in Lowood School is representative of life in Victorian England specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Those who were orphans were most unlucky. They had no place in society, they were poor but they had no class, they were more like animals, who could be farmed and used for others prosperity and benefit. Jane Eyre is an orphan she lives at her uncles estate, Gateshead. Her uncle however is dead and she lives with his wife, Mrs Reed. Even the name Gateshead suggests that she is trapped, it is uninviting. Jane is not considered a member of the family; her position is less than a maid. The reason for this is because she is poor and an orphan. She is a charity case. John Reed, heir to the estate and Gateshead, calls her a dependant. Jane lives in a male dominated environment, another social injustice in the Victorian society. Jane is courageous, through all of her abuse she always manages to stick up for herself. Jane longs for peace and freedom to be her own person. Jane is bright and imaginative. She knows that she is being mistreated, she refuses to accept this however and it lands her in trouble on many occasions, like when she is put in the Red Room. The Red Room is the room in which Mr Reed, Janes uncle, died. It is symbolic of terror, and her imagination suffers because of this history. Jane feels frightened in the room and wants to escape, she wants to get out of the room, and out of the house. Bronte makes us aware of Janes circumstances too. We feel sorry for Jane and her situation. Jane is misfortunate; her ill treatment is not really her own fault. After she faints she wakes up in the nursery, Mr Lloyd is there. He is the apothecary. He shows sympathy and affection. Jane feels relief protection and security. It is ironic that she should feel protected and safe with a total stranger. Kindness only came from a stranger someone who is not a part of Gateshead. Jane is very honest; this is evident when she speaks of poverty. She associates poverty with the workhouses and the dispossessed. Her views are those of a child. Jane likes the idea of a school and sees it as a chance to escape Gateshead. Soon after we learn that Bessie pities Jane, Abbot disagrees and says she is not so be pitied because she has no physical attractiveness. Jane is considered troublesome, wicked and iniquitous. As Christmas approaches, Jane is further abandoned. She is left alone in the nursery with her doll whilst all the festivities go on in the floors below her. This image produces compassion on our behalf. Christmas is a time of family unity and togetherness. Yet, Jane is left alone, without family, without love. When Jane is first introduced to Mr. Brocklehurst, Bronte uses phallic symbolism to describe him. She calls him a black pillar, standing erect. This is to create a sense of male supremacy. Mr Brocklehurst is head of Lowood Institution. The very name of the school Institution is daunting. It is not Lowood Academy or Lowood School for Girls it is an institution. This make me think of a prison or hospital, when in fact it is a place of learning and also youth. It is a harsh school, the girls femininity is kept to a minimum, because it is seen as shameful to be a feminine. Jane is to be sent there. Mr Brocklehurst has a grim face and is illustrated as a grotesque figure. He is like a figure from a nightmare or a villain from a fairytale. He has bushy brows, a great nose and prominent teeth. This makes me think of Little Red Riding Hood, with Mr Brocklehurst as the wolf. He is emotionless; his face is like a mask. Mr. Brocklehurst is later uncovered as a hypocrite; he dresses the pupils plainly, and cuts off their hair so as to conceal there womanhood. But when his children visit the school they have an abundance of curls, jewellery and wear luxurious clothing. Mrs Reed Calls Jane an artful, noxious child. She wants Jane to be kept humble, that she will always remember to keep her poor station in life, that she will always feel inferior. Jane already feels inferior, but she overcomes this and demonstrates courage when Mr Brocklehurst confronts her. He tries to use Christianity and its teaching methods for his own benefit. Really it is he who needs revision of the good will in the Christian Bible. He uses Christianity to humiliate the girls at his school. Jane defends herself, she feels misrepresented by Mrs Reed, and misinterpreted by Mr. Brocklehurst. She becomes very passionate you think I have no feelings, and that I can do without one bit of love or kindness: but I cannot live so. We sympathise with Jane, when her feelings are unleashed. Before Jane leaves for Lowood, Bessie confronts her telling her that she has been unjustly treated in the company of the Reeds. She also tells Jane that she is fonder of her than any of the others. Because of this honesty Jane is lapsed with peace and harmony. Mr Brocklehurst visit is not unlike the visit of Mr Bumble in Oliver Twist. Mr Brocklehurst is like Mr Bumble. He is the parish beadle, and a man of authority, however he considers himself to be a higher influence than he really is. He is a fat man and is ill tempered. He has no patience; he bangs his cane off the ground. In the rare event that he does respond to Mrs. Mann it is often with bitterness. When Mr. Bumble visits the home of Oliver Twist it is not a social call. He wishes to take Oliver to the workhouse. Like Jane Olivers youth has been lived for him, neither of them had a joyful youth, and they never got the chance to make their own decisions. This is an