Why is Nancy such an important character in the novel Oliver Twist? Ess

Why is Nancy such an important character in the novel Oliver Twist? Nancy is a character whose personality is two sided, despite the fact that Nancy is a prostitute. Readers like Nancy even despite her faults because she has two personalities. There are many reasons why Nancy is such an important character in the novel. One of the reasons is that when you see her, she is described as if she wears a lot of make-up, has a lot of hair and that she doesn’t keep her self organized (tidy). At that time, this wasn’t respectable for a young woman. This gives the reader the impression that Nancy is a prostitute, who is just a low life woman trying to make a living. The connection between Oliver and Nancy in the novel truly shows how Nancy’s personality is. E.g. Most people would recognize Nancy for who she is, by her looks most likely. But Oliver doesn’t see Nancy this way, he sees her as a friend and a nice lady. This tells you that Oliver & Nancy are both innocent and because of this innocence, Nancy wants to help Oliver. As the story starts to develop, you get the idea that Nancy has another more caring side to her. This side is shown on page 142 where Nancy says to Bill Sikes, that he’ll have to go through Nancy before he can attack Oliver with the dog, Bullseye. This shows that she cares for Oliver and that she doesn’t want Oliver to get hurt in any way. Also an alternative way to tell that Nancy has a better side to her, is when she says to Bill Sikes that he can smash her head against the wall, but she won’t let him touch Oliver. At this point in the novel, Nancy feels a great bond with Oliver, in which she cares for him and doesn’t want him to get hurt. Dickens in this novel builds up sympathy fo... ...is own way, by provoking Sikes to kill Nancy. Just before Nancy is killed she is happy to see him because Dickens writes â€Å"It is you, Bill† said the girl with the expression of pleasure when he returns. This proves that she has two sides to her character because she spoke to Rose Maylie, she does not betray her friends. Nancy always tries to find the best way, and that also meant making sure she doesn’t betray her friends. This makes Nancy probably the most realistic character out of them all, mainly because of her two sided personality and because she develops the story and how she cares for Oliver. Because Nancy’s character is not too bad and not too good, it makes the story more realistic and believable. She is one of the characters who like Oliver and the only one with a true personality and in a way the only character who expresses her feelings.

Burke Litwin 1992 Essay

Change is depicted in terms of both process and content, with particular emphasis on transformational as compared with transactional factors. Transformational change occurs as a response to the external environment and directly affects organizational mission and strategy, the organiz. ation’s leadership, atid culture, lit ttirn, tfie transactional factors are affected—strtictute. systems, management practices, and climate. These transformational and transactional factors together affect motivation, which, in turn, affects peifornumce. In support of the model’s potential validity, theory and research as wellaspraetke are cited. Orgatiization change is a kind of chaos (Gleick. 1987). The number of variables changing at the same lime, the magnitude of environmental change, and the frequent resistance of human systetns cteate a whole confluence of ptocesses that are extremely difficult to predict and almost impossible to control. Nevertheless, there are consistent patterns that exist—linkages among classes of events that have been demonstrated repeatedly in the research literature and can be seen in actual organizations. The enormous and pervasive impact of culture and beliefs— to the point where it causes organizations to do fundamentally unsound things ftom a business point of view^would be such an observed phenotnenon. To build a most likely model describing the causes of organizational performance and change, we must explore two important lines of thinking. First, we must understand more thoroughly how organizations function (i. e. , what leads to what). Second, given our tiiodel of causation, we must understand how organizations might be deliberately changed. The linkage typically is in the direction of theory and research to practice: that is. to ground our consultation in what is known, what is theoretically and empirically sound. Creation of the tnodel to be presented in this article was not quite in that knowledge-to-practice direction, however. With respect to theory, we sttongly believe in the open system framework, especially represented by Katz and Kahn (1978). Thus, any organizational model that we might develop would stem from an input-throughput-output, with a feedback loop, format. The tnodei presented hete is definitely of that genre. In other wotds. the fundamental framework for the model evolved from theory. The components of the model and what causes what and in what order, on the other hand, have evolved frotn our practice. To risk stating what is often not politic to admit in academic circles, we admit that the ultimate development of our causal model evolved from practice, not extensive theory or tesearch. What we are attempting with this article, therefore, is a theoretical and empirical justification of what we clearly believe works. To be candid, we acknowledge that our attempt is not unlike attribution theory—we are explaining our beliefs and actions ex post facto: â€Å"This seemed to have worked; I wonder if the literature supports our action. † Our consulting efforts over a period of about 5 years with British Airways taught us a lot^—what changes seemed to have worked and what activities clearly did not. It was from these experiences that our model took form. As a case example, we refer to the work at British Airways later in this article. For a more recent overview of that change effort, . see Goodstein and Burke (1991).

