Young orphan boy Essay Example

Young orphan boy Essay Great Expectations is an enthralling, complex tale with a surprising twist. It is a rags to riches story for a young orphan boy, whose name is Pip. In the beginning of the novel, Pip the protagonist, has a chance meeting with Magwitch an escaped convict, still in leg irons. Pip is threatened, and shortly returns with food and a file, which pleases Magwitch. Pip has no idea of the significance that this chance meeting will have on the rest of his life. Some time later, Pip meets the wealthy, eccentric Miss Havisham and her adopted daughter, Estella. Miss Havisham is a deeply troubled individual. On her wedding day her groom fails to turn up and the wedding is cancelled. This has lead to Miss Havishams vendetta against all men, and she uses the beautiful Estella as the main tool in this quest. Despite Estellas spitefulness, Pip immediately falls in love with her. Pip learns that he has a mystery benefactor, which he assumes is Miss Havisham. With his new found wealth, Pip decides to go to London to pursue to life of a gentleman. Pip disowns and is embarrassed by his past. Many years later Magwitch appears on the scene and announces that he is the secret benefactor, which leaves Pip in a state of shock. We will write a custom essay sample on Young orphan boy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Young orphan boy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Young orphan boy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Pip eventually reacquaints himself with his past and befriends Estella. Pip has learnt during his life that money is not everything and happiness is more important. In Great Expectations there are many themes the most important of which is power. For example, Miss Havisham seeks total power over men. Another major theme is friendships. The manner of friendships is explored and how they can change over time. Finally ambition and self improvement is a potent theme. Pip seeks to gain an education and is not satisfied in being a blacksmiths apprentice. The wealthy, barely sane Miss Havisham lives in a decaying mansion called Satis House. Firstly, Dickens describes her appearance as being withered along with her bridal dress. He also says that she looks like a waxwork and a skeleton crossed together which seems inhuman to Pip, as a young boy. Furthermore Dickens says the dress had been put on it a rounded young figure of a young woman, and that figure of which it now hung loose We can learn from these descriptions that Miss Havisham no longer cares about her figure after being jilted on the day of her wedding, as she still sits in her wedding dress. Another way Dickens represents Miss Havisham is by showing her actions. He says that she sits there each and every day corpse like. Miss Havisham also orders Pip around, for example she says Play, play, play! This would make Pip intimidated as he is just a young boy, this would also make the reader dislike Miss Havisham. Additionally, Dickens uses her interactions with others to describe her. Firstly she talks to Pip as though he is not in the room, for example she says to Estella Well! You can break his heart. This implies she wants to hurt Pip and she does not care about his feelings. Miss Havisham is a very demanding person. For example she says to Pip I have a sick fancy that I want to see some play. There, there! This implies that she has nothing good to do with her life and is extremely bored. Miss Havisham also fells sorry for herself. When she touches her heart she says Broken! Dickens writes that she says it in a boasting tone of voice which again implies that she wants the listener to feel sorry for her. After reading chapter 8 nobody will feel any sympathy towards Miss Havisham. She treats Pip with disdain when he has done nothing wrong. Miss Havisham presents herself as a disturbing character because of her clothes, speech and general rude behaviour. Miss Havisham comes across as an arrogant person. This shows through her hatred of men, and the way in which she has moulded Estella into her way of thinking. As the story progresses we come to understand just why she is so obsessed with destroying mens lives. Dickens reveals that Miss Havishsams mother died at an early age, which immediately set her on the wrong path in life. The first experience of a man betraying her came when her father secretly marries his cook. Miss Havisham is completely oblivious to this, it is only when his new wife dies that Miss Havisham is informed. Worse still that she also has a secret half brother. In Victorian times all of these matters would have been seen as unacceptable. Indeed, Mr Havisham being a wealthy, powerful businessman should not be seen marrying a mere cook. But what was to happen next to Miss Havisham would be far more damaging. In time Miss Havisham falls in love with a less than kindly gentleman. In fact it is said that she idolised him. He insists on taking over all of Miss Havishams business interests. Little does she know that her fianci e and her estranged half brother have been plotting together to ruin Miss Havisham. It is at twenty minutes to nine on her wedding day that Miss Havisham discovers her fianci e is an evil trickster and that the wedding is off. Victorian women were expected to be hard working around the house and to have and respect a husband. Women were also expected to have children. Additionally, Victorian women would not have been expected to have control over business affairs. So it seems that on all these issues Miss Havisham has failed. She has been jilted on her wedding day, has no child but an adopted daughter, and has handed over her business affairs to her swindling fianci e. It is in chapter 22 that Dickens changes our view of Miss Havisham. Our feelings towards Miss Havisham do change somewhat. It is apparent that Miss Havisham is a victim of an evil plot where two men have betrayed her. This has been the trigger that has started her vendetta against all men. When Estella returns from London in Chapter 38, Dickens shows a different side to a usually in control Miss Havisham. When Miss Havisham is arguing with Estella, she shows characteristics of how Pip was feeling in Chapter 8, such as being helpless. Miss Havisham is now speaking in a desperate manner as she knows she is losing the power she once had in her self contained world. This shows when she turns to Pip for support and says Did I ever give her love! This also shows that she needs Pip where before she just needed him to tease. This is an example of her losing control over Estella. Furthermore Miss Havisham now interacts with others differently. For example, when she is talking with Estella, Dickens adds exclamation marks to emphasise the more desparate nature of her speech. This is in contrast to Chapter 8 where she is in complete control. Now it seems she is stressed, as she knows that she is losing Estella which is worrying her deeply. In Chapter 38, the reader may start to sympathise with Miss Havishams plight, as she is losing the only thing that she lives for, Estella. Miss Havisham is now seen as being pathetic as Dickens says She hung upon Estellas beauty, hung upon her words, hung up on her gestures This shows that she is obsessed by her and is afraid of her walking out of her already dismal life. Therefore the reader has sympathy for Miss Havisham very much in contrast to Chapter 8 Is Miss Havisham a victim of her own bitterness and anger? I do believe that Miss Havishams response to her life problems is ridiculous and out of all proportion. One should remember that she had a wealthy and privileged up bringing. However the dreadful experiences she has had have been truly harrowing. Towards the end of the novel Dickens does wish the reader to sympathise with Miss Havisham. My belief is that Miss Havisham has led a misguided and wasted life.

