Great Expectations by Charles Dickens Research Paper Example

Great Expectations by Charles Dickens Research Paper Example Great Expectations by Charles Dickens Paper Great Expectations by Charles Dickens Paper Essay Topic: Great Expectations Literature The novel Great Expectations was written by Charles Dickens and is about a young boy, Pip who falls in love with a young girl, Estella and inherits money in order for him to go to London to learn how to become a gentleman. Pip has many various reasons for wanting to go to London and Dickens uses powerful imagery to show how Pip is easily disappointed upon his arrival to London. Great Expectations is about Pip looking back on his life which means that this is a 1st Person novel. In Great Expectations Pip wants to go to London because of a number of reasons dating back to his childhood. He felt threatened by the convicts that he had met at the graveyard. You get me a file and you get me wittles or Ill have your heart and liver out. He is being terrorised by one of the convicts and forced to steal from his own family which makes him into a thief and a liar. Because he his made to feel a thief and a liar this is one of the reasons Pip wants to go to London to become a gentleman. This is also a threat of cannibalism towards Pip which is another reason he wants to go to London, which is because he feels threatened and is terrified by the convicts. : Another reason why Pip wants to go to London is because by going to Miss Havishams he has been shown a different lifestyle which is one that he would want. This makes Pip want to go to London so he can lead a lifestyle similar to the ones of Miss Havisham and Estella. Miss Havisham is another cause of Pip wanting to go to London because Pip describes Miss Havisham as waxwork which show that he believes she is perfect. This makes him determined to go to London so he can become a gentleman and become waxwork-like as Miss Havisham is. Pip wants to go to London because he loves Estella and by becoming a gentleman he believes that Estella may start to like him. He calls the knaves, jacks, this boy and what coarse hands he has makes Pip feel poor and like a commoner. By going to London Pip believes this will help him win Estella. Throughout Pips early life he was brought up by hand from his sister, Mrs Joe. This makes Pip want to go to London so he can live a life without being abused and violently mistreated. By becoming a gentleman he will not have to be brought up by hand any more so this gives Pip a reason to go to London. The threats of cannibalism by the convict links to Estella ripping Pips heart out in a different way and because she can do this it gives the impression that she is more powerful, wealthy and a better class than Pip which makes him want to become a gentleman so that he can be a better class person than he believes he is. Pip wants to go London so that he can gain respect from Estella and be referred to as a gentleman rather than boy and he is often referred to. Uncle Pumblechook aims a threat of cannibalism towards Pip when he says that If youd have been born a pig you would have been butchered and had you heart torn out links to the convicts threats which makes Pip want to go to London as he feels threatened by Uncle Pumblechooks comments. This also makes Pip want to go to London as he does not want to be likened to a pig because they are common creatures with a sense of dirtiness around them. This makes Pip feel like a filthy person and makes him want to go London so that he can change this. Another reason for Pip wanting to go to London is the fact that he wants to impress Estella and by being well educated and having better clothes he believes that he can do that. Pip becomes ashamed of living with Joe and his profession and lies to Joe and Mrs Joe after the first visit to Miss Havishams house. She was sitting in a black velvet coach and we all had cake and wine on gold plates shows that Pip is exaggerating and making this up because he is ashamed to tell Joe and Mrs Joe of how he was offended and made to feel ashamed of all the things around him. Pip inherits some money which directs him to London. Because of the money Pip has inherited he becomes snobbish and classes himself a better quality than the poor people living in his area. As I passed the church, I felt a sublime compassion for the poor creatures. This shows that Pip is being snobbish and seeing himself better than the people he has grown up all his life with. This makes him want to go to London so he can get away from the people he sees as poor. When Pip finally arrives in London we see that his expectations are easily disappointed. Upon arrival he goes to visit Mr Jaggers, a lawyer in London and his lawyer, and Dickens describes Jaggers room using negative imagery. By doing this the reader can see how Pips expectations are instantly disappointed and that London is a corrupt and vile place to be in. Mr Jaggers room was lighted by a skylight only is a good use of imagery by Dickens because it gives the impression of a lack of light which could lead to corruption in the legal system or corruption in London in general. Dickens uses a simile in Chapter 20 which shows how the characters all are in Great Expectations. Like a broken head links to various characters such as Mrs Joe who has a broken head because she is paralysed and to other characters such as Estella who is being controlled by Miss Havisham and Pip who doesnt know what to do in his life. Old rusty pistol, a sword in a scabbard shows the death of Pips expectations and how they are instantly disappointed because swords and pistols are pieces of equipment linked to death so could be the sign of the death of Pips expectations. Another