Home School vs. Public School Essay

I prefer home schooling over public schooling; which one do you prefer? There are both pros and cons for both Home Schooling and Public Schooling. I am going to explain this all to you in my essay. I personally was home schooled for a few years during middle and high school. All of elementary school and part of middle school I went to a regular school. My reasoning for choosing to be home schooled is I have Agoraphobia which is an anxiety disorder caused by situations where people perceive the environment as being difficult to escape or get help. As soon as I would walk into a class room I would have a panic attack. One thing I liked about public school was being able to play volleyball. I loved playing it for the little bit of time that I was in middle school. Even though I wasn’t really all that great, So I didn’t play very much. That is one con of being home schooled. You cannot play sports affiliated with any school. A pro for public schooling is you have a group environment to learn in with others to help you. On the other hand with home schooling you are on your own. In home schooling you have less choices of curriculum as you would if you were going to public school. You also have more diversity in public school. When going to public school you have a higher student to teacher ratio, now with home schooling there is a small teacher to student ratio. In home schooling you are free to choose your schedule, as in public school your schedule is strict and chosen for you. Public school chooses the curriculum for you. Unlike in home schooling you can choose your own. There are now roughly millions of children being home schooled. Being home schooled teaches students to be independent in their learning choices. Sometimes home schooling can be more expensive than going to public school. Teachers are not always qualified to teach all subjects, and colleges sometimes have stricter admission policies concerning home schooled students. It is also harder to provide social interaction when being home schooled. Like I had stated before I prefer home schooling but everyone has their own opinions. This is the reason why I have enrolled myself into the University of Phoenix online. So that I can have the flexibility of my classes, this way I can work around my everyday life and not miss out when it comes to spending time with my boys. I hope that the information in my essay was helpful to you.

