Saviour in Pride and Prejudice by Jane Austen - 999 Words

Elizabeth gave a small inaudible sigh as she walked through the white grounds of Longbourn, not even pretending to be listening to the constant ramblings of her companion. Instead, she was paying much more attention to the snow that was crunching beneath her feet and to the refreshing cool breeze that hit her face as she walked. She had hoped that her sister Kitty would make this time spent with Mr Collins more bearable, but it seemed that Kitty had suddenly developed an extremely quick pace and was out of their sight soon after they left the house. Elizabeth deduced that this was probably the doing of her mother, who had been trying to get her alone with Mr Collins for days. Elizabeth was a great lover of long walks and even heavy snow or†¦show more content†¦Ã¢â‚¬ËœÃ¢â‚¬â„¢Please drop the subject sir, for you are embarrassing both me and you. Please understand that I cannot marry you!’’ exclaimed Elizabeth. Elizabeth then made a move to turn back towards the house but much to her surprise, her ardent suitor grabbed her arm to prevent her doing so. She clenched her teeth together and shook him off, before instinctively striking him upon the face. She glared at him and he stared back at her with a look of surprise upon his now red visage. ‘’What is wrong with you? Are these the actions of a gentleman or of a man of the cloth? Sir, I beg you to leave me now for I am no longer desirous of your company, not that I was in the first place.’’ She turned away from him. ‘’Fine, Miss Elizabeth, but remember the day that you turned me down. You are unlikely to ever receive an offer as good as this again, as you have no dowry worth taking and an estate entailed to me. You will definitely live to regret this day.’’ As he spoke, he seemed angrier than ever before and Elizabeth could tell that his pride had been wounded. She did not bother to look up again until Mr Collins had very nearly disappeared from her sight and all she could see was a vague figure in the distance. Elizabeth took a deep breath to calm herself down and stood still at the lakeside for several minutes, before deciding that it was probably about time for her to go home. However, she then thought about the fact thatShow MoreRelatedThe Portrayal Of Women By Jane Austen And Charles Dickens Essay2871 Words   |  12 PagesAnalysis of the Portrayal of Women by Jane Austen and Charles Dickens in Pride and Prejudice and Hard Times respectively, in view of their social positions, gender identities and historical situations. Published first in 1813, Pride and Prejudice is universally acknowledged as Jane Austen’s (1775-1817) most popular work of all times. The novel was written between 1796 and 1797 and was initially titled First Impressions. Set in the backdrop of rural England in the late eighteenth and early nineteenthRead More The Significance of Chapter 34 in Jane Austens Pride and Prejudice2189 Words   |  9 PagesThe Significance of Chapter 34 in Jane Austens Pride and Prejudice Pride And Prejudice is a 19th Century romantic novel written by Jane Austen in 1813, it presents a true representation of societys expectations towards marriage and love at the time. It focuses on two central characters Miss Elizabeth Bennet and Mr Darcy and their love-hate relationship. Elizabeth the second eldest daughter of five sisters is an intelligent woman with a lively disposition, strong-minded determinationRead MoreAfter many a summer dies the swan2782 Words   |  12 PagesStates, believing that the Californian climate would help his eyesight, which caused him problems all the time. A year later he with his family moved to Hollywood, where he became a screenwriter (among his films were also adaptations of Jane Austen and Pride and Prejudice). In the 1950s Huxley became famous for his interest in psychedelic or mind-expanding drugs like mescaline and LSD, which he apparently took a dozen times over ten years. In 1955died his wife Maria Huxley, and a year later hemarried