The RailRoad in Russia essays

The RailRoad in Russia essays In 1556 Georgius Agricolas book, De re metallica, mentioned the first idea of a railroad. It was a very primitive, mining railway that operated using wooden poles as tracks and small carts to move soil. Similar systems of operation were used in factories and lumber mills until they were replaced by cast-iron rails and the development of a locomotive capable of hauling heavy loads, by Richard Trevithick in 1804. However, it wasnt until 1825 with the development of the Stockton and Darlington Railway in England during the start of the Industrial Revolution, that steam-powered freight and passenger service really started to become a major factor in industrial development. Like so much of present day society, the railroad, as we know it, was a product of the industrial revolution. This revolution depended on a source of power for the new machines being developed. Initially, running water was used to turn paddle wheel, but as factories became larger and more numerous, more power was needed and new sources of power became necessary. As a result, steam became more widely used. With the invention of Thomas Newcomens steam powered pump developed for removing water from mines and James Watts greatly improved Newcomens engine, a new, powerful steam engine was born. Although it is sometimes suggested by historians that the railroad was developed in America due to many other inventions which came about during the same time period, the railroad was really a result of an industrial need. In 1804, Richard Trevithick, a reputable engine builder, developed a vehicle driven by a steam powered engine. The vehicle was primitive but utilized many innovations that are still in use today. As the industrial revolution went on, America began to refine the steam locomotive. Eventually they became the leaders of the railroad world. Most of the first industrial transportation in Russia took place using it&a...