example of injustice in Victorian society, orphan children had no say in their own lives, and they had little or no opportunities to make a better life for themselves. Like Mrs. Reed Mrs. Mann appears to be a welcoming woman, kind and humane. But we know that she is not loving or considerate, and that she neglects the children to the point of death. Both Mrs. Reed and Mrs Mann blame their inhabitants for all wrong doings. Mrs Reed criticises Jane incessantly, Jane is a scapegoat. Oliver is neglected; Mrs Mann uses the money received to take care of the boys in the orphanage to her own advantage. Dickens uses caricature, and also irony, to exaggerate his characters by emphasizing certain personal qualities to produce a ridiculous effect. Dickens uses caricature not just to overstate what is on the surface, but also to resemble what was in the very inside of British civilization during this time. This effect is a way to remind us of how exceptional each person is. For example Mrs. Mann is a highly ironic character. Mr. Bumble commends her on how humane she is truthfully she is wicked. Mr. Bumble is also ironic, she acts like he is of extravagant importance, but he is just a minor, a messenger. Mr. Bumbles size suggests his ego. To bumble is to move awkwardly. Bumble suggests to me a lack of skill, this creates an image of a blundering fool. He gets frustrated when he cant open the gate, and then proceeds to place the blame on Mrs. Mann. The very name Mrs. Mann is paradoxical; she is hardly womanly at all. She is not maternal, nor motherly towards the children. She locks them in the basement and doesnt feed or clothe them properly. She is only interested in one thing and one thing only, herself. There arent any truthfully kind words of tenderness from this benevolent protectress. She is a figure of disgust, a despicable woman, resembling the low, degrading decadents of the social order at this time. By using caricature, irony, and humour in his stories we are entertained, but underneath this is the demoralizing truth of social inequality at this time. Lowood and the Workhouse are also alike. They are strict and enforce firm rules. They punish and humiliate the boys and girls for simple unnecessary reasons, and order them around like and army. The schools are run down pupils receive very little food or medical attention. They are unhygienic and disease spreads rapidly around the vulnerable children. Administers in both places have enough money to ensure that the places are not dilapidated and unhygienic but instead they immorally use the money for their own prosperity. One of Emily Brontes most dominant image patterns is the use of the traditional elements earth, fire, water, and air. Atmosphere plays a significant role in the novel. The pun of the name Eyre is suggestive of passion. Jane like the air is a wanderer, she is spiritual. Use of pathetic fallacy reflects Janes mood. During Janes journey to the Institution the weather is wet, windy, and has a hostile element. This emphasises Janes isolation. The symbolic landscape and foreboding weather, during her journey, sets the mood. On the day she leaves Gateshead it is a raw and chill morning. The weather does not predict a bright future for Jane. As the carriage nears the School they descended a valley, dark with wood. Lowood is concealed, by darkness. As Jane enters she calls it a cold, dimly lit school. When things are pessimistic for Jane, the weather and landscape is usually in the same style, dull and gloomy, like Janes journey to Lowood. When things appear hopeful the weather does to. For example the coming of spring in Lowood, her adjustment to the school and the promise of hope and renewal is reflected in the season. It is described as a metaphor for the awakening of the young girls life and maturity, And now vegetation matured with vigor; Lowood shook loose its tresses; it became all green and flowery. Bronte highlights the appalling conditions the girls have to endure. Even the food is insufficient and bland, a nauseous mess. The school sounds like misery, even the garden is depressing, and instead of being bright and beautiful it is dismal and uninviting. The uniform is unappealing; it encloses their bodies, so as not to reveal their femininity. The place is cold, empty, and lifeless, as though no one is even there. The girls are lifeless too. They are just bodies, there is no life inside them; none that we can see anyhow. The life is drained out of them, like in Hard Times the life and imagination is grinded out of the pupils. It seems like there is nothing to look forward at the school what so ever. When we are introduced to Mr Brocklehurst again, we realise that Jane is not the only one to despise him; everyone else in the school does too. Mr Brocklehurst wants to mortify in them the lust of the flesh, and to teach them to clothe themselves with shamefacedness and sobriety. Here he demonstrates hypocrisy, because the money he starves the student of is used to make his own girls more beautiful. They enter, splendidly attired in velvet, silk and furs. They can look as feminine as they want. The students are still and quiet, as Jane observes, the 80 girls sat motionless and erect. They are oppressed by the system. Their plain locks highlights the solemn nature of the girls, and furthermore that beauty is considered shameful. Mr Brocklehurst wants the girls to be without an identity, as in Hard Times the students are called by number, like an army. The students at both schools are plain and purposeful. They