This Study Is Designed To Focus On The Effectiveness Of

This study is designed to focus on the effectiveness of school based sex education programs in order to prevent teen pregnancy and sexually transmitted diseases (STD’s)/human immunodeficiency virus (HIV)/ acquired immune deficiency syndrome (AIDS). School districts across the United States have been teaching sex education program, however each varies with the type of program that is taught. The number of adolescents who engage in sexual activities has declined in past years. Nonetheless, the United States being one of the most industrialized nations still has one of the highest rates of teen pregnancy. Risky sexual behaviors likewise attribute to the number of individuals who live with sexually STD’s/HIV/AIDS. Of high school students†¦show more content†¦Because abstinence-only programs have been deemed ineffective, it is critical that school districts consider a more comprehensive approach. This has become debatable with the issue of timing due to fact that ma ny believe earlier sex education can be correlated to an earlier onset of sexual intercourse. While some adolescents begin to receive some degree of sex education as early as fourth and fifth grades, other during middle school, and some in high school, much critical information goes untouched (Kenny, 2014). According to Somers Eaves (2002), various studies have been done in an attempt to evaluate the effectiveness of sex education programs and their impact on adolescents. While some have produced positive results others have found little to no impact. The main purpose of this study was to examine if the timing of sex education had an influence on the first encounter of sexual intercourse. Past theory has shown that some adolescents are unable to deal with sexual relations at an early age, while past literature suggests that some adolescents become educated after the fact (Somers Eaves, 2002, p. 25). Taking this information into consideration, it is suggested that earlier sex education can be related to less sexual behavior, thus engaging in intercourse at a later age. This is quite critical for parents to understand when consent forms are sent home for permission of their adolescents to participate during sex education. Many parents areShow MoreRelatedAIALS Case Study1708 Words   |à ‚  7 Pagesassessment learning systems that is designed for success, is â€Å"user-centered and addresses user-relevant issues at all stages in whatever form is appropriate† (Dillon, 1994, p. 19). This phenomena was supported by Hung et al. (2015) who indicated that a system that is well-designed should allow its users to navigate it easily, use its features and tools and respond appropriately to features of the systems. 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Secondly, It will discuss mindfulness, as it is defined in mentalRead MoreClinical Trials And The Medical Field1407 Words   |  6 Pagestrials are research processes that tes t the safety and effectiveness of various medical treatments using ethical means (â€Å"What are Clinical Trials†). They are performed to discover new, effective, and practical cures for many conditions including cancers. Whenever a new possible drug or potential cure is introduced into the medical field, it enters the clinical process in order to be analyzed and assessed for possible flaws and to maximize effectiveness. Clinical trials are essential to development in medicineRead MoreJuvenile Delinquency : A Serious Problem999 Words   |  4 Pagesbe the first step to combating this crime problem. There is potential to reduce future crime if the youths of today can be reached and helped with these programs. 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Essay about Love in A Midsummer Nights Dream - 920 Words

The Power of Love in A Midsummer Nights Dream Is love controlled by human beings who love one another or is love controlled by a higher power? There are many people who believe that a higher power has control over love. An example of a higher power would be a cupid, a flying angel-type creature who is supposed to shoot arrows at people to make them fall in love. There are other people who reject the idea that a higher power controls love and that the people who experience love can control it. In the novel, A Midsummer Nights Dream, by William Shakespeare, several examples of loves association with a higher power are presented. With the use of examples from the above novel, this essay will discuss the evidence that love is†¦show more content†¦Thesius authority is the higher power in this example and her love (in marriage) is controlled by the dukes authority by forcing her to marry him. Another example of a higher power controlling ones love can be seen when the relationship between Egeus and his daughter Hermia, is observed. In Act 1, when Hermia confesses her love for Lysander to her father, Lysander, Helena, Demetrius and Thesius, her father Egeus is very upset. Egeus is upset because Hermia is defying his wishes for her to marry the man that he chose, Demetrius. When Hermia objects