Critique of The signalman by C. Dickens and Harry by R. Timperley †English Essay

Critique of The signalman by C. Dickens and Harry by R. Timperley – English Essay Free Online Research Papers Critique of The signalman by C. Dickens and ‘Harry’ by R. Timperley English Essay After reading ‘The signalman’ by C. Dickens and ‘Harry’ by R. Timperley I believe ‘Harry’ is a better ghost/horror story as it evokes more human fear by Timperley using elements of safeness and security as chilling clues as to who Harry really is. ‘The signalman’ is about a man working in a pre twentieth century train station. It starts with a combination of posing a puzzle and plunging into the action as it begins with speech from an unknown character. The story progresses to reveal the train worker has been visited by a ghost who brings premonitions of death. In the complication, when their life’s become involved with each others, the train worker speaks of the sightings to the traveller who then says he will come back to visit him the next day, when he does the train worker is dead and when his colleague describes how he attempted to warn him it is the same actions as the spectre had been making. In ‘Harry’ Christine James, adopted daughter of Mrs James, starts talking to a mystery shadow in her garden as Mrs James’ concern grows she seeks help from many different sources but each time is met by a rational voice or at times anger from her husband. Eventually she asks for information from the adoption agency that tells her Christine came from a family where her brother was named Harold. She then speaks with an elderly woman who claims to have known Harold; she says he will not rest until he has Christine with him. When Mrs James realises she is late to pick up Christine from her first day at school she arrives to find Harry has already been to the school and taken Christine. In both stories there were many examples of descriptive writing and literary devices to evoke an appropriate atmosphere for the story. In ‘The signalman’ the writer portrays the sun as an enemy by writing; ‘ So steeped in the glow of an angry sunset.’ The use of the word ‘angry’ suggests the sun is against the travelling man and does not want him to go any further. This quote also creates images of danger. The device Charles Dickens has used her is personification as I believe he wanted to capture the thought that the weather is acting as an almost human enemy. Also in ‘The signalman’ he describes body language in detail: ‘He had his left hand at his chin, and that left elbow rested on his right hand crossed over his breast.’ This passage emphasises the train workers reluctance to speak with the traveller and creates a clear picture of the man’s hostility towards people that may want to approach him. It also makes the man seem quite unfriendly and suspicious. Charles Dickens uses alliteration to vividly describe an oncoming train. Dickens does this to emphasise the inhospitable atmosphere, he writes; ‘ Just then, there came a vague vibration in the earth and air, quickly changing into a violent pulsation,’ This is alliteration of the ‘v’ sound that allows you to almost hear the train emphasising the hollow atmosphere. This quote also incorporates senses as you can hear the sound the train is making and therefore can to some extent relate to what the traveller must be thinking about the surrounding environment. Dickens further evokes a dangerous, unpleasant and damp atmosphere by using specific individual words, he writes; ‘ The cutting was extremely deep, and un- usually precipitate. It was made through a clammy stone that became oozier and wetter as I went down.’ The word ‘oozier’ allows you to imagine the true extent of the dangerous wet conditions the traveller faces. The word oozier is also onomatopoeia that means the senses are involved when reading this passage as you can almost hear and feel the clammy stone squelching on his way down. The fact that the description of the journey to the signalman is relatively long means it gives the traveller enough time to question the signalman’s behaviour. This passage is an example of good descriptive writing as it incorporates all senses to evoke an inhospitable and dangerous environment. Charles Dickens also employs personification and alliteration to describe the shock the traveller feels when the signalman tells him of a recent death he has witnessed, he writes; ‘I could think of nothing to say, to any purpose, and my mouth was very dry. The wind and the wire took up the story with A long lamenting wail.’ The alliteration of ‘w’ and ‘l’ emphasises the empty hollow sound of the whistling wind. This clearly portrays the horror the traveller feels at the death. Dickens describing the traveller’s mouth as ‘dry’ reinforces the fear he feels at that point and allows the reader to create an image of the shocked traveller. R. Timperley also employs clever literary devices and descriptive writing to evoke an atmosphere. On the first page of the story Timperley uses a realistic description to create a vivid picture of Chris, she writes; ‘her little plump legs defenceless and endearing beneath the too short blue cotton skirt.’ This description allows you to imagine a clear picture of Chris’ short legs and ill fitting clothes therefore emphasising her innocence and age. This passage also makes readers understand Chris’ vulnerability and is an insight into Mrs James’ view of Christine. The writer also uses a clever realistic use of dialogue, Timperley writes: ‘Hello,’ she said. ‘I hoped you’d come †¦. Because I like you. How old are you? †¦ I’m only five and a piece †¦. I’m not A baby!’ The realism of this conversation means it is hard for Mrs James to be consoled by a rational voice, as it is difficult for Mrs James to imagine a five year old acting out such a realistic conversation by herself. This dialogue also allows the story to move on a step as Mrs James’ concern grows. The writer of ‘Harry’ uses normal everyday activities to show the gap developing between Chris and Mrs James: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ This quote starts off by emphasising the distance forming, both mentally and physically, between Mrs James and Chris by writing Chris runs ahead yet also acts as provider of several chilling clues to showing Harry may be real. This passage is particularly powerful as Timperley uses dashes before describing the shadow and figure to prolong suspense and evoke real human fear. R. Timperley also writes that Chris talks of Harry while doing normal routine activities: ‘Harry’s my brother. He says so.’ She bent over the glass of milk and emerged with a smeary top lip. Then she grabbed at the biscuits. At least ‘Harry’ hadn’t spoilt her appetite!’ This quote emphasise the fact Mrs James no longer feels safe from Harry no matter where she is or what she is doing. Towards the end of this passage the writer puts Harry in inverted commas to suggest he has spoilt many aspects of their lifes. This quote is also another example of fear being found in comparative normality. Another example of good descriptive writing is when Timperley describes Chris’ attitude towards Mrs James: ‘Chris, stop this nonsense! Stop it!’ I struck her sharply on the arm. Her Crying ceased immediately. She stared At me, her blue eyes wide open and frighteningly cold. She gave me an adult stare that made me tremble.’ This demonstrates the contempt Chris begins to feel for Mrs James as she refuses to entertain the idea of Harry being real through her own fear. The quote also shows how Mrs James feels she can only express her thoughts of Harry to Chris through violence and outbursts of anger. Timperley uses personification twice to describe the white roses, she writes: ‘The roses glared whitely’ and ‘The white roses danced before my eyes and turned red.’ The first example of personification portrays a vivid picture of the roses to emphasise their importance in the story. In the second example personification is used to show the roses to be an almost human enemy and is used to describe when Mrs James collapses with fear and sunstroke. The writer says the roses turn red to symbolise danger and loss. The writer of ‘Harry’ uses a simile to describe the sun’s rays hitting Mrs James and the panic she faces, Timperley writes: ‘ The sun struck me like a hot blade.’ This simile is used as it compares the sun to a weapon that is cutting into Mrs James. The simile is also describes the sun as an enemy to emphasise Mrs James’ isolation and need for help. Both story beginnings were effective as both posed a puzzle and made the reader want the opening questions answered. In ‘Harry’ Timperley starts the story with a short sentence that immediately provokes a reaction: ‘Such ordinary things make me afraid.’ This statement provokes a reaction due to the fact that as readers we are curious to know what has made Mrs James afraid of ordinary things. Also in ‘Harry’ the brief description of the things Mrs James is afraid of intrigues readers: ‘Sunshine. Sharp shadows on the grass. White roses. Children with red hair. And the name- Harry. Such an ordinary name.’ Timperley has written the list with full stops in between each fear to emphasise their importance and so they do not detract fear from each other. This is also a good way to begin a story as the list consists of seemingly inoffensive things that have provoked an obsessive fear in Mrs James. In ‘The signalman’ Dickens uses a combination of plunging into the action and posing a puzzle to begin the story, he writes: ‘HALLOA! Below there!’ Beginning the story with speech was effective as it meant readers wanted to know where it came from and to who it was intended. Also in ‘The signalman’ readers want to find out the reason for the signalman’s strange behaviour, Dickens writes: ‘One would have thought that he could not have doubted from what quarter the voice came; but, instead of looking up to where I stood on the top of the steep cutting nearly over his head, he turned himself about and looked down the line.’ This is an effective beginning as it poses many questions to both readers and the traveller not only making you want to read on but allowing you to feel you can relate and have something in common with the traveller, a key character, meaning you want to start out on a journey along with him. In both ‘The signalman’ and ‘Harry’ there are many cases of tension and fear building up to provoke a reaction in characters and readers. In ‘The signalman’ tension and fear is built up due to the signalman’s strange behaviour, Dickens writes: ‘He twice broke off with a fallen colour, turned his face towards the little bell when it did NOT ring, opened the door of the hut and looked out towards the red light near the mouth of the tunnel.’ This builds up tension and fear as there is no rational explanation for the signalman’s behaviour and is a chilling insight into his insecurities which means the reader and traveller feel unsafe and are forced to be taken out of their secure environment. This passage is also an example of tension and fear building up as in the story the signalman is described as good at his job and intelligent so when he begins to react strangely to everyday occurrences it becomes even more curious. Also in ‘The signalman’ tension is built up when the train worker admits he used to be a contented man but now is not, Dickens writes: ‘You almost made me think that I have met with a contented man.’ ‘I believe I used to be so,’ he rejoined, in the low voice in which he had first spoken; ‘but I am troubled, sir, I am troubled.’ This is a good example of tension and fear building up as the signalman tells the traveller ha is ‘troubled’ but does not specify why he is which leaves readers to imagine what it could be and to piece together previous clues. Tension and fear is also built up when the signalman quizzes the traveller about his previous actions, which the train worker views as suspicious for an unknown reason, Dickens writes; ‘What made you cry ‘Halloa below there! Tonight?’ ‘Heavens knows,’ said I ‘I cried something to that effect-‘ ‘Not to that effect, sir. Those were the very words. I know them well.’ Tension is built up here as what the traveller sees as innocent words of greeting the train worker views as sinister. This quote also builds up tension and fear due to the fact that as readers we know something is wrong but we are not clear on what so this passage leaves us to dread what we read next. Tension and fear is also built up effectively in ‘Harry’ by R. Timperley. In ‘Harry’ tension and fear is built up from the very beginning as at the start of the story, Timperley writes: ‘And the name – Harry. Such an ordinary name. Yet the first time Christine mentioned the name, I felt a premonition of fear.’ This builds up fear as we know nothing of Harry at this point however Mrs James already expresses how feared he is by her. This quote is also chilling due to the element of fear being found in such a normal name making readers feel vulnerable aswell as Mrs James. Tension and fear is also built up when Chris mentions Harry for the first time. The story says: ‘She said: ‘I must go in now. Goodbye.’ Then walked slowly towards the house. ‘Chris, who were you talking to?’ ‘Harry,’ she said.’ Fear develops here as Mrs James is unaware of who Harry is which indicates something is not right and makes readers wonder why Christine is so at ease with him. Another example of tension and fear developing is when physical evidence of Harry begins to become apparent, Timperley writes: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ Fear is built up here as seeing physical evidence of Harry means it is no longer as easy to be consoled by rational voices. Fear and tension also develops here as the shadow also fits previous descriptions given by Christine. ‘The signalman’ and ‘Harry’ share many similarities in order to evoke fear and insecurities. In both stories there is examples of rational voices attempting to console Mrs James and the train worker. In ‘The signalman’ the traveller acts as the rational voice. Once the train worker has told the traveller of the sightings, he says: ‘Why, see,’ said I how your imagin- ation misleads you.’ This is an attempt by the traveller to console the signalman. He tries to do this by suggesting the spectre is all in his mind and that the ghost does not really exist. The traveller also plays down the fear he feels by using informal language and a friendly tone. In ‘Harry’ there is also evidence of rational voices, one is Dr Webster. He says: ‘You see, every child needs company of her own age, and if she doesn’t get it, she invents it.’ This quote shows the doctor trying to console Mrs James by suggesting Chris has simply created an imaginary friend. In both cases the rational voices only relax the characters momentarily until they discover yet another clue to who Harry and the spectre really is. Both stories are also similar as Mrs James and the signalman feel isolated in their fear and pain and think there is no one who can truly understand their situations. In ‘Harry’ Mrs James feels she cannot speak to Mr James too much as in the past it has provoked anger and only served in making Mrs James feel foolish and isolated further. In ‘The signalman’ the train worker cannot inform his senior colleagues of his sightings as he believes they will think of him as mad and unfit to do his job any longer. Also in both stories readers and fellow characters begin to question both the signalman and Mrs James’ state of mind as their sightings torment them further, however, this is still not picked up on by the people closest to them. Stephen King would of approved of both ghost stories as they both met king’s criteria of what makes a good fictional ghost/horror story. Throughout ‘Harry’ Stephen king comment D applies, that states: ‘Horror fiction is a cold touch in the midst of the familiar, and good horror fiction applies this cold touch with sudden unexpected pressure.’ This comment applies as Timperley writes: ‘Even in the comparative security of the house- the house so strangely cold in this hot weather- I never let her out of my sight.’ This passage complies with King as Mrs James no longer feels safe in her own home due to Harry. This is effective as it makes readers not just characters feel insecure. King would also approve as Mrs Kings fears now reside in the familiar aswell as the unknown. R. Timperley’s ‘Harry’ also complies with Stephen King comment A: ‘They are all stories where the past eventually becomes more important than the present.’ This is applicable in ‘Harry’ as Mrs James becomes extremely concerned by Chris’ past, Timperley writes: ‘Who is this little loved stranger I’ve taken as a daughter? Who Is Christine?’ This is an example of Chris’ past becoming more vital than the present as it could hold an explanation of who Harry is and why Christine has become so obsessed with the idea of her new brother. In ‘The signalman’ Stephen King comment A also applies, Dickens writes: ‘Not to that effect, sir. Those were the very words. I know them well.’ This is a good example of the past becoming more important than the present as the root of the signalman’s suspicions of the words spoken by the traveller are from events previous to the traveller’s arrival. ‘The signalman’ also incorporates Stephen King comment C: ‘Horror stories are best when they are ambiguous and low key and restrained.’ This applies to ‘The signalman’ as the face of the spectre can never actually be seen by the train worker: ‘I never saw the face. The left arm is across the face, and the right arm is waved.’ This allows the reader to use imagination which means their worst fears can be seen in the ghost instead of someone else’s interpretation. It is also so there is still a mystery as to who or what the sighting is. ‘The signalman’ has a clever and very final ending. The traveller returns to find the signalman dead, he had been knocked down by a train after the driver had attempted to warn him by making the same hand gestures as the spectre. The signalman had been so scared by what he thought was the spectre he could not he could not avoid the oncoming train. This was an effective ending as it was powerful and had a clever twist. However, I felt ‘Harry’ had a better ending as it evoked more human fear due to the ambiguity of Harry and desperation of Mrs James. ‘Harry’ ends with Mrs James arriving late to pick Chris up, once she eventually arrives Chris’ teacher informs her Chris’ bother, Harry, has already been to collect her. The story finally ends with life going on around Mrs James although she personally still lives in fear of normal ordinary things. Both stories end with the main characters, Mrs James and the signalman, being left in isol ation. In conclusion I preferred ‘Harry’ as it evoked a sense of human fear by placing danger and insecurity in usually safe environments. However, both ‘The signalman’ and ‘Harry’ met important criteria needed in the writing of a good ghost/horror story. 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Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. 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Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. 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Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Analysis of Paris Spleen, by Charles Baudelaire Essay -- Literary Anal

Charles Baudelaire was a French poet in the late eighteen hundreds. He composed many short poems that didn’t necessarily rhyme. Most of his texts allow for several interpretations. The poems were concentrated around feelings of melancholy, ideas of beauty, happiness, and the desire to escape reality. Baudelaire uses these notions to express himself, others, and his art. Baudelaire fuses his poetry with metaphors or words that indirectly explain the poems to force the reader to analyze the true meaning of his works. The first instance of this action begins with the title, Paris Spleen. Since the original writing was in French it would be harmless to say that he lived in Paris and named the book after the city. According to Webster’s, a Spleen is an â€Å"†¦organ that is located†¦ near the stomach or intestine†¦and is concerned with final destruction of red blood cells, filtration and storage of blood†¦Ã¢â‚¬  (Spleen, Entry 1). By this definition the reader obtains the understanding that Baudelaire is connecting Paris with a function of the body that controls or care’s for the blood. In other words, Paris could represent the blood that flows through him, wherein, ‘storage of blood’ could mean Paris is forever in his heart or ‘destruction of red blood cells’ could resemble how the city des troyed him. It could also be interpreted in a negative way by another definition, â€Å"feelings of anger or ill will often suppressed† (Spleen, Entry 2). The majority of his writings are melancholy based so the Spleen could signify his feelings towards Paris or himself during his time there. When a person thinks of the word Spleen they conclude it’s a seemingly grotesque organ in the body not worth caring for. So, in yet another instance, the title’s wor... ...sness. The Stranger that passes through the city, just as the clouds do, resemble the way a person’s mind can drift away where they ‘have their head in the clouds’. The stranger and his love represent the desire Baudelaire has to escape reality around him. The isolated happiness and solitary calmness the stranger has when he watches the clouds directly relates to Baudelaire’s emotions, making the stranger and Baudelaire seem as if they are the same person. If so, the real stranger would be the one questioning the cloud loving man, or Baudelaire and the stranger can very well be the same person, where he is just internalizing his questions as he did with his soul in Anywhere Out of the World. Works Cited Baudelaire, Charles. "The Firing Range and the Graveyard." Paris Spleen. By Charles Baudelaire. Trans. Louise Varese. New York: New Directions, 1970.