Knowledge Questions for Unit Hsc free essay sample

As a candidate, make sure you describe and explain your actions. | | | | | | | |Knowledge Questions for Unit HSC 44 | | | | | | | |5 | | | |Who draws up the Code of Practice for Social Care? | | |The General Social Care Council. | | | | | | | |6e | | | |Outline features of systems used in Lincolnshire in respect of confidential reporting of issues of concern. | | | |The council has its own policy which helps to inform on bad practice, difficulties between staff members and complaints ect. This is| | | |the ‘whistle blowing’ policy and it was designed in order to protect those wishing to make a complaint and to avoid such things as | | | |victimization. Although anonymous, complaints are still dealt with the same seriousness as named complaints although it is preferred| | | |that applicants with complaints should not be anonymous. | | | | | | | | | | |7 | | | |When the Children’s act 2004 was published it contained some major changes for the way in which services were to be delivered. Take | | | |one and explain in your own words the advantages this brings for the wellbeing of children and their families. We will write a custom essay sample on Knowledge Questions for Unit Hsc or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page | | | |The Childrens Act 2004 brought about many changes and most significant was the Every Child Matters campaign that runs along side the| | | |2004 act. For the Act itself the main change that helps in the work that I do is the implementation of the CAF. This works in line | | | |with the need for inter-agency working. I think this is one on the most crucial changes of the Act, and as the Victoria Climbie | | | |inquiry showed many agencies were involved with the case and through lack of communication, information sharing and joint working | | | |Victoria Climbie died at the hands of her aunt. One of the many advantages is local authorities drive for inter-agency working. | | |Through this many agencies are trying to change their way of working and with the help of the CAF more agencies are invited to the | | | |first meeting when a child has been shown to have additional needs. On the whole the process is proving to be more focussed on the | | | |child and family and this reduces any stigma for the families as in the past most cases where always referred to social workers. | | |Families and children are now seen more often and social workers can now focus on the more complex and child protection cases. | | | |Through inter-agency wo rking families and children are given the help that meets their needs and reduces the need for long term | | | |involvement. | | | | | | | | | | |8a | | | |Outline the features of the Dfes initiative â€Å"Building a Culture of Participation† | | | |This initiative is led by the government in their commitment to allow children to have a say in how policies affect them and to | | | |contribute to how a service is delivered. By listening to children and young people it ensures that policies and services are | | | |designed around their needs. This leads to better outcomes for children, young people and families. It also allows for policies to | | | |be effectively evaluated and evolve as necessary. | | | | | | | | | | | |9a | | | |Outline the Common Assessment Framework. Explain why this Government initiative has been introduced and its purpose. | | | |The CAF was implemented in 2006 in order to have a universal assessment form that could be used by all agencies and professionals. | | | |This was in line with some of Lord Laming’s recommendations after the Victoria Climbie enquiry. As a universal document it reduces | | | |the need for repetitive assessments and focuses more on the child and family and multi agency working. The CAF process can start at | | | |any time once it has been identified that a child has an additional need. Once agreed all information is shared between the agencies| | | |involved again reducing the chance of a child ‘falling through the system’. As the CAF is aimed at early intervention some one such | | | |as a school teacher can be the lead professional allowing more serious cases to be dealt with by social workers. As children can | | | |often have what was once deemed as minor issues and not warrant the classification as a child in need, through the CAF they are | | | |classed as having additional needs which allows professionals to work with the child and family. Once a child that has been | | | |highlighted as a CAF they can move in and out of the system as identified issues arise. | | | | | | | | | | |9bc | | | |Summarise the targets of the combined health and education initiative â€Å"Healthy schools†. | | | |The national healthy schools programme promotes a whole school approach to health. The programme is a joint initiative between the | | | |department of health and the department for children, schools and families. It aims to deliver benefits for children on improvement | | | |in health, raise pupil achievement, more social inclusion and a closer working between health promotion providers and education | | | |establishments. | | | |The public health white paper choosing health (2004) set a challenging target for 75% of schools to achieve healthy school status by| | | |2009 and for all schools to work towards this target. Through a planned curriculum schools can promote learning and healthy | | | |lifestyle choices. The four core themes within the programme are: | | | |Healthy eating | | | |Physical activity | | | |PSHE | | | |Emotional health and well-being. | | | | | | | | | | | | | |12 | | | |How does the Joint Annual Review shape the way in which Children’s Services are delivered locally. You may wish to discuss | | | |Lincolnshire’s last JAR and comment on how the recent Service restructuring has been a result of this. | | | |The Children’s Act requires joint area reviews to be conducted in each children’s services authority area. The multi-disciplinary | | | |team of inspectors review all services provided to children and young people aged 0 – 19. There are around 42 key judgements which | | | |relate directly to the five outcomes highlighted in the every child matters framework. Through the Lincolnshire JAR report published| | | |in March 2007 it was proved that there was a need for better facilities for all children aged 0 – 19. There are now plans to develop| | | |a further 23 children’s centres by 2008. Through this service restructuring the aim is to shift the balance of services from | | | |interventionist to a preventative approach. The strengthening families will work with partner agencies to deliver the five outcomes | | | |for the every child matters. This is where children’s services as a targeted service interface as part of a universal service. | | | | | | | | | | |16e | | | |Identify the risks to effective working caused by stresses on the work force and recommend what action can be taken. | | | |When work becomes too stressful for an individual it can cause a knock on effect throughout the staff team and the cases in which | | | |the individual is working on. The individual can start to have more days