Chicago Booth MBA Programs and Admissions

The University of Chicago Booth School of Business is one of the most prestigious business schools in the United States. MBA programs at Booth are consistently ranked in the top 10 business schools by organizations like Financial Times and Bloomberg Businessweek. These programs are known for providing excellent preparation in general business, global business, finance and data analysis. The school was founded in 1898, making it one of the oldest business schools in the world. Booth is part of the University of Chicago, a top-ranked private research university in the Hyde Park and Woodlawn neighborhoods of Chicago, Illinois. It is accredited by the Association to Advance Collegiate Schools of Business. Booth MBA Program Options Students who apply to the University of Chicago Booth School of Business can choose from four different MBA programs: Full-Time MBAEvening MBAWeekend MBAExecutive MBA Full-Time MBA Program The full-time MBA program at the University of Chicago Booth School of Business is a 21-month program for students who want to study full-time. It consists of 20 classes in addition to leadership training. Students take 3-4 classes per semester on the University of Chicagos main campus in Hyde Park. Evening MBA Program The evening MBA program at the University of Chicago Booth School of Business is a part-time MBA program that takes approximately 2.5-3 years to complete. This program, which is designed for working professionals, holds classes on weeknight evenings on the downtown Chicago campus. The evening MBA program consists of 20 classes in addition to leadership training. Weekend MBA Program The weekend MBA program at the University of Chicago Booth School of Business is a part-time MBA program for working professionals. It takes approximately 2.5-3 years to complete. Classes are held on the downtown Chicago campus on Friday nights and Saturdays. Most weekend MBA students commute from outside of Illinois and take two classes on Saturday. The weekend MBA program consists of 20 classes in addition to leadership training. Executive MBA Program The executive MBA (EMBA) program at the University of Chicago Booth School of Business is a 21-month, part-time MBA program that consists of eighteen core courses, four electives and leadership training. Classes meet every other Friday and Saturday on one of three Booth campuses in Chicago, London,  and Hong Kong. You can apply to take classes at any one of these three locations. Your chosen campus will be considered your primary campus, but you will also study at least one week at each of the other two campuses during required international session weeks. Comparing the Chicago Booth MBA Programs Comparing the amount of time it takes to complete each MBA program as well as the average age and work experience of enrolled students can help you determine which Chicago Booth MBA program is right for you. As you can see from the following table, the evening and weekend MBA programs are very similar. When comparing these two programs, you should consider the class schedule and determine if you would rather attend class on weeknights or weekends. The full-time MBA program is best suited for young professionals who will be studying full-time and not working at all, while the executive MBA program is best suited for individuals with a significant amount of work experience. Program Name Time to Complete Average Work Experience Average Age Full-Time MBA 21 months 5 years 27.8 Evening MBA 2.5 - 3 years 6 years 30 Weekend MBA 2.5 - 3 years 6 years 30 Executive MBA 21 months 12 years 37 Source: University of Chicago Booth School of Business Areas of Concentration at Booth Although concentrations are not required, full-time, evening and weekend MBA students at Booth can choose to concentrate in one of fourteen areas of study: Accounting: Learn to interpret financial information and gauge financial performance.Analytic Finance: Study financial theories and learn how to apply them to a range of business problems.Analytic Management: Learn to apply quantitative tools and analytical methods to business processes and decisions.Econometrics and Statistics: Learn to analyze economic and business models with econometric and statistical tools.Economics: Study microeconomic concepts, macroeconomic concepts,  and fundamental business governance.  Entrepreneurship: Study a wide range of business areas and gain entrepreneurial skills.Finance: Study corporate finance, the financial market, and investments.General Management: Gain leadership and strategic management skills through courses in finance, economics, HR management,  and operations management.International Business: Learn to lead in a global economic and business environment.Managerial and Organizational Behavior: Study psychology, sociology, and human b ehavior to learn how to develop and manage human capital.Marketing Analytics: Study marketing and learn how to use data to drive marketing decisions.Marketing Management: Learn about marketing and marketplace value in psychology, economics and statistics courses.Operations Management: Learn how to make key decisions that influence day-to-day business operations.Strategic Management: Study management and strategy through an interdisciplinary approach to learn how to handle key management issues. The Chicago Approach One of the things that differentiates Booth from other business institutions is the schools approach to MBA education. Known as the Chicago Approach, it focuses on incorporating diverse perspectives, allowing flexibility in curriculum choices and imparting core principles of business and data analytics through multidisciplinary education. This approach is designed to teach students the skills they need to solve any type of problem in any type of environment. Booth MBA Curriculum Every MBA student at the University of Chicago Booth School of Business takes three foundational classes in financial accounting, microeconomics. and statistics. They are also required to take at least six classes in business environment, business functions,  and management. Full-time, evening, and weekend MBA students choose eleven electives from the Booth course catalog or other University of Chicago departments. Executive MBA students choose four electives from a selection that varies from year to year and also participate in a team-based experiential class during their final quarter of the program. All Booth MBA students, regardless of program type, are required to take part in  an experiential leadership training experience known as Leadership Effectiveness and Development (LEAD). The LEAD program is designed to develop key leadership skills, including negotiation, conflict management, interpersonal communication, team-building and presentation skills. Getting Accepted Admissions at the University of Chicago Booth School of Business are very competitive. Booth is a top school, and there are a limited number of seats in each MBA program. To be considered, you will need to fill out an online application and submit supporting materials, including recommendation letters; GMAT, GRE, or Executive Assessment scores; an essay; and a resume. You can increase your chances of acceptance by applying early in the process.