piece of imagery used to show the death of Pips expectations is deadly black horsehair ike a coffin which could show the death of Pips expectations because coffins are associated with funerals and this is a ceremony of death. The deadly black creates the impression of darkness in London which shows how Pips expectations are disappointed straight away. In Chapter 21 Dickens uses sarcasm by using the word haven to describe a part of London. This is ironic because it is not a haven at all so creates the impression that Pip is disappointed of London. Dickens uses many words and phrases to create the impression that Pip is easily disappointed and his expectations have been killed off. Disgorged is an unpleasant word and links to the unpleasantness of London in general and how Pip has become disappointed with London. A repetition of the word dismal shows the reader how dull a place London is and how Pips expectations have faded away. The repetition adds the effect that shows how terrible London really is. Dilapidated means broken down and represents Pips expectations and how they are broken down and the idea that London is a mess and is broken down also. Pips expectations have been killed off and to show this Dickens uses a harsh alliteration of C by using the words crippled and cracked. The harsh alliteration suggests to the reader that Pips expectations have crashed down and are over. Dusty decay is used by Dickens in Chapter 21 to create the alliterative effect of the D portraying the dirtiness of London and this dirt has caused Pip to be instantly disappointed with London. In Chapter 21 there is a link to the graveyard. Unholy interment in the gravel links to the graveyard and graveyards are associated with death. Because of this link London could now be a link to the death of Pips expectations. Dickens shows the death of Pips expectations once more in Chapter 21 with the words ashes, soot and smoke. These are images linked to cremation and give the idea that Pips expectations have been burnt away. Dry-rot, wet-rot, silent rots that rot. This is a repetition of rot and is a good use of imagery by Dickens because it leaves the reader with the impression that Pips expectations are rotting away. The stench of London is ironically compared to a medicine by Pip in Chapter 21. Try Barnards Mixture links to the idea that what Pip thought would be so good turned out to so grim. This shows how Pip is easily disappointed with London. Oppressed and exhausted are words used by Dickens to show the reader how London is not what it is expressed as and that Pip has had enough of London and his expectations are dead. Pip has been corrupted by money and has turned into a snob. Dust and grit are a symbol of the dirt in London and that has stuck to Pip and made him a snob and now a bad person. Even when in London Pip is still thinking about Estella because he is in love with her. Could not bear the two casts on the shelf represents Pip and Estella and show their potential together has been killed. Shameful is a descriptive word used to show how Pip feels about London and how his expectations are dead and also his impression of London has been instantly disappointed. An alliteration of Fs by Dickens makes London sound dirty and a bad, corrupt place. Filth and fat and foam is alliteration and gives the reader the sense of dirtiness. Bulging is an unpleasant word used to describe London and links to the convict jumping out on Pip at the graveyard which by being reminded of the convict makes him still feel like a thief and liar. London is also shows to have a lack of morality by Dickens. Smelling strongly of spirits and beer shows a lack of morality and the death of Pips expectations because spirits and beer are seen as bad items. Stone building could be a tombstone which shows a death of Pips expectations. In conclusion I can tell that the Pips expectations were dead from the start of the story because the scene was set in a graveyard, which is an image and place linked with death, so it shows that Pip never had any expectation to begin with and if so they were killed right at the start of the story. Also I can see that the only gentleman in the story is Joe because he never looks down on anybody and is always grateful for what he has in life whereas Pip becomes a snob as soon as he gets money and Mr Jaggers is a corrupt character. Mr Jaggers is part of the corrupt society in London that will do anything fort money such as getting people to escape a prison sentence when they have committed murder, which is not gentleman-like. Uncle Pumblechook is not a true gentleman because he looks down on Pip which Joe doesnt. Old Orlick paralysed Mrs Joe which is not what a gentleman would do. Because of this Joe is the only real gentleman in the story. I can see that Joe is the only true gentleman in the novel because he shows compassion to the convict which many other people wouldnt do. We wouldnt want you to starve to death shows that he is a gentleman because he could have judged the convict straight away but because he didnt know him he didnt feel he was in the position to judge which proves he is a gentleman because he gets along with everybody. Another incident which shows that Joe is the only true gentleman is when he offers Pip gravy at the dinner table. This shows tenderness towards other people and he did this because of Pip being mistreated. This makes him gentleman because it shows he cares for people no matter what happens. In conclusion I can see that the Dickens use the title for irony because Pip never had any expectations. Also by starting the novel in a graveyard this shows that Pips expectations were killed off straight away as graveyards are images of death.

