Fossil Fuels Essays - Fossil Fuel, Fuel, , Term Papers

Fossil Fuels FOSSIL FUELS. Contents Outline 3 I. Introduction (Fossil Fuel Energy) 4 II. Types of Fossil Fuels 6 Coal 6 Oil 7 Natural Gas 8 III. Conclusion 9 Bibliography http://www.energy.ca.gov/education/story/story-html/chapter05.html http://webhome.idirect.com/~bobita/Cretaceous/Uses_Of_Fossils/index.htm http://science.cc.uwf.edu/SH/Curr/fossil.fuel.htm http://www.education.leeds.ac.uk/~edu/technology/ebp97/leec/coal.htm http://www.education.leeds.ac.uk/~edu/technology/ebp97/leec/gas.htm Other References Underwood, Shelly and Gary Energy - How Australia Works Published in Victoria, 1995, by Cardigan Street Publishers. Twist, Clint Facts on Fossil Fuels Published in Great Britain, 1990, by Gloucester Press. Healey, Kaye Energy

PSAT Test Dates 2018

PSAT Test Dates 2018 SAT / ACT Prep Online Guides and Tips Will you or your child be taking the PSAT in 2018? Are you wondering what day the exam will be held?The PSAT is different from other standardized tests, such as the SAT and ACT, because you cannot choose which day you’d like to take the exam. When will this test date be? What if you can’t make it? This guide will answer both those questions, as well as explain the importance of PSAT scores, when you can expect to receive your scores, and how you can prepare for the exam. How Is the PSAT Administered? When you take the SAT and/or the ACT, you’ll have a choice of test centers and dates to choose from. This isn’t the case with the PSAT.With the PSAT, you’ll take the exam during the school day (unless the exam is on a Saturday) at your high school, on a date that has been predetermined by the College Board, the makers of the PSAT. The College Board offers a primary test date and an alternate test date, and each school decides which date they will administer the PSAT on.The College Board recommends using the primary test date, and the vast majority of schools will choose that date to administer the PSAT. Generally, schools will only choose the alternate test date if there are circumstances that make it impossible for them to choose the primary test date. You’ll have to take the PSAT on the date that your school offers it. What Are the Expected PSAT Dates for 2018? What will the PSAT test date be for 2018? Here are the official 2018 PSAT test dates: Primary test date: October 10, 2018 (a Wednesday) Alternate test date: October 24, 2018 (a Wednesday) Saturday test date: October 13, 2018 (a Saturday) As mentioned above, each school will choose a test date and inform its students in advance as to when that date will be. Most schools choose the primary test date, which, for 2018, will be October 10. What If You Miss Your PSAT Date? What if you can’t take the PSAT on the date your school is offering it? Are there any other options if you’re sick or absent that day? Yes! If you miss the PSAT exam date, you may still be able to retake the test. In order to do so, you must contact the National Merit Scholarship Corporation in writing by March 1st. On their website, the National Merit Scholarship Corporation states, â€Å"A student who does not take the PSAT/NMSQT because of illness, an emergency, or other extenuating circumstance, but meets all other requirements for NMSC program participation, may still be able to enter the competition. The student or a school official must write to NMSC as soon as possible after the PSAT/NMSQT administration to request information about procedures for alternate entry to the National Merit Scholarship Program. The earlier NMSC receives the written request, the greater the student's opportunities for meeting alternate entry requirements. To be considered, a request must be postmarked no later than March 1 following the PSAT/NMSQT administration that was missed. NMSC will provide alternate entry materials that require the signature of a school official.† For most people, the only reason to try and make up the PSAT would be if you’re aiming for National Merit.If you just wanted to use the PSAT as practice for the SAT, it’s much easier to take a timed practice test on your own time rather than go through the whole process of making up the PSAT. If you miss the PSAT, you may still have another chanceto take it. When Will You Receive Your PSAT Scores? After you take the PSAT, how quickly will you receive your scores?You can expect to get your PSAT scores in January, so about three months after you take the exam. Sometime in January, typically in the middle of the month, you’ll receive an email telling you that you can view your scores on your College Board account. Your school counselor will receive access to the scores the day before. By the end of the month, your school should also issue paper score reports to all students who took the PSAT. Your score report will include your total score (from 320-1520), two section scores in Evidence Based Reading and Writing as well as Math (from160-760), three test scores in Reading, Writing and Language, and Math (from 8-38), as well as several other subscores so you can see how well you did on specific areas of the test.Your score report will also include your Selection Index Score (ranging from 48 to 228), which will give you an idea if you quality for National Merit. PSAT scores are important for two main reasons. First, they give you an idea of how well you’d perform on the actual SAT and where your strengths and weaknesses are. Second, juniors who take the PSAT have the chance to qualify for National Merit awards and scholarships if they score very well on the test. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: How to Prepare for the PSAT To get ready for the PSAT, follow these three tips to help ensure you get your best score on test day. Step 1: Become Familiar With the Exam You want to sit down on test day knowing exactly what to expect from the PSAT.This means you should be familiar with the format of the exam, how long the exam will be, and when you get breaks.We have an introduction to the PSAT to get you started. Once you feel solid with that general information, start looking at the exam more in-depth. What types of questions will be asked in each section? What subjects will they be on? How will they be worded? How many questions are in each section.Check out a more in-depth guide to the PSAT as well as a guide on how the PSAT is scored. By learning this information, you’ll be able to focus your studying more effectively, and you won’t be tripped up by any surprises on test day. Step 2: Create a Study Plan When you create a study plan, it’s easier to track your progress, and you’re more likely to study.Create a schedule of when you’ll study each week. It helps if you can choose a regular time, such as 5-7pm Tuesdays and Thursdays or 12-3pm on Saturdays, because you’ll be more likely to remember to study and not double-book yourself. Also, set regular goals you want to meet each week or month, such as a topic you want to understand better or a score goal you want to meet. Creating a study plan will make your PSAT preparation more focused and effective, and you’ll be able to see if you’re making the progress you want. Step 3: Take Practice Tests One of the best ways to prepare for the PSAT is to take practice exams. These practice exams will give you an idea of how well you’ll score on the real thing and let you know which areas you should focus your studying on.We have links to free official PSATs you can take to help you prepare. In order to get the most out of these tests, you should take the test timed, in one sitting, and with minimal distractions. This will help you get the most accurate score. Like chess, when youpractice the PSAT your skills will improve. Recap: PSAT Test Dates 2018 Unlike other standardized tests, the PSAT is only offered once a year.The primary test date for 2018 is October 10, with alternate test days offered on October 24 and October 13. Your school will choose which day it will administer the PSAT, with most schools choosing the primary test date. If you miss that test date, it’s still possible to make up the PSAT by writing to National Merit. The PSAT is important as preparation for the SAT and as the way to qualify for National Merit. To help yourself do well on the exam, you can become familiar with the test, create a study plan, and take practice exams. What's Next? Not happy with your initialPSAT results? Here's everything you need to do to raise your PSAT score. What PSAT score do you need to qualify for the National Merit Scholarship? Find out by reading this guide! How does the PSAT differ from the SAT? Learn the four key differences between these two exams to help with your future studying. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Qualitative critique Essay Example | Topics and Well Written Essays - 1250 words