to her fathers wishes, Egeus starts to threaten her life in an attempt to get her obedience, As she is mine, I may dispose of her/ which shall be either to this gentlemen/ or to her death, according to our law/ Immediately provided in that case (Act I, Pg 9). In this example, the higher power position is assumed by Egeus, Hermias father who is frustrated because his daughter wont marry the man of his choice but a man that she chose, Lysander. Her fathers anger causes Lysander and Hermia to run away, and be followed by Helena and Demetrius. The couples then end up in the Enchanted Forest where a whole series of events that mix up the lovers occur. After everything returns to normal, the couples return to Athens. Interestingl y, Lysander and Hermia end up marrying. The fact that Lysander and Hermia got married proves that love can also defeat a higher power. Hermia defied her father, the higher power and still endedShow MoreRelatedLove in A Midsummer Night’s Dream1043 Words   |  5 PagesLove in A Midsummer Night’s Dream Throughout the events which unfold in A Midsummer Night’s Dream, Shakespeare delivers several messages on love. Through this play, one of the significant ideas he suggests is that love is blind, often defying logic and overriding other emotions and priorities. Helena loves Demetrius unconditionally and pursues him despite knowing that he loathes her; conflict arises between Helena and Hermia, childhood best friends, over Demetrius and Lysander; and becauseRead MoreA Midsummer Nights Dream- Love1141 Words   |  5 Pages In the play, A Midsummer Night’s Dream, written by William Shakespeare, a literary technique known as â€Å"doubling† is used to convey entertainment, mystery and reality as the story line for Lysander and Demetrius, Helena and Hermia, Oberon and Theseus, and Titania and Hippolyta. †Doubling† shows indistinguishable personalities of each character but completely contrapositive background stories and actions. Lysander and Demetri us are completely identical except for their personality, actions, and theRead MoreTheme Of Love In A Midsummer Nights Dream1041 Words   |  5 PagesAn Analysis of Love in A Midsummer Night’s Dream Love within the modern society has taken on a flippant meaning, depending on the phraseology used around the context of the word. Love is used interchangeably with the idea that â€Å"I love apple pie† to â€Å"I love this new car† to the point in which the term love is devalued within our society. How can one say they love their spouse or children and not devalue the true meaning of this intent, when they claim to love apple pie as well? Within the playRead MoreTheme Of Love In A Midsummer Nights Dream907 Words   |  4 PagesA Midsummer Night’s Dream Essay There are several types of love that can be found within the play, â€Å"A Midsummer Night’s Dream† by William Shakespeare. I will cover the following three types of love found in the play, forced love, romantic love, and parental love. In the play Shakespeare actually tries to show the audience just how fickle love can be and even goes out of his way to poke fun at those who cannot let go of the love that they feel for another person. Another concept that ShakespeareRead MoreEssay on Love In A Midsummer Night’s Dream524 Words   |  3 Pageselements as well as characters Puck and Oberon, the true message of love in William Shakespeare’s A Midsummer Night’s Dream is revealed. The four lovers know the direction in which their hearts are inclined to turn, but when the love potion is administered, the bounds of their rectangle are thrashed without knowledge or consent. The rapid shifts in affection between the play’s â€Å"four loversâ⠂¬  is representative of the idea that love isn’t a conscious choice, but a cruel game in which we are the figurinesRead MoreTheme Of Love In A Midsummer Nights Dream704 Words   |  3 PagesShakespeare’s A Midsummer Night’s Dream central theme of love A common theme in literature is love. Love can take hold in an instant and can make you do things you never would have done otherwise. Love appears in several different ways in Shakespeare’s A Midsummer Night’s Dream. Hermia and Lysander show true love, while Helena demonstrates unrequited love. Titania and Bottom presents us with magic love. In the play, love is also the cause of a few broken hearts. While there is no one common definitionRead MoreMidsummer Night’s Dream: The Power of Love1260 Words   |  6 Pages Love is a powerful emotion, capable of turning reasonable people into fools. Out of love, ridiculous emotions arise, like jealousy and desperation. Love can shield us from the truth, narrowing a perspective to solely what the lover wants to see. Though beautiful and inspiring when requited, a love unreturned can be devastating and maddening. In his play, A Midsummer Night’s Dream, William Shakespeare comically explores the flaw s and suffering of lovers. Four young Athenians: DemetriusRead MoreThe Theme Of Love In A Midsummer Nights Dream755 Words   |  4 Pageshaving a cheerful ending. A Midsummer Night’s Dream is a comedy with a theme of love’s