The Red Room by HG Wells with The Signalman by Charles Dickens Essay Example For Students

The Red Room by HG Wells with The Signalman by Charles Dickens Essay The to stories that Im going to compare are The Red Room by H. G. Wells and The Signalman by Charles Dickens. The Red Room was written in the pre 20th century and The Signalman was written earlier. Both stories are of a gothic genre. The authors try to keep the reader gripped until the ending in different ways. Charles Dickens uses strange happenings to get you gripped to reading the book e. g. The narrator calls down at the signalman but instead of looking up to see who is calling, he looks the other way down the track. This happens at the beginning of the story which is effective because it gets the reader asking questions about the story. Also H G Wells uses strong words to describe things e. g. steeped in the glow an angry sunset|. This use of personification angry is effective because it gives the reader a clearer view of what is happening. H G Wells creates suspense by repeating Its your own choosing. This is a warning for the narrator from the man with the withered arm. The narrator has come to prove his point that there is no such thing as the supernatural but the man with the withered arm tries his best to persuade him otherwise. H G Wells creates a weird atmosphere. All the characters in the story are odd in different ways; there is a man with a withered arm, pale eyes, monstrous shadow. This creates tension by getting the reader to ask questions about the characters and the gothic theme. H G Wells also describes the house as weird by giving it queer old mirrors and creaking doors. We will write a custom essay on The Red Room by HG Wells with The Signalman by Charles Dickens specifically for you for only $16.38 $13.9/page Order now This also adds to the gothic theme, he repeats the warning This night of all nights through the story. This again is trying to persuade the narrator otherwise of his current thoughts. The Signalman starts in a weird way, the narrator calls down to the signalman but he doesnt acknowledge him, this weirdness suggests a gothic story. The story is written in the first person, this has the effect o seeing the story through the narrators eyes giving us a better picture of whats happening. As a reader you have plunged straight into the mystery. The main character, (The Signalman) begins the weird happenings within the first paragraph, setting a weird feel. This has a big effect on the initial atmosphere of the story as the reader begins asking questions in his head about the story. The tense atmosphere continues throughout, The Signalman. The Red Room is written in the first person. The effect of this is that you can see through his eyes and have a better picture of what is happening. You also get a better view of the gothic genre. Because of the thorough descriptions. This story doesnt put us straight into a false sense of security instead it gradually builds suspense. The suspense in The Red Room plummets and climbs a lot, it isnt a constant suspense. This gives the reader the time to prepare for the next shock. We learn at the beginning of the story that the narrator isnt easily scared and doesnt believe in the supernatural. I can assure you said I that it will take a very tangible ghost to frighten me. The greatest suspense begins when the narrator makes his way towards the red room. The long, draughty, subterranean passage was chilly and dusty, and my candle flared and made the shadows cower and quiver. On entering the red room the narrator is quite calm. My mind however was perfectly clear. I postulated quite unreservedly that nothing supernatural could happen and he doesnt believe, but when he comes back out of the room he believes and then is scared. The worst of all the things that haunted poor mortal man said I and that is, in all its nakedness-fear! To get a gothic atmosphere the other characters are weird. .u474b67be03c5969bf33084298c3ac544 , .u474b67be03c5969bf33084298c3ac544 .postImageUrl , .u474b67be03c5969bf33084298c3ac544 .centered-text-area { min-height: 80px; position: relative; } .u474b67be03c5969bf33084298c3ac544 , .u474b67be03c5969bf33084298c3ac544:hover , .u474b67be03c5969bf33084298c3ac544:visited , .u474b67be03c5969bf33084298c3ac544:active { border:0!important; } .u474b67be03c5969bf33084298c3ac544 .clearfix:after { content: ""; display: table; clear: both; } .u474b67be03c5969bf33084298c3ac544 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u474b67be03c5969bf33084298c3ac544:active , .u474b67be03c5969bf33084298c3ac544:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u474b67be03c5969bf33084298c3ac544 .centered-text-area { width: 100%; position: relative ; } .u474b67be03c5969bf33084298c3ac544 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u474b67be03c5969bf33084298c3ac544 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u474b67be03c5969bf33084298c3ac544 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u474b67be03c5969bf33084298c3ac544:hover .ctaButton { background-color: #34495E!important; } .u474b67be03c5969bf33084298c3ac544 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u474b67be03c5969bf33084298c3ac544 .u474b67be03c5969bf33084298c3ac544-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u474b67be03c5969bf33084298c3ac544:after { content: ""; display: block; clear: both; } READ: 1984 Analytical Journal EssayThe old woman speaks to the narrator without looking him in the eye and breaks into conversation. Theres a man with a funny eye and a man with a withered arm. Both these stories are of the same genre but are different in the way that they create an atmosphere and bring it to a climax. The characters in the stories create atmosphere in different ways also. The Signalman creates tension by acting weird. The characters in The Red Room are also weird but are in a physical way. In my opinion both stories are as good as each other because of the interesting techniques used.

