Who has the right to write literature about war Essay

Who has the right to write literature about war - Essay Example The first novel about war was written by the male because of their active participation in the war compared to women. Poem about with the theme of men, who walk away, is an explanation of the soldiers in the war. The poem serves as an example of the future generation of the behaviour of men during the war. The pre-war novels were about the role of women during the war. The women responsibility to take cares of domestic chores and had no voice during the war. Most women, who advocated their independence, challenged the novel. Women poets came up with poems that describe their role in the war as opposed to those written by men. Other writers wrote poets that explain if the war occurs or not, the authors state the reasons for the war to occur. For the war to happen there should be a reason. African American literature has been incorporated as part of American literature. However, it is independent of its styles and voices from the American literature. The independence has assisted in reach for many audiences of black origin. In United States, African American literature is criticized for the separation of the writing styles. The separation in literature advocated for women to write about their fellow women and African American to write about the blacks. The new policy in it literature was opposed by the many writers because hinder the literature to explore the entire human race. All the writers have equal right despite the race or the gender background to express their opinion in the literature about the war. In the past, the natives ignored the African American literature. Recently the diverse groups in America have accepted the literature written by the blacks in America because of the reduction in the racial discrimination. In conclusion, all the individuals have a right to write literature about war. The Africa American writers believe that that literature gave them political liberation. The literature presents the truth

Managerial Economics Week 10 Individual Work Assignment

Managerial Economics Week 10 Individual Work - Assignment Example User charges get money from people and business in terms of charging the benefits they receive. Examples include charges in Laundromats, soda from vending machines, iTunes, pay-per-view movies on cable TV, and Netflix Course offered in higher education institutions vary in terms of depth and quantity of course materials and requirements. Some courses are more demanding than others depending on the depth of the curriculum and student involvement. On this note, some courses may need more resources in order to meet the learning objectives and outcomes. Such variability in courses would affect the amount of pricing set by higher education institutions. It is logical for students pursuing courses that are more demanding with regard to resources to pay more for the extra load their courses are using. Most universities therefore charge different fees for different courses depending on the level of involvement and resources that particular course requires. The approach seems to be fair to students and most importantly, to the university in terms of resource management. There are different types of funding approaches universities and other institutions of higher learning can adopt (Barr, 2004). Other than pricing schemes that charge different fees for different courses, other institutions charge the same fees to all students. Such a pricing approach may be burdensome to some students and on the other hand be lenient to others. The difference between the two types of students varies depending on income distributions. Due to varying income distributions and inequalities, some students may find it easy to pay the fees while other may struggle with the fees. Since the fees are standard for all students regardless of their family incomes, this type of pricing scheme may not be fair to students with low family incomes. On the contrary, the same pricing scheme may not be high for student from families

Reflection On Formative Assessment Education Essay

Reflection On Formative Assessment Education Essay For my reflection on learning I am going to discuss writing assignment 01. I feel that I did a pretty good job with writing assignment 01, however, theres always room for improvement. The easiest part of the assignment was ofcause the multiple choice questions which I answered using mostly the general knowledge that I have gathered over past few years of studying Business Management; the second part of the assignment was to write a literature review which was a more challenging task to accomplish. Academic writing is not an easy task and often takes years to master fully. So at this stage, I wanted to be well on my way to becoming a better writer and a researcher. I believe that I have improved on both my academic writing and organizational skills. After going through week 4s content, I had set goals for myself to become better at organizing information, such as sourcing literature and writing about the information. I had hoped to have a better understanding of what a literature review is in order to incorporate this knowledge into my paper, as well as improve on my own ideas, and I feel like I have done that. According to Badenhorst (2010, p. 16) Writing is currency in academia. It doesnt matter how many ideas we have. If we cant transform those ideas into something material, we have nothing worth trading. Therefore, I had also wanted to be clearer when coming up with ideas in a concise, logical and integrated manner so that the person reading could easily follow my argument and understand what I am trying to say. And once again, I feel that I have done just that too. The general feedback that I got on my first assignment was positive. Some of suggestions that I had received from you were, Very good review. Evidence that the literature was studied and integrated in to the review. You should review