Strategic analysis of a company and its competitive environment Essay - 2

Strategic analysis of a company and its competitive environment - Essay Example The company capitalises in the distribution high quality, stylish and great value home products and clothing. The business is also popular in selling food products, fashioned clothes, gifts, and home furnishing. The company has also establishment in financial service segment. In addition to coming up with effective means that can support its development, the business success can also be linked to its affordable prices of its products. In addition, the business vision is to offer great quality value and services. The business popularity is largely enhanced by its quality products as well as its ability to distribute products that meets international standards. The current success of Marks & Spencer can also be attributed to its effective and operational management strategies as well as it reliable and affordable promotion strategies (Burns, 2008, p. 12). Internal Analysis of the Firm Political stability in United Kingdom has proved to be effective in facilitating the success of Marks & Spencer. However, the Iraq civil conflict largely affects the activities and operations in Marks & Spencer. This is owing to the fact that, the business has several branches in Iraq. The political changes in United Kingdom have also affected the activities and operations of the business. ... The existing social situation in United Kingdom has also changed the customer concept in the market. This has forced the company to figure out and come up with new fashions that will meet the interest of its customers. In addition, the price sensitivity has produced a more competitive environment. Although a good number of the business products are old fashioned, the company has adopted new strategies of increasing its sales with limited loss. The new technology has also been vital in communicating new products to its customers. The company is currently relying on online services to promote its products in new markets. The new technology is also useful in identifying products that can meet the demands of its customers. Just like any other business in global market, Marks & Spencer has also been significantly affected by global warming. To counter the impact of environmental challenges, the company has introduced mechanisms that could be used to advance business operations. For instan ce, the business has embarked on a mechanism that aims at recycling plastic products. Marks & Spencer also sell legally acceptable products to its customers. In addition, the business sells high quality products that meet the set international and local standards (King, 2007, p.21). Compared to other competitors in the market, Marks & Spencer competitive rivalry is high. Studies have confirmed that Marks & Spencer faces high rivalry in clothing sector from new entrance in the market. The company is also facing huge competition in food industry for Sainsbury and Tesco. The company bargaining power of buyers is also high. This is owing to the fact that other huge retailers in their area of coverage surround the

Fire Prevention and Safety using modern technology Essay Example for Free

Fire Prevention and Safety using modern technology Essay Technology has helped us in preventing fire incidents. Fire prevention is a proactive way of minimizing the damages or harm caused by a fire incident. It is the responsibility of fire departments which mostly have a Fire Prevention Officer as their head. The function of fire prevention is to spread awareness on how to take precautions against fire. Fire fighters, on the other hand, are assigned the task of extinguishing fires. Fire fighters are also dependant on technology to extinguish fire. All the equipments they use are the consequence on technology. To sum it up, technology has helped us in preventing fire as well as extinguishing it when need be. Technology has helped us enhance our fire safety measures. Fire safety comprises of the precautions we take to decrease the probability of a fire that may be fatal, injurious to people and hazardous to the property. This research paper would analyze how technology helps us prevent and extinguish fire. Modern technology has given us many types of equipment that have helped us prevent fire incidents. In most of the buildings today a fire retardant material is used during construction. There are also some electronic devices such as the smoke detectors. The biggest sign of fire is the smoke. Wherever there is fire, there is smoke. So the fire detectors help identify this symptom. These devices are also very affordable. Many building have smoke detectors in all rooms. It has become a necessary home security appliance. Smoke detectors are perfect for slow kindling fires but for combustible gas explosions modern technology has come up with the gas detectors. Smoke detectors are one of the most important fire safety devices. Natural gas and petroleum gas are the two most widely used gases in daily lives. Due to their harmful nature and properties, any gas leaks could result in dangerous explosions. Gas detectors are continuously monitoring the air and they immediately identify the change in surroundings if there is a gas leakage. They come with audible and visual alarm systems to alert people of the gas leakage. Hence, appropriate action can be taken in time to minimize the consequences. Gas detectors are a useful invention and should be positioned where gas leaks are most expected. Another example of technology that helps us in preventing fire is the fire alarm system. The fire alarm systems come in various varieties. They range from the simple manual alarms to the ones that give verbal warnings of any fire detection. A control panel, notification device, building safety interface and power supply make up a typical fire alarm system. The above mentioned gas and smoke detectors are the initiation devices that inform the alarm that a fire has been detected. Manual alarm system depends on people to detect fire and pull the manual alarm. Some of the other detectors used are the flame detectors and the heat detectors. The notification devices help in informing the people to evacuate the building because of the fire. Many of these devices send a direct signal to the closest fire department. Some of these devices are built to give verbal announcements, and also a visual display for the hearing impaired. The most modern of these devices that are installed in large buildings also provide evacuation instructions so that people evacuate the area in which fire was detected. There are various types of smoke alarms. They mostly fall in the categories of ionization alarms and photoelectric alarms. The former is better for fast flaming fire and the latter is more appropriate for the smoke fire. The combination of both these is the dual sensor smoke alarms (US Fire Administration, 2010). Wireless smoke alarms are one of the latest technological advancement as far as fire alarm systems are concerned. The wireless smoke alarm come in two different categories: Battery powered and Alternate Current powered. The battery powered smoke alarm is just like a normal fire alarm with no wire which saves the families the hassle of wiring and rewiring. The AC powered alarm systems is much more modern and aid in increasing the coverage of the alarm system. So, many smoke alarms can be replace by just a single AC powered alarm system A fire extinguisher, like the fire sprinkler system, is an active fire protection device rather a preventive one. It can not help in cases where there is a large out of control fire. However, it is most appropriate for fires that are limited to the ceilings of the buildings. There are two types of extinguishers: stored pressure and cartridge-operated. In the stored pressure fire extinguisher, the fire fighting agent and the expellant are stored in one chamber. Propellants are chosen keeping in mind the nature of the fire fighting agent. The nitrogen gas is used when the agent is any dry chemical extinguisher. Air is used when there the watery or foamy chemical extinguishers are present. On the other hand, in the cartridge operated extinguishers, the expellant gas and the fire fighting agent are in different chambers. The cartridge