Coordination in English Grammar

Coordination in English Grammar In English grammar, coordination or parataxis is the joining of words, phrases, or clauses of the same type  to give them equal emphasis and importance. The common conjunctions and, but, for, or, not, yet and so to join the elements of a coordinate construction. Clauses joined by coordination are main clauses or coordinate clauses, and a sentence containing two or more clauses linked by coordination is called a compound sentence; this acts in contrast to subordination, which joins the main clause of a sentence with a subordinate clause. This important distinction can be simplified by saying that coordinate constructions are composed of elements that are equally important, while subordination relies on two or more elements wherein one relies on the other to provide context and meaning. Commonality and Usage Chances are as a native or non-native English speaker, you have been using grammatical coordination just about as long as youve been able to form complete sentences. This very sentence is a coordinate construction in itself, and when speaking its truly the conjunction words that define a sentence as a coordinate construction. In the written form, coordination can help maintain a pace, rhythm and flow to a writers piece, providing a means to string along a complex thought without interruption of periods and their subsequent verbal pauses. Primarily though, these function best in comparison and comparative essays.   Disjunctive conjunctions like or or either...or serve the opposite purpose in contrasting phrases and clauses; therefore, a well-written compare-contrast essay utilizes both disjunctive and conjunctive  conjunctions to create a fluid and eloquent observation on the given topics, exploring their similarities and differences without confusing the intended audience. Gapped Coordination and Joint Coordination There are two types of coordination that are additionally utilized, providing special rules for when the verbs of both clauses are the same: gapped coordination or joint coordination. Oftentimes, these are used without thought, but in order to identify them, there are a few unique differences between the two. In gapping the verb is omitted from the second clause, leaving a gap in the middle of the clause. For instance, the sentence Kyle plays basketball, and Matthew plays soccer could be rewritten Kyle plays basketball, and Matthew soccer and still make grammatical sense. This process maintains conciseness in writing as well as speech. On the other hand, joint coordination is used when a noun phrase cannot be separated into separate clauses because the words function as a unit. For instance, the sentence Pete and Cory are a dynamic duo, would not make sense if rewritten as Pete is a dynamic duo, and Chris is a dynamic duo. Joint coordination, then, forms a dependent noun-verb phrase wherein the noun phrase of Pete and Cory function as a unit.

Culture aspect on human organ donation Research Paper

Culture aspect on human organ donation - Research Paper Example While there are no legal hurdles during the process of organ donation, there is a lot of skepticism among the potential donors. In countries like India and China, the main religions talk about the concept of rebirth and reincarnations. Hence, religious followers have developed a fear about donating the body parts after death (Woo, 1992). According to Daar (2000), in Islamic countries, the religion prevents the separation of organs from the body after death. However, a deep dive into the cultural traditions of these nations indicates that religion and culture are not actually against organ donation (Ogbonmwan, 2010). This study aims to identify the reasons that prevent people from organ donation and will try to find out if culture is one of the dominant factors that go behind the decision. The study is based on review of literature as well as the research undertaken on the topic of impact of culture on organ donation. The study will highlight the various insights through the review of literature and research about the way in which culture plays a role in making an impact on organ donation. Organ Donation, Culture and Religion The cultural aspect of organ donation is deeply influenced by the way in which culture influences religion. Hence, in most cases, the religious practices or beliefs have transpired as cultural beliefs. Here is a brief summary of what some of the major religious practices talk about the concept of organ donation. Islam and Organ Donation According to Islam, violating the human body is a forbidden concept but, at the same time, the concept of altruism forms a basic tenet of Islam. Hence, helping in saving the life is regarded as a noble concept. Therefore, based on this principle, many Muslim Law bodes have passed religious rulings that organ transplantation is entirely approved in Islam, such as by the UK Muslim Law body (Golmakani, 2005). According to Golmakani, the Islamic Jurisprudence Council of the Government of Saudi Arabia had approve d both live as well as cadaver organ donation in 1988. Countries like Pakistan, Egypt and Iran had also passed similar rulings (Einollahi, 2008). As per the research done by Einollahi in 2008, he felt that scholars approved of organ donation and even Islamic laws were passed in approval. However, even then many followers are not comfortable with the idea of organ donation, especially when it comes to the procedure of deceased organ donation. Einollahi’s research shows that among all the kidney donations carried out in Iran, only 13% were deceased donation. In Turkey, Kuwait and the Kingdom of Saudi Arabia, this figure was less than 25%. Hence, there is still some skepticism based on religion about organ donation. In addition, there is also some difference of opinion between the Indo-Asian Muslim scholars and the Arab scholars, where the Indo-Asian Muslim scholars are not much in favor of organ donation (Rady and Verheijde, 2009). Part of this concern could arrive from the nor ms for burial which states that the body should be buried within 24 hours, where as lengthy organ retrieval procedures may delay the norm (Gatrad, 1994). Therefore, while Islam as a religion does not have any prohibitions against Islam, followers are still apprehensive about the entire procedure. Christianity and Organ Donation Christianity as a religion endorses organ transplantation. The various branches of Christianity such as Anglican,