the APA style referencing. As you cited some of the references wrong in the text. Always cite correctly. So I went back to revise the document that was given to us in the beginning of this module, namely, An Abridged Guide to the APA Referencing Style. I have learned that when citing a paraphrase within the text of an assignment, the surname of the author followed by a comma and the year of publication should be given wholly or partly in round brackets. If referencing a direct quote a comma and page number after the year should be added. I am now more comfortable with using the APA style referencing and hopefully wont be repeating the same silly mistakes I made in this assignment. References: Badenhorst, C. (2010). Productive writing becoming a prolific academic writer. Pretoria: Van Schaik Publishers. Reflection on learning in Assignment 02 I believe assignment 02 was a real chance for me to test my knowledge and ability to reach the outcomes of the module. I say this because of the nature of this assignment. In general I used to perceive multiple choice types of questions as an opportunity to gain easy extra marks. However, few questions in, I soon realized that assignment 02 was one of the most challenging assignments that I had to complete this year. That is why I was relieved and pleasantly surprised upon the release of the final marks. According to the results, I have gotten 42 correct and 8 incorrect answers. Looking back on the assignment 02, I feel as though I was well-equipped in the majority of the questions in the assignment, especially on answering the questions relating to quantitative and qualitative designs, due to thoroughly going through the work in Week 6, 7, 8, 9 and 10. I feel like my weak point in the multiple choice assignment was that I may have fallen for the distracters. The reason why I have gotten some of the questions wrong is because I struggled in interpreting the idea of the text and choosing one correct answer. Also, most of the questions that I got incorrect had to do with either sampling or data collection. After this assignment I have learned the importance to have a good understanding of measurement process, like levels of measurement, reliability and validity. Researchers need to understand the values they attach to the information they collect. I believe that the tools I learned in this module have made me develop as a researcher and better prepared me for the future. 2.2 Weekly self-evaluations Include the two qualitative questions as self-reflections here for any three weeks of your choice. In addition to including the content that you provided during the specific weeks, also add a further reflection on how you feel about your answers at this point in time, now that you look back at these reflections: Nr Week Self-reflections 1A 2 Describe how you are finding this section of the module and the way in which it was presented. What did you like and what helped you to understand the material? On the other hand were there things that you did not understand properly in the way they were presented. How do you think we can improve our presentation and activities around this part of the work for this module? 1B 2 2A 4 Based on this weeks chapter, which content did you find easy to understand? What helped you to understand the material? What sections did you not understand properly? How do you think we can improve our presentation and activities around this part of the work for this module? In one or two paragraphs, explain the extent to which you are comfortable with your knowledge and understanding of the content of this introductory chapter 2B 4 3A 7 In one or two paragraphs, tell us how challenging you found the content of this weeks work? Are you coping with the workload each week? What are you doing to help reach the targeted learning goals each week? 3B 7 2.3 Reflection on the value of research As an honours student, an employee or employer in an organization, or a citizen of a country, you must make many decisions every day. Good, informed decisions require knowledge. What are the sources of our knowledge? Some of it is acquired through formal education in honours and masters programs in social work, or from attending on-going education programs. It may come from reading articles in professional journals, textbooks, or through online searches. It may also come from senior level experts who have been successful social workers for many years. Factually, much of the knowledge derived from these sources has one characteristic in common it is all derived from doing good research (Bryman Bell 2007, p.4). Conducting research is the most reliable method of acquiring new knowledge about business and learning. Alternative ways of knowing such as common sense, intuition, authority and tradition, have proven less useful for advancing our understanding of the complex process of learning (Mallick 1999, p.5). In the last 40 to 50 years, the value of research has attained a great deal of respectability amongst educators, politicians, business people, and other who often turn to researchers in the quest for reliable and valid information for making decisions (Mallick 1999, p.3). By teaching students the best ways to conduct research, they will be equipped to acquire the knowledge needed for making good, informed decisions in whatever social system level they may become employees or even potential employers. However, understanding how research should be conducted has a second benefit as it allows social workers or citizens of the country to critically and knowledgeably evaluate the research methods of others (e.g. leaders, politicians) and, thus, assess the credibility of the findings and recommendations that they generate. References: Bryman, A., Bell, E. (2007). Business Research Methods, Oxford University Press, New York Mallick, K. (1999). Researching Education: Perspectives and Techniques, Routledge, London 1.0 Introduction Nowadays, almost all curricula in the social studies contain at least one course in