Qualitative critique - Essay Example The study population is well defined; old people with multiple sclerosis (Ploughman et al., 2012). The abstract outlines the purposes, methods used to conduct the study, the results of the data collected, and the conclusions. The abstract in this study is in itself adequate. It presents the whole research from the objectives of the research, through the whole process and presents a conclusion of study at the end. The highlights on the purposes of the study outline what the study is all about, and this is critical in the beginning of any research where the reasons for conducting the research should be presented to the readers before the main body to give the guidelines on what to expect. The outlines on the methods used and the results of the data collected give the reader insight on the whole process and all the techniques applied during the research operation. The conclusions in the abstract highlight the whole process operations, findings and recommendations. The abstract gives an overview of the whole research paper; from the introduction through to conclusion (Fong, Finlayson, & Peacock, 2006). The researchers, Michelle Ploughman and the clue are from the Eastern Health faculty of medicine from the Memorial University. They work in coalition with the people who are disabled of St. John’s Newfoundland from the Glasgow Caledonian University in Scotland. From the institutions they work with, it is clear that they are closely affiliated with the medical field. The institutions that these companies work with are well reputed in matters dealing with medicine and hence they can undertake the studies on patients suffering from multiple sclerosis. Also, the study was supported by the personnel in the faculty of medicine, Memorial University. Also, the authors had the support of Center of the Applied Health Research in Canada and the healthcare foundation. This further indicates clearly that the researchers were qualified to undertake the study to warrant the support of the reputable departments from the faculty of medicine. This is an article in Physiotherapy journal, Canada, Vol. 64, No. 1, pp. 6-17 (Ploughman et al., 2012). The problem in this research has been stated clearly. It is stated that the problem has been more prevalent among women more than in men. Some years after the diagnosis, we learn that the course becomes chronologically progressive, and after twenty years, most people rely on mobility aids. As a result, there is a need for carrying out research to facilitate the understanding on the natural history of the MS management from the perspective of older people and help the older people as well as to help the participants alleviate fearful feelings associated with MS diagnosis. The research team decided on a qualitative study after considering the aims of the study, they also considered the literature, advocacy and discussions with MS patients. The philosophical underpinning in this research is demonstrated where the effo rts by health providers are described as uni-lateral, misdirected and futile hence the need for establishing how to help people suffering from MS, to enhance self-management. The health professionals are called upon to facilitate self-management instead of obscuring it (DalMonte, Finlayson, & Helfrich, 2004). The purpose of the research is explicitly defined. It is clearly stated in the abstract that the study sought for exploring the experience of older people who are ageing with multiple sclerosis in order to describe the self-management history