difficulties. Articulating the theme, Lysander, one of the main characters, states, â€Å"The course of true love never did run smooth,† (I.i.134). Female characters of the play, Hermia, Helena, Hippolyta, and Titania, have a significant role in the delivery of the theme of love’s difficulties. Hermia, the â€Å"disobedient† daughter of Egeus, has much in common with today’s females. She let love and the potential of happinessRead MoreTheme Of Love Gone Love And A Midsummer Nights Dream1892 Words   |  8 PagesLiterature Theme Comparison Love is a popular theme in a multitude of literature pieces throughout the times. Forbidden love seems nearly as popular as does love gone wrong and unconditional love. Two tales that contain the theme of forbidden love, the theme of love gone wrong, and the theme of unconditional love are: William Shakespeare’s A Midsummer Night’s Dream and Fay Weldon’s â€Å"IND AFF or Out of Love in Sarajevo.† Though these stories were both written many years apart, they have a commonalityRead MoreDifferent Types of Love in Midsummer Night’s Dream1508 Words   |  7 PagesTypes of Love in Midsummer Night’s Dream Love and lovers, both can be described as many different things. William Shakespeare shows us this in his play, A Midsummer Night’s Dream. In this play we see all types of love, from passionate love to foolish love. Along with this we also see different types of lovers and pairs. Examples of these lovers come from pairs like, Hermia and Lysander, Demetrius and Helena, Titana and Bottom, and Oberon and Titana. It seems that in A Midsummer Night’s Dream, Shakespeare

Motivating Children in the Classroom Free Essays

Motivation plays a significant role in the growth and development of children. Well-motivated students are able to accomplish assigned tasks and responsibilities and generate desirable learning outcomes. This idea is based on the premise that children who do not exert effort and lack the ability to cope up with the challenges of classroom learning do not perform well academically. We will write a custom essay sample on Motivating Children in the Classroom or any similar topic only for you Order Now Children must be able to understand the importance of effort and acknowledge their capability of accomplishing their tasks during classroom instruction. (Alderman, 2004) This is where the role of the teacher, the educational institution, and the stakeholders come in. The classroom environment must foster learning and education, as well as good working atmosphere for the comfort of the students. Teachers should display desirable characteristics and views that are motivating for the children. Moreover, stakeholders, such as the parents, government, religious institutions, etc. must be able to provide a community for the children that support their education and their learning environments. However, since the teacher actively involved in education and the learning process, he must be able to take on multifarious roles and incorporate numerous strategies and techniques in order to promote education and learning to the children by motivation. The foundation of the children’s involvement in their education is feeling the sense of belongingness and comfort within the confines of the learning environment. Providing a learning environment that is adaptable to the child and an institution, which fosters desirable social interactions and relationships, becomes a primary motivation for children to attend school. (Alderman, 2004) Therefore, the classroom environment must be structured in such a way that it is built on the relationship of each child with the other, and the teacher to the children. Developing this kind of relationship is influenced by open communication and social interaction through group activities. Moreover, the teacher should be able to grasp a thorough knowledge of the psychology of a child in order to set relevant instructional tools and strategies that are appropriate to implement for children. This includes the knowledge of several learning theories that might be instrumental for motivating children. Some of these theories include the cognitive theory, social cognitive theory, behavioral theory, humanist theory, cognitive-behavioral theory, etc. These theories seek to explicate how the minds of children work and how they behave. This understanding shall help the teacher design a motivational plan that targets the specific needs and demands of children. (McInerney, 2000) Classroom motivation may differ depending on the nature and scope of the course. Taking a look at how motivation is implemented in Physical Education, it is observable that it greatly differs with other courses, such as language arts or science for instance. One good thing about Physical Education is that it supports social interaction, cooperation, and teamwork, which is the foreground of motivation among children. The challenge for children in this particular course is the goal or the objective to achieve in the tasks and activities of Physical Education. The danger in this concept lies in the tendency of students to become