Essay on Charles Dickens Great Expectations - 2265 Words

Charles Dickens Great Expectations Charles Dickens wrote Great Expectations in 1860-1861 when he was in London. It is set in the mid nineteenth century, in Kent, and London. The basic plot of Great Expectations is: Pip, a young orphan living with his sister and her husband in the marshes of Kent, sits in a cemetery one evening looking at his parents tombstones. Suddenly, an escaped convict springs up from behind a tombstone, grabs Pip, and orders him to bring him food and a file for his leg irons. Pip obeys, but the fearsome convict is soon captured anyway. The convict protects Pip by claiming to have stolen the items himself. One day his uncle takes him to Miss Havishams house to play. A few years later he is†¦show more content†¦The original ending had Pip and Estella meeting outside miss Havishams talking a while and then going there separate ways. Dickens based some of the book on his own experiences; apart from David Copperfield this story is the most autobiographical book he wrote. I will now compare the different circumstances of the two main characters two chapters: In chapter 1 we see Pip as a young boy visiting his parents graves. He is small and frightened by the convict. He is terrified by what the convict says will happen to him if he doesnt do what the convict wants. `You get me a file. He tilted me again. `And you get me wittles. He tilted me again. `You bring em both to me. He tilted me again. `Or Ill have your heart and liver out. He tilted me again. The convict has escaped from prison and is hiding in the graveyard where Pip is. He was dressed in all in coarse grey, with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. He was covered in mud and was soaked in water. A man who had been soaked in water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared and growled; and whose teeth chattered in his head as he seized me by the chin. He was desperate for food and would do anything to get some. In chapter 39 we see Pip when he is 23 years old, living in London thanks to a secretShow MoreRelatedGreat Expectations By Charles Dickens1113 Words   |  5 Pagesadventures that the male characters go on. This seems to be relevant in a lot of movies and books like the story Great Expectations by Charles Dickens. In Great Expectations there are multiple female characters like Estella, Biddy, and Miss Havisham who all play a large part in the main character, Pip’s life. One of the first that we meet the character Estella in Charles Dickens’ Great Expectations is when Pip goes to Miss Havisham’s to play with her. The two kids play the game beggar my neighbor when EstellaRead MoreGreat Expectations By Charles Dickens1347 Words   |  6 Pagespoor status of the economy, social mobility does not seem to be occurring at high rates, with the poor getting poorer and rich getting richer. Despite this, social mobility is alive and well, and has been for centuries. In his novel, Great Expectations, Charles Dickens voices the concerns of many that lived in Victorian England during the 19th century by promoting such a desire to live life in a more prosperous social class. One of the most fundamental and reoccurring themes in the novel is that ofRead MoreGreat Expectations By Charles Dickens1426 Words   |  6 Pages Twelve-year-old Charles dickens gets ready for bed after a long day at the blacking house. These Victorian-aged memories will provide him with many ideas for his highly acclaimed novel Great Expectations. Set in 1830 England, Great Expectations is a coming-of-age story about a common innocent boy named Pip and his road to becoming a gentleman through the influence of others. Pip is influenced both positively and negatively by Estella, Herbert, and Magwitch. Estella left a huge impression on PipRead MoreGreat Expectations by Charles Dickens984 Words   |  4 PagesCharles Dickens utilizes his life for inspiration for the protagonist Pip in his novel Great Expectations. They both struggle with their social standing. Dickens loved plays and theatre and therefore incorporated them into Pip’s life. Dickens died happy in the middle class and Pip died happy in the middle class. The connection Dickens makes with his life to Pip’s life is undeniable. If readers understand Dickens and his upbringing then readers can understand how and why he created Pip’s upbringingRead MoreCharles Dickens Great Expectations943 Words   |  4 Pages This is true in many cases but none as much as in Great Expectations. In many ways the narrator/protagonist Pip is Charles Dickens in body and mind. While there are many differences between the story and Charles Dickens life there remains one constant. This constant is the way Pip as the narra tor feels, because these feelings are Dickens s own feelings about the life he lead. Since Great Expectations was written towards end of Charles Dickens life, he was wiser and able to make out the mistakesRead MoreGreat Expectations By Charles Dickens1375 Words   |  6 PagesGreat Expectations by Charles Dickens and The Talented Mr Ripley by Anthony Minghella present similar criticisms of society to a large extent. Both of these