off sick which could cause other staff members to add to | | | |their workload in taking on those individuals cases. Stress can also cause the individual to lose direction and focus in the cases | | | |they work on and this can result in a reduced quality of service for those particular families. | | | |Stress in the work place can be identified early and then reduced by regular supervision. Supervision gives the individual a chance | | | |to discuss their cases and anything that might be causing them to feel stressed. Supervisors are then able to help supervisee’s in | | | |managing there stress before it gets to the point where it affects all that they do. Staff meetings are another opportunity to get | | | |together on a regular basis with other team members as it’s a chance for everyone to discuss their working role as well as any | | | |difficult cases they may have. This gives a chance for positive reinforcement by the manager on the work that is being done and also| | | |a chance to ‘brainstorm’ ideas that might help with the work. | | | | | | | | | | | | | | | |17 | | | |Explain in a short paragraph how the Social Model of disability affects children and their families which you work. | | |The social model of disability says that people are disabled not by their impairment, but by society that does not take account of | | | |their needs and prevents them from having full access to society due to physical, communication and social barriers. A large | | | |majority of the families that I work with fall into the category of being disabled by society. Those families that are most | | | |disadvantaged are those living in poverty. Families face multiple stresses which can affect a child’s needs. If a parent struggles | | | |to provide an adequate environment for a child this will impact on the child’s developments and the parent’s capacity to care for | | | |the child. | | |CHILD A | | | |CHILD B | | | | | | | |No dependence on social security benefits | | | |Household receives multiple enefits | | | | | | | |Two parent family | | | |Single adult household | | | | | | | |Three or fewer children | | | |Four or more children | | | | | | | |White | | | |Mixed ethnic origin | | | | | | | |Owner occupied home | | | |Council or privately rented home | | | | | | | |More room than people | | | |One or more persons per room | | | | | | | | | | | | | | | | | | | |18a/b | | | |See 8a above. | | | | | | | |18d | | | |Using Lincolnshire County Councils Competency framework, explain how you would assist a member of your team to develop skills in | | | |risk management with regards to child protection. You need to be specific to an individual competency. | | |Using competency number 8 –Analysis and Judgement. I would be able to assist the member of staff in the above question. As part | | | |of the competency it requires the individual to look closely at the work they do and how it could be improved. Part of this is | | | |through having a broad range of information about an issue. In this particular instance it would be child protection. This could be | | | |done in-house through regular supervision. This can be through asking the individual to research up to date information and then | | | |having a question answer session on the information they have found. This shows that the indivual has done what is requested and | | | |demonstrates that they have an understanding of the subject that they would then be able to take into their work practice. Another | | | |useful development skill would be to assign the individual to a child protection case that was held by a social worker. The indivual| | | |would gain insight into the process of how child protection is identified and then managed. This hands on approach would give valued| | | |knowledge and development without risk to the family involved. | | | |Finally a child protection training course would be beneficial to the individual to again further develop there knowledge of the | | | |subject. | | | | | | | | | | | | | | |19 | | | |What impact does placement disruption potentially have on the wellbeing of Children In Public Care. You should relate your answer | | | |the recent Government paper ‘Care Matters’ | | | |Most children who end up in care experience multiple moves. It is standard that three or more moves constitutes as placement | | | |stability. Child development theories say that repeated movements jeopardize the opportunity for children to develop secure | | | |attachments with carers and trusting relationships with adults. Children with behaviour problems, prior instability and the age of | | | |the child at placement have all been found to be important factors in placement instability. | | | | | | | | | | | | | | | | | | | | | | |24 | | | |List 3 types of evidence that would be valid in court. Explain your rational behind each one. | | | |1) Video Evidence- For children 14years and under. Also for children classed as a vulnerable witness. Video evidence reduces the | | | |need for a child to be in court and to be face to face with the perpetrator. | | | |2) Court reports – These are factual based evidence which follow a mandatory guideline for completing. | | | |3) Records – Records are an essential source of evidence for investigations and inquiry’s, and may also be used in court | | | |proceedings. Therefore it is essential that any records on a child are clear and accurate and ensure that there is a documented | | | |account of an agency’s or professional’s involvement with a child and/or a family. | | | | | | | | | | |25 | | | |Provide three examples of recording information that might be deemed discriminatory and explain why, in at least one of these | | | |examples, the discrimination might pass without comment. | | |1) The child is ‘missing’ from the record – This doesn’t mean that the child hasn’t been mentioned at all, but that their wishes and| | | |feelings, their views and understanding of their situation, are not recorded. The absence of a child from the record suggests to the| | | |reader that no work has been done with the child, or that the child has not been involved in any work. | | | |2) Facts and opinions are not differentiated – Failing to differentiate between fact and opinions can result in the significance of | | | |some information being overlooked, or opinions becoming accepted as facts and which could influence the management of the case. If | | | |opinions and judgements are not substantiated in the record it can be difficult to explain how these were made to family members who| | | |access the records especially if the case holder who wrote them is no longer working within the agency. | | | |3) The record is not written for sharing. | | | | | | | | | | | | | | | | | | | | | | | | |This account must (except in the case of responses to questions) be authenticated by at least one of the following | |Work products seen | | |List | | |Witnessed by— |Name |Sign |Expert | |Include on witness list | | |Y/N | |I confirm the authenticity of the |Signature of Candidate | |work above |DATE 31. 03. 08 | |I confirm the judgements claimed |Signature of Assessor |TICK IF OBSERVED | |above |DATE | | EV 5

