Free Essays on Great Expectations

Influence on Great Expectations Many characters influence Pip’s life in Great Expectations. He learns many important lessons while interacting with each of these characters. The role of Pip in Great Expectations is developed through the positive and negative influences of Joe, Magwitch and Miss Havisham. Joe is one of the influences that affect’s Pip from a very early stage. Joe gives him a sense of honesty, friendliness, generosity, diligence and dignity. Joe is continually faithful to Pip throughout the entire novel. Joe is constantly being abused by Mrs. Joe without defending himself. Mrs. Joe uses the â€Å"tickler† and tar-water to punish Joe and Pip (chapter 2). This shows how Joe has a weak side to his character; Pip sees through this and doesn’t admire the trait. When Pip was close to death Joe arrives to aid him (chapter 57). He takes care of Pip and leaves without being thanked. This reinforces all the values he had as a child sensed in Joe but could not fully understand. Later on as the story draws to an end, Pip learns to do honest labor. He looks back and realizes that he too, like Joe, is a working man. Through Magwitch Pip learns to become a gentleman, Magwitch’s gratitude and his own redemption during the third stage of Great Expectations. Magwitch also instilled fear in a young Pip. At the first encounter of Magwitch and Pip the convict tells Pip that he will not eat his heart and liver, but that another convict will do so (chapter 1). Pip is even forced to steal and lie for the convict. Pip goes through most of the novel believing Miss. Havisham is his benefactress and when he discovers that it is Magwitch his perspectives about his expectations completely change. Pip is revolted by the man he once felt sorrow and sympathy for. The time he spends with Magwitch from when he arrives to the sad moment of his death, Pip learns again many things he had forgotte... Free Essays on Great Expectations Free Essays on Great Expectations Influence on Great Expectations Many characters influence Pip’s life in Great Expectations. He learns many important lessons while interacting with each of these characters. The role of Pip in Great Expectations is developed through the positive and negative influences of Joe, Magwitch and Miss Havisham. Joe is one of the influences that affect’s Pip from a very early stage. Joe gives him a sense of honesty, friendliness, generosity, diligence and dignity. Joe is continually faithful to Pip throughout the entire novel. Joe is constantly being abused by Mrs. Joe without defending himself. Mrs. Joe uses the â€Å"tickler† and tar-water to punish Joe and Pip (chapter 2). This shows how Joe has a weak side to his character; Pip sees through this and doesn’t admire the trait. When Pip was close to death Joe arrives to aid him (chapter 57). He takes care of Pip and leaves without being thanked. This reinforces all the values he had as a child sensed in Joe but could not fully understand. Later on as the story draws to an end, Pip learns to do honest labor. He looks back and realizes that he too, like Joe, is a working man. Through Magwitch Pip learns to become a gentleman, Magwitch’s gratitude and his own redemption during the third stage of Great Expectations. Magwitch also instilled fear in a young Pip. At the first encounter of Magwitch and Pip the convict tells Pip that he will not eat his heart and liver, but that another convict will do so (chapter 1). Pip is even forced to steal and lie for the convict. Pip goes through most of the novel believing Miss. Havisham is his benefactress and when he discovers that it is Magwitch his perspectives about his expectations completely change. Pip is revolted by the man he once felt sorrow and sympathy for. The time he spends with Magwitch from when he arrives to the sad moment of his death, Pip learns again many things he had forgotte...