egg drop Research Paper Example

egg drop Research Paper Example egg drop Paper egg drop Paper egg drop BY alan725 Egg Drop Project There were five forces that where acting on my container there where gravity, inertia, air resistance, shock, and impact. The contraption is trying to lessen the gravity for it would be so light weight that it will glide on the wind and not hit the floor so hard. And it is trying to alter the air resistance force so like I said to try to glide on the wind. Some of the feature of the container was the square block so no matter where it hit it would have the same amount of stuffing. The dimensions of the box where 6 for the height, 6 for the width, and 6 for length. The container serves to lessen or alter the effect of the force by being square so even padding and lightweight were it wont hit the ground too hard. Newtons first law was an object in motion will continue moving unless something stops it from moving. That law relates to my project by saying my contraption will stay in motion till it hit the ground. Newtons second law was heavier the object the more force it takes to move and lighter objects require less force too move. The force in which the egg hits the ground will equal the mass of the egg. Newtons third law is for every action of force there is an equal and opposite reaction f force. While moving downwards, the force of gravity is pulling the egg down. However, when the force is acting on the opposite direction too thats due to air resistance. Some improvements that I could of have been made on my contraption would be to add some support on my contraption because with it fell my contraption bend and could of broke the egg. Another adjustment that could have been made should be to have had some padding in the side in case the contraption would have fallen on a corner. I tested the contraption 4 times my first contraption ended with a racked egg because had no support so instead of Just bubble wrap I got a small plastic bag and put packing peanuts and bubble wrap. So I tried it again with the new way and cracked so I had my dad help fgure out why it was because it needed like and outer shell to help it and that is when the cardboard box came and helped us. So I tried with the box and it broke and we figured out why. It was because the box fell and hit the corner so we added padding in all the side so no matter what side it hit it would be protected. So the last time we tested the contraption it worked.