Research Critique Essay Example | Topics and Well Written Essays - 750 words - 1

Research Critique - Essay Example As seen from the introduction, the clinical problem being investigated is preeclampsia. The researchers are interested in knowing whether the disease affects women in their first pregnancy more than others. The researchers undertake this research knowing that it is true that the disease is common among the first pregnancies. However, they argue that the assumption in favor of this research can be strengthened by the fact that more women decide not to give birth after undergoing through first time preeclampsia. Therefore, the researchers conduct their researches on the same topic while considering that many people refuse to give birth to their second child because of problems related to preeclampsia during the first pregnancy. One of the reasons for conducting this research is related to high risks associated with the disease, as explained earlier. Other reasons such as clarification and information increase have also been a motivating factor in conducting a research in these areas (H ernà ¡ndez-Dà ­az, Toh & Cnattingius, 2009). Although the researchers have not ostensibly outlined the research question, it is possible to outline the main questions for the research. The question is preeclampsia still common among women during their first time pregnancies even with the researchers’ knowledge that most do not engage in second time conception recreation after going through difficulties related to preeclampsia. Through the question deduction, one cannot help but note the strong relationship between the question and the purpose of the research study areas (Hernà ¡ndez-Dà ­az, Toh & Cnattingius, 2009). The main research method used is the mixed research approach, which is appropriate in this content as there is a need to explain the problem in its context. In addition, there is a need for using quantitative research method in presenting data obtained and in measuring the relationship among variables.

The Case for Literature-Based Reading Programmes at the Elementary Essay

The Case for Literature-Based Reading Programmes at the Elementary School Level - Essay Example The publication of children's literature has increased substantially and its incorporation into reading programmes has also increased significantly (Harris, 1992). At the same time, there has been a simultaneous interest in literature-based reading instruction. Nonetheless, the importance and the usefulness of children's literature have been questioned. The nature of these attacks, however, seem to have less to do with the value of the instructional approaches and substantive materials than a preoccupation with preparing students for standardized tests and a stubborn adherence to traditional methods. Of particular concern is the use of children's literature as a means for teaching children how to decode information in order to perform better on standardized tests. This instructional method, without more, neglects the very purposes of literature-based reading instruction and renders the inclusion of children's literature in elementary reading programmes an almost tangential inclusion. The strict emphasis on decoding and on standardized testing, while of some relevance to literacy, is harming the very goals and usefulness of literature-based reading instruction. This essay will argue that the inclusion of children's literature is of fundamental importance to effective reading programmes at the elementary school level. ... As a preliminary matter, it is essential to identify the theoretical foundations of literature-based reading instruction. This is because the mere inclusion of literature in a reading programme, without a corresponding shift in instructional methods, may defeat or diminish the very purposes of the programme. Serafini argues that in order for elementary teachers to implement a quality literature-based reading program and make a substantial shift in the way that children's literature is used in the curriculum, they must first make a parallel shift in the theoretical perspectives they use to ground their practice. Without this parallel shift, teachers may simply change the materials they use to teach reading, relegating children's literature to an instructional device in the service of higher test scores. In order to make a shift, however, one must first understand what the theoretical perspectives are and how they influence classroom practice (2003, np). The modernist approach to reading and literacy is a major obstacle to more comprehensive literature-based reading goals. This approach begins with the premise that the meaning of a text is located solely within that text. This is an extraordinarily limited and strict perception of reading. In short, there is one true meaning in the text and children are required to decipher or decode this meaning from the text. This type of reading perspective excludes an interactive approach to the text; more troubling, perhaps, is the fact that it subordinates rather completely the context in which the text is examined and enjoyed. This type of approach is typically implemented as part of a reading skills programme. Teachers teach students how to decode true meanings, students