I will upload files that include the topic Essay

I will upload files that include the topic - Essay Example The people in the story are exiled from the memories of China and find difficulty in establishing their own identity in an estranged country. Both the stories talk about the people who come to America to construct their life leaving their home, family, attachments and jobs. However the story â€Å" Brave We Are† is more of accepting various culture than the Chinese immigrants of â€Å" The Good Fall†. The two stories talks about hybridity and cultural differences faced by American immigrants . (Thesis) People get mixed and children born out of such hybridity bring multiculturalism which can be a brave action but still a matter of concern. According to ( Naqvi 932)â€Å" Brave we are, we who answer questions that spill forth artlessly from the mouth of nine year old purist questions that can neither be waved not dismissed with ambiguity† The characters in both the novel were not able to switch culture easily as they think . According to(Jin 229) â€Å" Mark Zong has ordered him to leave, but the monk went to a park and hanged himself instead†. By birth, their identity had been shaped by their culture and religion. Being a Muslim from Pakistan, it was not easy for Naqvi to change her cultural identity. As per (Varnum 9-13) â€Å"Cultural psychologists have consistently found different patterns of thinking and perception in different societies, with some cultures demonstrating a more analytic pattern and others a more holistic pattern†. She was locked in to a solitary culture and could not embrace the American culture completely. The American culture is new to Naqvi and being a foreigner accepting the modern life of America is a strange concept for her as well as the Chinese immigrants in â€Å" A Good Fall†. In the novel â€Å" Brave We are†Naqvi a mother faces threats when her son ask her about the meaning of hybridity. She tries to answer the question without her son going deep into the subject. She finds it absurd about the

Interrogating the Museum Essay Example | Topics and Well Written Essays - 750 words

Interrogating the Museum - Essay Example It is â€Å"is fashioned after the many cabinets of curiosities housed among princely palaces that originated throughout Europe during the 1500s. Ours follows this tradition with a stimulating mixture of books, games, costumes, and other hands-on activities for the entire family (Denver Art Museum). Perhaps the extra effort that was undertaken by the curator of the museum was consistent with its mission not just to house art works but rather to â€Å"enrich the lives of present and future generations through the acquisition, presentation, and preservation of works of art† which explains why the â€Å"unusual† presentation of the art works. The Bernadette Berger Discovery Library contains a mixture of artworks, artifacts, books and other printed artistic materials that it would be difficult to classify the discovery library as a mere museum or study area because it is a combination of both and even more because it encourages the visitors toward a self-discovery of the a rea. In addition, the discovery library in Denver Art Museum is also constantly rearranged to invite its visitors for a return. The moment visitors enter the library, they would notice unusually sized furniture where books, artifacts and artworks are nicely tucked on the walls and cabinets which includes an 18th century doll house, an Egyptian mummy case and several Greek vases. What is unusual with the framing of the artworks there is that some are contained in drawers that the visitors can roll out to see them which includes Egyptian jewelry. What is interesting in the discovery library were the artworks that early Native Americans would have which includes ceramics, basketries and even photos and paintings of the old American West. They are also constantly being rearranged but in general, the place could simulate a comfortable home with oversize furniture and air conditioned. It is also one of the very few museums where there are computers that we could use. Equally interesting, and perhaps the visionary approach of its curator is that there were no staff present when I visited the place and we were just left alone. It was not to neglect us visitors but it was more of encouraging us to explore what is in the library and to encourage that, staff presence were removed. And it was effective because I became engaged with the discovery center. The Bernadette Berger Discovery Library was opened between 1997 and 1999 which was deliberately created as a â€Å"themed† library and used the term â€Å"discovery library† for it to send a message to its visitors that they are welcome not to mention to become more comfortable with the place that would induce them to stay longer. The set up of presenting the books and artworks in the Discovery Library was intended to break the pattern where visitors see a museum with a permanent set up or presentation where they would only visit once not to mention that the visit would be a bore because they remain standing that they could only spend for minimum amount of time (Williams 160). Personally, this is the most interesting part of the museum because it is inviting, relaxing and engaging unlike in other places in other museum where there are no activities that all I have to do is stare at the artwork or listen to the explanation of the curator where I have been standing all along. With this kind of set up, the guests visit

Management Report and Proposal Dissertation Example | Topics and Well Written Essays - 6000 words