Impact of political ideologies on education policy Essay

Introduction Political parties with widely divergent views have a serious impact on government policies. If the government changes from extreme right to extreme left policies with every election, it would be impossible to make long lasting policies. A left-wing government may like to keep major resources in public hands while the right wing government may have a policy of promoting privatization. Fortunately, while this often is the case in emerging democracies, the countries of developed world have managed to establish certain common policies accepted by all major parties and a change of government does not mean political upheaval any more. In United Kingdom, policies of two main parties, the Labour and the Conservatives had considerable differences in their perception of how the country should be governed. Conservative party believes in market economy while the Labour party was considered a left of center party with socialist leaning. Both of these parties have elements, which have; extreme right views in the case of Conservative Party and extreme left wing view in the case of Labour party. Over the years these difference have narrowed considerably and the present Blair’s government policies of ‘New Labour’ are a far cry from the leftwing policies of the past. United Kingdom is a social welfare state and the public policy dealing with the social issues and programs plays an important role in the administration of government functions. The important elements of UK social policy are Social Security, Health, Housing, Education and Personal Social Services (welfare and children) [Alcock, 1996]. Both major political parties have their own views on the direction social policy should take and while maintaining the basic structure, both parties try to implement their own political ideology in reforming/modifying the social policies. As an example, when Margaret Thatcher’s Conservative government was in power, it favoured private ownership of housing and privately rented housing, while the Labour government before her promoted public sector housing under the local councils. The social policy in the education sector has also been affected by the political ideologies of the ruling parties, For example, grant maintained schools set up by Conservatives Government under the 1988 Education Act were abolished by the 1997 Labour Government. Government policies have an immense effect on education involving huge resources. This essay reviews the impact of political ideologies of the ruling party on education policies since 1945. Butler’s Act Implementation Begins after 1945 The 1944 Education Act also known as Butler Act laid the foundation of the present system of education policy. The Act basically replaced all previous legislation and became the basis of post World War Education Policy. The implementation of the policy began with the first post World War Elections in 1946, when Clement Attlee’s government came into power. Attlee’s cabinet had Ellen Wilkinson as the Minister of Education as the Act had abolished the previous control by the Boards of Education and introduced a Ministry of Education. The new policy introduced compulsory education from the age of 5-15 with support services, such as milk, transport and medical support for children in the age group. Religious education was made compulsory but parents were given the right to withdraw their children from religious education. Local Education Authorities were to govern the system on a local level and managed by a Chief Education Officer appointed by the LEAs. The secondary education from 1946 onwards was said to be based on a ‘tripartite system’, Grammar Schools for the most able students selected based on a placement test at age 11, Secondary Modern Schools for the rest. The third category of Secondary Technical Schools was specified in the new Education Policy but very few schools of this type were actually opened. Until the end of World War 2, a national unity government (Coalition government headed by Conservative Winston Churchill) ruled the country and education was considered a non-partisan issue. However the differences in the education for ordinary people in congested, large class rooms in old buildings on one hand and high class English private education for the privileged elite was producing two very different category of citizens. This kind of education could not be a part of Labour politics. In the first election after the Second World War, the Labour party won a landslide victory and had the task of implementing the 1944 Education Act. Governments 1946 – To date In order to study the impact of political ideologies on education we need to compare the education policy with the government in power to monitor the effect of party politics on education policy. This information is presented below [Gillard, 2004a]: Period Prime Minister Political Party/Parties July 45- Oct 51 Clement Attlee Labour Oct 51 – Apr 55 Winston Churchill Conservative Apr 55- Jan 57 Anthony Eden Conservative Jan 57- Oct 63 Harold McMillan Conservative Oct 63 – Oct 64 Alex Hume Conservative Oct 64 – June 70 Harold Wilson Labour. June 70 – Mar 74 Edward Heath Conservative Mar 74 – Apr 76 Harold Wilson Labour Apr 76 – May 79 James Callaghan Labour May 79 – Nov 90 Margaret Thatcher Conservative Nov 90 – May 97 John Major Conservative May 97- To date Tony Blair Labour As we see from the above Table, during the last 60 years the two main parties in power have been Conservative party who believe in far-right to right of center politics [The Right Approach, 1976], and the Labour party which believes in socialist, left-of- center politics. The present Labour government can be considered as a Centrist party with its slogan of ‘New Labour’. The third major political party is the Liberal Democrats, which has a major influence in the country but has not been in power during the last 60 years. The nearest taste of power the Liberals had was in the Callaghan Government when the Labour party needed to form an alliance with them. Political Ideology & Education Policy Playing Politics with Education The governments in power have always used education to promote their political objectives. It is said that the reason behind the mass education plan of 1880 was not a concern to promote equality and education among the masses but due to a fear of civil disorder. When the unemployment became high in 1960s, the government fearing further unemployment as new 15 years old coming out of school will flood the market decided to raise the school leaving age to 16. The proposal of raising the school leaving age was originally made in the 1944 Butler Act but not acted upon by any government since 1946 [Chitty, 2004]. In the Education Act 1993, schools were made more accountable for the levels of performance of their pupils When the problem children in schools started impacting the school results, the idea of segregating â€Å"pupils with problems† was introduced to remove this source of embarrassment from the schools [Department of Education,1994]. The political ideologies and diverting the impact of political consequences of other factors have thus affected the education policy. Intelligence Tests Debate The placement examination in educational institutions consider the IQ at least a part of the assessment process. The assumption that IQ is a true measure of a person has been often questioned as children with social disadvantage often have a lower IQ compared to the children of wealthy, educated and socially established families. The IQ test gives an undue advantage to children who receive attention from early childhood while children living in poor, uneducated families appear to be at a disadvantage in these tests. The IQ tests have often been disputed, as they appear to have a class and racial bias. The selection at 11 years for Grammar schools was seen as biased as research in 1960s had questioned the theory of inherited intelligence. The Labour party, being a party of trade unions and the poor questioned