uninspired in learning when they experiencing loss or failures. However, in some instances, losses or failures enhance motivation and pushes children to learn more and try harder in order to attain success through persistence. (Hardy Mawer, 1999) The Physical Education teacher should be able to determine individual attributes of the children in order to determine what motivates them in the course. Children who are uninspired by failures should be made to experience success in order for them to gain at least an ounce of confidence and drive to get involved with the tasks and activities of the course. Setting of specific goals or objectives is also instrumental in motivating children in Physical Education. If the teacher sets our clear goals that children should accomplish, they are motivated to get up and moving in order to accomplish the particular goal. Experiencing success in the realization of goals and objectives provide the students with the sense of worth and aptitude. (Hardy Mawer, 1999) Motivation does not only concentrate with the ability of the teacher to encourage positive performance outputs, or the character of children to get motivated by classroom instruction. It is also dependent on the activities, which are involved during classroom instruction. The implementation of various activities and a lot of choices or alternatives is instrumental in rousing the interest of children. Since the preference of children is varied, it is always recommended to provide varied activities that children can choose from. Through this, they are able to explore new and exciting activities, from which they can determine their strengths and weaknesses and identify what truly interests them. Moreover, this type of activity setting creates the desire for mastery and goal accomplishment. (Hardy Mawer, 1999) The most important thing in teaching Physical Education is to motivate them to acquire the necessary skills and knowledge wherein the goals and objectives of the particular course are grounded. The implementation of various games is necessary in order to motivate them, through the light and fun nature of games and activities, with the incorporation of values and academic knowledge within these particular games and activities. There are a lot of skills and abilities that Physical Education may teach, provided the teacher keep the children well motivated by incorporating fun and interesting games to the lesson. For instance, there are games that teach sportsmanship, the skills of following instructions, math and spelling skills, acting, interest in reading stories, etc. Involving these kinds of activities does not only motivate them, but increase their chances of learning more, in terms of the academic and moral aspects of learning. (Clements, 1995) References Alderman, M. K. (2004). â€Å"Motivation for Achievement: Possibilities for Teaching and Learning.† Questia Media America, Inc.: Lawrence Earlbaum Associates, 336 pgs. Clements, R. L (1995). â€Å"Games and Great Ideas: A Guide for Elementary School Physical Educators and Classroom Teachers.† Questia Media America, Inc: Greenwood Press, 366 pgs. Hardy, C. A. Mawer, M. (1999). â€Å"Learning and Teaching in Physical Education.† Questia Media America, Inc.: Falmer Press, 240 pgs. McInerney, D. M. (2000). â€Å"Helping Kids Achieve Their Best: Understanding and Using Motivation in the Classroom. Questia Media America, Inc.: Allen Unwin, 123 pgs.    How to cite Motivating Children in the Classroom, Essay examples

How does Dickens create striking and memorable characters in Great Expectations Essay Example For Students

How does Dickens create striking and memorable characters in Great Expectations Essay The way Dickens uses striking and memorable characters in Great Expectations is the way he published the story. He wrote an extract at a time and then published it in some magazines so the reader would have to read the next issue to find out what happened. The way he made the audience want to decide to read the next issue was by making the characters striking because he needed the money so this way was effective in selling his story and magazines. Dickens uses a social statement to the audience and telling us what the world was really like and what was happening around when we dont notice. In the story, Pips social background was that he was an orphan because his mother and father were dead. He also lived with his sister and her husband Mr and Mrs Joe Gargery. Pip and his sister had a big difference in age. Pips sister was horrible to both Pip and Mr Joe Gargery in the way she use to shout at the both of them, order them around and she use to beat Pip. Pip was educated a little because he use to be able to read and write. Pip also use to have a lonely life because he use to live in an isolated house which was located on farmland in the middle of nowhere. The people he knew were horrible to him and use to bully him around except for Mr Joe Gargery. When he is at the graveyard visiting his familys graves, a big man called Magwitch jumps out on him and terrorises Pip and Dickens uses exclamation