Management Report and Proposal - Dissertation Example While discussing on the lines of fast diffusion of the internet connectivity in various corners of the world, it can be said that the emergence of the internet has been tremendously accelerated on the basis of fast acceptance and penetration of various kinds of technological gadgets like the I-pads, I phones by the masses around the world. With the rapid acceptance of the internet connectivity in both the developing as well as the developed countries, the entire world has become globally connected through the virtual and digital platform. It is of considerable importance to mention that because of this global interconnectivity there has been a tremendous shift in the power balance in the market. The internet connectivity has brought forward the power of knowledge to the consumers around the world. The easy access of knowledge by the consumers of both the developed as well as the developing regions is increasingly paving the way for trends related to digitization. Because of the trend s of digitization, there has been a tremendous amount of cross border demand for various products and services that are increasingly emerging from multiple small and big points around the world. It needs to be mentioned that these new kinds of demands are increasingly creating a shift of power balance in the market dynamics all around the world. Previously what used to be a market that is dominated by the power the sellers has paved the roads for the market that is being dominated by the buyers and consumers. Because of this new modification and shift on the lines of consumer demand, many new as well as existing companies are sensing tremendous amount of business opportunity for various kinds of new as well as innovative business products and solutions. In order to tap the business opportunities that are brewing in the markets of the developing as well as the developed region, the companies that are located in various geographies around the world are seriously considering on the opt ions related to entering into newer markets. It is utterly relevant to mention that the internet is playing a tremendously catalytic role in regards to providing the information that is highly necessary for the purpose of entering these new markets. Since, more and more companies of multinational as well as international and transnational nature are slowly starting to enter into the market of a particular region of a new country or location, the level of competition in the market of that particular region is starting to rise. This is in return creating a pressure on the already existing companies to stay tremendously competitive in the marketplace. In an attempt to stay competitive in the market place, the companies in many markets around the world are increasingly trying to sport a lean structure, while cutting organizational costs. Because of the trimming down of organization related operating expenses, there has been a direct impact in regards to the amount of manpower that will be maintained by the company as an asset. Thus, it is creating the trends of