the validity of IQ tests while Conservatives advocated the validity of IQ tests as based on precise science. Neutralizing Local Education Authority The post 1945 Education policy empowered Local Education Authorities (LEAs) to administer education at the local level. The local authorities of some regions are traditionally not pro Conservative Party and often were a source of embarrassment for the Central Government. The 1988 Education Act brought by the Conservative party attempted to take away the powers of LEAs. The Conservative government of Margaret Thatcher and John Major passed 1988 and 1993 Education Acts to have central control while neutralizing the LEAs. [Garner, 1998] pointing to the lack of discussions and building of consensus in drafting the education policy states, â€Å"The 1988 Education Act contained 238 clauses and took more than 360 hours of parliamentary time to debate. Its enactment gave the Secretary of State 415 new powers across the spectrum of educational provision. None of these were without controversy, resistance being most notable at local levels. â€Å"[Garner, 1998]. The Education Act 1986 reduced the powers of local government in administering education. The representation of local authorities on school boards was reduced and political indoctrination in local education was forbidden. The powers of local authorities were further reduced by creating city technology colleges and by giving Manpower Services Commission more powers in educational activities. Through these changes, the Conservative government succeeded in â€Å"stripping power from LEAs, thereby largely ridding itself of what had become, during the post-war period, a major source of dissent and criticism of central government action. † [Garner, 1998]. However, LEAs continued to have many of the old responsibilities such as education for children excluded from schools due to behavioural problems but the 1988 Act stripped their powers and resources to meet their responsibilities. â€Å" Opponents of the legislation have argued that, in bringing the ruthlessness of the marketplace into education, the first groups of children to feel the effects have been the disadvantaged and those children who have learning difficulties† [Garner, 1998]. The Conservative political ideology had a major impact on the education policy during the Thatcher and John Major rule. Comprehensive Schools When Labour Government (1964-70) decided to reorganize secondary education by introducing comprehensive education, many local Conservative Councils opposed the move. The proposed measure could not be implemented during this government and remained shelved until 1974 during the Conservative rule of 1970-74. When Labour came to power in 1974 the comprehensive school plan was revived and despite many disputes with the local Conservative Councils (Tameside dispute) was made compulsory in 1976. Introduction of Comprehensive schools improved the quality of normal school at the expense of Grammar schools and affected the quality of education. Grant Maintained School The market based education policy of the Conservative party had a major impact on education policy. The grant-maintained school created under the Education Reform Act 1988 allowed schools to opt-out of the LEA system to gain control over their finances and admission policy. Provisions of 1988 and 1993 Act were further modified in Education Act 1996 [Grant maintained Schools, 2007]. The number of these schools was small in comparison to LEA maintained schools, 1196 schools (5% of total) of all types (primary, secondary, special) opted for Grant maintained school while 21912 stayed under LEAs. The Labour party was opposed to the grant-maintained schools, as it would have created different standard of education while being maintained by the government grants. Labour Government abolished the grant-maintained school in 1998 under the School Standard and Framework Act 1998 and returned the control to LEA. The New Labour ‘Education Policies’ Labour party remained out of power for almost 18 years (May 79-May 97). The New Labour had to modify its policies of left of center to become acceptable to the electorate. This policy has worked and the Labour Party with its modified centrist policy has remained in power since May 97. The effect of the centrist policies on education has been more or less a continuation of the Conservative policies and it appears that finally a change of government will mean only minor policy changes in education. The comprehensive school and uniform education for all so vigorously advocated by Labour politics of the past is not under favour now. The new Labour policy now is ‘standards not structures’ meant continuing with selection policies of Grammar, secondary modern and comprehensive were continued by new Labour [Benn & Chitty, 1996]. Comprehensive schools, a symbol of uniform education are gradually being dismantled as the Government has announced conversion of many of these schools to specialist colleges; schools could win special status by wining business sponsorship. Under the new Labour policies, schools will be allowed to 10% of their pupils through competitive selection, grants based on performance and ‘name and shame practice of under performing schools were all the policies of the past Conservative governments. It appears that the two main parties have now found a common ground in social policy for education and finally the changes in education policies expected with change of government due to political ideologies will become history. Discussions & Conclusions The political ideologies of the left and right have had a major influence on the education policy during the last 50-60 years. The Labour party policy on education advocated a uniform standard of education for all to allow all sections of society an equal chance to develop their abilities. The Conservative policy advocated selective education for the more intelligent, market based reform of education system and parents to educating their children in private schools. The political ideologies of the political parties in power since 1946 had a major impact on the education system of the country. Changes such as comprehensive schools, selection of people for schooling of differing standards, grant based education system, empowering LEAs by one government and removing most powers of LEA by the next government have not been in the interest of education. The Labour party now in power has recognized that their voters are not prepared for the left of center government policies and it now appears that both parties will be following similar policies in education and the changes of the past will become less common. Bibliography 1. Alcock, P. , (1996), Social Policy in Britain : Themes and Issues, Macmillan 2. An introduction to Social Policy, [Online] retrieved from Internet on February 1, 2007, http://www2. rgu. ac. uk/publicpolicy/introduction/uk. htm 3. Benn C and Chitty C (1996) Thirty Years On – is comprehensive education alive and well or struggling to survive? London: David Fulton Publishers 4. Chitty C (2004) Education Policy in Britain Basingstoke: Palgrave Macmillan 5. Department for Education, (1994), Pupils with problems: Circulars 8/94 – 13/94, London: DfE 6. Garner, P. , (1998), Vision or Revision? Conflicting Ideologies in the English Education System, [Online] retrieved from. Internet on February 1, 2007, http://policy. uark.edu/ritter/edfd5323-GarnerUKpart2. html 7. Gillard D. , (2004) Education in England: a brief history, [Online] retrieved from Internet on February 1, 2007, http://www. dg. dial. pipex. com/history/index. shtml 8. Gillard D. , (2004a). Education in England: a Timeline, [Online] retrieved from Internet on February 1, 2007, http://www. dg. dial. pipex. com/history/timeline. shtml 9. Grant Maintained School, (2007), [Online] retrieved from Internet on February 1, 2007, http://www. ndad. nationalarchives. gov. uk/CRDA/36/detail. html 10. The Right Approach-A Statement of Conservative Aim, (1976), Conservative Central Office, London, October 1976.