containing the expellant is punctured before the propellant and extinguishing agents are exposed to each other. The cartridge operated extinguisher is mostly used in industries where extinguishers have to be used time and again. The benefit these extinguishers give is the prompt recharge. The cartridge operated extinguishers use compressed carbon dioxide whereas the stored pressure extinguishers use nitrogen. Fire extinguishers can be further categorized into handheld and cart-mounted extinguishers. Cart-mounted extinguishers are also known as wheeled extinguishers. Handheld extinguishers are mostly used in homes or small workplaces or schools. The wheeled extinguishers are used in industrial sites, marines, airports, docks and heliports. They are much larger in size and bulky in weight. A fire sprinkler system comprises of a water supply that helps in extinguishing the fire. It is not a preventive tool but rather a cure. It supplies water with sufficient pressure just as the fire is detected. Initially expensive, it has become more affordable with the passage of time. Only a very few people have a fire sprinkler system installed at their homes. However most of them have smoke detectors. Smoke detectors are very important for the building’s safety. However, the best possible safety comes with the installation of fire sprinklers. They do not just help you detect fire but unlike the smoke detectors they help extinguishing it and saving lives. It is very popular in industries but still is not very much utilized in residences. Smoke detectors and sprinklers work best together. Smoke detectors identify the fire and set off the sprinklers. Sprinklers supply water with pressure and extinguish the fire. The only disadvantage of installing a fire sprinkler is that ones the fire has been extinguished people realize that all their belongings have been soaked in water. However this is a little price to pay if the sprinklers help save us our life (Smith, 2008). Technology has been a vital source of fire safety. Technology has always been a source of argument: some favor it, other oppose it. Where some people say that technology itself is the source of most fire incidents, others argue that technology has come up with equipments and devices such as various fire detectors and extinguishers. The contribution of technology in fire safety can not be ignored. To prevent fire, technology has given us smoke detectors, heat detectors, gas detectors, flame detectors and a variety of fire alarm systems. To extinguish fire, technology has provided for us several kinds of fire extinguishers and fire sprinkler systems. We should all make use of such devices and minimize the damage that fire can cause us. Fire incidents are very common and it would be a mistake on our part if we ignore dangers it can cause. References Bellis. M, Fire Sprinkler Systems, Retrieved May 22, 2010 from: http://inventors. about. com/library/inventors/blfiresprinkler. htmUK Fire Service Resources Edwards. T, (2009), Automatic Fire Sprinklers for Your Home, Retrieved May 22, 2010 from: http://ezinearticles. com/? Automatic-Fire-Sprinklers-For-Your-Homeid=321091Group, (2009), Smoke Alarms and Detectors, Retrieved May 22, 2010 from: http://www. fireservice. co. uk/safety/smokealarms. php Safety Products Unlimited, (2009), Kidde Wireless System Components, Retrieved May 22, 2010 from: http://safetyproductsunlimited. com/wireless_smoke_alarm. html Smith R J, (2008), Residential Fire Sprinkler System Advantages, Retrieved May 22, 2010 from: http://ezinearticles. com/? Residential-Fire-Sprinkler-System-Advantagesid=1388738 Santarpia. F, (2010), more security with a fire sprinkler in your house, Retrieved May 22, 2010 from: http://ezinearticles. com/? More-Security-With-a-Fire-Sprinkler-in-Your-Houseid=2229457 US Fire Administration, (December 17, 2010) Smoke Alarms, Retrieved May 22, 2010 from: http://www. usfa. dhs. gov/citizens/all_citizens/home_fire_prev/alarms/

Effects of Ability Grouping in Middle School

Effects of Ability Grouping in Middle School Ability grouping is viewed by workers as a controversial educational practice (Ansalone, 2006; Rubin, 2006) because it has been the subject of more research studies (well over 500) than almost any other educational practice (George Alexander, 2003, p. 414). The proponents who include teachers and parents maintain that ability grouping specifically targets instruction thereby needs of a particular group of students is met while opponents maintain that the expected advantages often are not materialized. According to Snider and Schumitsch (2006) ability grouping promotes stigma and destroys academic motivation, especially among the slow learning students; self-esteem is regarded to be the condition that aids student achievement. Generally speaking, child-centered teaching methods embrace the child as a whole and give emphasis in meeting the socio-emotional and cognitive needs of the child. William and Bartholomew (2004) statistically analyzed data from the General Certificate of Secondary Education and Key Stage 3 tests. The data analysis provided the basis for measuring achievement which is independent of the individuals ability. William and Bartholomew noted that grouping by ability level had little impact on overall Mathematics achievement. Moreover, the group placement produced increments in academic achievement for high-achieving students at the loss of these gains among the low-ability students. Also noted is that performance in mathematics did not vary across school type and ability group placement. Burris, Heubert, and Levin (2006) reported contradictory results and revealed that high attaining students are not affected when integrated with students whose ability is below theirs. A longitudinal approach was conducted which examined scores in Mathematics achievement tests in six succeeding years. Data obtained from the Iowa Test of Basic Skills (ITBS) were likewise collected. The problem tackled the belief that ability grouping is the cause of persistently low academic achievement in schools. The research probed on the impact on Mathematics achievement when high attaining students are grouped with students in the lower ability levels. The study revealed that highly achieving students were unaffected by the ability grouping. Venkatakrishnan and William (2003) reported that tracking students in mathematics affected them differently. ANCOVA model showed that high-achieving students were not advantaged significantly when placed in the tracks however, student progress in the heterogeneous group detected significant progress-prior achievement correlation. This indicates that when placed in mixed-ability group, low-achieving students attained the most advantage while setbacks on high-achieving students are minimal. Robinson (2008) noted that ability grouping in kindergarten reading classes significantly correlated with greater benefits for the Hispanic students when compared to students of other ethnic backgrounds. However, benefit was reduced during summer and the first grade, unless during the first grade, ability grouping is continued. There is robustness in the study results suggesting that variations in instructional strategies at the start of the school could prove effective and a more economical means of bridging the achievement gap faced by an ever growing student population. Liu (2009) found that students in low-ability groups perceived lower academic self-concept than the average and high-achieving groups. A noteworthy outcome in the study is that the low-ability student participants largely improved in academic confidence and overall self-concept in English while the high-performing group remained stable in these respects. Tach and Farkas (2005) utilized national ECLS-K data in estimating the predictors and impact of reading ability grouping in the kindergarten and first grade levels. The research noted that prior performance in the test is the most significant predictor of the placement followed by the teachers subjective evaluation of the students classroom learning behavior. Both of these variables could be attributed to the differences in the effect according to social class, gender, or race when ability grouping is first implemented. The study revealed that in kindergarten and first grade classes