Public Expenditure on Education in India

Public Expenditure on Education in India Abstract Prioritizing amongst the competing ends for the government treasury is a big challenge for a developing country like India. Poverty eradication, health and other crucial social needs compete with education and create fiscal pressures. But an investment in education is considered inevitable. This research paper compares public expenditure on education in India in 2005-06 and 2010-11. As observed, government spent more on revenue account than capital account. Share of the State and Union territories in public expenditure on education was more than that of the Centre. States/UTs spending were highest for Non-plan expenditure across all categories of public expenditure on education. Spending was almost double in 2010-11 as compared to 2005-06 in absolute terms but the relative shares between categories hardly changed. Share of expenditure on education was highest for elementary education followed by secondary education, university education higher education, technical education and then adult education. Key words Public expenditure, education, plan, non-plan, revenue, capital, India INTRODUCTION There are primarily three sources of financing the education in India i.e. financing through central government, state government and non-government sector (including parents, non-government organizations, banks, philanthropic contributions and as a part of corporate social responsibility activities amongst others). Government is expected to shoulder greater responsibility in providing for education due to the social returns associated with education. The central and state financing is further bifurcated in Revenue account and capital account and Plan and Non-plan expenditure. Expenditures on capital account are long-term in nature. They are used for acquiring fixed assets such as land, building, machinery and equipment. Other items that also fall under this category include loans and advances sanctioned by the Centre to the State governments, union territories and public sector undertakings. However, expenditures incurred for the routine functioning of the government departments and various other services, largely not associated with acquisition of assets such as subsidies, salaries, interest, etc. incurred by the government are referred to as revenue expenditure. Plan expenditure refers to the expenditure devoted towards the funding of the plans by the government. On the other hand, non-plan expenditure refers to the expenditures other than those devoted for the plans of government. Plan and non-plan expenditure are incurred on capital and revenue accounts. The objective of this paper is to analyze in detail the contributions made by the Centre and the State governments towards expenditure on education in 2005-06 and 2010-11 and observe the changes thereby. The selected years were chosen due to the availability of comparable data. Data for actual expenditure, revised estimates of budgeted expenditure and budgeted estimates were available, but for the purpose of analysis the data related to actual expenditure incurred was only considered. Henceforth State would refer to State and Union territories combine, CAPITAL AND REVENUE EXPENDITURE ON EDUCATION In absolute terms the budgeted expenditure on education and other departments by Central and State governments in 2005-06 accounted for INR 1,14,389 crores out of which the expenditure on revenue account was about INR 1,13,229 crores (98.99%), on capital account was about INR 1,143 crores (1%) and on loans and advances was about INR 17 crores (0.01%). Similarly for 2010-11 the total expenditure accounted for INR 2,97,311 crores out of which the expenditure on revenue account was about INR 2,93,478 crores (98.71%), on capital account was about INR 3,776 crores (1.27%) and on loans and advances was about INR 57 crores (0.02%). While the absolute budgeted expenditure on education almost increased 2.5 times over the period of five years, the relative share of revenue account, capital account and loans and advances almost remained same. There was just a shift of 0.27% from revenue to capital account. It was further observed that the entire contribution on capital account came from the Sta tes with no share at all from the Centre. As can be observed the share of revenue account left almost negligible share for capital account and loans and advances from the total expenditure. Since capital expenditures are incurred on procurement of fixed assets, the data indicated that lesser expenditure was incurred in acquiring land, building, machinery and equipment. Growth in education would be difficult if it was not duly supported by a growth in acquisition of assets. It can also be observed that the contribution for expenditure on salaries, subsidies and interest payments through revenue account was high. PLAN AND NON-PLAN EXPENDITURE While plan and non-plan expenditure were also incurred on capital account, the amount being comparatively meager, plan and non-plan expenditure on revenue account only had been analyzed. The total budgeted Plan and Non-plan expenditure by education and other departments on revenue account were INR 1,13,229 in 2005-06 and INR 2,93,478 in 2010-11 as suggested in the previous section. In 2005-06 Plan expenditure accounted for 27.9% and Non-plan expenditure accounted for 72.1% of the total budgeted expenditure on revenue account. Similarly in 2010-11 Plan expenditure accounted for 33.2% and Non-plan expenditure accounted for 66.8% of the total budgeted expenditure on revenue account. Therefore over a period of five years about 5% of the share of Non-plan expenditure was shifted to Plan expenditure. For 2005-06 and 2010-11 the Plan expenditure for Center was more and Non-plan expenditure of State was more. Across the total budgeted Plan and Non-plan revenue expenditure the highest share was of Non-plan expenditure by States. The Non-plan expenditure by States accounted for 67% of the total revenue expenditure in 2005-06 and 59% in 2010-11 respectively as can be seen in figure 1. Figure 1: Budgeted Plan and Non Plan Expenditure on Revenue account for Center and State for 2005-06 and 2010-11 Source: MHRD (2008, 2014) Hence it can be concluded that the budgeted expenditure on education was incurred most on the revenue account and of the revenue account the contribution of the non-plan expenditure by the State was highest. EXPENDITURE ON EDUCATION AS A PERCENTAGE OF GDP Expenditure on education as a percentage of GDP is a globally accepted criterion which is widely used for international comparisons of financing of education. Figure 2 depicts public expenditure on various sectors of education namely elementary, secondary, university higher, technical education as a percentage of GDP. Expenditure of Adult education was nominal and so has not been included. Public expenditure included the expenditure incurred by education department and other departments and ministries respectively for various sectors. India being a developing nation highest public expenditure on education as a percentage of GDP was incurred on elementary education in 2005-06 (1.61) and in 2010-11 (1.7). It was followed by expenditure on secondary education, university and higher education and technical education for 2005-06 as well as 2009-10. In comparison with 2005-06 public expenditure on education as a percentage of GDP was incurred more in 2010-11 across all levels of education. Expenditure on education as a percentage of GDP by states was highest for elementary education followed by secondary education, university higher education and technical education for 2005-06 and 2010-11. But the expenditure on education as a percentage of GDP by Centre was highest for elementary education, and was followed by university and higher education, technical education instead of secondary education, that got the least share. Compared to 2005-06 in 2010-11 the commitment by the Centre increased for university higher education and technical education with little left for secondary education. The contribution by the Centre almost doubled for university and higher education and more than doubled for technical education. For secondary education there was a fall in the public expenditure on education from 0.7% to 0.1% of the GDP from 20 05-06 to 2010-11. It can be further observed that the contribution of state for all levels of education was more than that for Centre for both the years 2005-06 to 2010-11 as can be observed in figure 3. While not much change could be observed in the share of State and Centre as a percentage of GDP in 2005-06 and 2010-11 for elementary and secondary education, a dramatic rise in the share of the Centre as compared to State could be observed for university higher education and technical education for the same period. Figure 3: Sector-wise share of State and Centre in Public expenditure on education as a percentage of GDP for 2005-06 and 2010-11 Source: MHRD (2008, 2014) The share of State (76.4%) and Centre (23.6%) for elementary education in 2005-06 almost remained stagnant as observed for State (74.7%) and Centre’s share (25.3%) in the GDP in 2009-10. Similarly the share of State (92.2%) and Centre (7.8%) for secondary education in 2005-06 was almost the same for State (89.9%) and Centre (10.1%) in 2009-10. Share of Centre for university and higher education in public expenditure as a percentage of GDP increased from 23.9% to 38.4% and that of the States decreased from 76.1% to 61.6%. Likewise the share of Centre for technical education increased from 33.3% to 50% and that of the States decreased from 66.7% to 50% from 2005-06 to 2010-11. Therefore the shift from the Centre to State in the share of university and higher education was to the tune of about 15% and for technical education it was about 17%. CONCLUSION The present scenario calls for serious action in support of financing the higher education access in India. A bigger financial commitment surpassing the inflationary conditions both by the central and the state government is warranted. A larger share as a percentage of GDP should be allocated for the expenditure on education to enhance the access to education. Higher funds would be required to address the expenditures on revenue account, like that for filling the vacant faculty positions. On the other side, the expenditure on capital account like raising the qualitative learning infrastructure would be obligatory to achieve a higher rate of enrolments. Access to equitable and qualitative higher education is the need of the hour for a country like India aspiring to excel in the economic growth and development. The commitment from government and private sector towards the investments in developing human capital will determine if the demographic advantage will be a dividend or a liability. Governments today increasingly face the limitation to raise means owing to the fiscal pressures, increased demand for access to education, rising costs, expectations for improvement in infrastructure, increasing the resources, enhancing, quality and competing prioritized demands on the government treasury. For a developing country like India, it is difficult to assume that government alone would be able to achieve the mammoth task of assuring access to education for the masses. Higher efficiencies can be achieved by the allocation of the funds on the criterion of ‘performance based funding’. Increased accountability should be accompanie d by increased autonomy to raise funds at the institutional level, with wisdom to assure the opportunity of access to quality education for anyone willing to pursue the same. The government through necessary regulatory changes should incentivize philanthropic and alumni contributions by allowing tax rebates on incurring such expenditures by individuals. Income generated through consultancies, research and development and providing training workshops in the area of expertise should be appreciated and encouraged. Considering the present and future demand for higher education in India, it cannot be denied that financing remains a serious challenge. To achieve this mammoth task, all possible sources of funding will have to be explored to assure a qualitative and equitable access to higher education.