texts consider the criticisms of rich social contexts (wealth and status), societal morality (whether a society is good or not. Status [can lead to the wrong people being in a high position i.e. making bad decisions affecting the community/society] Appearance [society appears to be moral/good (if you’re from a higher status) {dickens criticisesRead MoreCharles Dickens Great Expectations1223 Words   |  5 PagesBeloved author Charles Dickens was born on February 7, 1812 in Portsmouth, England. Growing up in a life of poverty, his childhood hardshi ps provided the inspiration to write a myriad of classic novels including his 1861 seminole masterpiece, Great Expectations (â€Å"BBC History - Charles Dickens†). Great Expectations follows the life of an orphan named Pip, who’s perspective of the world is altered when he is attacked by an escaped convict in his parents’ graveyard in the town of Kent. Throughout hisRead MoreCharles Dickens Great Expectations1344 Words   |  6 Pagessomething that is not what they truly need? Often, they use social class to fill a void in their lives that can not be filled by materialistic possessions. Many people realize this, but it is often too late. Charles Dickens demonstrates the effects of social climbing in his novel, Great Expectations. This novel explores the connections and effects of human nature and society, which are the two most powerful forces that guide people’s decisions. Some may say that social climbing is good, but as will beRead MoreGreat Expectat ions by Charles Dickens1285 Words   |  6 PagesAP Great Book Assignment: Great Expectations The 544-page, Bildungsroman novel, Great Expectations, by Charles Dickens is considered a classic because it has stood the test of time, appealing to generation after generation of readers while still remaining relevant to them. Published in 1861, Dickens created a coming-of-age story that is similar to his other novel, David Copperfield, but Great Expectations is considered to have reflected parts of his own life. There are several parallels betweenRead MoreGreat Expectations By Charles Dickens924 Words   |  4 Pagesa character driven novel, or a mix of the two. In order for a novel to be character driven, it must revolve more around the characters’ individual thoughts, feelings, and inner struggles, rather than around the quest of the story. Great Expectations, by Charles Dickens, is a character driven novel. While the story does have a plot, it is not contingent upon that plot, but rather is reliant upon its characters and their natures. This is evident from the beginni ng of the novel. From the opening of

Science a world of its own Free Essays

Science, what does this word mean when you’re a teacher or more importantly learning to be a teacher. Is it a dirty word? Or Just unfamiliar! Are we scared or Just unsure how to teach it? I will be looking at these thinking by current pre service teachers and graduate teachers. How do we gain confidence, belief and a good attitude towards teaching science in schools? Is it really that hard and daunting to teach 5 year olds and then again to 12 year olds. We will write a custom essay sample on Science a world of its own or any similar topic only for you Order Now Is there any difference? Is there a way to help in making science a subject that is as important to a pre service teacher s Health Physical Education or Art? â€Å"Science in Australian primary school is thus in a state of crisis† (Department of Employment Training, 1989). Attitude towards teaching science at school is a major problem. Previous research has shown that elementary education majors often dislike science and lack confidence in their ability to teach it. This is an important problem because students who hold these attitudes are likely to avoid teaching science, or teach it poorly, when they become teachers. It is therefore necessary to identify pre service elementary teachers who hold negative attitudes towards science, and attempt to convert these attitudes to positive before they become teachers. (David H. Palmer, 2001). Why is our attitude so dish-Jointed when it comes to science and to some extent mathematics too? Personally I can’t remember much about doing science in primary school as it was too long ago. I feel that it was casual and fun but what I do remember doing was some exciting stuff in and around the school boundaries. Finding bugs, doing experiments and making erupting volcano’s in year 6. But high school to me it started to be boring, not fun and an attitude â€Å"why do I have to go to Physics and Chemistry? Over the last two decades, a considerable amount of research attention has focused on the science attitudes of pre service elementary teachers. It has been found that many of them hold negative attitudes which appear to have arisen from their past experiences in science, particularly at secondary level (Babel Smith, 1994; Unloading Wallace, 1996; Scamp, 1991; Westerners, 1982). The only good thing about science was Chemistry when you could play with chemicals and the Bunsen burners and melt things. I believe most pre service teachers think of this time in High School and make a