I. Introduction Essays (740 words) - House Of Tudor, Annulment

I. Introduction a. When Elizabeth was born b. Her childhood II. King Henry VIII. a. his 1st marriage 1. his 1st daughter Mary 2. his devorce with het mother b. changing of religion 1. marriage to Anne Boleyn 2. Elizabeth's birth 3. Anne Boleyn's death c. his hier to the throne 1. Jane Seymour 2. Edward VI 3. His death III. Elizabeth becomes queen a. Edward VI becomes king b. Mary becomes queen 1. she's catholic 2. leave throne to Elizabeth c. Elizabeth comes to power 1. change in religion 2. the terrible shape England was in 3. her love affair with Robert Dudley d. all Elizabeth's men 1. lots of emn wanted to marry 2. Robert's marriage 3. Elizabeth's marriage IV. Closing a. Elizabeth's great reign b. Who took the trone after her Elizabeth was born in Greenwich Palace on September 17, 1533. Her father, King Henry VIII, was disappointed because she was a girl. After her mother's death she was sent away. There she had everything. King Henry provided for her every need and made sure she was taken care of. She stayed there until her time came to become Queen. In 1501, Catherine of Aragonmarried Arther, Prince of Wales, Henry's older brother. When his brother got sick, his father asked Henry to married Catherine. They got married in 1509. Catherine gave birth to Prince Henry of Wales, who only live seven weeks (Williams, pg.15). Henry had an illegitimate son named Henry Fitzroy, by an Elizabeth Blount. He died in 1536. Henry and Catherine went on to have their 2nd child together, this time a heathy baby girl, Princess Mary Tudor. Henry broke from the Catholic Church and had his marriage to Catherine annulled. He then married Anne Boleyn, a Protesant woman. She too faile dot provide Henry with a son. In 1533 she gave birth to Elizabeth. They didn't have a very long marriage. Henry had her behaeded because he thought she had committed adultry. After Anne, Henry married Jane Seymour. She had Edward VI, who only lived to be 15 years old. This was Henry's first legitimate son. After Henry's death in 1547, Edward went on to become king. He was Protestant, but his reign was cute short by a disease that took his life in 1553. His half sister moved in as Queen Mary. She was Catholic and very coldblooded. The people of England named her "Bloody Mary", because of her persecution of protesants. She too had a very short reign, from 1553-1558. On November 17, 1558 large crowds of people wiated outside the Palace of Westminster to hear that there Queen had died. That day they also hear that they had a new Queen, Elizabeth. Many people were disappointed. Some didn't like Elizabeth because she was protestant and she wasn't married, others thought she would bring back some of the things England had lost. Elizabeth had to fight a battle to get the English council to lighten up on the religion. All of her intire Englsih Council or church was catholic. She changed that though. Elizabeth hired people like Sir Francis Walsingham and Sir William Cecil to advise her with what ever she did. They stayed by her side for the next 40 years. When Mary died, she left Elizabeth with a huge dept. England was falling and everyone wanted something from her. Many King's and Princes' wanted to marry her, but she wanted nothing to do with them. She was already inlove with a man. His name was Robert Dudley, she made his earl of Leicester in 1564. He was there since before she became Queen. She had him in her bed a few times and the town started to get suspicious. She very well wanted to marry him, she soon found out he was married. Some time later his wife died a really weird death. People thought that maybe he did it. Even thought it was never proven, the two were never married. Elizabeth didn't have it in her to rule like her sister. She wasn't hard and she didn't really know anything about being a Queen, so when it came time to go to war she had no idea what she was doing. She lost her first fight against Spain. Her weekness made her worry more. There were still ma ny people who were catholic. Many of them tried to make a plot to put her