where ability grouping is introduced, a higher placement positively affected learning behavior and reading performance of students. Placement in an ability group as well as evaluation of teacher regarding student behavior both significantly influenced students increase in reading performance, even net of prior scores to reading achievement tests. The grouping takes group- and individual-level performance variations that appear during preschool which widen even more than during the first two formative schooling years. Totten and Bosco (2008) measured the effect of ability grouping in a university geology class. Students from the nine sections in elementary geology laboratory class were administered a Mathematics Proficiency Basic Skills Test (MPBST) before the start of the semester. The results of the MPBST divided the student respondents to homogeneous, heterogeneous, and self- selected groups. GTAs were assigned blindly to the sections so they have no knowledge as to how the classes were grouped. Grades became the gauge for student achievement by computing the scores obtained from individual work, ten quizzes, and two examinations and 11 group laboratory reports. Within and between group comparisons were applied on the scores using descriptive and inferential statistics. The findings of the study suggest that students from the homogeneous group demonstrated the highest academic performance in introductory geology. Powell (2008) assessed if grouping students in accordance to reading ability would impact the self-concept of third to fifth graders who have below average, satisfactory, and above average reading skill. Independent t -tests showed significant differences in self-concept levels. Among the third graders, only the average learners significantly improved in the self-concept scores since they obtained higher scores during post-test. In the 4th grade students, statistical differences exist in the self-concept of below average learners. Fifth grade students did not show any change in self-concept despite the grouping. Ireson and Hallam (2005) established pupils liking to attend school and correlated this construct, experiences of pupils during lessons, self-concept and school setting. Stratified sampling was done and selected 45 mixed secondary comprehensive schools. The schools represented various types of ability grouping methods in years 7-9. When the other variables were controlled statistically, extent of ability group in the school did not exert any significant effect. Karademir and Ucak (2009) investigated the effect of ability grouping on the academic achievement of 7th grade students in If there were no pressure? in Science and Technology Education during the second semester of AY 2006-2007 in an elementary school. Using co-variance analysis, there were significant differences detected in academic achievement (p0.05), the reverse was noted among the males. Lleras and Rangel (2009) examined the effect of ability grouping on Hispanic and African American students at a primary school. Data analyzed were taken from the Early Childhood Longitudinal Study and results supported the differential effect of ability placement. Students with low reading ability learned substantially less compared to those grouped higher. The latter group slightly learned more over the first years of schooling against those from classrooms where grouping is not practiced. In sum, the study questioned the notion that ability grouping beneficially affect the first few years of learning in school. The paper published by Toomela, Kikas, and Mottus (2006) dealt with concerns on the quality of schooling and impact of ability grouping on the academic achievement of 147 students from two mainstream town schools, one rural school, Step-by-Step school and an elite private school. Two assessment periods were performed: at start of age 7 and grade 3. First, an assessment on the respondents cognitive abilities was conducted followed by proficiency in mathematics and Estonian language was evaluated. Results indicated that attendance in the elite private school correlated to abilities and increase in academic performance. However, a Multiple Regression Analysis using both school and average cognitive ability of the school the child attended negatively affected those in the elite private school. Valdez (2010) conducted an action research focusing on a ninth-grade Algebra I class at Kensington International Business High School, Philadelphia, Pennsylvania. The study commenced last February 2010 and completed in March 2010. Students were assigned to two groups, namely: failing and passing students. The former repeated the first half of the Algebra course while the latter continued. The principal respondents of the study were passing ninth grade students. Data were collected from interviews, teacher observations, assessment results, journals, and student questionnaires. In summary, the results implied that reorganization of the Algebra I course into two, Algebra IA and Algebra IB benefitted the achievers and the teacher. Researchers like Ellison and Hallinan (2004) noted that students in Catholic high schools outperform public secondary schools in standardized achievement tests. Though many follow up research has been conducted focusing on this finding, the effects of ability grouping on academic achievement is given little attention. Because it is an almost universal method practiced in middle and secondary schools all over the US, ability grouping channels opportunities for learning to students. The authors also traced the historical background of ability grouping and reviewed findings pertaining to effects on ability grouping, the process of assignment, and mobility across groups of students in every school sector. Analyses implied that implementation of ability grouping in Catholic schools contributes to higher achievement. Saleh, Lazonder, and Jong de (2005) examined the effects of various grouping arrangements on academic achievement, social interaction as well as motivation. Students varying in ability were randomly assigned to two ability groups homogeneous or heterogeneous ability groups. The students took the same botany course. The main findings indicate that below average students increased in achievement and learning motivation when integrated to the heterogeneous group. Average students better performed in same ability group while above average students show comparable learning outcomes in both groupings. In terms of social interaction, heterogeneous group placement produced more individual elaborations, while more collaborative elaborations in the other group. The results of the study of Cheung and Rudowicz (2003) revealed that ability grouping did not have any significant negative effect. Grouping was done according to prior academic performance. Those in the more homogeneous group significantly reported higher self-esteem and academic achievement in the subsequent school years. The effects of ability grouping in mathematically gifted students on academic self-concept and boredom were established by Preckel, Gotz, and Frenzel (2010). Students were shown to report very pronounced low math academic self-concept at the early period of the academic year. Interventions should therefore be implemented to counterbalance this negative effect. There is no evidence that gifted students are bored in the regular classes. The students gave different reasons for the experience of boredom in class and that there are changes in boredom attributions over time. This supports the notion that gifted classes should be provided appropriate levels of challenging tasks. Dukmak (2009) investigated the interaction between teachers and students in various learning environments in selected middle primary schools in the United Arab Emirates (UAE). These environments were as follows: same- and mixed-ability and same- and mixed -ability learning groups in one classroom. The sample were 16 low-and high-achieving males and females. The results demonstrated that students with high academic performance in all learning settings had more interaction with low-achieving students. Females from high-achieving groups interacted more frequently with males sharing same academic ability as they are. More interaction was observed among boys in same-ability classrooms