Judgment. Within 3 seeks my attitude has started to change. With what I have seen and learnt, I am optimistic, a little excited on teaching science at primary school. What can change the attitude of the pre service teachers? There were three main reasons: personal attributes of the tutor, specific teaching strategies, and external validation. It was proposed that many of the individual factors were effective because they represented either â€Å"performance accomplishments† or â€Å"vicarious experience† as defined by Bandeau (Psychological Review, 84, 1977, 191-215). Do we as pre service teachers have enough knowledge and belief about science to infidelity teach it at school? Teaching practices are often considered as one of the reasons why American students are not currently demonstrating top achievement in science and mathematics. Both theory and common sense suggest that teachers ‘knowledge of subject matter necessarily influences their classroom practices. Linkages between teachers’ personal knowledge, beliefs, and instructional activity have proven elusive despite the considerable level of concern expressed regarding low levels of mathematics and science knowledge possessed by pre and in service elementary teachers Leningrad, Putnam, Stein, Baxter, 1991). Elementary teachers have been found to possess generally low level conceptual and factual knowledge as well as inadequate skills in the content area of science (Victor, 1962; Blower Howe, 1969; Winner, 1993). General agreement exists that lack of such a background in science knowledge significantly contributes to hesitancy and possible inability to deliver effective science instruction in classroom settings. Indeed, previous research in this area found that teachers gravitate toward performing those tasks in which they feel confident and competent (Cunningham Blankness’s. 979; Hone. 1976). Do I feel I have that belief and knowledge? I certainly don’t have a full knowledge of what I need to be a competent science teacher, but be assured I’m excited to teach and be taught over the next couple of years. I certainly believe I can teach but gaining more knowledge would be an advantage. Maybe if science and mathematics subjects are more prevalent in undergraduate courses, than what it currently is around the country, it may be a subject that teachers will like to teach. As there continues to be a need for pre service teachers to bolster their understanding in these areas, this might well indicate a need for collaborative efforts between departments of science and mathematics and departments of education in devising ways in which higher education might better serve the needs of these entry- level teachers. Are we being taught enough in undergraduate teaching courses in the science subjects? Is more needed to alleviate the growing concern in this matter. A lot of studies have been conducted throughout the world, especially in western society. Not only pre service and graduate teachers had trouble teaching science but so did hose teaching for example grade 6. From what I have read many teachers believe that they need a more clear direction, a lack of materials and more information on suitable topics to be taught is needed. The general feeling was that teaching science involved considerable effort. This effort involved preparing a suitable topic and organizing the materials necessary to teach that topic. As well there seemed to be a lack of direction in the area of science. The feeling was that many teachers do not consider science to be a high priority and hence were not willing to expend energy in organizing for it. A comparison was made between teaching science and social studies. The teachers suggested social studies was much easier to teach because the curriculum was well organized, the information was all together in one book and there were few materials needed. Science on the other hand required gathering ideas from a variety of books as well as a lot of materials for activities. Many of these materials were consumable and had to be replaced each year. One teacher suggested that ;there are some teachers who love science and are willing to put in the effort but the majority do not. There is no doubt that the use of a quality traduced program with supporting equipment and appropriate in servicing can help the primary teacher initiate worthwhile, sequenced science lessons on a regular basis. A study of 139 pre service teachers from the University college of Central Queensland by Ken Appleton concluded that there are general points about teaching science discipline knowledge in pre service and, by extrapolation, in service courses which can be learned from this study. Firstly, science discipline knowledge needs to be taught in a way which will give students a more positive self -image of themselves as teachers of science and technology. Teaching discipline knowledge without taking this goal into consideration may do more harm than good: ; students’ self – perceptions may well remain largely negative, and may even become more negative. Secondly, the teaching strategies which have proved effective in generating positive changes in self-perception