Zimbabwe Imperialism essays

Zimbabwe Imperialism essays Ever since the independence of Zimbabwe in 1980, it has become a violent, chaotic, and unstable country. Zimbabwes President Mugabe is a tyrannical leader, murdering both black and white farmers while promising a "Commitment to restore the rule of law to the process of land reform." Before Zimbabwes independence, however, Britain ruled a pretty-much cooperative land, where violence was only found when the Queen was forced to oppress negative uprisings by radicals that would only hurt their country. The road to Zimbabwes independence was long and suffering, but to the British government I pose this question: is the aftermath of gaining independence worth all of that? As a concerned Zimbabwean citizen, I believe not, and I think that it would not only be in Zimbabwes best interest to regain the aide of a stable nation, but Britain would gain the natural resource-rich land in southern Africa. This volatile and self-destructive nation needs reform, something that has been falsely p romised to the Zimbabweans since Mugabe became president. Although it is argued that the natives culture and traditions will be rid of with colonisation, Britain should have no interest in that, only reforming the government and bringing the economy to a stable pace. It is imperative that Britain re-colonise Zimbabwe for major political, economic, and social reasons: Zimbabwes leader is a tyrant who misleads and mistreats his people, the Zimbabwean economy is less then adequate and needs a boost to support the country, and the natives need reform so they may better their standard of living. Starting in 1889, the British South Africa Company controlled the colony of Rhodesia under a royal charter. During the 1920s and 30s, labour issues between the white and blacks in Rhodesia led to violent rebellion and the emergence of African political parties. In 1953 the Southern Rhodesia colony became part of the ...

Managing cultural diversity and perceived organizational support Essay

Managing cultural diversity and perceived organizational support - Essay Example The findings did not support this association. However the regression analysis indicated that there is an indirect association between cultural diversity management and affective commitment via perceived organizational support. A real-world example of cultural diversity management can be found in Wal-Mart (Wal-Mart 2009 Sustainability Report). It is a large international discount retail chain which implements a variety of diversity programs in order to create an internationally diverse workforce. Programs such as diversity training and supplier diversity have enabled the multinational company to provide organizational support to minority-owned businesses. This has been a source of competitive advantage globally. The diversity management programs have enabled the company to build an organizational culture that supports employment resourcing effectively internationally.

Development of Adult Education Research Paper Example | Topics and Well Written Essays - 1500 words

Development of Adult Education - Research Paper Example Development of Adult Education He defined that educational learning that is reflective in nature was better obtained through meaningful experiments. On the other hand, the development psychology theory defines that adult are psychologically not the same to normal post-adolescent college students. Therefore, it is pertinent that the theories of Erikson, Havighurst, Kolhberg, Gilligan, Magolda and Bronfenbrenner be taken into consideration while dealing with adults. Ultimately, the theory of critical learning has it that sociological analysis of education holds that learning institutions are considered hazardous to the social life of individuals. Most of the people who go to school usually end up oppressed, and this is worsened in the case of an adult amidst teenagers. In this process, the adult are tough so that they may bring new changes to the society through a transformational model engineered by Lindeman. The above three theories explained are crucial in the process of understanding adult development. Based on cross theory, adult learners employ both formal and informal system of learning, in which they face serious predicaments. These issues are usually addressed by the CAL model, which is essential in linguistics. It has also been identified that dealing with adults largely depends how they passed the eight psychological stages of development proposed by Erikson (44). According to him, all the stages are crucial since they either impact an individual positively or negatively. The 8 stages range from toddler to late adulthood. Say during the life course of an individual, school age, one underwent an extremely hard time making him or she ingrains a negative attitude in oneself on education. For such a person, it will be hard for him, or her, to successfully undergo adulthood education. This is because the individual will continue suffering the effects of what he or she pass, anytime t he word education comes across. This will not be the case for an individual who never had problems during school age; he or she will be ready to learn because he has a positive attitude toward education. For adults to learn appropriately, a rather close relationship should be developed between them and their teachers. Through this, they will be able to share different experiences that they underwent through their learning process. This will make it easier for the teacher to assist them whenever necessary. Both teachers and learners should understand that, for the process of learning to be successful, a proper balancing between the needs for the learner and that of the learning process should be balanced appropriately. The famous Pedagogy wrote by Freire had it that there should be a mutual relationship between student, teacher and the society. In the light to the above ideology, it was discovered that since the oppression in schools is majorly contribute by teachers, thy also have t he power to make schools a better place. With the creation of a conducive atmosphere, many adult and normal students will find it easy to learn, since there will be better co-operation. With reference to the theory of experimental learning, it has been noted by Fosnot that people get to gain