How does the Technology of Communication Influence the Nature and Essay

How does the Technology of Communication Influence the Nature and Identity of Community - Essay Example The presence of satellite communication has made it possible for the users to communicate in the most remote areas. The vast outbreak of technology has impacted the communities across the world. The effect of technology has been so massive that the behavior and identity of a community can be determined and is influenced by the communication technology in use. Communication and Community: The interdependence of proper communication and community development has been agreed by the modernist of the 19th and the 20th century. German theories suggest that proper communication is effective in community building as communication is helpful in suppressing and ignoring individuality to a large extent. Several theories were in proposition regarding community and communication. It was claimed that communication leads to community as communication is helpful in the creation of mutual recognition and promotes mutual respect among each other. Some liberals have the idea that the communication help s the individuals to express their own ideas and their expression of ideas gives rise to competition and differentiation, which leads to the effective growth of community. The theories suggested by optimists and pessimists vary in respect of community and communication. However similar ideas were shared which included the importance of communication on community and that both are necessary for the overall growth. The pessimist held the idea that mass communication as a false mode of communication and culture. Whereas the optimist believed that the mass communication is highly important in the integration of huge number of people to form communities. They propagated the idea that interpersonal communication and the formation of social organization will not be sufficient enough to have diversified ideas and will not result in creation of a great community. It has been highlighted that the behavior of community is associated with communication. In order to increase the tie in a communi ty it is important to get involved in more participation.1 The technologies of communication in the recent years aim to serve various communities in their own unique ways. The popular modes of communication technology involve the global use of internet and its associated technologies, Satellite television, newspaper, Radio broadcast. The use of technology for communication has been differentiated in the developed and the developing nations. The improvement of information and technology communication has affected the socio economic aspects both in a good and bad manner. The benefit of the ICT network has been significant in providing of essential service to the people. The effect of technology in communication has been significant in strengthening the community and increasing the community capacity. The increased access to communication enhances the ability of a community to communicate with business and other administrative units. The participation of a greater number of people in t he community development program and in their governance also increases. The wide use of the internet helps in the transformation of the social capital and involves a considerable mass to be in contact with each other. The local group base solidarity is eliminated to a large extent by the spatial

District Court or Circuit Court Essay Example | Topics and Well Written Essays - 500 words