marks after everything which Magwitch says. Hold your noise! And Keep still, you little devil, or Ill cut your throat! Dickens uses exclamations to show that he is being quick and serious and wont be slowed down. Also the language that Magwitch uses towards Pip tells us that he is trying to manipulate Pip. Keep still, you little devil, or Ill cut your throat! Dickens uses this language for Magwitch to make him look big and scary towards and compared to Pip. Magwitch bullied Pip into getting food and tools because Mr Joe Gargery is a blacksmith, and Magwitch is a convict so he needs tools to get the chain of his leg and he needs food because he must be starving, because he has run away from prison. Another way Pip is manipulated by Magwitch is the way Magwitch says that he knows where Pip lives and will not be able to his from him. That young man has a secret way pecoolier to himself, of getting a boy, and his heart, and at his liver. Dickens language here says that Magwitch is not lonesome and that Pip will not be able to hide so there is nothing that Pip could do except get the food and tools. Pip then gets caught because Mrs Joe Gargerys pie was taken and she noticed and Pip got the blame so she started beating him. Pip had no choice whichever he chose was a bad one because he got beaten by his sister and if he didnt get the food he would have had his heart ripped out. Dickens uses a lot of descriptive language on Pip but there is not a lot of expressive language on what he looks like. Undersized for my years, and not strong. This shows the size disparity between Magwitch and Pip showing that Magwitch has the power to control. The small bundle of shivers, shows that again he is small and that he is shaking because he is scared of Magwitch. The story was narrated by Adult Pip looking back on his childhood. It was a 1st person dialogue using language such as I and Me. The start of the story his identity was exposed by telling us his name and his nickname. Using language such as memorable raw afternoon towards evening sets the atmosphere. .ud8790fc9b9c03aaf56c8504886bee0db , .ud8790fc9b9c03aaf56c8504886bee0db .postImageUrl , .ud8790fc9b9c03aaf56c8504886bee0db .centered-text-area { min-height: 80px; position: relative; } .ud8790fc9b9c03aaf56c8504886bee0db , .ud8790fc9b9c03aaf56c8504886bee0db:hover , .ud8790fc9b9c03aaf56c8504886bee0db:visited , .ud8790fc9b9c03aaf56c8504886bee0db:active { border:0!important; } .ud8790fc9b9c03aaf56c8504886bee0db .clearfix:after { content: ""; display: table; clear: both; } .ud8790fc9b9c03aaf56c8504886bee0db { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8790fc9b9c03aaf56c8504886bee0db:active , .ud8790fc9b9c03aaf56c8504886bee0db:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8790fc9b9c03aaf56c8504886bee0db .centered-text-area { width: 100%; position: relative ; } .ud8790fc9b9c03aaf56c8504886bee0db .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8790fc9b9c03aaf56c8504886bee0db .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8790fc9b9c03aaf56c8504886bee0db .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8790fc9b9c03aaf56c8504886bee0db:hover .ctaButton { background-color: #34495E!important; } .ud8790fc9b9c03aaf56c8504886bee0db .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8790fc9b9c03aaf56c8504886bee0db .ud8790fc9b9c03aaf56c8504886bee0db-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8790fc9b9c03aaf56c8504886bee0db:after { content: ""; display: block; clear: both; } READ: Society today EssayThis sentence means that it was a memorable but eerie time of day and also sad but it was late afternoon going into evening. This just says that the place where Pip lived is a very boring place but he can remember everything including the scenery around his house. Pips relationships with other people was very good and he was full of manners even when people were being horrible to him and ordering him around, such as Tell us your name! , yes sir. This shows that Pip was bought up in a respective manor and he respected his elders and everyone else but also he had some sort of education. The word sir shows that even though Magwitch is horrible to him, he still has respect for everyone. Magwitch is a convict who has escaped from prison. He escaped because he was about to get transported to Australia, where they send convicts to hang them. The way he was described said everything about him. There was a list just describing what he looked like had happened to him. A man who had been soaked in water, and smothered in mud, and lamed in stones, and cut by flints, and stung by nettles, and torn by briars. This just tells the audience that he had been roughly treated and had it on the run for some time, and that it looks like he has got it in for Pip and he is going to take his anger out on Pip. He was obviously hungry because he ordered Pip to go and get his some food and that he was threatening to eat Pip like a monster. Once again the quote like a monster tells us the size difference between Pip and Magwitch. In addition he must be desperate by scaring a little