compared to that in mixed-ability classrooms; among females, the trend was the opposite. Same-ability students interacted more when compared with the mixed-ability students. The results likewise revealed that more teacher interaction with males and achievers. Low-achieving males received more teacher interac tion than females of their academic level. Teachers interacted more with males who are high academic achievers in same-ability than in mixed-ability classrooms. In mixed-ability classrooms, teachers had more interaction with low-achievers of both gender than those of their academic status in same ability classrooms. Lipps, Lowe, Halliday, Morris-Patterson, Clarke, and Wilson (2010) showed evidence that academic tracking is associated with depressive symptoms. They sampled students from Jamaica, St. Kitts and Nevis, and St. Vincent. More than half of students reported experiencing depression while 19.2% and 10.7% felt moderate and severe depressive symptoms, respectively. Jamaican students significantly reported higher depression compared with those in St. Vincent and St. Kitts and Nevis. Students in the higher tracked tended to obtain significantly lower scores in BDI-II than lower academic track students. Mulkey, Casambis, Steelman, and Crain (2005) employed a mixed methods design using the conceptual framework and analysis of surveys. Data collected by the National Education Longitudinal Study of 1988 were subjected to further analysis. The survey data were taken at two years of interval. The findings revealed that academic self-esteem was significantly lower in the high- than the low-level ability group. Chiu, Beru, Watley, Wubu, Simon, Kessinger, Rivera, Anahi, Schmidlein, and Wiqfield (2008) concluded that academic self-concept in Mathematics was significantly affected by ability grouping but not the overall self-esteem of students. The researchers found evidence that students are comparing with each other within rather than outside their ability group. It was likewise shown that students more likely compare themselves with students who performed better than themselves instead with those who had poorer performance. Teachers and students attitudes towards ability grouping The attitude of the teachers toward the ability of their students influences tracking decisions according to Watanabe (2007). The same author suggested that teachers philosophies and expectations, specifically their belief that providing students with various skills opportunities to have access to higher level college courses and enrolment in the required prerequisites influences practices of college placement. A qualitative research was employed by Chisaka and Vakalisa (2003). In-depth one-on-one interviews were done with educators, school administrators, and students. Informal conversations with these respondents complemented the formal interviews since relevant themes also emerged. Documentary analysis, observations, as well as limited participation were the means of gathering data. The principals findings of the study were as follows: little or no preparation among teachers in low-ability classes; slow learners felt that the school administration and high-achieving students discriminate them; students in high-ability classes maintained that teachers who bunked their classes view them as intelligent to independently learn and that slow learners had no desire to learn and are disruptive; poor social interaction among learners from both groups creating a social stratification which is unhealthy. It was also concluded that the negative effects of ability grouping outweighed the expected ben efits. Therefore the practice warrants further re-examination. Hallam, Rogers, and Ireson (2006) explored arts and sports teachers attitudes towards ability grouping. The respondents were 45 secondary school teachers who have adopted different ability grouping levels. The questionnaire used elicited responses regarding teachers beliefs regarding ability grouping and its effects. Overall, physical education teachers demonstrated the most positive attitudes; drama teachers, least positive and arts and music teachers, moderately positive. Thus, the best determinant of attitudes was the subject taught. The findings of the study supported that notion that arts and sports teachers positively perceive mixed-ability teaching. The study of Hallam and Ireson in 2006 revealed that of those pupils who expressed a preference 62% of pupils indicated a preference for setting, 24% for mixed-ability classes, and 2% each for streaming, banding or an unspecified other. Seven percent said that they didnt know (Hallam Ireson, 2006, p. 587). Later in 2007, Hallam and Ireson conducted a follow up study determining the students level of satisfaction with their present ability group placement. About 38% wanted to change to another group and62% of the lowest achieving students were more desirous to switch their group placement. The research of Hallam and Ireson (2008) compared teachers attitudes in teaching different subjects in high, low, and mixed-ability classes in 45 secondary schools. There were more than 1500 teachers covering a wide range of subject specialists and they completed a questionnaire asking them their thoughts and beliefs regarding ability grouping and its impact. More supportive perceptions were noted in mathematics and foreign language teachers in comparison with English and Humanities teachers. Business, design, ICT, PE, arts, and science teachers expressed intermediate perceptions. The perceptions of the teachers were determined partly by the conceptions on the nature of the subject being taught and the type of ability grouping that is adopted in the school. MacQueen (2010) examined attitudes of teacher-respondents toward ability grouping based on the interviews conducted in three schools. The research discussed how the beliefs of teachers on this strategy affect practice in literacy classroom situations. The study concluded that the practices of teachers negatively impact regrouping strategy which compromised student learning. Chen (2006) investigated practitioners rationale and the experiences of students in flexible ability grouping. The researcher conducted interviews of four teachers utilizing this practice and surveys of 70 5th grade students at an elementary school located in southern California. Results suggested that despite the usefulness of ability grouping in planning and instruction, perceptions of low-achieving students were slightly more negative compared to that in high-achieving students. Ansalone and Biafort (2004) showed in their study that 70% of teachers reported adjusting classroom presentation according to the ability group while an even percentage reporting that more time is needed to cover the lesson in the low-ability tracks. Seventy-one percent employed special teaching techniques in aiding the delivery of instruction by track. According to 62% of teachers, more course material is provided in upper-track groups. While there are differences in the curricula according to the ability group, such as repetition of lesson and slower discussion pace, most educational sociologists fear that the presentation of the specific curriculum and the whole educational experience of low-achieving students will be different substantially and simplified conceptually. While the answers to the interviews are pointed towards curricular modification, many comments conveyed a desire and feeling among teachers to willingly work in presenting the whole curriculum to the entire student s and assisting them regardless of ability group. Little support is given to the notion that low-achieving students cannot be taught. While more than 70% of teachers in the survey reported adjustments to the curriculum in accordance to track, the general response indicates that the teacher would still want to present the same curriculum to students despite being in the lower- or upper-track levels. The purpose of Fans study (2007) is to investigate the attitudes of students and teachers on ability grouping in Freshman English instruction.