Personal Hygiene

Personal hygiene (NHS) The person you care for may be physically or mentally unable to maintain their own personal hygiene. Keeping clean is essential for good health. Poor hygiene can cause skin complaints, unpleasant smells and bacterial or parasitic infections. General hygiene The daily personal hygiene of the person you care for is very important, so make sure: †¢ their hands are washed after they've used the toilet †¢ their genitals and anal area are washed every day †¢ their face is washed daily they're fully bathed or showered at least twice a week †¢ their teeth are brushed twice a day, preferably after each meal. It is also important that they have regular dental checks. Find out more about dental treatment for people with special needs. Washing and bathing For most people, washing is a very private activity. When helping someone to wash or bathe, be sensitive and help maintain their dignity. You'll both probably  feel awkward and embarrassed, especiall y at first. To make bathing as pleasant and comfortable as possible: †¢ use pleasant-smelling shampoo, bubble bath or soap play music that the person you care for likes and is familiar with †¢ if the person is confused, explain what's happening as you go along †¢ be sensitive to the mood of the person Carer's tip from Netbuddy â€Å"If you are caring for someone who won't wash, get involved with activities that are followed by showers, for example, swimming. It may help if they see other people showering. My son only started using the shower and wetting his head because he saw it in a film he was watching†. Personal preference and emotional stateBe aware of  the emotional state of the person you care for when helping them wash. For example, some people can be anxious  about deep bath water. Adaptations, such as seats or recliners,  can help with anxiety. Reassure the person that you won’t let them be hurt. Overhead showers can be frightening to som e people. If you have no bath or there is a good reason for using a shower rather than a bath,  use a hand-held shower unit. Ask the person how they would prefer to be helped and allow them as much independence as you think is safe.If they had a routine before you began caring for them, find out what it was and stick to it as  much as  you can. Find out which shampoo, shower gel or soap they prefer to make the experience more familiar to them. Many people become self-conscious when undressed in front of others. Be sensitive to the situation and approach it in the way you think is  most appropriate. The person you care for may feel isolated if you leave them alone. How you handle this depends on your relationship with them. Have clothes and towels with you so you don’t have to leave them alone in the bathroom if they don't want you to.Safety If the person you're looking after has limited mobility or has  problems balancing, make sure that: †¢ the floor is not sl ippery (dry it if necessary), †¢ the room is a comfortable temperature, †¢ the water is comfortably warm (older people  particularly feel the cold, so bear  this in mind when adjusting the  temperature), †¢ the locks are removed from the door (the person you care for may want privacy, but in an emergency you will need  to get into the bathroom), and †¢ you look out for your own safety, for example by making  sure you can manage  if you have to lift the person in and out of the bath.Toileting Toileting is an important part of personal hygiene, regardless of whether the person you're looking after is continent (able to control their bladder and bowels) or not. Incontinence can create feelings of shame or embarrassment for both the  carer and the person being cared for. Sometimes, they may be in  denial about their incontinence  or refuse to accept help. Reassure them that it’s not their fault and approach the issue in a calm, reassuring way if they're in denial. Bed baths If the person you care for cannot move or has extremely limited mobility, you may have to give them a bed bath.You will need to be extra careful, for your own safety,  when moving or lifting them. Specialist disposable baths are available if  they need a proper immersive bath (to be put fully in the water). Getting help If you're finding it difficult to cope with toileting, washing or general hygiene,  contact your local authority or a local carers organisation (see Services near you, above right). Cleanliness and infection control 12. —(1) The registered person must, so far as reasonably practicable, ensure that— (a) service users; (b) persons employed for the purpose of the carrying on of the regulated activity; and c) others who may be at risk of exposure to a health care associated infection arising from the carrying on of the regulated activity, are protected against identifiable risks of acquiring such an infection by the me ans specified in paragraph (2). (2) The means referred to in paragraph (1) are— (a) the effective operation of