statistics. So given the importance of this discipline as a basic knowledge to understand the modern world, it is necessary to do some form of a research on the students attitude to statistics, as this could be an obstacle or an advantage in their learning process. From school, to home, to the workplace, statistics have become a part of our everyday life. In many circles, computer knowledge and competence in statistics is perceived as essential skills. In the beginning of their studies, many of the students are still not fully aware that they are required to study research methodology and statistics as an entire module in order to complete their degree. The emphasis placed on statistics and research related skills without a doubt virtually always surprise them. Some of the students even develop a phobia or an anxiety towards this academic subject that they tend to feel nervous and uncomfortable when they are required to deal with statistics and research related problems. In order to get a thorough understanding about Unisas students attitude towards research methods and statistics, this research will aim at investigating the factors influencing their attitude, by looking at anxiety, self-efficacy they put into studying statistics as well as their academic achievement. 2.0 Literature review In order to understand the implications of this research, an explanation of the key variables found in the literature review must first be discussed. 2.1 Students attitudes toward statistics The readiness of students to start courses in statistics can, apart from mathematical and intellectual ability, also be viewed in terms of emotional and attitudinal factors (Coetzee 2010, p.1). Attitude toward statistics can be defined as a combination of a students attitude toward the use of statistics in their field of study and the students attitudes towards the statistics course (Coetzee 2010, p.1). Although some students show a positive attitude toward statistics, evidence reveals that unfavourable responses far outweigh any favourable responses (Coetzee 2011, p1). Perepiczka et al. (2011) has reported that students often enter statistics courses with negative views or later develop negative feelings regarding the subject matter of statistics (p.100). According to Perepiczka et al. (2011), statistics courses are regarded by most students as an obstacle to obtaining their degree. These same students often delay taking their statistic courses until they cannot postpone it further. Researchers also found that students negative attitudes toward statistics is an influencing factor in low student performance in statistics courses (Perepiczka et al., 2011, p.101). 2.2 Statistics Anxiety In this study statistics anxiety is one of the three factors that influence students attitude towards statistics. Researchers documented a large amount of information on statistics anxiety over the years. For example, there are multiple definitions of statistics anxiety available in the literature. Elliot and Dweck (2005) defined statistics anxiety as the feeling of anxiety encountered when taking a statistics course or doing statistical analysis (p.243). According to Onwuegbuzie, DaRos, and Ryan (1997) statistics anxiety refers to the apprehension that occurs as a result of encountering statistics in any form at any level (p.28). The existing literature also identifies situation specific nature of statistics anxiety, ranging in intensity from mild to severe. While the mild form of statistics anxiety may induce only minor discomfort, severe forms can result in nervousness, panic and worry (Alauddin Butler, 2004, p.202). According to Onwuegbuzie (2000), majority of graduate students in the social sciences appeared to experience high levels of statistics anxiety, and it was found to be higher among female graduate students in comparison to their male colleagues. Statistics anxiety may be a critical factor in influencing and attaining a students academic and professional goals. Baloglu (2003) identified three categories of variables, situational, dispositional, and environmental, that are related to statistics anxiety (p.856). Situational experiences are factors that surround the student, which includes previous statistics experiences. Dispositional experiences are intrapersonal factors that include psychological and emotional characteristics made up of issues such as perfectionism and perception of abilities at developmental stages in life (Baloglu, 2003, p.856). Environmental experiences are interpersonal factors related to the classroom experience (Onwuegbuzie Daly, 1999), which can include the students experiences with the professor. 2.3 Self-Efficacy to Learn Statistics Perepiczka et al. (2011) defines general self-efficacy as ones judgments of his or her capabilities to organize and carry out courses of action required to attain specific types of performances. In other words self-efficacy to learn statistics is a persons confidence in his or her ability to successfully learn statistical skills necessary in a statistics course. Perepiczka stated that self-efficacy beliefs are manifested from four primary sources, which include the following: personal accomplishments, vicarious learning experiences, verbal persuasion, and emotional arousal. These primary sources lay the foundation for building the concept of self-efficacy to learn statistics. There is a lot of information available on self-ability or self-efficacy related to academic achievement (Balogu, 2003, p.858). However, little is known specifically about self-efficacy to learn statistics. Perepiczka (2011) investigated whether self-efficacy to learn statistics is related to performance in a statistics course and whether self-efficacy to learn statistics increased during a 12-week introductory statistics course. One hundred and three students from a large university partook in the survey. Perepiczka (2011) stated that there was a positive relationship between statistics self-efficacy and academic achievement as well as an increase in self-efficacy to learn statistics over the duration of the course. 