ÂÂ  It tested whether students from the different ability groups varied in their perceptions towards the practice. In addition, it likewise explored the variations in the perceptions of students and teachers. Participants were 676 second year university students and 17 teachers. Questionnaires were self-administered to determine the perceptive of students and teachers towards ability grouping for the school year. Data were analyzed using descriptive and inferential statistics; t-test and and one-way ANOVA tested the hypotheses. Similarities in student perceptions (level A and B) were summarized in the following: First, students manifested positive or neutral attitudes toward ability grouping in English instruction.ÂÂ  Second, students regarded that improvement in English proficiency is related to their personal learning attitude. Howe ver, some differences were detected between levels A and B students in psychological effects and instruction and material.ÂÂ  First, level B students considered that when they are learning together with similar level colleagues, learning anxiety and pressure are reduced compared with level A students.ÂÂ  Second, level B students also viewed that teachers could modify their pace of teaching and evaluate them by their level in comparison to level A participants. In addition, there were significant differences in the perceptions between the students and teachers.ÂÂ  First, students believed that learning with classmates in different classes increased motivation when compared to the teachers. Second, teachers maintained that because of the grouping, teachers can assess students in terms of their ability level in comparison with the students. Moreover, teachers also viewed that improvement among students in English is associated to their learning attitude against the stude nts views. Despite ongoing researches that establish the effectiveness of ability grouping, schools are increasingly maintaining and applying stratification practices such as streaming, banding and setting in order to raise levels of attainment. While past English studies investigated various elements of school-level grouping methods, there still is a research gap since there is no attempt on the part of the researchers to elucidate ways that head teachers frame the problems, pursue and consider equity and influence decisions and practices at the school-level pertaining to grouping methods. The paper of Trigg-Smith (2011) reviewed how policy climate contributes to the decisions of the school with regard to ability grouping, how the head teachers work, how existing theories of intelligence and ability reinforce the grouping methods, plausible frameworks for the exploration of equity in the grouping, importance of the impact head teachers have on the grouping, and recommendations as to the counte rmeasures leaders can adopt to curb inequity and further structural change. Grouping criteria In schools, the process of assigning students to a particular group is referred to by Kelly (2007) as student/parent informed choice system; choice which means that the students can enroll in any class which they are eligible for. On the contrary, the description of the policy is misleading; based in a number of school curriculum guides, the school decides the students eligibility because of the prerequisite grade requirement which is most commonly obtaining score better than the cutoff in a standardized test, teacher recommendations, prior course taking, and other vague requirements. The author emphasizes that employing both objective and subjective assignment criteria creates placement practices ranging from highly to less restrictive. While standardized tests, quota systems, and rigid scheduling form part of highly restrictive placement criteria, test placement is avoided in less restrictive criteria allowing overrides following assignment of course. The criteria promotes catching up during summer and put forward a less elite-centric philosophy. Watanabe (2007) concluded that out of 6 teachers, 5 recognized that the choice of the student on the course to take is a significant element on how tracking is defined. However, no one of the teachers in the study conceptualized the definition of tracking and its manner of implementation. In addition, it was observed that the perceived level of student preparation critically determined granting access to high level subject by the teacher. Scores in standardized tests, prior coursework, and grades were the most often utilized indicators measuring the skills and level of preparation of the students. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS In this chapter, findings are summarized and conclusions are drawn based on the results. A discussion of the issues related to this study and possible implications for educators and administrators follows. Finally, recommendations for future research and practice of this study are shared. Summary of the Study The issue of ability grouping in schools has been the subject of debate for many years and will be for years to come (Hopkins, 2003). Many have feared that ability grouping will hinder the advancement of students with low ability since there will be an emphasis on basic knowledge instead of advanced learning. On the other hand, proponents insist that that grouping by ability has the potential of improving student achievement by increasing level of motivation. The only certain conclusion is that further research on ability grouping will benefit both educators and school administrators. Hence, this examination of perceptions on ability grouping was conducted. This proposed study looked to explore the pros and cons of ability grouping as it pertains to student academic achievement. This study also examined the perceptions on ability grouping from various stakeholders to include administrators, teachers, and parents in the educational system at the middle school level. The purpose of this research was to gain further insight on ability grouping as an educational policy but based on the perspective of administrators, teachers, and parents in three middle schools within a rural school district. This study intended to allow for inference on the effective strategies and techniques of implementing ability grouping in the operation of the school. Information collected in this quantitative research was gathered from surveys given to the administrators, teachers, and parents. Findings from this research will be forwarded to the district superintendent in hopes of providing guidance for improving classroom instruction and raising student achievement. Ultimately, this research serves to shed light on an instructional approach that should increase student achievement. The following four research questions acted as lenses to guide the research: Will administrators have an overall positive perception of ability grouping at the middle school level? Will teachers have an overall positive perception of ability grouping at the middle school level? Will parents have an overall positive perception of ability grouping at the middle school level? Summary of Findings and Conclusion The current research addressed the question of educational tracking and its continued use in contemporary American education, especially considering that the bulk of literature has pointed to its negative outcomes on students. After identifying the key stakeholders in this debate, namely teachers, school principals, students and parents, an attempt was made to assess the perceptions of each in order to arrive at an understanding of the mechanisms that keep this educational practice in place. R1: Will administrators have an overall positive perception of ability grouping at the middle school level? A full account of the results for Question 1 is presented in Chapter 4. It was hypothesized that administrators will view ability grouping at the middle school level positively. Descriptive analysis of the survey responses for administrators indicated that their perceptions were moderately in favor of ability grouping. However, this means that administrators did not necessarily have an overall positive perception of educational tracking in the middle school. Most administrators reported having background knowledge of ability grouping. Responses consisted of agree (66.7%) and strongly agree (33.3%) including a mean rating of 4.33 and a median rating of 4.00. Administrators perceived that ability grouping will result to improvement in students scores in standardized tests. Responses were evenly spread through undecided (33.3%), agree (33.3%), and strongly agree (33.3%). Mean and median rating was 4.00. Administrators slightly agreed that ability grouping expands the teachers capacity in meeting students needs. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.5%). Mean and median rating was 3.67. Administrators slightly agreed that ability grouping increases student motivation. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.3%). Mean rating was 3.67 while median rating was 4.00. Most administrators perceived that ability grouping increases teacher effectiveness in planning instruction. Two administrators (66.7%) strongly agreed while one was undecided (33.3%). Administrators agreed very slightly that when students are grouped according to ability, they become more confident in terms of student achievement. One administrator disagreed (33.3%) while two of the administrators agreed (66.7%). Mean rating was 3.33 while the media rating was 4.00. Most administrators perceived ability grouping to be an unfair practice to students. Their responses included undecided (33.3%) and agree (66.7%). Mean rating was lower at 3.67 compared to the median rating at 4.00. Administrators were ambivalent on whether ability grouping creates a positive learning environment. Most could not decide (66.7%) or agreed (33.3%) to the statement. Mean rating was 3.33 while median rating was 3.00. Administrators strongly agreed that teacher input is essential in the appropriate ability group placement of students. Their responses were agree (66.7%) and strongly agree (33.3%). The mean (4.33) and median (4.00) rating showed relatively strong agreement. Administrators strongly agreed that placing talented students along lower-achieving groups would lower self-esteem. The mean and median rating for this statement was 4.00. Administrators perceptions were divided on whether ability grouping only benefits high school students. Their responses to the statement were strongly disagree (33.3%), disagree (33.3%), and agree (33.3%). The overall mean and median rating indicated a moderate level of disagreement. Administrators had mixed perceptions on whether ability grouping would improve overall education of students. Their responses to the statement were disagree (33.3%), undecided (33.3%), and agree (33.3%). The mean and median rating indicated undecided at 3.00. Administrators did not agree that ability grouping had no positive benefits for students. Their responses to the statement were

PSY 301, Introductory Psychology, 1999, Exam 3 :: UTEXAS Texas Psychology

Test 3 1. The process of getting information out of memory storage is called: A. priming. B. encoding. C. relearning. D. retrieval. E. rehearsal. 2. Chess masters can recall the exact positions of most pieces after a brief glance at the game board. This ability is best explained in terms of: [NOTE: This question turned out to be ambiguous. Everyone gets credit. The technical correct answer, however, is B.] A. flashbulb memory. B. chunking. C. iconic memory. D. the serial position effect. E. the method of loci. 3. After her last drinking spree, Karen hid a half-empty liquor bottle. She couldn't remember where she hid it until she started drinking again. Karen's pattern of recall best illustrates: A. the spacing effect. B. proactive interference. C. the serial position effect. D. motivated forgetting. E. state-dependent memory. 4. The disruptive effect of prior learning on the recall of new information is called: A. state-dependent memory. B. retroactive interference. C. the serial position effect. D. the spacing effect. E. proactive interference. 5. Research on the misinformation effect indicates that: A. events from the distant past are especially vulnerable to memory distortion. B. people can easily distinguish between their own true and false memories. C. hypnotic suggestion is an effective technique for accurate memory retrieval. D. it is very difficult to lead people to construct memories of events that never happened. E. a leader, such as Clinton or Reagan, can forget bad information faster than good information. 6. With respect to the controversy regarding reports of repressed memories of sexual abuse, statements by major psychological and psychiatric associations suggest that: A. the accumulated experiences of our lives are all preserved somewhere in our minds. B. the more stressful an experience is, the more quickly it will be consciously forgotten. C. repression is the most common mechanism underlying the failure to recall early childhood abuse. D. professional therapists can reliably distinguish between their clients' true and false childhood memories. E. adult memories of experiences happening before age 3 are unreliable. 7. Prototype is to category as ________ is to ________. A. rose; "flower" B. rock; "mountain" C. man; "woman" D. rope; "weapon" E. mountain; "rope" 8. At some point during the babbling stage, infants begin to: A. imitate adult grammar. B. make speech sounds only if their hearing is unimpaired. C. speak in simple words that may be barely recognizable. D. lose their ability to discriminate sounds that they never hear. E. develop strong sexual urges oriented to the parent of the opposite sex. 9. Research on the language capabilities of apes clearly demonstrates that they have the capacity to: A. vocalize the most common vowel sounds. B. acquire language vocabulary as rapidly as most children.

Requirements for Research Essay

Abstract This study entitled â€Å"Orange (Citrus Sinensis) Peelings Extract as an Alternative shoe Polish† aims to aims to determine if orange peeling oil extract be a good alternative for shoe polish specifically to answer the following questions (1) What specific properties of the shoe polish produced are present/ identified? (2) What are the physical properties of the orange peeling extract shoe polish as to texture, color, and odor? (3) Is there significant difference/s between the orange peeling extract and coconut oil shoe polish with that of the other commercially sold shoe polish in terms of: polish-ness, odor, and texture? The researcher then conducted a series of experiments to test the project. These processes are the extraction of oil from the orange peelings that would be then mixed with the coconut oil produced (cooked) from the coconut plant and the testing and comparing of the alternative shoe polish made with that of the commercially sold shoe polish. The test was conducted with the use of leather shoes as the test object. The results showed that the alternative shoe polish produced has almost the same qualities as to that of the commercially sold shoe polish in terms of its physical properties. The produced shoe polish made the shoes shine a little bit and produced a nice odor considering the natural scent of the orange oil which is added to the mixture. The researcher recommends  trying testing different ratios of each and seeing in what trial it produced the best shoe polish. Further reading about the project is also recommended to widen the scope of study and to produce an alternative shoe polish that would be of help in aiming for the alternative shoe polish with the nearest qualities with that of commercial shoe polish. Acknowledgement The researcher wish to extend her sincerest appreciation to the following people who helped make this research. They are the ones who helped and supported me in performing this research. First to our Project Adviser and Research Teacher, Ma’am Juliet Ilustre-Herreria for continuously guiding and helping me throughout the making of my investigatory project; asked some tricky questions and suggested some opinions that eventually helped a lot in making the project. Next, to my cousin, Sherwin Keith Saringan for helping me choose what project to make and giving some information that could be of great help. To my parents, Mr. and Mrs. Balcorta for me giving support and supplying the materials that would be needed for this project to be completed. To my classmates and friends for giving encouragement whenever I lose hope and most of all to the Lord, up above, for answering my prayers and continuously guiding me in doing this research. Without these people around me, my investigatory project entitled, Orange (Citrus sinensis) Peeling Extract as an Alternative Shoe Polish, won’t be finished.