City Council Paper Essay Example | Topics and Well Written Essays - 500 words

City Council Paper - Essay Example Motorist ought to be offer with relatively safer, smoother and structurally sound roadway system. This will reduce the traffic congestion on the road. Even though an inconvenience to the daily routines, road construction is fundamental to ensuring that the underlying motorists are offered with safer and functional roads. The pressing issue and reason for the present traffic congestion rests on the underlying want of the citizenry to understand and exercise substitute method of transportation. In progressive towns such as Bloomington, citizens with vision of future possess the capability of raising the consciousness of the status quo (Black, pp34-87). Bloomington residents have interest in the present alternative Transportation by offering bicycling community with a network of user friendly commuter lines and paths. The City Planning Department ought to be swift in offering bicycle commuter lines on under advanced tracts of land, develops an opportunity to enhance alternative transpor tation, recreation and preserving open space corridors. Nevertheless, large scale efforts demand coordination at all the prevailing levels of administrative coupled with comprehensive planning vision. The achievement of the underlying vision does not merely end at the quality of life issues. Comprehensive alternative transportation and recreation plans will promote economic advancement (Black, pp34-87). The city is aware of the inherent value that such strategy might have on the marketing Bloomington, tourism and strengthening economic advancement. The problem of sustainability of the Transportation Alternative such as bicycle paths have rise numerous and diverse interests. Sustainable development will only be achieved when Bloomington implement an effective alternative transportation strategy for its citizens. Nevertheless, the effective process of such projects that can sustain development is still skeptical. The considerable strive

Advanced audit Essay Example | Topics and Well Written Essays - 4000 words

Advanced audit - Essay Example Auditing is the accumulation and evaluation of evidence about information to determine and report on the degree of correspondence between the information and established criteria. A competent, independent person should do auditing. To do audit, there must be information in a verifiable form and some standards (criteria) by which the auditor can evaluate the information. Information can and does take many forms. Auditors routinely perform audits of quantifiable information, including companies' financial statements and individuals' federal income tax returns. Auditors also perform audits of more subjective information, such as the effectiveness of computer systems, the efficiency of manufacturing operations and also some others such as social audit and environment audit1. An illustration about auditing is given below:In this figure summarizes the important ideas in the description of auditing by illustrating an audit of an individual's tax return was prepared in a manner consistent wi th the requirements of the federal internal revenue code. To accomplish the objective, the agent examines supporting records provided by the taxpayer and from other sources, such as the taxpayer's employer. After completing the audit, the internal revenue agent will issue a report to the taxpayer assessing additional taxes, advising that a refund is due, or stating that there is no change in the status of the tax return 2. Question one: Requirement 1: Social and environmental auditing: Environmental auditing is a key component of Environmental Policy. This process is a systematic, objective evaluation of facility operations and practices which is designed to: 1. Verify compliance with environmental regulations, internal policies, and accepted practices. 2. Evaluate the effectiveness of environmental management systems in place. The key findings of a UK survey carried out by the University of Dundee in 1995 under the title "The financial auditor and the environment" can be summarized as follows: - For most auditors "environment" is just another business issue and is treated no Differently from any other area of actual and potential risk. For a small minority, the moral dimensions and the longer-term implications of sustainability do suggest that environmental issues are qualitatively different from other matters. - UK businesses and their auditors generally face an uncertain environmental and legislative climate. It is often very difficult to assess from where the next major issue will emerge. - Most of the big auditing firms have initiated procedures within both their audit manuals/processes and within their training schedules. However, the majority of auditors do not perceive environmental issues as requiring special attention. They are simply part of knowing clients' businesses thoroughly. The International Auditing Practices Committee (IAPC) is finalising a draft of a proposed Practice Statement, which provides guidance for auditors on how to deal with environmental issues in auditing financial statements. Whereas an earlier IAPC draft had a wide scope covering also non-financial audit situations, the draft Practice Statement will probably restrict itself to financial audit issues under the headings (EAAR, 1996): - Consideration of environmental laws and regulations; - Knowledge of the business; - Risk assessments and internal control; - Detection risk/substantive procedures; - Using the work of others; - Management representations; - Reporting. Social audit: To achieve these Policy objectives the company operating affiliates will - Build relationships with people in the host country and especially with people indigenous to areas of operations or exploration. Work continuously to understand the culture and social patterns of the people in the host country and also work especially among the people who are indigenous to ar