2.4 Relationship between Attitude and Academic Achievement There are indeed numerous researches conducted on testing the relationship between attitude and academic achievement. Based on the previous literature, there is a general agreement that attitude could be regarded as a significant determinant of ones academic achievement. Most of these researches illustrated the more positive ones attitude towards an academic subject, the higher the possibility for him/her to perform well academically (Lilian, 2012, p. 156). The same applies vice-versa, students that previously have been performing well in mathematics field, generally have a more positive attitude towards statistics. In a research conducted in the U.S, the academics studied the relationship between students attitudes and academic achievement in college mathematics by inviting 218 freshmen to complete a set of questionnaire. The result indicated that students attitudes were highly correlated with their achievement in college calculus (Lilian, 2012, p. 156). In another longitudinal study also conducted in the U.S., the researchers assessed the relationship between attitude towards mathematics and achievement in mathematics. It was found that attitude had a powerful influence on students academic achievement (Lilian, 2012, p. 156). 3.0 Problem statement Statistics at a tertiary level is often a daunting task facing students undertaking these courses. This attitude amongst students have been shown to directly influence their motivation to study, achievement in statistic modules, and overall enrolment in statistics courses that are not compulsory, especially in the final year of undergraduate degrees and postgraduate years of study. Students attitude towards statistics is essentially either positive or negative, but remains a multifactorial issue. The most common factors that are assessed are preconceptions about statistics, environmental factors (e.g. age, gender, etc.), previous mathematical experience, mathematical aptitude, beliefs, interests, the number of years elapsed since students last statistics course etc. Students with a negative attitude tend to focus only on the method of assessment which only serves to increase their test anxiety. Since students attitudes toward examinations and other non-cognitive factors can affect their performance levels in statistics courses (Onwuegbuzie, 2000), Students also view some forms of assessment as more anxiety inducing than others, thus affecting their performance in the assessments. A programme of assessment also should include means for determining students impressions of the relevance and fairness of the assessment process (Onwuegbuzie, 2000) to determine what can be done to reduce assessment anxiety. Students with positive attitudes towards statistics tend to have a higher performance in statistics courses than students with negative attitudes. With this in mind, it would be an excellent idea for lecturers teaching statistical courses to promote a positive attitude towards statistics, not only as a professional tool, but also a something that can be used every day as a central skill. It might also be plausible that the first goal in teaching statistics should be to reduce the fear of statistics before introducing the course work (Coetzee 2010, p.2). 4.0 Objectives of the research This study primarily has two main objectives. First, the current research intends to test whether attitude is significantly related to anxiety and self-efficacy. Second, the study aims to test whether attitude serves as a mediated factor between anxiety, self-efficacy and academic achievement. From the specified research objectives, the following research questions are derived: What is the graduate student attitude toward statistics? What is the graduate student self-efficacy level? What is the graduate student statistics anxiety? What is the graduate student level of academic achievement? Does attitude play a role in affecting students academic effort? Does self-efficacy play a role in affecting students academic attitude? Does students academic attitude play a role in affecting their academic achievement? Does attitude play a mediating role between anxiety, self-efficacy and academic achievement? What is the extent of the relationship, if any, between graduate students self-efficacy to learn statistics and statistics anxiety and the attitude towards statistics? 5.0 Method of investigation 5.1 Research design In the current research, quantitative research method will be implemented. Concerning the primary data collection method, self-completed questionnaire will be used because it is comparatively timesaving and has the benefit of collecting responses from a large group of subjects with a relatively low cost. 5.2 Sampling Students of both the genders will constitute the population of this study. The study population will consist of all honours students registered for a course in research methodology at a distance education institution in 2012 (N = 2340). The primary reason for targeting students registered for this subject is due to the fact that all of them have almost completed the research methods and statistics course; hence it will be easier for them to answer the survey questions. Concerning the sampling method, convenience sampling and snowball sampling will be used in the process of selecting samples from the target population. Regarding convenience sampling, it is a sampling method in which samples are selected on the basis of easy availability. Since I as the researcher am also an honours student at a distance education institution I can easily approach students studying the same course via online forums, email, etc. After distributing the questionnaires to those students that i personally will come in touch with, I will then invite the respondents to further recruit or encourage the subjects from among their acquaintances to fill out the questionnaire to boost participation, and this is known as the snowball sampling. 