Free Essays on Edgar Allen Poe

In Edgar Allan Poe’s poems he writes about death and darkness. Throughout his poems, â€Å"The Raven† and â€Å"The Bells†, Poe writes of death, darkness, and evil. Many say he writes about this because of his childhood problems. (Slovey p. 15) As you continue to read, it will show how others feel about his writings and his desire to write about death. In Edgar Allen Poe’s poem, The Bells, Poe tells how bells can play a part throughout death and this causes readers to dislike the poem but it also has a positive effect on readers when Poe tells of bells being used as symbols of love. For example, some feel that Poe’s desire for death makes the poem less interesting. W.M. Auden tells how the Bells was less interesting but was more successful because the subject is nothing but an excuse for onomatopoeic efforts. Also, some feel that Poe writes about death and darkness because of his drinking problems he had. (Slovey p. 22) Anthony Caputi feels that thi s poem marks the high tide of Poe’s ineffectuality and also bears testimony to his immense gift for poetic conception and thereby confronts us with the peculiar problem of Poe. (Poetry Criticism). In addition, some feel this poem has a sense of good and beauty to it. Floyd Stovall writes how Poe defined poetry as music combined with a pleasurable idea and the poets truth is an excitement of the soul and it is the product of the contemplation of beauty. So in Poe’s poem, The Bells, he writes of death and evil but also of good and love that leaves a positive and a negative effect on readers. In Edgar Allen Poe’s ,The Raven, Poe uses a sense of darkness and evil throughout the poem by using the black bird as a symbol of evil. Some readers cannot understand how this poem has became so popular considering the evil that was used throughout the poem. Allen Tate says he can add very little to criticism of The Raven written in many passages that are wonders how it can be a great poem and how... Free Essays on Edgar Allen Poe Free Essays on Edgar Allen Poe Edgar Allen Poe Edgar Allen Poe, a great 19th-century American author, was born on Jan 19, 1809, in Boston, Mass. Both his parents died when he was two years old, and he was taken into the home of John Allan, a wealthy tobacco exporter of Richmond, Va. Although Poe was never legally adopted, he used his foster father's name as his middle name. After several years in a Richmond academy, Poe was sent to the University of Virginia. After a year, John Allan refused to give him more money, possibly because of Poe's losses at gambling. Poe then had to leave the university. In 1827 he published, in Boston, Tamerlane and Other Poems. This was the first volume of his poems, and was published anonymously. The book made no money, and next Poe enlisted in the United States Army under an assumed name. After he served two years, his foster father arranged for him to be honorably discharged and to enter the United States Military Academy, also known as West Point. But, within six months, Poe was dismissed because of neglect of duty. Poe then began to write stories for magazines. In 1831, he published Poems by Edgar A. Poe, which he dedicated to the cadets of the U.S. Military Academy. In 1833, he won a cash prize for the story MS. Found in a Bottle. In 1835, he jointed the staff of the Richmond Magazine, Southern Literary Messenger. Within a year, the circulation of the magazine increased seven times thanks to the popularity of Poe's stories. Soon, however, Poe lost his job with the magazine because of his drinking. In 1836, he married beautiful Virginia Clemm, the 13-year-old daughter of his aunt. The following year he lived in New York City and the next year he drifted to Philadelphia. There he became associate editor of Burton's Gentleman's Magazine. He contributed literary criticism, reviews, poems, and some of his most famous stories to this magazine. In 1840, Poe published Tales of the Grotesque and Arabesque, a two-volume set of his stories.... Free Essays on Edgar Allen Poe Poe is unquestionably one of the great American writers of all time. He was far ahead of his time with his vision of a special area of human experience the "inner world" of dream, hallucination, and imagination. There is a distinct connection between Poe's nightmarish life and his works. His fictional works resemble a distressed individual who has a pattern of dreams night after night with the same repeating tone of terror. Critics interpret his works as being a search going deep into himself and arriving at the unplumbed mystery of his innerself. He has accomplished himself with that search and characterized the twentieth century with his art. Few poets followed their own theories more completely than Poe. His popularity is due to his consistency in producing a universal appealing effect. "A Poe setting, atmosphere, or situation is instantly recognizable." All of his poetry is based on carefully thought out principles of artistic creativity, and his biggest concern as a poet was the effect he could produce on the reader with those principles.Poe's poetry covered these themes in a way that they all compliment each other. The theme most revolved around by the others is ideal beauty. In using marshalling verse, imagery, rythym, rhyme, and subject matter a poet tries to capture the impression of beauty. Poe's simple definition for beauty was this: "The pleasurable excitement of the soul as it reaches for a perfection beyond this earth." When attaining the unattainable, supernatural beauty a poet cannot use ordinary logic or reason, he must grasp it only aesthetically, not rationally. Poe felt that for a poet to seek appropriate images for ideal beauty he should avoid concrete, ordinary objects of everyday life. Realms of dream, fantasy, the subconscious, and glimpses of life after death are more appropriate images. Poe's simple task in poetry was to induce a state ... Free Essays on Edgar Allen Poe Edgar Allan Poe was born in Boston, grew up in Richmond, Virginia, and lived in six Eastern cities. Edgar went to the University of Virginia. The student life of the University was more social than academic. The young men drank too much, gambled too much, fought for the sheer enjoyment of violence, and rampaged over the campus at all hours. This was the worst possible environment for young Poe with his emotionally unstable temperament. He was unusually susceptible to alcohol; one mild drink sent him into a state of wild excitement. He gambled recklessly, incurring debts he could not begin to pay. He went to Boston, where he managed to publish a collection of his poems in pamphlet form, Tamerlane and Other Poems. Desperate for money, he joined the army under the name of Edgar A. Perry. In 1833 The Saturday Visitor of Baltimore announced a literary contest with prizes of fifty dollars for the best short story, and twenty-five dollars for the best poem. Poe submitted a gr! oup of stories. One of the stories, MS. Found in a Bottle, won the story prize, and his poem would have won the poetry prize except that the judges decided not to award both prizes to the same contestant. John P. Kennedy, took an interest in Poe and befriended him by helping him sell a story to the new Southern Literary Messenger of Richmond. Poe joined the editorial staff of the magazine and soon became its editor. He has many problems with drinking and therefore his job was on and off. Soon after moving to New York, his poem, The Raven, was published in the New York Evening Mirror. It was reprinted in a number of magazines, and at once became extremely popular. The Raven is not by any means Poe's best poem. The best of his poetry is pure magic.... Free Essays on Edgar Allen Poe Edgar Allan Poe was born in Boston, grew up in Richmond, Virginia, and lived in six Eastern cities. His father was David Poe, a Baltimore actor. His actress mother, Elizabeth came to the United States as a kid. The parents were not that talented; they played small roles in rather third-rate theatrical companies. Because they both had small parts they barely managed to make a living. Edgar was the second of their three children. When the third child was born, the father died, or disappeared, and Mrs. Poe went to Richmond with the two youngest children. The oldest boy, William Henry, had already been left with relatives in Baltimore. Mrs. Poe was in the last stages of tuberculosis. Weakened by the disease and worn out with the struggle to support her children, she died. Edgar, two years old, and the infant, Rosalie, were left as orphans. It was pure luck that Mrs. Frances Allan, the wife of a merchant in Richmond learned about the Poe babies. She had no children of her own and liked ha ndsome little Edgar a lot more than his sister. She took