Power In Discourse Includes Powerful Participants English Language Essay

Power In Discourse Includes Powerful Participants English Language Essay Introduction: Norman Fairclough, observes that there is a correlation between unequal power relations and the way language is used. In this essay, Im going to comment on language and power in analyzing discourse. Ill discuss different encounters that display power in discourse. Therefore, I categorize areas of constraints enacted through discourse and Provide examples of language indicators of power in the quoted discourse. Power in discourse includes powerful participants who control contributions of non-powerful participants. Constraints of speakers contributions have three types; Content: what is said or done. Relations: Social relations involved in discourse. Subjects: Subject positions which people can occupy. Ive chosen an encounter which displays power in discourse as a conversation between members of a family about buying a new house in Kuwait; 1.Husband: I think about buying a new house.Thus,I d like to ask about your opinions. 2.Wife: A good idea but you should think about which are and location rather than size of the housev or number of rooms. 3.Husband: Which area do you prefer? 4.Wife: internal areas such as Shweikh or Abdallah AL-Salm. 5.Husband:(angrily)Are you crazy?Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ 6.Wife: What about other areas such as AL-Rawda,AL Sora,AL-Odyleyaà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. 7.Husband:I told you that we dont have price of one house in these areas as the smallest one costs about one hundred seventy but we need a large house containg three rooms at least. 9.Sarah:(the oldest daughter) I need a private room as Im a university student and cant study with my little daughters.Thus,we need gour rooms at least. 10.Ahmed(the oldest son): I also need a private room. 11.Abdallah and Abdalaziz(twins):we alsop need a private room and dont like to change our school where we have all our friends.What about buying in this area? 12.Wife:(angirly) you will go to a better school and make new friendships. 13.Husband:What s your opinion,my parents? 14.Grandfather: what can I say as you decided to desert us? 15.Father:No,father,you will come with us. 16.Grandfather: I wont leave my house. 17.Grandmother: I wont leave my house.how vabout staying with us as the house is very large. 18.Wife: What about selling your house inorder to be able to buy a large house in luxurious areasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 19.Husband: I dont admit that as it is unfair to my brothers so Ill buy a house at our expenses only. 20.Ahmed:Dewanya is the most important place inh the house where all men meet,isnt it? 21.Father:Yes,it is very important. 22.Wife:(angirly)Where willyou build a house? 23.Husband: May be,in Said Al-Abdalah 24.Wife:(exclaiming),in Al-jahra.Ive never visited it.What can I say to all friends and relatives. 25.Husband: It have decided to do that. 26.Grandfather: You can stay with us after we reconstructed our house as we cant live without you. 27.Grandmother:It is good.Then,you can stay here , wont change your schools and have your private rooms. 28.Wife:It is agood idea.Then,we can do business to get more money and buy the house which we like,cant we? 29.Daughters and Sons:It is great father,we will stay with gramndparents and wont change our school. 30.Husband: Ill think about this idea. Father, as a power holder, exercises control over contributions of all family members in conversation as follows; In the opening turn,father,as a power holder in the house, announced to other members of the family what he is thinking about and identify their contributions in this subject Id like to ask about your opinions..In turn(1)He told them that he needs to know their opinions about buying a new house so he allows them indirectly to start talking and participate in such a conversation. Again in turn(13),father practices control of power over discourse when he asks his parents to tell their opinions What s your opinion,my parents?.However,he gives equal instructions to all participants to tell their opinions explicitly about buying a new house but when he notices that grandparents are silent, he asserts his desire to know their own opinions in turn(13).Father evaluated a lot of contribution from other members of the family in turns(21) explicitly when he asserted the importance of Dewanya Yes, its very important as his son suggested and in turn (30) implicitly when he decided to think about this idea. Father used positive evaluations in order to encourage other participants to continue their contributions in conversation. These are considered as arrogant if father address equal partners or more powerful ones. Wife made series of questions in turns(6),(18),and (22) which indicates that wife fails to master power in discourse. This is an appropriate tactic to maintain a lot of control on conversation as he asks most questions which all members of the family answer and express their disagreement on some suggestions or ideas concerning a new house. Family members answers show that they adhere to rights of conversation.However,some people cant imagine that father as a power holder can be asked and answer questions in turns(7),(15) and (19).Thats because father provides some space to other members of the family to make conversation continue on longer term. Obligations of family members to contribute in conversation are emphasized in turns (14),(23) and (26) by a pause(marked by a space dot) where there is a brief silence in which all eyes are on this participant who are responsible to tell his opinion. In turn(5),father uses a negative question Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦which may be dependent on intonation or other circumstances of discourse. This question as if father suggested something before and wife contrasts this suggestion so his negative question makes his wife to look silly.Finally,in turns(25) and (30),father uses short sentences which seems to be hardly spoken as if he would like to end conversation as a power holder because he reaches his final decision concerning buying a new house or not. Question tags are used in (20)isnt it? and (28)cant we? which refers to the speakers suggestion but others may seem to disagree these suggestions. Question tags are used depending on intonation and other factors which affect conversation stream. Interruptions and overlaps occur in turns (6),(7) and (14) as constraints on content, relations and subjects arent well adopted. Wife