Pip and Magwitch Essay Example for Free

Pip and Magwitch Essay Throughout the novel Great Expectations the reader will find that Magwitch plays a significant role to the plot of story. Not only does Dickens use Magwitch to form the main foundation of the story he also uses the character to convey Dickenss view on important themes such as crime, punishment, social status and betrayal. In this presentation I will explore the ways in which Magwitch is presented and talk about and his significance in the novel. We are first introduced to Magwitch in chapter one. The reader becomes familiar with the character Pip; we learn he is a child who is alone in the graveyard and is mourning over the death of his family. The reader knows that not only would this upset Pip, it could make him feel frightened because as a child you are dependant on your family members to keep you safe. He makes it sound as if Pip was recalling what it felt like to be a child, like when we get the impression that he could have been exaggerating about wilderness and so on before him. An image is described, such as the low leaden line beyond and this then is revealed as what it actually is; the river. This gives the effect that not only Pip is confused and lost by his surroundings but also and therefore scared and intimidated by them. Dickens delivers Pips emotions cleverly because there is no direct reference to how he is feeling at first. This is very good building up to the shock of first meeting Magwitch. The writer uses direct speech for his first words, which come out suddenly, at no particular starting point and with impression that they are loud! He says Hold your noise. which sounds at first so abrupt it could be almost like he is trying to save Pip, that he fears for Pip too. We then read on to see how Magwitch is presented physically. He is wet and muddy, and is described as being stung by nettles, so he obviously does not look after himself properly. He is shivering and limping, so he may be unwell as well as cold. His shoes are broken and he has no hat or proper clothes which shows he cannot afford them. He has a very informal way of speaking, and is eager to see the scrap of food he finds on Pip, so this also shows that he is poor and working class. This could be because, or the results of being a criminal. The first chapter is important; we now know exactly what Magwitch looks like and how he is presented. As mentioned in the introduction, Magwitch is significant in the plot. The fact that he appears in the very first chapter makes us assume he is a main character, even though he does not reappear until later in the book when the reader either has completely forgotten about him or thinks it is very unlikely that he will appear again with the current story line, especially as at the end of chapter three it says the last I ever heard of him. When he does make his unexpected reappearance in Chapter thirty-nine, he reveals news that causes him to become the centre of almost every aspect of the story line. By the end of Chapter fifty-four and when mysteries are revealed and loose ends tied we come to realise that Magwitch is somehow connected to every character. Pip, obviously because of the money he gives that cause him to become wealthy and middle-class. His lost past with Molly and Estella, his daughter, who was adopted by Miss Haversham. Also he is connected to Joe because it was his whittles and file he used to set him free. Perhaps he is connected to Mrs Joe because he murdered her. When Magwitch dies during chapter fifty-six, it impacts the plot and the characters, especially Pip. Magwitch influences other characters, especially Pip and sometimes they influence him too. Had it not been for Magwitch the way people behaved may have been very different! We do not know much about Pip before he meets Magwitch, but afterwards we find him to be cautious, for example how nervous he was when he meets Miss Haversham. This could have been a lasting effect from his fears upon first meeting Magwitch. Pip may have been so shocked by the way that the poor lived that he becomes even more determined to become a gentleman. It gave him an insight to the lives of the very poor. In chapter three Magwitch seems to wait all night just for the food Pip has brought him. Pip may have recognised his determination and perhaps used this will when he is seeking Estella as his wife later during the book. Magwitch may have been so grateful towards Pip that it made him feel like he should try and become a better person. Both Pip and Magwitch taught each other that you should not always be judgmental. For Pip, it was that he was at first very afraid of Magwitch and thought he was going to be scary. Later on he realises that he only was behaving in a threatening way because he was hungry and desperate for food.