him home with her, and another family took his little sister Rosalie. Mrs. Allan would have liked to adopt Edgar, but her husband was unwilling to commit himself. At that time people thought acting was immoral. John Allan could not help regarding the little son of actor parents as a questionable person to inherit his name and the fortune he was busy accumulating. He was willing however, to support the child, and in time came to be proud of Edgar's good looks and intelligence. When Edgar was six years old, Mr. Allen's business took him to Scotland, the country from which he had come originally. The family stayed in Scotland and England for five years. Edgar was eleven when the Allans returned to Richmond. Richmond in back then in the 1820's was a good place for a boy to live. It was still a small enough town for the fields, swamps, and woods to be close by. Boys swam in the river and in the little creek... Free Essays on Edgar Allen Poe Poe: The Darkness Edgar Allen Poe is the most well-known author of his time. Edgar Poe’s ancestors were agriculturists and artisans on one side, and actors on the other. Poe was born on Jan. 19, 1809, in Boston ( Encyclopedia Americana Pg. 274). Edgar’s future mother was performing in Virginia, where she was being observed by a young man by the name of David Poe. Soon Eliza Arnold, a young actress, fell in love with David, and he with her. Only six months after the death of her first husband, Eliza and David were married. Edgar’s father joined Eliza’s acting troupe and was greatly criticized by an 1806 notice. â€Å"The lady is young and pretty, and is blessed with both singing and acting talents. Her husband is literally nothing.† This was not the only time that David was badly criticized. (Soon enough, the same types of criticism would plague Edgar later during his first literary disputes) (Meyers Pg.3). Edgar was born in a humble lodging house near Carver Street, south of Boston Common, on January 19,1809. On the back of a watercolor sketch which Poe treasured, his mother wrote: â€Å"For my little son Edgar, who should ever love Boston, the place of his birth, and where his mother found her best, and most sympathetic friends.† Later in adulthood however, Poe had a strong dislike for the city. He hated its ruling literary class-their stuffy morality, vague transcendental philosophy, abolitionist movement, and sterile domination of the American literary scene. After becoming extremely poor, the Poe’s left five week old Edgar in Baltimore with his paternal grandparents, David and Elizabeth continued their theatrical jobs. David Poe made his last stage appearance in October 1809. By July 1811-when Edgar was two and a half years old, his dad deserted the family, and was neither seen nor heard from ever again. After being deserted, Eliza was left with overwhelming demands from her job, constantly having to move, taking car... Free Essays on Edgar Allen Poe In Edgar Allan Poe’s poems he writes about death and darkness. Throughout his poems, â€Å"The Raven† and â€Å"The Bells†, Poe writes of death, darkness, and evil. Many say he writes about this because of his childhood problems. (Slovey p. 15) As you continue to read, it will show how others feel about his writings and his desire to write about death. In Edgar Allen Poe’s poem, The Bells, Poe tells how bells can play a part throughout death and this causes readers to dislike the poem but it also has a positive effect on readers when Poe tells of bells being used as symbols of love. For example, some feel that Poe’s desire for death makes the poem less interesting. W.M. Auden tells how the Bells was less interesting but was more successful because the subject is nothing but an excuse for onomatopoeic efforts. Also, some feel that Poe writes about death and darkness because of his drinking problems he had. (Slovey p. 22) Anthony Caputi feels that thi s poem marks the high tide of Poe’s ineffectuality and also bears testimony to his immense gift for poetic conception and thereby confronts us with the peculiar problem of Poe. (Poetry Criticism). In addition, some feel this poem has a sense of good and beauty to it. Floyd Stovall writes how Poe defined poetry as music combined with a pleasurable idea and the poets truth is an excitement of the soul and it is the product of the contemplation of beauty. So in Poe’s poem, The Bells, he writes of death and evil but also of good and love that leaves a positive and a negative effect on readers. In Edgar Allen Poe’s ,The Raven, Poe uses a sense of darkness and evil throughout the poem by using the black bird as a symbol of evil. Some readers cannot understand how this poem has became so popular considering the evil that was used throughout the poem. Allen Tate says he can add very little to criticism of The Raven written in many passages that are wonders how it can be a great poem and how... Free Essays on Edgar Allen Poe Best known for his poems and short fiction, Edgar Allan Poe deserves more credit than any other writer for the transformation of the short story from anecdote to art. He virtually created the detective story and perfected the psychological thriller. He also produced some of the most influential literary criticism of his timeimportant theoretical statements on poetry and the short storyand has had a worldwide influence on literature. Poe's parents were touring actors; both died before he was 3 years old, and he was taken into the home of John Allan, a prosperous merchant in Richmond, Va., and baptized Edgar Allan Poe. His childhood was uneventful, although he studied (1815-20) for 5 years in England. In 1826 he entered the University of Virginia but stayed for only a year. Although a good student, he ran up large gambling debts that Allan refused to pay. Allan prevented his return to the university and broke off Poe's engagement to Sarah Elmira Royster, his Richmond sweetheart. Lacking any means of support, Poe enlisted in the army. He had, however, already written and printed (at his own expense) his first book, Tamerlane and Other Poems (1827), verses written in the manner of Byron. Temporarily reconciled, Allan secured Poe's release from the army and his appointment to West Point but refused to provide financial support. After 6 months Poe apparently contrived to be dismissed from West Point for disobedience of orders. His fellow cadets, however, contributed the funds for the publication of Poems by Edgar A. Poe...Second Edition (1831), actually a third editionafter Tamerlane and Al Aaraaf, Tamerlane, and Minor Poems (1829). This volume contained the famous To Helen and Israfel, poems that show the restraint and the calculated musical effects of language that were to characterize his poetry. Poe next took up residence in Baltimore with his widowed aunt, Maria Clemm, and her daughter, Virginia, and turned to fiction a...

Great Expectations3 essays

Great Expectations3 essays Of the major themes from Charles Dickens novel "Great Expectations" to be discussed as to their importance concerning its structure, I have selected "Love" in the context of human relationships, "Isolation" and finally "Redemption". The loneliness isolation brings can only be redeemed by the loving associate of our fellow man, this is a two way thing. "Had grown diseased, as all minds do and must and will that reverse the appointed order of their maker." In isolation the greatest sin we commit against ourselves and others, is to shun human companionship as Miss Haversham did. After her betrayal in love she hardened her heart towards her fellow man. By hardening her heart and suppressing her naturally affectionate nature, she committed a crime against herself. Miss Havershams love for Compeyson is of a compassionate kind, this blinded her to his true nature, as Herbert remarked, "too haughty and too much in love to be advised by anyone." At Compeysons desertion her anger and sorrow became extreme and she threw herself and Satis House into perpetual mourning and a monument to her broken heart, shutting the world out and herself from the world. Her only concession is in her adoption of Estella. Miss Haversham has ulterior motives in adopting Estella, this is not a loving action on her part, but a calculated manoeuvre to turn the child into a haughty, heartless instrument of revenge against men. Estella is encouraged to practice her disdain on Pip and to break his heart. Paradoxically, Miss Havershams greatest sin, is against herself. By hardening her heart she loses her generous, affectionate nature and becomes withered inside emotionally. Her punishment is that the heartless young woman she has made, uses her lack of feelings against Miss Haversham. Estella herself is isolated, as for most of the novel she takes pleasure in her role of avenge ...