District Court or Circuit Court - Essay Example Falwell. However, it should be noted that Rev. Falwell had brought a complaint alleging that Mr. Lamparello was guilty of trademark infringement, which Rev. Falwell alleged was intellectual property that protected his website, as he had at least one registered trademark, even though it was not on the domain name www.falwell.com or www.fallwell.com (Atkinson, Sorkin, & Gold 2003). Rev. Falwell also stated that he had legal rights in the name â€Å"Falwell† which included â€Å"Listen America with Jerry Falwell†, a popular show, as well as a pending trademark on the name â€Å"Jerry Falwell†. He therefore requested relief in the form of www.fallwell.com being transferred from Mr. Lamparello to his ministries and control, on the grounds of trademark infringement, false designation of origin, unfair competition, and cybersquatting (Atkinson et. al. 2003). Mr. Lamparello filed suit in the Eastern District Court of Virginia, accusing Rev. Falwell and his ministry of Reverse Domain Name Hijacking in violation of the Anticybersquatting Protection Act (Lamparello v. Falwell, 2004). This suit was filed in accordance with the Uniform Domain Name Dispute-Resolution Policy, commonly known as UDRP, which states that â€Å"most types of trademark-based domain-name disputes must be resolved by agreement, court action, or arbitration† (Internet corporation for, 2011). The District Court ruled in favor of the defendant, finding that there was a likelihood of confusion based on the â€Å"distinctive and strong† presence of the Defendant’s trademark. The District Court also found trademark infringement was evident as the Defendant was able to prove that he did, indeed, have a registered trademark, and he had used that trademark. The appeals court, however, overturned the findings, stating that there was no trademark infringement or false designation of origin since Mr. Lamparello did not intend to make money from his website, and used it only for

Issues of Race, Class and Gender in A Rose for Emily Essay

Issues of Race, Class and Gender in A Rose for Emily - Essay Example The use of the derogatory term â€Å"negro† is a clear picture of author’s intensions. Faulkner actually conveys the experience of the African American in the period the story was written. By using the tern â€Å"negro† or â€Å"nigger† to describe African Americans, shows how stripped they were. Faulkner uses some of these derogatory terms to elucidate prejudices suffered by African Americans in the South. Another example is in the text "he who fathered the edict that no Negro woman should appear on the streets without an apron" (308). From this text, one can clearly see that colonel Sartoris’s intentions were to enforce rules in which African Americans were to be seen as workers, not people who socialized. â€Å"Of course a Grierson would not think seriously of a Northern, a day laborer" (Faulkner 311) is such an ironic statement which can be examined from different perspectives to bring out different meanings, depending on the reader. However, t his statement could be termed as an ironic humor to describe such a pretty and obvious extension of bigotry. The statement could be analyzed to bring out a picture of sexualized master-slave relationship. Fathering the edict seems to in some way be fathering the women, to be fathering that state of affair. Gender The role of gender is apparent in ‘A rose for Emily’. Faulkner’s commentary on role of women in society is clear. He believes that women are inferior to men, something close to second class citizens. For example, in the text, "he who fathered the edict that no Negro woman should appear on the streets without an apron" (Faulkner 308) is an indication of the place of women in the society. In fact, the aspect of gender is clearly portrayed right from the beginning of the story. Faulkner begins the story by saying that â€Å"When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monumen t, the women mostly out of curiosity to see the inside of her house†¦Ã¢â‚¬ . This statement can be analyzed to mean that women are less honorable. Moreover, Faulkner believes that a woman’s true value to society is her appearance. He actually spends a lot of time describing Miss Emily’s appearance throughout the stages of her life. Characteristically, he doesn’t detail any male character as vividly as he does to Emily. Since the text presents just the one word â€Å" fathered, â€Å" one can not be in a position to clearly explain its context by a way or text alone but would find that word heroic, another neutral abstract. Therefore, it can be argued that the sexual- intercourse that took place between whites and Negroes could be a sign of just paternalism. â€Å"No one should appear on the streets without an apron† this far, the statement could be portraying and identifying servants that show their state of conduct as workers. This means that the y should be distinct from other classes of people. Social class The aspect of social class is portrayed in different ways. The character Tobe highlights the role of race in the setting of the story. Tobe is seen to be disrespected and dehumanized throughout the story. For example, judge Stevens refer to him as â€Å"†¦ that nigger of hers...† (Faulkner 319) this evidently shows the dehumanization of blacks as low class people. Amazingly, the townspeople don’