Free College Admissions Essays: An opinion I have had to defend :: College Admissions Essays

Tell us about an opinion you have had to defend Tell us about an opinion you have had to defend. How has this affected your belief system? I chuckle to myself every time I think about this. I am perceived as a mild-mannered, intelligent individual until I mention that I am involved in riflery. It is interesting to watch someone's expression change. It is as if I instantaneously grew a pair of horns and a sharp set of claws. Believe me this gets worse; I am a member of the NRA. I try to tell these folks that I belong to the NRA to fire my rifle. "Oh my God! You fire real guns? with real bullets?!?" they remark with a perplexed look on their face. Besides having horns and claws, I now possess a tail and leathery wings. This is how it began five years ago. I had played on a soccer team for several years. As I grew older I began having difficulty playing soccer because of shortness of breath. I was diagnosed as having mild asthma which ended my soccer career and eliminated my participation in most physical sports. Shortly afterward, during a Boy Scout summer camp, I participated in riflery at their shooting range. This was the first time I had ever touched a firearm. To my amazement, I won the camp's first place award for marksmanship. I was more than eager when a friend of mine asked me if I would like to join a shooting club. My parents were wary when I asked to join the rifle club. My mother feared guns, but my father felt there was no problem with trying this sport. Gratefully, he gave me the opportunity to try rifle marksmanship, despite secretly hoping that I would quit. Both of my parents were afraid of what people would think about their son's involvement with guns. Like my parents a majority of people believe that all firearms are dangerous to our society. All they remember are the hysterical news releases of street violence and injured children. I am often asked how many deer I've shot. Frankly, I could never bring myself to injure another living creature and neither would most of the competitors I have met. Yet, I keep finding myself defending the sport from all of the misconceptions that surround it.