powerless boy and making Pip get the food and tools that Magwitch needed. The punishments for Magwitchs actions are very severe and Pip couldnt imagine what Magwitch has to go through, including a Gibbet which is where people get hung there and also left to rot to warn people about breaking the law. That is what Pip was imagining that would happen to Magwitch is Pip didnt get the food and tools he needed. The relationships that Magwitch had with Pip was very cruel but he was being very intelligent in the way that he was manipulating him to think that he could do nothing else. A boy may lock his door, may be warm in bed, may tuck himself up, may draw the clothes over his head. This just says that if Pip did not get the food it would mean that he couldnt hide from Magwitch. He is very cunning in the way that Magwitch says that he will never be able to hide from him. When Dickens writes about Magwitch he describes him by saying what he looks like has happened to him. For example it says he looks like he has been hurt and looks tired and a whole list on him on line 35 of extract 1. In addition this indicates that he looks like he has had it bad and everything has been thrown at him. The dialogue used for Magwitch tells us that he is controlling, working class and not very well educated. Partickler, Dickens uses phonetic spelling to tell us that Magwitch isnt well educated and he is working class. Hold your noise! Dickens uses exclamations to show that he is overpowering and a hard talker. It shows he is impatient because it is after everything he says. Magwitchs setting is very dull and very boring but suggests that he is dangerous. The marshes tell us that he lives rough and has a dull life. Long, angry, red lines and dense black lines. This proposes that he is a dangerous man by the colours and their associations. It creates an ominous atmosphere. .u004deb4aba70fa257b5183bb8e3b0524 , .u004deb4aba70fa257b5183bb8e3b0524 .postImageUrl , .u004deb4aba70fa257b5183bb8e3b0524 .centered-text-area { min-height: 80px; position: relative; } .u004deb4aba70fa257b5183bb8e3b0524 , .u004deb4aba70fa257b5183bb8e3b0524:hover , .u004deb4aba70fa257b5183bb8e3b0524:visited , .u004deb4aba70fa257b5183bb8e3b0524:active { border:0!important; } .u004deb4aba70fa257b5183bb8e3b0524 .clearfix:after { content: ""; display: table; clear: both; } .u004deb4aba70fa257b5183bb8e3b0524 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u004deb4aba70fa257b5183bb8e3b0524:active , .u004deb4aba70fa257b5183bb8e3b0524:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u004deb4aba70fa257b5183bb8e3b0524 .centered-text-area { width: 100%; position: relative ; } .u004deb4aba70fa257b5183bb8e3b0524 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u004deb4aba70fa257b5183bb8e3b0524 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u004deb4aba70fa257b5183bb8e3b0524 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u004deb4aba70fa257b5183bb8e3b0524:hover .ctaButton { background-color: #34495E!important; } .u004deb4aba70fa257b5183bb8e3b0524 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u004deb4aba70fa257b5183bb8e3b0524 .u004deb4aba70fa257b5183bb8e3b0524-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u004deb4aba70fa257b5183bb8e3b0524:after { content: ""; display: block; clear: both; } READ: My last duchess EssayMiss Havishams background hints that she is a lonely old woman. White. The repetition of white used in the extract tells us that she is very old and there is nothing much to describe about her. Dressed in rich materials. This is advising us again that she is rich because the way Dickens tells us about what expensive things she has and how many times he tells us. Her actions are making a picture for us that she is depressed. Also, she tries to get self-pity from Pip because her fianci e is away. What do I touch? Your heart Broken. This is trying to get Pips sympathy for herself so she is acting in a selfish way as well. The voice that you can imagine is very questioning. Anything else? The repetition shows that she is always pressuring Pip into answering her, almost like bullying him. The way it looks like it has affected her sanity makes us think that the love that she lost was the most important to her. It is as if time hasnt moved since it has happened. The clothes she is wearing as she is half-ready and she is living in Darkness. Cobwebs everywhere and looking skinny and rotten. She is very selfish in the way she orders Pip around and the way she thinks that she is better than he is. Disdain and Contempt. This sort of language that Dickens uses for Miss Havisham makes Pip feel contempt about himself and she has changed the way he thinks about himself since he has been at her house. Miss Havishams language towards Pip makes him feel different about the one person that is nice to Pip. Altogether I think that the most effective way Dickens creates the memorable characters is the way he writers about everyone treating each other. He makes it like real life to tell everyone, such as the audience, that it is happening around us but we dont realise it.