Shots at Fortune and Life Essay Example for Free

Shots at Fortune and Life Essay Very few people get a shot at Fortune and Life but Margaret Bourke-White simply snapped her fingers and got into both. This very attractive and talented photojournalist made her name in the industry through her pictures for Fortune and Life Magazine. Living during the era when journalism was still way ahead of video productions, her photographs told much of a story with a shot from her lens. Margaret Bourke-White was born on June 14, 1904 in the Bronx, New York to Joseph White and Minnie Bourke. Joseph was of Polish-Jewish background while Minnie had Irish-English blood. (Women in History) Her parents were both believers of a religion called Ethical Culture which was a form of atheism. Ethical culture was very rigid to the point that it only allowed sexual intercourse between married couples for the sole purpose of creating children. (Goldberg 1986 pp. 4-5) In adherence to its philosophies, the couple brought up their children in a mentally stimulating and moral home. (Keller 1996 pp. 8-9) Mr. White was an engineer who was able to develop many versions of printing presses while his wife was totally dedicated in nurturing their children. Minnie was a very strict mother. She limited the children’s exposure to fried food and funny papers. Joseph, on the other hand, was an amateur photographer who was able to pass on his love for still pictures to his daughter. Margaret’s passion for photography began when as a child of eight years, she went with her father to watch the manufacture of printing presses. The marvel of seeing molten iron being poured captivated the photographer in her. (Margaret Bourke White par. 1) However, her total absorption into photojournalism was still far behind her mind. She began her college years in 1922 at New York’s Columbia University in a course for herpetology which is the study of reptiles. However, she met Everett Chapman, an engineering graduate student and got married in 1925. The marriage ended in divorce a year later which was also the time she decided to incorporate her mother’s last name into her own. (Margaret Bourke-White Biography 2007 par. 2) She became the student of Clarence White, a known photography instructor which sparked her interest enough to leave herpetology. She switched courses and schools several times before she finally graduated in 1927 at Cornell University. (Bois 1997) She opened her own photo studio after college at Cleveland wherein she specialized in architectural photos of industrialization. At that time, Cleveland was enjoying industrial progress and she marveled in taking pictures of this era which can be considered as symbols of economic prosperity. â€Å"She romanticized the power of machines through close-ups, dramatic cross lighting and unusual perspectives† that gave people a different view of industrialization. (â€Å"The Photography of Design† 2004 par. 5-6) Her pictures got the attention of well-known publisher, Henry Luce. By 1929, he was able to get her to shoot as staff photographer for the first issue of Fortune Magazine. The assignment was a difficult one that had to focus on Swift and Company’s hog processing plant but her perseverance to be the best made her finish the job well. (Cox 2003) By 1936, Luce introduced the first issue of Life Magazine. The front page photo of Fort Peck Dam that at that time was still under construction was shot by Bourke-White along with her essay inside. Fortune and Life magazines gave her numerous opportunities to see the world for various photo assignments. She was able to capture photos of World War II in Europe including Nazi camps, Mohandas K. Gandhi, the Korean War and the social unrest in South Africa. (Lee Gallery par. 1)