5.3 Data collection Ethical considerations An introductory letter explaining the purpose of the study will go with each questionnaire. The participants will also be assured in the letter about the confidentiality and the non-disclosure of information that they will provide. Additionally, respondents will not be required to provide sensitive or detailed personal information, like their full name. Instead, respondents will only need to indicate their gender, race, major and year of study. In order to further guarantee anonymity, and so there is no way for a researcher to identify which questionnaire belongs to which respondent, further measures will be implemented. Participants will not be required to hand in the questionnaire to the researcher directly but to put the completed questionnaires in a collection pile. The questionnaires will be made up of some open and closed questions as well as some multiple choice questions. Also, a meeting with the respondents will be arranged at the selected Unisa venue. At this session the objective of the study will briefly be explained and any questions that the respondents might have will be answered. The respondents will then be encouraged to complete the questionnaire during the meeting. If a participant requests a removal from the study at any time, he or she will be removed immediately. 5.4 Data analysis As one of the main aims of this research is to establish weather a relationship exists between students attitude towards statistics with respect to statistics anxiety, self-efficacy as well as academic performance, correlational analyses will be conducted. Correlational studies are those in which an attempt is made to relate two or more variables to each other. However, there is a caution by researchers that a correlation between variables does not necessarily allow us to claim that the values of one variable cause changes in the values of another variable (Linden, 1982, p.17). A simple linear regression analysis will be computed in order to determine which variables predicted students attitudes towards statistics. In this analysis, a single variable depends on or is influenced by one or more variables (Linden, 1982, p.17). In analysing the relationship between the variables, reliability test will be conducted to estimate the reliability of the scales adopted in the current study. Descriptive statistics will be used to show the demographic characteristics of the respondents. And finally, the multiple regression analyses will be used to estimate the prediction power of statistics anxiety and self-efficacy on attitude; and the prediction power of attitude, self-efficacy, and statistics anxiety on academic achievement. 6.0 Conclusion The present research further supports that there is a direct relationship between attitude, anxiety, and self-efficacy and academic achievement as suggested in past literature. It is detected that attitude has a direct effect on academic achievement while self-efficacy also has a direct effect on academic achievement. Researching predictors of graduate students statistical self-efficacy beliefs is important to identifying possible barriers to professional growth and development. Exploring how statistical self-efficacy beliefs relate to predicting future academic expectations, performance, effort, persistence, and course selection also is important to explore as a means of promoting professional development (Perepiczka et al., 2011, p.106). Teaching graduate students how to reduce their anxiety and improve their attitude will likely enhance their value of statistics and further encourage their professional development in the profession that requires work with statistics.

A True Code Hero :: essays research papers

Hemingway a bright and simple man. A man who writes stories with characters who control their emotions or don’t complain about what’s going on in their life, other wise know as being stoic. People who seem to come to life when they show grace under preasure, have dignity for themselves and are committed to play by the rules. Four characters of Hemingway who show and have all these traits other wise know as the code of honor are Manuel Garcia, Francis Macomber, Ole Anderson, and an Old Waiter who is unnamed.   Ã‚  Ã‚  Ã‚  Ã‚  Manuel Garcia is a man who enjoys bullfighting. He tries to convince others as well as himself that he’s still an incredible bullfighter. He’s given a chance to prove himself worthy by a little man named Retana. When Garcia is given this chance he takes advantage of it and asks Zurito, an old friend and skillful bullfighter if he will â€Å"[pick] two bulls for [him] tomorrow night,† (The Undefeated). Zurito is persuaded to pick two bulls for Garcia, but Zurito explains that â€Å"if [he] [doesn’t] go big tomorrow night [he’ll] quit,† (The Undefeated). Garcia has shown that he has the courage to bullfight once more despite his age. The day Garcia has been waiting for came; the bullfight that will determine whether or not he’s as good as he says. He enters the arena confident, but not all goes as he had planned. As the bull fight begins Garcia’s sword flies from his hand and is thrown into the audience. Garcia looks around for his sword, only to have it thrown at him. Despite another misfortune, this code hero keeps his grace under pressure when cushions and the sword are thrown at him by thanking them and bowing. This also shows that he is stoic by not showing others what he truly feels in his heart, sadness of being beat. Towards the end of the story, when the doctor is tying to rehabilitate Garcia, he keeps his dignity by saying he was good out there â€Å"[he] [just] didn’t have any luck was all,† (The Undefeated).   Ã‚  Ã‚  Ã‚  Ã‚  Francis Macomber is another man who held the code of honor, though it might seem so at first. Macomber and a hunter by the name of Robert Wilson are out hunting, when they encounter a furious lion. A lion that frightens Macomber, which makes him unable to react to shoot the lion.