The Masque o the Red Death Essay - 558 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Edgar Allen Poes The Masque of the Red Death is an elaborate allegory/microcosm that combines objects in the story with visual descriptions to give focus to the readers imagination. In the story, a prince named Prospero tries to dodge the Red Death through isolation and seclusion. He hides behind seemingly impenetrable walls of his castellated abbey and lets the world take care of its own. However, no walls can stop death because it is inescapable and inevitable. Visual descriptions in the story are used to symbolize death. Poes use of language and symbolism is shown in his description of the seventh room in the suite, the ebony clock, and the fire. nbsp;nbsp;nbsp;nbsp;nbsp;The first symbolic mean†¦show more content†¦However, in the western or black chamber the effect of the firelight that streamed upon the dark hangings through the blood-tinted panes, was ghastly in the extreme, and produced so wild a look upon the countenances of those who entered...quot;The fire was meant to produce a shadowy atmosphere in the west and a favorable one in the east. This is symbolic to the sunrise in the east and sunset in the west because light means life and darkness means death. Poe uses darkness as another visual representation of death. nbsp;nbsp;nbsp;nbsp;nbsp;The gigantic clock of ebony is another symbolic object in the story. quot;Its pendulum swung to and fro with a dull, heavy, monotonous clang; and when the minute hand made the circuit...it was observed that the giddiest turned pale, and the more aged and sedate passed their hands over their brows as if in confused reverie or meditationquot;. Hour by hour, minute by minute, second by second, the life of the ebony clock slowly dies. Poe uses the clock as a symbolic mean that man can escape death, but at the end it is inescapable. The ebony clock is a reminder to Prince Prospero and his guests of their remaining time before death. Poes description of the clocks chimes is successful as a constant reminder of their death. nbsp;nbsp;nbsp;nbsp;nbsp; Prince Prospero’s efforts of avoid the epidemic is unsuccessful because death will eventually conquer all who oppose. His ultimate enemy was his refusal to except death asShow MoreRelated Madness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of th1589 Words   |  7 PagesMadness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of the Red Death Poe’s madmen are all obsessed with death. Existence within reality eventually becomes impossible. Poe usually places his madmen within a room or other enclosure, but they are rarely ever outside. When we do come across an exterior, nature does its best to repress, confine and enclose the man. The protagonist in Poe’s â€Å"The Assignation† sums up the combination of time and space withinRead More The Masque (Mask) of the Red D, William Wilson, Tale of the Ragged Mountains, and House of Ush1583 Words   |  7 Pagesin Masque of the Red Death, William Wilson, Tale of the Ragged Mountains, and House of Usher A careful reading of Poe’s tales will quickly reveal the importance that landscape plays in the development of each literary work.   Ragged Mountains has both a surreal and realistic landscape allowing Poe to use both the mental and the physical environment to explain his tale.   This technique is also found in The Fall of the House of Usher, William Wilson, and The Masque of the Red Death.  Read More The Understated Narrator of The Masque of the Red Death Essay2052 Words   |  9 PagesThe Understated Narrator of The Masque of the Red Death      Ã‚  Ã‚   While the narrator of Edgar Allan Poes The Masque of the Red Death never appears in a scene, he is always on the scene. He reveals himself overtly only three times, and even then only as one who tells:    But first let me tell of the rooms in which [the masquerade] was held. (485)    And the music ceased, as I have told . . . (488)    In an assembly of phantasms such as I have painted . . . Read More An Analysis of Edgar Allan Poes Psychological Thriller Essay3707 Words   |  15 Pagesa) a) Setting b) b) Characters c) c) Point of View 2) 2) The Masque of the Red Death a) a) Setting b) b) Characters c) c) Point of View IV. The Symbolism in Allan Poes Works 1. Symbolism Introduction 2. Analysis of two horrors 1) 1) The Fall of the House of Usher a) a) Style and Interpretation b) b) Theme 2) 2) The Masque of the Red Death a) a) Style and Interpretation b) b) Theme V. Finale Read More Biography of Edgar Allen Poe and His Poetry Essay1060 Words   |  5 Pagesa dream within a dream. I stand amid the roar Of a surf-tormented shore, And I hold within my hand Grains of the golden sand-- How few! yet how they creep Through my fingers to the deep, While I weep--while I weep! O God! can I not grasp Them with a tighter clasp? O God! can I not save One from the pitiless wave? Is all that we see or seem But a dream within a dream? Edgar Allan Poe =============== The Father of Modern Detective Stories - Edgar Allan Poe -------------------------------------------------------- Read MoreFear, By Karen Thompson Walker1197 Words   |  5 Pages15 (2014): 30. Middle Search Plus. Web. 9 April. 