The Cognitive Revolution and Scientific Study of Psychology Essay

The cognitive revolution in psychology was a period during the 1950’s and 1960’s which involved radical changes to two major concepts in psychology which are consciousness and causality. It was also a period that saw to the abolishment of traditional science values of dichotomy and the worship of atomisation in science, replacing reductive micro deterministic views of personhood with holistic top-down view (Overskeid, 2008) The aim of this essay is to give an account of what constitutes the cognitive revolution, and also assess the contributions that the cognitive revolution has made to the scientific study of psychology. The cognitive revolution represents a diametric turn around in the century’s old treatment of mind and consciousness in science, such as the contents of conscious experience, whose subjective qualities were being discarded as mere causal epiphenomena (Sperry 1993). This paradigm shift brought with it alternative beliefs about the ultimate nature of things thereby bringing forth new answers to some of humanities deepest questions. The key assumption of cognitivism is that people have different mental states each of which can lead to a different response. The manipulation of these different states can be described in terms of algorithms all of which has become the defining paradigm of psychology (Sperry 1993) One major contribution that cognitivism had on the study of psychology as a science came in the form of psychological theories. It returned the conditioning theory as well as comparative psychology back to a position where they recognized the there were a number of qualitative differences between the psychological processing of humans and animal (Greenwood, 1999). This is as a result of the empirical prob... ...an Psychology. American psychologist, 47(2), 308-318 Robins R.W, Gosling S.D & Craik R.H (1999) An Empirical Analysis of Trends in Psychology. American psychologists, 54,(2), 117-128 Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION. Learning and instruction,6( 2), 95-109. Sperry R. (1993) The Impact and Promise of the Cognitive Revolution. American Psychologist 48 (8) 878-885 Overskeid, Geir. (2008, January 1). They should have thought about the consequences: the crisis of cognitivism and a second chance for behavior analysis The Free Library. (2008). Retrieved January 01, 2011 from http://www.thefreelibrary.com/They should have thought about the consequences: the crisis of...-a0175445637 Newell, A., Shaw, J. C., & Simon, H. (1958). Elements of a theory of problem solving. Psychological Review, 84, 231–259.

Psychology of Terrorism Essay

Sexual harassment defined is any act that amounts to sexual advances that are unwelcome including asking for favors that are sexual related and also use of obscene and vulgar language. (O’Shea, 1998)Sexual harassment is classified as a crime in many countries and is therefore punishable by law. This paper takes an in-depth look at sexual harassments, how different victims are treated especially as far as age is concerned and the various laws regarding sexual harassment. 1. Define the two types of sexual harassment recognized by the courts. a) Generally there are two types of sexual harassment recognized by the courts. The first type of sexual harassment is one that affects one in his or her employment. (O’Shea, 1998) For instance if a supervisor asks one of his subordinates for a sexual favor with threats that if the subordinate is not cooperative then he or she will lose his or her job, then this amounts to sexual harassment. This kind of sexual harassment can only be done by a person who possesses authority over another and who is able to influence the employment of the victim in question. Such tangible employment actions include demotion, slashing of salaries, and unwarranted termination of employment. This mind of sexual harassment is commonly referred to as quid pro quo meaning â€Å"this for that†. This literally means that give me this and you will get that. b). The other kind of sexual harassment is known as hostile environment. This is normally the general conduct of employees in an organization as opposed to the conduct of one person like in the previous type of sexual harassment. Some of the behaviors that may contribute to a hostile environment in an organization include: i) Constant use of vulgar and obscene language. ii) Making comments in regard to the physical attributes of a person but in sexual related manner. iii) Giving favors to anyone involved in sexual activities in the organization. iv) Touching a person without their submission. v) Use of terms to indicate that there is a sexual relationship between the two while in fact it does not exist. vi) Use of indecent symbols signs and gestures. 2. Compare and contrast the rights of juveniles to that of adults. The rights provided of adults and children both as victims of sexual harassment differ slightly although the main aim for both is to protect victims of sexual harassment. (O’Shea, 1998) Usually the law is more strict one acts of sexual harassment done against children and the elderly putting into consideration their delicate nature. Sexual harassment of minors and small children is referred to as defilement and always carries a more severe punishment. Sexual harassment of an adult person is also classified crime and is in contravention with the Title VII of the Civil Rights Act. Any person be it a child an, adult or an elderly person if undergoes sexual harassment one is required to report to the relevant authorities using the right procedure which varies from institution to institution and form country to country. Sexual harassment is an act that is recognized as a crime in many countries of the world and thus a victim should not be embarrassed to report as this might make the behavior to get worse. Reference: O’Shea, T. (1998). Sexual Harassment: A Practical Guide to the Law, Your Rights, and Your Options for Taking Action. St Martin’s Griffins, London.

Utahraptor vs. Iguanodon - Who Wins