and husband interrupted each others in these turns as if father fails to master power in discourse. Relations and subjects of the conversation are closely related as all these interruptions occur in the conversation. We have all types of constraints in this example. Concerning content, family members are required to tell their opinions about buying a new house. Relations are social between father and other family members. Subject positions include an aspirant father and other members of the family including grandparents. These constraints lead to particular forms of language. All constraints on discourse, whether content, subject or relation, dont appear to have direct control of power in discourse on other family members who participate in this conversation. When we examine conversation continum,we notice that father is the only responsible for giving all directive acts of speech particularly questions to other members of the family who are obliged to answer or at least give their opinions to father as a power holder over discourse. Family members play the role of fathers subordinate who must contribute by their views about topic of discussion which is buying a new house. Father doesnt control the discourse directly but family members are already constrained by conventions of discourse type which is previously identified. Although, father is a power holder who determines which discourse can be admitted, other powerful participants, such as a wife, can produce directive speech acts particularly making questions as what occurs in turns (6),(18) and (22) so wife as a powerful participant can indirectly constrain the participants by selecting the discourse type. The most important constraint is self-constraint as all participants adhere to conventions of discourse whether powerful or non powerful participants.However,father as the most powerful participant manages to master discourse very skillfully and provides space for other non-powerful participants to make their contributions or even interruptions in different degrees and distances. In turn(6),wife interrupts father not because she would like to do all the talking or control discourse but because she would like to relieve fathers anger from her previous contribution in conversation.However,in turn (7),father interrupts wife in order to control her co ntribution in the conversation as a power holder who has the right to practice power in discourse over other family members particularly his wife who should give correct participation as he expects. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Let us begin with a text where struggle is clear in an interview between a student(S) who is accused of making trouble at school and a teacher(T); 1.T: Why didnt you leave school at 2 p.m? 2.S: I didnt use to leave school immediately at 2.p.m. 3.T: Why is that? 4.S: That is clear, isnt it?I,m waiting for may classmates to go together. 5.T: Well. There arent any students at school at that time, are there? 6.S: No, none of students are there at that time, are they? what about .students who were collecting there? 7.T: That was last year.However,Iamnt convinced that you are innocent as you said.Hence,did you go to the court instead of going straight home? 8.S: I thought that my classmates might come to the court.Anyway,we usually meet at the court. In this conversation, the teacher exercises control over students contributions. They both adhere to rights and obligations of discourse which readers or listeners can expect in such an interview.However,I dont expect that a student asks a question and a teacher answers. Audience may expect that teacher exercises more control over discourse than all people expect. He tends to exceed his discourse rights and doesnt adhere to his obligations.Firstly,the student challenges teachers questions in two occasions(turn 2 and 4),instead of answering teachers questions directly.However,the student provides an answer to a question implicitly in (2) and introduced it after he challenges the teachers question in (4).In addition in (6),the student asks a question which the teacher answers as all listeners or readers dont expect. On the other hand, a student gives an answer in turns (6) and (8) which is irrelevant to what the teacher wants to know.However,all expect that the teacher can force the st udent to requirement of an interview or which should have a relatively formal setting but he deals with a teacher as a peer. It is evident in a students vocabulraystudents,collecting,the court,meet.Audience thinks that a student who uses these vocabulary Must be influenced by the interviews setting,occasion,power and distance which separates him from the teacher. The teacher maintains a lot of control on an interview as he asks most questions which the student answers fairly with some complaint. The students answers indicate some adherence to rights and obligations of conversation., The teacher, as a power holder, yields some ground to the student in order to pursue a strategy of a long term. This may be an interpretation of the teachers failure to immediate challenge to the students questions but he answers them and let his challenge pass as he accepts it. This example shows how a social struggle of power between a student who shows that he isnt affected by school authority as he challenges conventional constraints of discourse in such situations. There are three levels of social organisation;situational,institutional and societal. We have described what is going on a situational level.However,we havent a adopted a social pattern to which a student belongs to the same class of society as all young people so the teacher uses appropriate tactics which are standard for dealing with all individuals of his class. At institutional level, law and the family are similar institutions which shows the same struggle between young people as a social struggle at an institutional level as the school can be considered as a social institution. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Conclusion: In conclusion, some speakers have power in discourse as they exercise control on other participants of discourse. discourse is seen as a place where speakers exercise relations of power. On the other hand, power behind discourse is related to how relations of power constitute discourse order in society. Power cant be held by definite persons for ever but it is won and lost through social struggle. In my opinion, there is continuous inequalities between people, there is always power in discourse, power behind discourse and social struggle in discourse.