2015. Knowles, John. A Separate Peace. Woodland Hills: McGraw-Hills, 2000. Print. Poe, Edgar Allan. The Masque of the Red Death. Glencoe Literature. We Beverly Ann Chin and Denny Wolfe. Woodland Hills: Glencoe McGraw-Hill, 2002. 389-394. Print. Shakespeare, William. Fear no more the heat o sun. poetryfoundation.org. The Poetry Foundation, n.d. Web. 9 Apr. 2015. Stallings, A.E. Fear of Happiness. poetryfoundation.org. The Poetry FoundationRead MoreHow to Read Lit Like a Prof Notes3608 Words   |  15 Pages lost boys, a girl-nurturer/ c. Little Red Riding Hood: See Vampires d. Alice in Wonderland, The Wizard of Oz: entering a world that doesn’t work rationally or operates under different rules, the Red Queen, the White Rabbit, the Cheshire Cat, the Wicked Witch of the West, the Wizard, who is a fraud e. Cinderella: orphaned girl abused by adopted family saved through supernatural intervention and by marrying a prince f. Snow White: Evil woman who brings death to an innocent—again, saved by heroic/princelyRead More Religious Themes of the Sixteenth Century: The Seven Deadly Sins, Death, and Damnation2997 Words   |  12 PagesReligious Themes of the Sixteenth Century: The Seven Deadly Sins, Death, and Damnation Religion in the Sixteenth Century was a major point of contention, especially for Elizabethans. In the midst of the Reformation, England was home to supporters of two major religious doctrines, including the Catholics and the Puritans. Three dominant themes that came out of this debate were sin, death and damnation. Important elements of Christian religions, these themes were often explored in the form

Whi Is Ihrm Such an Important Issue for Mne’s Free Essays

Why is IHRM such an important issue for MNE’s? International Human Resources Management is the process of procuring, allocating, and effectively utilizing human resources in a multinational corporation. It is born thanks to globalization and to the growth of multinational enterprises all around the world. Globalization and the effective use of international human resources are two major issues facing firms in today’s global economy. We will write a custom essay sample on Whi Is Ihrm Such an Important Issue for Mne’s ? or any similar topic only for you Order Now As more and more firms operate internationally, there is a clear need to understand how to manage human resources that are located outside the domestic environment. A HRM system cannot be an efficient approach for a multinational enterprise (MNE) to optimize their employees’ performances because compared to IHRM: it has less HR activities, a smaller perspective, less involvement in employees’ personal lives, and difficulties to adapt to the workforce mix (expatriates and locals). Indeed, an MNE has to deal with different types of employees: * Host-country Nationals (HCNs): locals of a country a MNE operates in a subsidiary. * Parent-country Nationals (PCNs): expatriates from the country where the MNE has its headquarters. Third country Nationals (TCNs): employees from countries other than the host or home country. These are also expatriates. The correlation between HCNs and PCNs in an MNE is crucial because they both have different points of view about the activity. HCNs are useful thanks to their knowledge of foreign market, language and needs and they know human resources policies for local employees, whereas PCNs have the abilit y to maintain control (for example with a newly established subsidiary), to adapt an ethnocentric attitude and to process an expatriation management (staffing, training, compensation). An IHRM system is a product of distinct activities, functions and processes that are directed at attracting, developing and maintaining the human resources of a MNE. Indeed, IHRM seeks to assist organizations to make the most effective use of their human resources in the international context. Schuler said: â€Å"IHRM for many firms is likely to be critical to their success, and effective IHRM can make the difference between survival and extinction for many MNEs†. This quote means that an MNE has different choices for its IHRM approach. The four generic IHRM orientations of MNEs: ethnocentric, polycentric, geocentric, and regiocentric, introduced by Perlmutter (1969) and Perlmutter and Heenan (1979), are widely recognized. * In an ethnocentric approach, the MNE exports the home HRM system abroad. Strategic decisions are made at the headquarters and subsidiaries are managed by expatriates. Like Porter said: â€Å"In a global industry, a firm must integrate its activities like HRM on a worldwide basis to capture the linkages among countries†. * An MNE with a polycentric approach adapts to the local HRM system that the local companies use. Foreign subsidiaries have a large autonomy and HCNs fill the senior positions. HCNs are more likely to be promoted to positions at headquarters. * In a geocentric approach, the MNE takes a worldwide approach to its operations: employees can be promoted to senior positions in both headquarters and subsidiaries according to their capabilities, regardless of nationality and location. * The regiocentric approach is similarly to the geocentric approach, but senior managers enjoy regional rather than global autonomy in decision-making. Each of these four approaches has certain advantages and disadvantages. The choice of approaches to IHRM depends on the interaction of home-country factors, host-country factors and firm characteristics. The firm has to adapt its HRM activities to each host country’s specific requirements. It is also linked to cultural environment, like Hofstede said: â€Å"Culture awareness from senior and middle management is essential†. The location of the country is one aspect of the context in which MNEs operate. The home-country factors include home HRM systems and domestic political, legal, economic and sociocultural factors. These factors impact on IHRM through their influence on a firm’s characteristics. Organizations in one country might thus share many similarities while being essentially different from those headquartered in other countries. According to Ferner (1997), even the most global companies remain deeply rooted in the national business systems of their country of origin. Without any internal or external influence, an MNE would export all of its own home HRM system to subsidiaries. IHRM is definitely an essential issue for MNEs because it depends on it to avoid barriers of distance, language, time and culture between employees, which often make it very difficult for managers to resolve conflicts. Nowadays, we can still wonder if it is possible to develop a generic IHRM model that could be widely applicable. â€Å"IHRM is of fundamental importance in realizing an efficient and effective multinational organization because it enables the firm to deal with control and cross-cultural issues that are both internal and external to the firm† (Adler and Ghadar 1990). How to cite Whi Is Ihrm Such an Important Issue for Mne’s ?, Essay examples

Explore the ways Dickens uses places and atmosphere in Great Expectations Essay Example For Students

Explore the ways Dickens uses places and atmosphere in Great Expectations Essay Dickens wrote Great Expectations in 1860. It is now well renowned for being a dark, atmospheric novel, set in 19th Century Victorian England. Charles Dickens is widely known today for the success of his novels, and his excellence in using fictional, atmospheric places in Great Expectations to reflect the minds of characters and to explore significant themes, such as class, crime, and love. Dickens uses symbolic description to convey messages about these themes, thus creating appropriate atmospheres for the characters. Dickens prepares the reader for the grimness of the novel as a whole by introducing melancholic places using literary devices. For example, the Kent marshes in Chapter 1, where Dickens uses symbols, personification, emotive imagery, and repetition in his description. Dickens opens Chapter 1 by using the setting of a churchyard to create an eerie mood. He describes the churchyard as bleak and overgrown, stressing the grimness and the isolation of the churchyard during Pips encounter with Magwitch. Dickens also uses emotive imagery of Pips family gravestones. He stresses that all Pip has as a memory of his parents and his five brothers is the inscriptions carved on the family gravestones which Pip imagines as their actual appearances. Pip imagines his father as stout with curly black hair, his mother freckled, and his five brothers being the shape of their lozenges with their hands in their trousers-pockets. This emotionally moves the reader, thereby creating sympathy for Pip right from the beginning, introducing the misery of the novel as a whole through the gloominess of the churchyard, the deathly tone preparing us for the theme of loss