Sister Flowers

I believe that the use of grammar is an important part of this passage. It is one of the points that Angelou's character, Marguerite, uses to define the social split in her life. Marguerite uses many different examples to separate what makes Sister Flowers so different and special compared to herself and her own life. Marguerite has respect for Sister Flowers for a number of reasons: the way Sister Flowers speaks and uses her grammar, the way she dresses, the way she carries herself, her body shape and even the richness of her skin.Marguerite is pretty embarrassed for her and her grandmother's sake and in my opinion it shows how much Marguerite would like her grandmother to be more like Sister Flowers. She even goes as far as to say that she â€Å"hated her [grandmother] for showing her ignorance. † This helped me to understand how highly Marguerite regarded Sister Flowers and how much Marguerite would like to be like Sister Flowers. Mrs. Flowers has a little talk with Marguer ite and tells her, basically, that lack of education does not mean a person isn’t intelligent. She said that I must always be intolerant of ignorance but understanding of illiteracy.That some people, unable to go to school, were more educated and even more intelligent than college professors. She encouraged me to listen carefully to what country people called mother wit. That is those homely sayings was couched the collective wisdom of generations. Education separates people, but something more important unites them – self-respect and respect for one another. Just because Marguerites grandmother intelligence is passed from one generation to another, it shouldn’t go on unnoticed because she can also learn something from it.

Discuss the effectiveness of the opening chapter of ‘Great Expectations’ Essay

Charles Dickens was a very famous writer who was born 7th February 1812. One of most famous books is ‘Great Expectations’ which was serialised in 1860. ‘Great Expectations’ is about a young infant boy called Pip (Philip Pirrip) whose mother, father and five little brothers are all departed. His sister Mrs Joe Gargery and her husband Mr Joe Gargery, a blacksmith, then looked after Pip. The novel ‘Great Expectations’ begins very swiftly and promptly, as the start of the novel sees Pip visiting his deceased family. I think this is very effective in a story like this because straight away Dickens wants to show Pip’s isolation and fear, as he stands alone before his families’ gravestones at the start of the novel and how he explains that his sister ‘brought him up by hand’, this means that his sister would beat him if he did something wrong. This was not uncommon at the time when this novel was written because in the 19th Century, orphans and convicted criminals, like Pip and Magwich, were very badly treated and physically abused; the treatment that these unfortunate people suffered was inhumane. Dickens knew that this was not right so one of the main reasons why Dickens wrote this novel was to inform and notify the audience about the mistreating of orphans and convicts. He tried to change society by writing other novels as well based on the same principal such as Oliver Twist and Nicholas Nickelby. In the story I think Dickens describes the environmental scenery very effectively as he describes Magwich in the same way. Also the bleak environment works well together with the isolation and fear of Pip while alone in the graveyard. There is a good comparison between the description of the environment and with the description of Magwich as they are both described as bleak, grim and frightening. The environment is described as † Bleak, desolate place overgrown with nettles, and the dark, flat wilderness beyond the churchyard† and the convict is describes as † A fearful man, all in coarse grey†. I think Dickens has purposely done this to make the opening chapter more effective to the audience and more alarming to Pip. However even thought Magwich is describes as frightening and horrendous, the way Dickens describes him and the language that he uses, make us feel quite sympathetic towards Magwich, † torn by briars, stung by nettles, soaked in water, smothered in mud etc†, this quotation from the novel makes us feel sorry for the unfortunate convict. Dickens’s storyline and words also makes us feel sorry for young Pip as in the past he has lost his Mother, Father and five younger Brothers and the fright of being ‘held hostage’ by Magwich. In addition to Magwich’s fright Dickens also produces some humour from the things Magwich says. For example when Magwich requests that Pip go and fetch him a file and some wittles, however if Pip does not fulfil Magwich’s requests then a young man will