are not pretty or fancy. They are not to be accustomed to habits of luxury and indulgence, but to render hardy patient, self denying. In Lowood, the teacher Mrs Temple reminds me of Mr Lloyd. Mrs Temple represents all the good that is lost in the school. She is described as tall, fair and shapely: with a benignant light. She is a contrast to the murky and disheartening school. She shows kindness and caring to the pupils when she provides them with extra food when she sees the inadequate lunch served to them. It is in the garden that Jane meets Helen Burns. Helen is studious and a strong character. She victimised by the teachers. Unlike Jane, Helen doesnt stand up for herself; Helen takes the insults thrown at her by the teachers. She is never praised, nor shown pity. Helen is a victim of the system at Lowood. She accepts her punishments and humiliation with dignity, composed though grave she stood. Jane does not understand Helens stoic acceptance. Jane is passionate, and determined. Helen believes that she should not worry about the unkind attitude the teachers possess, she says, I live in calm looking to the end. Helens words have hidden implications; she is trying to tell Jane her life is drawing to and end. Jane and Helen are similar in many ways. Both are honest, and speak their minds. Yet they are also a contrast to each other as well. Where Jane is emotional and fervent, Helen can hold her feelings, she is rational. Where Jane longs to be adored and admired, Helen tells her you think too much of the love off human beings. Helen is wilful, she thinks logically. I believe Helen is an inspirational character, though she is very young she is incredibly mature. Helen is not a victim her quiet and dignified courage rises above the hardship of Lowood. She cannot be degraded. She is so much more than any of them. She is an example to Jane. Jane is fearful of Mr Brocklehurst. She awaits the day the day the Coming Man arrives. Bronte creates anticipation during this episode. As he enters Lowood the pupils and staff rose unmass, highlighting his dominant superiority. He is like the daunting figure we met before. He is the sole male figure in a female environment. He abuses his power and position. Jane dreads his presence. She is nervous at the very thought of him. She tries to hide her face, so he doesnt see her, but her plan fails and she drops her slate. She says, I was paralysed. Mr Brocklehurst intentionally humiliates Jane; she is mortified I knew it was all over now. Mr Brocklehurst calls her a careless girl. He calls her forward and orders her to stand on a tall stool. He directs harsh insults at her, servant to the Evil One and a little castaway and interloper and an alien. He demands that no one talks to Jane, to avoid her company, to exclude her. He calls her a sinner and lair. He tells those in the hall that he received the information off her benefactress, a pious and charitable lady. The information is false Mrs Reed is anything but a pious and charitable lady. When Helen smiles at her it gives her comfort, reassurance, and hope. Helen has the aspect of an angel. It is because of this gesture that Jane gains maturity. She becomes so much more understanding, following this. Mr Brocklehurst and Mr Gradgrind are alike. Both are idealistic, both believe in hard discipline. Mr Bumble is also very like Mr Brocklehust. He believes in Christian values and teachings. They are both hypocrites. Mr Brocklehurst tells the student that he believes in denying ones self, he says he does not want them to be accustomed to luxuries, and comforts, so they can become disciplined, and hard. However his daughters enter the scene in velvet, silk and furs. Mr Bumble does not care about the children or how Mrs Mann treats them. He is an egotistical man. He only cares about himself and his money, as does Mrs Mann. The authors I have studied, Charlotte Bronte and Charles Dickens document the unrighteousness of the Victorian period. In my opinion, people only cared about money. I believe this is the basis for cruelty in those days. People wanted money and would abuse every system to get money. It was an unjust time to live in, and especially to grow up in. Charles Dickens wants to inform the readers of the future all about the hard times that people endured. He wants to let them know all about the children like Oliver Twist, and their lives. Though it is fiction, it is a representation of reality. Dickens uses humour in his books to make them interesting and easily readable. He wants to shock the reader, and this would inform them all about the world he lived in. Hard Times is a moral Fable, it entertains but at the same time it educates us of the dangers and brutality in this society. Charlotte Bronte uses first person narrative, to get us closer with the character. She uses it to make us sympathise with Jane. Though not as informative as Dickens, it is very interesting. She draws us closer to the character of Jane, whereas Dickens wants to inform us about the society. Bronte wants to create a story, while Dickens also wishes to illustrate the ruthless reality of the time. The Victorian Era was a cruel time. The wool was pulled over peoples eyes. People gave false representations of themselves and others, like Mrs Reed and Mrs Mann. Children were the unluckiest of everyone children were victimised, neglected, and abused. Not necessarily the case for the rich but, mainly the poor, and especially orphans. As Jane says poverty looks grim to grown people: still more so to children.