Audiovisual Cues in Bilingual Language Acquisition

Audiovisual Cues in Bilingual Language Acquisition Article title: Bilingualism modulates infants’ selective attention to the mouth of a talking face Authors: Pons, F., Bosch, L., Weikum et al., 2007). Significant research has been conducted to explore the auditory domain of bilingual language acquisition and there is strong evidence that both bilinguals and monolinguals rely on redundant audiovisual speech (Rosenblum, 2008; Stein, 2012; Sebastià ¡n-Gallà ©s et al., 2012). However, this paper seeks to understand the importance of audiovisual cues as a mechanism that bilingual infants utilize during complex language processing in comparison to monolingual infants. METHODS (234 words) To test these predictions they conducted two experiments each on infants whose native languages were Spanish/Catalan. The goal of the first experiment was to extend the findings of previous studies about monolingual, native English speaking, infants’ use of audiovisual speech cues to infants whose native languages are eithe r Spanish or Catalan. Sixty monolingual infants (with native languages of either Spanish or Catalan) participated in this experiment and formed three groups: 4, 8 and 12 month-old infants with 20 participants in each group. Stimuli, 45-second videos of one of two female actors speaking a monologue in English or Spanish/Catalan, were presented on a computer screen in front of the infant. Each infant watched one video of a monologue in their native language and a second video of a monologue in English. Throughout the procedure, an eye-tracker was utilized to enable researchers to collect data about their attention to two areas of interest (AOI), the speaker’s mouth and eyes. The second experiment investigated how bilingual infants’ selective attention to these AOI changes and develops in their first year of life. 63 Spanish-Catalan bilingual infants (once again divided into groups of 4, 8 and 12-month-olds) were presented with the same stimuli as in the first experimen t and researchers tracked their eye movements to AOI. They conducted a Mann-Whitney test to compare the vocabularies of the monolingual and bilingual infants and found no significant difference between their lexica. DISCUSSION (399 words) The results from the first experiment successfully extended the findings of Lewkowicz and Hansen Tift’s (2012) study to monolingual speakers in Spain of Catalan or Spanish. They saw the same developmental trends with language acquisition and attention to AOI with this group of infants: when presented with both native and non-native audiovisual stimuli 4-month-old infants spent more time attending to the eyes of the speaker and 8-month-old infants spend more time attending to the mouth of the speaker. When presented with stimuli in their native language, the 12-month-old infants spent equal time looking at the mouth and eyes but with stimuli in their non-native language they spent more time looking at the mouth than the eyes. One of th e most intriguing comparisons explores the differences between the monolingual and bilingual infants’ developmental pattern of attention during audiovisual stimuli presentation (comparing Experiment 1 and 2). They found the biggest differences at 4-months and 12-months. 4-month-old bilingual infants attended equally to the mouth and eyes while the 4-month-old monolinguals spent more time attending to the eyes. 12-month-old bilingual infants spent more time attending to the mouth in both native and non-native language presentation while the monolinguals attended more to the mouth only in non-native trials. On average the bilingual infants spent more time attending to the mouth of the speaker than monolinguals at their same age. These findings support evidence that audio input is not the sole contributor to language acquisition and differentiation. Visual cues are crucial in understanding and interpreting speech because there is not a 1:1 relationship between speech signals a nd meaning; we must use hermeneutics and external cues to make sense of language. The McGurk Effect demonstrates this idea: when just using audio input a person hears â€Å"ba, ba† but when provided with audiovisual stimulus, a person hears â€Å"da da† as a result of hearing â€Å"ba, ba† but seeing the mouth produce â€Å"ga ga.† These early studies illustrate the importance of visual input but do not explore how this reliance on external cues during development is different for bilinguals. This paper offers fascinating evidence that shows how monolingual and bilingual infants rely on audiovisual input to acquire, perceive and comprehend language. Research still must explore how these effects continue after 12 months old, once native and non-native language systems are more defined: do bilingual young adults still look more at the mouth than the eyes of a speaker? REFERENCES Bijeljac-Babic, R., Serres, J., Hà ¶hle, B., & Nazzi, T. (2012). Effect of bilingualism on lexical stress pattern discrimination in French-learning infants. PLoS ONE , 7 (2), e30843.       Bosch, L., & Sebastià ¡n-Gallà ©s, N. (2001b). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy , 2 , 29-49. Lewkowicz, D. J., & Hansen-Tift, A. M. (2012). Infants deploy selective attention to the mouth of a talking face when learning speech. Proceedings of the National Academy of Sciences, USA , 109 , 1431-1436. Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language , 24 , 407-426. Pons, F., Bosch, L., & Lewkowicz, D.J. (2014). Bilingualism modulates infants’ selective attention to the mouth of a talking face. Psychological Science , 26.4, 490-498. Rosenblum, L. D. (2008). Speech perception as a multimodal phenomenon. Current Directions in Psychological Science , 17 , 405-409. Stein, B. E. (2012). The new handbook of multisensory process- ing . Cambridge, MA: MIT Press. Weikum, W. M., Vouloumanos, A., Navarra, J., Soto-Faraco, S., Sebastià ¡n-Gallà ©s, N., & Werker, J. F. (2007). Visual lan- guage discrimination in infancy. Science , 316 , 1159.