cut out his heart and liver, this make the novel more enjoyable for the audience. † You fail and your heart and liver shall be torn out†. Dickens’s effective use of language and words presents us with an understanding of Pip’s fear and isolation throughout the novel. As stated before Dickens uses high-quality description of his characters, this makes them stand out from the rest and become more vivid. I think this is because as Dickens was growing up his father was always in debt and in and out of prison, so Dickens was sent to work at the young age of 12 and Dickens stated ‘They were the most terrible times of my life’. From this I have come to the conclusion that Dickens created Pip from his own experience in life and because Dickens actually lived like Pip, it makes him sound more realistic and believable for the audience. Dickens lived like Pip and experienced the brutal treatment for himself. The novel ‘Great Expectations’ is actually being told by Pip himself, but not as a child, as an adult looking back at when he was younger. This is very effective and is successful language by Dickens, as it gives us an adult opinion and perspective of a child’s life. We know that the narrator is a mature one, because he talks about his childish conclusions of his family by looking at the inscriptions on their gravestones and how his ‘infantile tongue’ could only make out the name Pip from his full name. â€Å"From the inscriptions, I drew a childish conclusion that my mother was freckled and sickly†. In the 19th Century children were horrendously mistreated as they were sent to work in dirty, odious factories from the age of 10. At the time orphanages did not exist so orphans were hired by people for odd jobs, who paid them just enough to survive. Convicted criminals were also very neglected at this time. Dickens picked up on this and decided that society needed to change, so Dickens wrote this novel, not only to earn a living and entertain but also to inform and notify the audience about the mistreating of orphans and convicts. He also tried to change society by writing other novels based on the same principal such as Oliver Twist and Nicholas Nickelby. Here we encounter a similarity between chapters one and eight, because in chapter eight Pip goes on regular visits to see Miss Havisham who is very rich and cultured. Nonetheless as Pip gets to know Miss Havisham he realises that she is not the person that he expected because when we get to know Miss Havisham we realise that she is quite sadistic and cruel, as she wants to avenge men for her past adversity. Miss Havisham is very rich and cultured so she should know better than to be sadistic and heartless towards Pip. This relates to the opening chapter because in it Pip encounters Magwich the old, ill-fated convict who seems fearsome at the time of the meeting. However as he gets to know Magwich, he realises that Magwich is quite kind and gentle. This is in contrasts with chapter eight because Miss Havisham seems nice but he realises she is cruel and in chapter one Magwich seems fearful but is really kind. Chapters one and eight relate to each other quite well because both Miss Havisham and Magwich are not what they seem to Pip and first glance, this is an example of the old saying ‘Don’t judge a book by its cover’. It is because of Dickens’s excellent choice of words and language that these two chapters relate so well together, and this is something that Dickens does throughout the novel. It is also because of Dickens’s choice of words why his main character is called Pip; because the word Pip means a seed from which things grow. This is true of the text because Pip does grow throughout the novel from a young orphan to a rich gentlemen, so the name Pip is a very interesting name for this novel. The social and historical setting in this novel is in similarity with the real life environment at the time as in the novel Magwich the convict has been very badly treated and is very adverse, this also happened in the environment at the time that this novel was wrote. Also the brutal abuse of Pip the orphan is similar to the exploitation of the orphans in the surrounding atmosphere. By reading this novel we can get a rough idea of the physical abuse that the orphans and convicts suffered at the time, I think this is very useful because it would have been a very good real-life novel. On a whole I think that chapter one of ‘Great Expectations’ is very effective by the choice of language and words used by the famous, experienced writer Charles Dickens. However if we look at chapter one in relation to chapter two I think that chapter one and chapter two go together to make a unit, Nevertheless chapter one is still very successful.