Information Technology Project Research Proposal

Information Technology Project - Research Proposal Example Being an IT student, keeping only objectives in hand don't completes my traits. Though it is the world of proofs and proving objectives with the presentations and documentations. Every deliverable clutches some fundamentals of this project. Deliverables till the end of the project will be as per defined: This is the first deliverable that embrace the contents about Information Technology. What is Information Technology When it is started Since then how it is improved What is the status of Information Technology now days What kinds of projects and their importance in real world Etc. This document is a small thesis on Information Technology with a little introduction to the real topic. This deliverable accomplish first three above-mentioned objectives of the project. A sample of professionals is gathered to have a little talk upon the topic. Few famous and well-known software houses are being listed. Moreover to reach these software houses and contact the entire professionals, references are gathered. This list along with the professional names holds their contacts, their references and name of people they are reference by. Reason to make them our samples. This deliverable, strengths up our project research and help in the accomplishment of our forth above mentioned objective. Questionnaire For IT Professionals This deliverable is a complete document carrying related questions focusing the topic and finding what may be the reasons or strategies to avoid projects to be failed. This deliverable is submit to get the approval from the supervisor for proceedings. The questionnaire holds both close-ended and open-ended questions related to their experience and professionalism. Interview Details With Project Managers A detail interview is held with different project managers of different software houses who talk about different strategies to manage a project and keeping things sufficiently arranged that it wouldn't cause a failure. This is all documented and is shown to the supervisor so that they also can agree with the conclusion at the end comes out. List of samples; Questionnaire, and this document; all three helps to achieve successfully the fourth objective. Analysis Report It includes the combine result that can be concluded from the questionnaire and interview statistically. They are represented graphically in charts and add it with their details. Thesis Last but not least, a document prepared after a complete research from interviews, questionnaire, Internet and book on the reasons for and strategies of avoiding project failure. This document includes objectives in detail, all research work, and how each and every objective is