Critical Reflection and Self-Evaluation in the Context of Systems Essay

Critical Reflection and Self-Evaluation in the Context of Systems Thinking - Essay Example It is due to the rapid changes to organizations that organizations have to readjust to the inevitable changes to cope in a highly chining environment such as the one involved in event management. Event planning changes affect the IS project outcomes in the in such a project and it is not until shortcomings are indentified in event planning that portrays a need to reassess and reevaluate the IS are taken appropriately. This brought about the concept of soft system thinking and hard thinking in the â€Å"Bear-Wear† event coaching group. Hard systems regard to situations that human behaviors perceived to play minimal roles though there are many people involved in the system ( Waring, 1996). Hard systems in this case referred to tools, machines and to other equipment that were used in the project, which were quantifiable, predictable, and those that were relatively undisputable. Hard systems as Checkland & Holwell (1997) explain included the natural systems. Natural systems are th ose that are not manmade, which include the biological systems, weather, volcanoes and other natural phenomena. Logistics and ticketing are susceptible to interruptions as a result of the hard systems such as weather and disruptions of the equipment. This was taken care of in risk awareness. On the other hand, soft systems refer to those systems that involved the team members’ behaviors and beliefs. Human beings are unpredictable in most cases in the physical aspect and the way they think. Soft systems refer to the beliefs, attitudes, behavior values, opinions that describe each of the team members. Checkland & Scholes (1999) explain that soft system methodology is intended for use in situation that exhibit crisis, uncertainty, conflict or unease in relationship among the human actors. In the event hosting and management, different opinions and personality will surface in the team or from the clients. Advocating for creative thinking and providing coaching and counseling serv ices to Grad Com and anyone involved will enable the team work to work harmoniously. Gesellschaft & Gemeinsschaft, which relates to sociality maintained by instrumental goals of participating individuals vs. the inherent connectedness of participating individuals (Kitayama & Cohen, 2010) were two major views that would guide in implementing operations in the event planning, management and counselling services. Soft approach related to information in attribution of meanings and sense making and would utilize interpretative actions as the modes of managing environment around project members (Auyang, 1998). Since organisations and the IS are mutually dependent on one another, they both affect each other proportionately to make an organisation environment. Soft System thinking application Systems thinking concept was first applied to real world problems as early as 1970s and 80s. The design of system thinking was as a result of indentifying that problems were mainly caused as a result o f the analyst’s inability to indentify describe objectives amongst the other, in an environment with numerous conflicting and ambitious alternatives (Auyang, 1998). System analysts therefore led leaders and other analysts to design and construct models that could be used by analysts as devices that would help in structuring questioning procedures to address