throughout the novel. Dickens uses repetition of nettles and tombstones to perhaps suggest that the churchyard is a place of pain and death. This emphasises the sinister mood of Pips encounter with Magwitch by creating anxiety in the reader. Dickens also refers to the temperature being raw. He mentions that the afternoon was heading towards evening, suggesting that it was cold and fairly dark in the churchyard at the time, the darkness symbolising mystery and the unknown, adding to the vivid apprehensive atmosphere. Dickens stresses a fearful tone throughout Chapter 1, using words such as dead, black and gibbet, representing death, violence and crime. The repetition of dead and buried also creates a grim, dark and deathly mood. He describes Pip as a small bundle of shivers and emphasises the whole setting as appearing threatening to Pip by stressing the imagery of the aggressive sea, the comparison of the wind rushing to a predator, and the personification of the red sky being angry, again suggesting violence and death contributing to the ominous atmosphere. In Chapter 1, Dickens uses the pathetic fallacy to show characterisation, reflecting the minds of both Pip and Magwitch by creating a sinister atmosphere. Pips name suggests that like a seed, he is small, young and vulnerable, and will take a journey to grow into manhood. During Pips encounter with Magwitch, an apprehensive atmosphere helps Dickens to portray Pip as being easily intimidated and weak by emphasising Pips vulnerability. Magwitch is described as a fearful man; Dickens presents Magwitch with the repulsive appearance of a stereotypical convict. He includes details such as Magwitch having broken shoes and not wearing a hat, only a rag tied round his head to hint to the reader that there is something peculiar and rough about him, as he is not following the typical Victorian style of middle-class dress. An ominous tone helps Dickens to portray Magwitch as being threatening and powerful by emphasising his abusive and dominating behaviour towards Pip. However, Dickens hints that on the inside, Magwitch is not an all-bad person. Like Pip, Magwitch is presented as a victim suffering pain. To add tension, Dickens uses long, dramatic sentences to portray Magwitchs long, traumatic, desperate journey of running. Magwitch also throws out a long line of threats at Pip, emphasising his panic and agitation. His desperation for food is shown when he tries to go as far as to scare Pip, a young child, with another imaginary criminal. Dickens also uses the repetition of limped and uses words such as cut, torn and shuddering portraying Magwitchs suffering. Dickens uses the ominous tone of Chapter 1 to express his outlook on the typical morals and philosophy in Victorian England and to explore themes that he later covers, such as childhood, crime, and class. Dickens portrays childhood as being a strong influence on the characters later on in life. He uses Pip in Chapter 1 to show this. Pip had a very unhappy, tragic childhood, mourning over his family and lacking love. Dickens suggests that this guided him to his dark, dreary, and lonely imagination in the churchyard on the evening of his encounter with Magwitch. Pip imagines dead people, stretching up cautiously out of their graves, and Magwitch limping as though he were the pirate come to life, going to hook himself back on the gibbet again. Pip frightens himself with his own twisted imagination, causing the reader to feel sympathy towards him. Crime, punishment and justice are important issues raised by Dickens in this novel. Dickens uses Magwitch in Chapter 1 to represent the theme of crime. Magwitch is an escaped convict, which Dickens emphasises by the description of the iron chained to his leg. Magwitch threatens, assaults and intimidates Pip using aggressive behaviour. He incites Pip to crime, telling him to steal and invents another imaginary criminal to scare Pip furthermore. This stresses Dickenss disapproval of crime and criminals. In Chapter 1, Dickens also covers the major theme of class and snobbery in Victorian England, which he uses both Pip and Magwitch to represent. Dickens portrays the working-class as good people, and therefore rewards them later on in the novel. For example, Pip in Chapter 1 is a young and innocent child deprived of love and family, but is later rewarded with happiness. Dickens shows the working-class to be unfairly treated as a result of snobbery. A Womans Aspiration For Freedom Essay - The Story Of An HourThis adds to the tension for the reader, again creating anxiety and sympathy for not only Pip, but also Estella. Dickens uses the ominous tone of Chapters 8 and 11 to show characterisation, reflecting