Effective and Ineffective Forms of Feedback Essay Example for Free

Effective and Ineffective Forms of Feedback Essay The purpose of providing feedbacks, especially within the academic landscape, is to help learners improve their learning styles and overall character as a means of facilitating learning through the implementation of evaluation or assessment. (Hernandez, 2005) The feedback is drawn from the process of assessing the learning styles and behaviors, as well as the results or outcomes of learning in order to determine what changes are needed to be done in order to improve the teaching-learning process and increase the rate of learning and application of obtained knowledge, skills, and competencies. (â€Å"Testing and Assessment,† 2008) However, although feedbacks are structured in order to harness positive results and outcomes, the undesirable nature of feedbacks might be ineffective in motivating enviable and expected changes in learners. There are two kinds of feedback – the constructive and destructive types of feedback. The constructive types of feedback are those that fuel or motivate desirable changes whether on the part of the learner or the professor or the teacher. Constructive or effective types of feedback are those that realize the purpose of feedback and assessment, and that is to improve the learning process. These kinds of feedback should be motivating and inspiring, and not disheartening or threatening. They could be in the form of encouraging words that are kind but honest at the same time. Moreover, they should be balanced and rational, eliminating bias or any other subjective thoughts regarding the assessment. For instance, effective feedback constitute both the positive and negative results of assessments, and the amplification of excellent skills and characters, and the reiteration of the need to make some changes in order to improve or eliminate negative results of the assessment. (â€Å"Feedback Principles,† 2006) Other forms of feedback that are constructive or effective are best facilitated through a dialogue or two-way communication. In this way, there is a polite and respectful exchange of questions or ideas from which the conclusions are determined for the changes that the learner should be overcoming. Establishing a non-hostile dialogue between the teacher and the learner not only allows two-way communication, but also helps in establishing desirable relationships that might be beneficial in eliminating tensions that might interfere with one’s motivations in learning. (â€Å"Ideas on Teaching,† 2008) Ineffective forms of feedback, on the other hand, are harsh or hostile ones which do not encourage or motivate learners to improve their learning styles, behaviors, and points of view. For instance, the inclusion of the grades or ratings in providing feedback may not be the best idea since it creates stress and pressure on the part of the learners that may not contribute to their development of their learning styles and behaviors. In addition, feedback should not be provided through tangible objects such as rewards for good feedback or punishments for bad feedbacks since improvements or developments may not arise from their innate desires to enrich their knowledge and skills but to receive rewards and avoid punishments. (Hernandez, 2005) Overall, the difference between effective and ineffective feedbacks lies on the results or outcomes on the learning styles and behaviors of learners. Effective feedbacks are those that are delivered honestly, directly, and thoughtfully considering logic and rationality and as well as motivations as part of the learners’ emotions. On the other hand, ineffective feedback are those that hinder improvements or developments as they discourage learners to make changes due to the stress and pressure that they feel from undesirable forms of feedbacks. Due to the importance of feedback in facilitating learning, academic institutions should look into the possibilities of improving the assessment and feedback processes in order to ensure that the results or outcomes of these processes will lead to the enhancement of learning and the application of these knowledge and skills. References â€Å"Feedback Principles. † (2006). Retrieved December 13, 2008, from The National Reform School Faculty. Website: http://www. nsrfharmony. org/protocol/doc/feedback_principles. pdf Hernandez, A. (2005). Formative Assessment and Feedback. Retrieved December 13, 2008, from The Encyclopedia of Educational Technology. Website: http://coe. sdsu. edu/eet/articles/formeval/index. htm â€Å"Ideas on Teaching. † (1999). Retrieved December 13, 2008, from University of Oklahoma. Website: http://www. ou. edu/pii/tips/ideas/feedback2. html â€Å"Testing and Assessment. † (2008). Retrieved December 13, 2008, from The Virginia Commonwealth University. Website: http://www. vcu. edu/cte/resources/tlc/4_3_role_of_assessment. htm

Black Widow Spiders :: Biology Biological Spiders Research Spider Essays

Adult black widow spiders have a shiny, black, rounded, circular abdomen and are about 1/3 inch long (about 1-1/2 inches when their legs are spread). Adult spiders have two reddish or yellowish triangles on their bottom which looks like an hourglass marking, and their body color is dark colored usually black or sometimes dark brown. They are usually recognized because of their red or red-orange hourglass design on the bottom of their abdomen. This pattern is changeable and may look like two separated spots. In some spiders there is no pattern on the abdomen. The immature stages of both sexes of the widow spiders have red or red-orange or yellow spots and strips on the top of their abdomen. Females are colored gray or pale brown. Their color gets darker as they get older. The hourglass pattern on the underside of the abdomen forms throughout their development. Male widow spiders are smaller about 1/4 inch long, and they're usually not black in overall color, instead it looks like a light brown or gray. Male widows have an hourglass pattern too. When they are full-grown they have large knob-like shapes called pedipalps, which start from the head. But to females they still look the same. Newly hatched spiderlings are white or a yellowish-white, eventually turning blackish when they get older. Adolescents of both sexes look like the male. Black Widow spiders build loose and uneven mesh-type webs of rough silk in dark places usually outdoors. And build their webs near the ground (sometimes inside of houses) but mainly they build them outside. Black Widows can be found near the ground in dark undisturbed areas. Nest sites are near holes made by small animals, or around construction openings and woodpiles. Also they can be found around low shrubs which are usual sites for widow spiders. Black widows are also found inside in dark undisturbed areas like behind furniture or under desks and in undisturbed basement areas and crawl spaces of homes are areas where black widow nests are. They don't produce a web like the weaving spiders do or the funnel pattern webs that the funnel weaver spider's make. The female lays eggs in silken cocoon sacs about 1/2-inch in width. The sack is a pear shaped, and is a creamy yellow, light gray, or light brown in color. They usually lay about 300 to 400 eggs per sac and have 4 to 9 egg