Workplace Violence in Health Institutions Term Paper

Workplace Violence in Health Institutions - Term Paper Example These guidelines include recommendations for recognizing risk factors, management commitment and employee involvement, work site analysis, hazard prevention and control, and safety and health training. Violence against Health Workers The levels of violence against healthcare staff have become a concern in recent years. More and more healthcare staffs face the prospect of violence and aggression in the workplace, not only from the people they care for, but from strangers and families. Although there is a high risk of work place violence across all healthcare occupations, most indicators suggest that it is the nursing profession that is most at risk, followed closely by ambulance and medical staff. (Linsley, 2006, pgs. 7-8) nurses are especially vulnerable to violence in high risk areas of practice such as the emergency department and psychatric settings (Dempski & Westrick, 2008, pg. 237) This paper seeks to addreses the spectrum of violent behaviors in health care, including violence directed horizontally or vertically between healthcare providers or violence focused on nurses from patients, families, and visitors. In addition, it will give a brief explanation of the types of violence experienced by nurses at their place of work, the risk factors, the various ways through which workplace violence affects the workers as well as the steps and measures which can be undertaken to reduce the impact and effects of workplace violence or minimize their chances of occurence and reoccurance. Types of Violence in Healthcare Settings Healthcare and social service workers for many years have confronted significant risks of job-related violence. Assaults in particular represent serious safety threats and health hazards for this field, and violence against... Healthcare and social service workers for many years have confronted significant risks of job-related violence. Assaults in particular represent serious safety threats and health hazards for this field, and violence against their workers increasingly continues to manifest. Healthcare settings are at risk for a variety of violent behaviours. Violence may be manifested as verbal abuse, sexual harassment, racial harassment, bullying, property damage, threats, murder, and physical assault. In 2000, almost half of all nonfatal injuries from violent acts against workers occurred in the healthcare sector. These injuries include, bruises, lacerations, broken bones, and head injuries. There are also other forms of violence such as lateral and horizontal violence which frequently occur in healthcare agencies. Lateral violence is a form of bullying, nurse to nurse, and is usually directed toward nursing staff perceived as less powerful. This includes bullying which encompasses barrage behaviour s which include being harassed, tormented, ignored, sabotaged, put down, and insulted among others. This form of violence is tolerated because many nurses experience it as a rite of passage and regard it as normal.Risk Factors. Health care providers, especially so, nurses deal with a greater than before risk of work-related physical attack. A number of factors have been identified as causal factors, while they do not cause violence directly, they have an impact on it and can enhance its effects.  

Amish Gone Wild Essays -- essays research papers

Amish Gone Wild   Ã‚  Ã‚  Ã‚  Ã‚  The main point of this video was to show how the lives of Amish teens are changed drastically when between the ages of 16 and 21 they are faced with a whole new lifestyle. This then leads them to face a very difficult decision. Durring the ages of 16 and 21, Amish teens are 'let lose' or able to live the life that English children live. They can move out, get their license, wear normal clothes and party on a regular basis. Then after this is over with they must make their decision, they can either continue to live the life of an English person and basically be free, or they can join the church and give their lives to God and the Amish ways. When these kids were allowed to be free they seemed to chose the wrong road, many following the path of drugs and alcohol. They weren't just messing around with common drugs either, they were actualy getting into more dangerous drugs like crystal meth, and in some cases even gettin involved with drug dealers and police. There w ere definitely elements of structural funtionalism, conflict theory, and symbolic interactionalism present in this video. Structural functionalism was present in their everyday behavior. Their society is so stable in their own world because of how they work things out. They marry, grow beards and work for the rest of their lives for God. This all helps their own society function. They comitt their lives to the church and they are all content with that. They stick to the ...