tend to be time consuming, and need to be conducted in small group settings rather than large lectures. This means that the amount of content â€Å"covered† would usually be less than; that delivered in large group lectures. That is, what is gained in students’ self-confidence, is paid for by covering less intent. The small group teaching also means more expensive teaching compared to traditional lecture and laboratory methods. Thirdly, once students’ self-confidence is improved, many could be expected to access science and technology content for themselves through individual research and/or normal science courses-? while not proven, this is a reasonable hypothesis given the changes documented in this study and others (Kirkwood, Berlin Hardy, 1989). Ideally, a pre service course should there- fore contain at least two compulsory science and technology education units: he first based on strategies such as those outlined here, and the second a more specific focus on discipline knowledge. However, restrictions on the number of compulsory science education units able to be included in a pre-service course may make independent study the only viable means for many students to gain further science and technology discipline knowledge. I personally know that when I first ventured into being a teacher 7 years ago, I studied to be a secondary PEE teacher. It was very science based, because you specialize in these subjects to teach at secondary. But primary school teaching is different you need a range of knowledge in al teaching disciplines from art, religion, JOSE, English, mathematics, IT and science to name a few. You never know when you need that knowledge even if you’re a specialist teacher. If there is still such a lack of concern for competency in teaching science in primary education, maybe there should be extra training for graduate teachers either through a tertiary institution or during their first years as a teacher or even in the summer before they start teaching at a school and let’s not forget about the current teachers either. Studies have shown that they still need updated knowledge in science subjects. Keeping this in mind the more extra-curricular learning a teacher can get the more confident they will be to teach science. This in turn will change their attitude and belief to teaching it and influence other pre service teachers wanting to move into the primary school teaching. Unfortunately teaching science at primary school level is still daunting to many pre service teachers. Having had bad experiences while at school themselves, this has contributed to pre service teachers not having enough practical and theory based knowledge, having little or no belief and confidence being low. Will science ever be a object that pre service teachers want to teach? Will it change over time? It has been known that a problem exists for decades but no one seems to have the answer to alleviate the problem. Many studies, surveys have been performed and implemented without success. What will the government of Australia do to fix this problem? With the change to a national curriculum, let’s hope something will finally be done. How to cite Science a world of its own, Papers

Political Economy Principles of Constitutionalism

Questions: 1. Read Tom Velks remarks in the course outline for week nine, and base your answer on them. What is the rule of law? What is the paramount idea underlying the rule of law? Read about the six families of law. Describe how laws are limited in at least three of the types of laws discussed in Velks notes. 2. Rule by a Higher Law, natural law, common law What does ''the rule by a higher law" mean? Describe three ways in which it could be interpreted politically, and the consequences of so doing. Identify two concepts of constitutional government. Explain how the constitution and its supremacy are conceptualized differently in each of the concepts above, and associate your answer with the idea of "the higher law". Answers: 1. Rule of Law has been refers to as the law was sovereign, not people (Billingsley, 2002). The law was written and has been produced in a transparent way as it has been attained by the approval of the people. It has been profoundly restricted in scope, so that jurist and lawful experts could understand its meaning and restrict its application, interpretation of it were made by jurists rather than by the legislature or the executive. Verdicts made under it was a case of open public record, the individuals and enterprises that form the population of jurists were selected by an open procedure made on the basis of merit and expertise perhaps with an electoral element. In the Western tradition of Rule of law the idea that law has limits was supreme. There were five different families of law. The importance of these families was the extent to which each kind of law has strong restriction like: True family law (a 6th class) was the rule by which ordinary, extended families were governed was in some communities subject to few restrictions. So the privileges and powers of self determination were limited for children, women, etc who were highly relied upon a pater