Abiotic Factors Affecting Organisms – revision notes

Light Light intensity can be measured both physically measured for example with a LICOR light meter or a QSL (quantum scalar irradiance) meter. Luminous intensity can be measured subjectively measured with eg. a foot-candle meter, a type of photographic exposure meter. Intensity-watts rn-2 or einsteins m-2sec-1 Luminosity Units include candles, lumens, footcandles and lux. Temperature Temperature is measured using a thermometer. It's also a measure of how fast the atoms and molecules of a substance are moving. The units of measure are degrees on the Fahrenheit, Celsius, and Kelvin scales. Humidity Hygrometers may be designed for indoor or outdoor use (or both). Analog hygrometers use a moisture-sensitive material that is attached to a coil spring. The spring controls a needle on an easy-to-read circular dial. Analog hygrometers are often part of a durable, weather-resistant device that also includes a thermometer. Digital hygrometers determine the relative humidity by using a sensor to monitor an electric current that is affected by moisture levels. Relative humidity, expressed as a percent. Salinity Salinity is often measured by measuring how well electricity travels through the water. This property of water is called conductivity. Water that has dissolved salt in it will conduct electricity better than water with no dissolved salt.Handheld Refractometer /Hydrometer /Conductivity Meter expressed in parts per million(ppm) O2 concentration Pulse oximetry is a non-invasive method for monitoring a person's O2 saturation. Or Gas sensor used. pO2 CO2 concentration Use a sensor connected to a PC via an arduino board. pCO2 Wind Wind speed is now commonly measured with an anemometer but can also be classified using the older Beaufort scale which is based on people's observation of specifically definedwind effects. Knot Factor– Light Light is important to both animals and plants as it is the main source of living organisms energy on earth. It takes part in photosynthesis which provides energy to both animals and plants, required for growth, movement and survival. Plants need to grow to be used as a food source for animals. Light is also important for animals vision, without light we would not be able to see which would hamper movement and many senses. Humans also required sunlight for vitamin D. Light is also needed for warmth. Factor– Temperature Temperature is a major determining factor of global climate patterns. It affects the life cycles of plants and animals, influences weather and tides, and controls the freeze and thaw of the polar ice caps. A small change in average temperature can have powerful effects on the environment worldwide and can determine if a certain species has a suitable habitat for survival. Temperature also affects the rate of important reactions, it effects enzymes and many other chemicals and their efficiency. Factor-Humidity Humidity drives most of the observable weather phenomena starting with clouds via fog, rain to storms and finally to such dramatic weather phenomena as hurricanes. It is not possible to forecast the weather exactly without precise knowledge of humidity in all the layers of the atmosphere. Humidity affects chemical reactions, the environment of animals and plants. Factor– Salinity Ocean salinity plays key roles in the global hydrological cycle, ocean circulation and in regulating Earth's climate. Today's scientists know that Earth's water cycle is dominated by exchanges between the ocean and atmosphere, with sea surface salinity (SSS) varying because of freshwater input and output, via the processes of evaporation and precipitation. Factor– O2 Concentration plant cells need oxygen to live, because without oxygen they can't perform aerobic respiration to produce co2 (respiration is the process of breaking down food to get energy). Similarly animals need o2 to respire and live, breath and produce energy. O2 concentration also effects habitats as different species require different levels of o2. Factor– CO2 Concentration Without CO2 the life of photosynthetic organisms and animals would be impossible, given that CO2 provides the basis for the synthesis of organic compounds that provide nutrients for plants and animals. We also know CO2 is toxic to humans therefore affects their health. However plants need co2 for energy. Factor-Wind Wind effects seed dispersal and aids the production of pollen needed for pollination which is important because it leads to the production of fruits we can eat, and seeds that will create more plants. Wind also effects the moisture surrounding guard cells and the gas and water exchange in plants and animals.