Orlick as the Dark Side of Pip in Dickens Great Expectations Essay

Orlick as the Dark Side of Pip in Dickens' Great Expectations Charles Dickens’ aptly titled novel Great Expectations focuses on the journey of the stories chief protagonist, Pip, to fulfill the expectations of his life that have been set for him by external forces. The fusing of the seemingly unattainable aspects of high society and upper class, coupled with Pip’s insatiable desire to reach such status, drives him to realize these expectations that have been prescribed for him. The encompassing desire that he feels stems from his experiences with Mrs. Havisham and the unbridled passion that he feels for Estella. Pip realizes that due to the society-imposed caste system that he is trapped in, he will never be able to acquire Estella’s love working as a lowly blacksmith at the forge. The gloomy realizations that Pip is undergoing cause him to categorically despise everything about himself, feeling ashamed for the life he is living when illuminated by the throngs of the upper class. These feelings are summed up in Pip’s utter disgust and hatred for the character of Orlick. To Pip, Orlick represents everything that he abhors about himself. When Pip sees Orlick he envisions what awaits him in the future; being ensnared in a life that he couldn’t bear. Orlick, in actualization, is Pip without his high expectations. But there is a much deeper and ominous aspect of the relationship between Pip and Orlick. Dickens uses the character of Orlick to symbolize the darkside of Pip. Pip’s innermost primal feelings and desires are represented through Orlick’s actions, which Pip is ultimately responsible for. These actions ultimately lead to the downfall of both men. In the first scene where we see Pip and Orlick together, there is ... ...eration. It’s ironic that if only Pip had followed through with the original expectations that he had set for himself instead of the supposed greater expectations that he hoped for, he would have been better off. Works Cited and Consulted Bell, Vereen. "Understanding the Characters of Great Expectations." Victorian Newsletter 27 (1965): 21-24. Dickens, Charles. Great Expectations. Ed. Janice Carlisle. Boston: Bedford, St. Martin's, 1996. Rawlins, Jack P. "Great Expectations: Dickens and the Betrayal." Studies in English Literature, 1500-1900. 23 (1983): 667-683. Millhauser, Milton. "Great Expectations: The Downfall." Dickens Studies Annual 2 (1972): 267-276. Rosenberg, Edgar. "Last Words on Great Expectations." Dickens Studies Annual 9 (1981): 87- 107. Sucksmith, Harvey Peter. The Narrative Art of Charles Dickens. Oxford: Oxford UP, 1970.