familias. Families Include: Administrative rules of convenience which were established by administrators and bureaucrats but the rules themselves the procedure that unearths them and their unintended outcomes were subject to review; Legislative rules were formulated by a republican house of government; all acts of the legislature were subject to scrutiny by a free press, aided by experts in the law; Private laws were formed by individual agreements between among the parties. Personal agreements have full lawful standing. Agreements were rules governing specific actions affecting contracting parties. The agreements assign duties, responsibilities and benefits, distributing these within the circle of contracting entities; Constitutional laws; Natural laws. And so, in the Western custom of rule of law the scheme that law has restrictions was paramount. The epitomize plan was uniformly significant; each person should be as little controlled as potential by common lawful power, except when personal contractual contracts permit privileges to be enclosed. There were three laws I which the laws were limited such as: Family law- It was the most primitive or at least the oldest kind of rule system which alck in formal limits to reach and to its sometimes unbridled severity which grants some credence to the notion that law advances to the degree it becomes limited. In Constitutional law it has been outlined in the organizational plan of government that the names authorities of the government and the explicit distribution of those powers were limited across all the parts of the government. The natural laws were also limited by the most fundamental elements of rule of law. 2. The rule as per a higher law has been defined as no rule may be imposed by the government unless it was conventional to some common rationales of equality, ethics and fair dealing. So, the rule as per the higher law may provide as a sensible lawful criteria to meet the criteria of the examples of political or efficient decision- making, when a government even though working in consistency with perceptibly distinct and correctly passed lawful regulations, still constructs fallout which many spectators find inequitable or undeserved (Dunkin, 2015). It could be interpreted politically in this context as the divine or natural law or basic lawful beliefs as founded in the international law. And it was interpreted as it is now because it was considered as a law above the law as possess equal lawful beliefs for both common and civil law jurisdictions. This scheme of Kants has turned out to be the establishment for the lawful supposition of the 21st century. The lawful state idea was founded on the thoughts initiated by Immanuel Kant, for instance, in his foundation of the Metaphysic of Ethics: The job of launching a worldwide and enduring passive existence was not only an element of assumption of law within the structure of untainted cause, but per se and complete and final aim. To attain this objective, a state must turn out to be the society of a variety of individuals, alive offered with legislative assurances of their land privileges protected by an ordinary constitution. The preeminence of this constitution must be derivative on a first basis from the deliberation for accomplishment of the complete model in the most reasonable and just association of individuals life under the guidance of public law. The Russian lawful scheme, established in the 19th century as an outcome of the alterations founded by the improvements of the Emperor Alexander II, was stranded chiefly upon the German lawful custom. It was from the second part that Russia had accepted the policy of Rechtsstaat, which exactly defined as "Lawful State." Its neighboring English word was "the rule of law." The Russian Lawful state idea assumes the non-verbal constitution as the country's ultimate law (the rule of constitution). It was an essential but indeterminate standard that emerge in the initial dispositive section of Russias post-Communist constitution: "The Russian Federation, the state represents a self-governing federative lawful state with a republican figure of ascendancy." The two concepts of constitutional governments were: The Legal state concept and the Russian Legal state concept. The Rechtsstaat doctrine was initially established by the German theorist Kant in his current works which were finished after U.S. and French Constitution has been accepted. His approach was founded on the superiority of the countrys non-verbal constitution founded by utilizing the higher law principle. This superiority meant making assurances for the implementation of his belief which was a peaceful life as a basic stipulation for the wealth of the residents. References Billingsley, B. (2002). The Rule of Law: What is it? Why should we care?. Retrieved on 5th November2016 from: https://www.lawnow.org/the-rule-of-law-what-is-it-why-should-we-care/ Dunkin, T. (2015). Principles of Constitutionalism: The Rule of Law versus the Rule of Rules. Retrieved on 5th November2016 from: https://canadafreepress.com/article/principles-of-constitutionalism-the-rule-of-law-versus-the-rule-of-rules