Alcoholism: a Menace to the Society Essay

Filipinos love to drink alcoholic beverages, that is. Drinking sessions are seen almost everywhere everyday along the streets and sidewalks, inside homes, in carinderia and corner sari-sari store, and even the upmarket bars and bistros. So phenomenal has been the â€Å"tumahan† tradition that it became the undisputed national pastime and social culture of Filipinos. While local folks’ love for drinking session might have built many a friendship and warm the cockles of good ole acquaintances, it is, at the same, taking toll on the drinkers’ health. Alcoholism, also called alcohol dependence or alcohol addiction, is a destructive pattern of alcohol use that includes tolerance to or withdrawal from the substance, using more alcohol or using it for longer than planned, and trouble reducing its use. Other potential symptoms include spending an inordinate amount of time getting, using, or recovering from the use of alcohol, compromised functioning, and/or continuing to use alcohol despite an awareness of the detrimental effects it is having on one’s life. Alcoholism is appropriately considered a disease rather than a weakness of character or chosen pattern of bad behavior. Many persons have become addicted to alcohol. It undoubtedly has something to do with the euphoric quality of alcohol and the resultant high. According to Vern Mason, â€Å"it is amazing how many kinds of alcohol can come out of the same bottle. It all depends who’s drinking it†. There are basically two types of drinkers who may become alcoholic. Some become chronic alcoholics from the outset almost, steadily drinking larger amounts everyday. Others may drink socially or the binge drinkers on weekends. They sort of steadily increase their drinking. The end result is the same, alcoholism. The damaging effect of alcohol stands among the leading public health problems in the world. It deserves personal concern and national action if we are to remain sober and responsible people. Alcohol abuse is a disease that is characterized by the sufferer having a pattern of drinking excessively despite the negative effects of alcohol on the individual’s work, medical, legal, educational, and/or social life. Alcohol abuse affects about 10% of women and 20% of men in the United States, most beginning by their mid teens. Signs of alcohol intoxication include the smell of alcohol on the breath or skin, glazed or bloodshot eyes, the person being unusually passive or argumentative, and/or a deterioration in the person’s appearance or hygiene. Almost 2,000 people under 21 years of age die each year in car crashes in which underage drinking is involved. Alcohol is involved in nearly half of all violent deaths involving teens. Alcoholism is a destructive pattern of alcohol use that includes a number of symptoms, including tolerance to or withdrawal from the substance, using more alcohol and/or for a longer time than planned, and trouble reducing its use. Alcohol, especially when consumed in excess, can affect teens, women, men, and the elderly quite differently. Risk factors for developing a drinking problem include low self-esteem, depression, anxiety or another mood problem, as well as having parents with alcoholism. Alcohol dependence has no one single cause and is not directly passed from one generation to another genetically. Rather, it is the result of a complex group of genetic, psychological, and environmental factors. There is no one test that definitively indicates that someone has an alcohol-use disorder. Therefore, health-care practitioners diagnose these disorders by gathering comprehensive medical, family, and mental-health information. Alcohol use increases medical risks. Alcohol seriously interacts with a number of drugs as well as several other medications by either increasing their potency or decreasing their effectiveness. Alcohol also prolongs the length of recovery after anesthesia. (Modern Medicine, pp. 160-165) Some signs of a drinking problem include drinking alone, to escape problems, or for the sole purpose of getting drunk; hiding alcohol in odd places; getting irritated when you are unable to obtain alcohol to drink; and having problems because of your drinking. According to the research of Aileen Ludington and Hans Diehl, alcohol greatly affects the human body: Your brain. Alcohol, even in small amounts, causes irreparable damage to brain cells; some die and others are altered. Your heart. Alcohol increases the risk of hypertension, stroke, and damage to the heart muscle. Your lungs. Alcohol depresses respiratory functions. Your reproductive system. In men, alcohol can damage cells in the testes, causing impotence, sterility, and possibly enlarged breasts. In women, alcohol can cause irregular menstrual cycles and malfunctioning of the ovaries. Alcohol has also been linked to birth defects in infants and to fetal alcohol syndrome. Your liver. Because your liver must filter alcohol from the blood, alcohol affects it more than any other organ of your body. Excess calories in alcohol are stored as fat in the liver. Functioning liver cells die from alcoholic poisoning. Scar tissue replaces dead cells, causing cirrhosis. Your immune system. Alcohol weakens the body’s defense against infection and breast cancer. Therefore, I conclude that alcoholism is a disease found in every social and economic class, in every country in the world. The problem is stinging: an alcoholic cannot control the amount he or she drinks; occasional drinkers may dive into the alcohol problem with little control on those little drinking bout. In learning that alcoholism is an illness, a child is provided with a cognitive means by which to understand a confusing, often traumatizing, emotional experience. This could range from a simple conceptualization to a more empathetic understanding of his or her parent. Relabeling the parent’s behavior helps the child feel less out of control. Learning that it is an illness not caused by the child also to helps to improve the child’s reality-testing and reduces anxiety, anger, and guilt. (National Institute of Alcohol Abuse and Alcoholism. â€Å"Underage Drinking. † Alcohol Alert 67 Jan. 2006. ) Trusted adults, clergymen or guidance counselors are worthy ones to be sought for advice. The important thing is to reach out. And if you’re ashamed of your family, try not to be. Many people understand that alcoholism is a disease, you needn’t let shame burden you. Diverting your attention, being preoccupied with worthwhile activities can do a lot to your nerves.