the minds of Pip and Estella as well as Miss Havisham. Pip is again revealed in these Chapters to let his dark imagination take over when he sees Miss Havisham as a figure that emerges hanging by the neck and then suddenly disappears, suggesting that she wasnt there in the first place. By this, his mind is again suggested to be grim, referring back to his tragic childhood in Chapter 1. Similarly, Estella is presented as being damaged, however, as a result of being brought up by Miss Havisham, who is damaged herself, and thus damaging. Estellas relationship with Miss Havisham is presented as disfunctional. Dickens uses the rest of the novel to convey the moral that children need to be guided by role models. He shows this idea by Pip finally reaching his Great Expectations through hard work and having been guided by Joe, whereas, Estella had nobody except Miss Havisham to guide her. Estella is married to a violent man as a result, and pays for the emotional crime that she had put Pip through, which Miss Havisham had forced her to. In Chapters 8 and 11, Dickens explores the main themes of money and love. Dickens names Miss Havishams house, Satis House, using the word Satis meaning enough, as a symbol that Miss Havisham has more than enough money. Dickens strongly links the theme of money with love and happiness in these Chapters. The portrayal of Satis House is that although it is grand, it holds no love or happiness, which Dickens presents by using the idea that Miss Havisham is with money, but without love; the moral being that money doesnt guarantee happiness. Later on in the novel, Pip also represents this moral as his Great Expectations do not gain him Estella. In contrast to the other atmospheric places, Dickens portrays Wemmicks castle in Chapter 25 as a peculiar, ironic, mad house using vivid, emotive imagery and irony. He describes it as a little wooden cottage and Pips opinion of the castle as small with queer, gothic windows and a small, gothic door. The castle is also conveyed as secluded with a drawbridge that when hoisted up, cuts off any communication. Likewise with Miss Havisham and Satis House, the significance of this is that he has isolated himself from reality and society, living in his dream castle. Dickens uses the seclusion of the castle and the idea that Wemmick wishes neither himself nor Pip to speak of it whilst in the office to build up tension, and create anxiety for the reader. However, inside, Wemmicks castle is a place of love, life and comedy. Dickens uses the imagery of Wemmick stepping into his own little dream world of rightly deserved happiness when hes in his castle. His deserved happiness which Dickens stresses by the hard work that Wemmick puts into the castle, for example, engineering and gardening. Wemmicks castle is presented as though it is part of a magical fairytale by the way Dickens describes its ornamental lake with an island in the middle. Its portrayed as comic, a crazy little box of a cottage, the top of it was cut out and painted like a battery mounted with guns. The life of the castle is emphasised by the way that he describes all the animals that he keeps -pigs, fowls, and rabbits. gggggggggThe pathetic fallacy is used in Chapter 25 to reflect Wemmicks state of mind. Wemmick is portrayed through his ironic, comic castle as being wildly imaginative. Reality seems to have been lost in the castle; however, this brings out the life of the castle, and therefore brings the reader to like Wemmick for his originality. Wemmicks cheerful attitude inside the castle also stresses life of the castle. Wemmicks father, Aged, is portrayed as cheerful and full of life. He describes his sons place as a pretty pleasure-ground and beautiful works. Dickens presents Wemmicks and Ageds relationship as just about the only sign of happiness in the novel: just about the only functional family. The theme explored in Chapter 25 is the love between Wemmick and his father. In this Chapter, love is portrayed unlike it is in the rest of the novel: rather than bringing pain, love is seen to give happiness. Aged is proud of his sons fine place and is described himself as clean, cheerful, comfortable, and well cared for. Dickens stresses the fond bond between them both and their enthusiasm for living life in the castle, away from reality. Dickens uses settings in Great Expectations, such as the marshes and Satis House to create a dark, ominous mood. However, he then uses Wemmicks castle, a delightfully different place to portray a cheerful atmosphere. The different tones that Dickens creates help prepare the reader for the novel as a whole by stressing Pips struggle to reach his Great Expectations.