systems designed to assess the risk of and to prevent, detect and control the spread of a health care associated infection; (b) where applicable, the provision of appropriate treatment for those who are affected by a health care associated infection; and c) the maintenance of appropriate standards of cleanliness and hygiene in relation to— (i) premises occupied for the purpose of carrying on the regulated activity, (ii) equipment and reusable medical devices used for the purpose of carrying on the regulated activity, and (iii) materials to be used in the treatment of service users where such materials are at risk of being contaminated with a health care associated infection. Regulation 12 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2010

Mongols Are Ruthless And Barbarians

In the 13 century a small tribe from the steppes of central Asia conquered much of the Middle East and Eastern Europe. The tribe was known as the Mongol warriors. The Mongols were ruthless and very barbaric. While the Mongols conquered many countries they didn’t care who they hurt. Even though they did benefit some of the areas that they conquered, they did too many bad things that over powered the good things. Their law was very confusing and at some parts it was unreasonable.They would torture survivors and they conquered more land than any of the greatest world conquest. As ruthless as the Mongols could be, to my surprise they were quite organized as a union. In documents 2 and 3 it talks about how the army should be organized and how they go out to war and fight. John of Plano Carpini wrote in document 2 that the Mongol organization was very precise and strict. For example 1 man was in charge of 10 men and 10 men were in charge of 100 men and if one member of the group fai ls or try’s to run away they would kill the whole group.This statement proves that the Mongols were all about war and rules. Document 3 talks about already being on the battle field. In the passage it says â€Å"chiefs or princes of the army do not take part in the fighting but take up their stand some distance away facing the enemy†. The Mongols were very smart people for example to make their fighting group look bigger and to give out a scary impression they would put figures of men and set them on horses.They would also send a group ahead to start the fight and when they enemy would get tired a new and fresh set of Mongol warriors would appear to continue the fight. Sometimes they would even take the fat of the people they killed and melt it then throw it on houses and wherever the fire falls on the fat it is almost inextinguishable that’s why they call it â€Å"Greek Fire† which proves just how ruthless and barbaric they truly were.John of Plano Carpi ni probably wrote both of these passages because he was the first European to visit the Mongols in their homeland and got to experience the ways of the Mongols first handedly in the point of view of a non-Mongol. In documents 1, 4 and 5 it talks about the amount of conquered land and the number of tragic deaths or just the death caused by the Mongols in general. Document 1 shows all the big invaders of history and how much they invaded in a chart and it shows that Genghis khan took the lead with 4,860,000 square miles, ahead of alexander the great, Adolf Hitler and Cyrus the great.It also shows a graph of the Mongol empire after the death of Genghis khan and the land was divided into 4 parts for his grandsons which helps us prove that he was all about proceeding his role and the bigger the amount of land he had the better which sounds really selfish and mean. The next document which is doc. 4 is a passage from Ata-Malik Juvaini who was a Persian chronicler who was in the employ of t he Mongol II-khan of Persia who served under the Mongols rule as the governor of Bagdad. The passage informs us about the invasion between the Mongols and the city of Nishapur, a city in Persia.It states that Nishapur had a good defense system with three thousand crossbows, three hundred mangonels, and a quantity of missiles and naphtha but that still wasn’t enough to defeat the attack of the Mongols which clearly shows how powerful they were. A time later after the attack there were walls covered in Mongols and they began to slay and plunder the people and even worse they drove out all the men, women, and children who survived out into the plains where killed them all and if that doesn’t prove that he was ruthless then I don’t know what will.The next evidence that Ata-Malik Juvaini provided for us is a chart of different places that were attacked and how much people died and or if there were no survivors. Juvaini wrote the passage because he got to see what was going on but what I would have liked more is a passage from a Mongol soldier’s point of view to see if some of the soldiers thought that what they were doing was a bit too extreme. In document 5 the Mongols were once again demonstrating another act of inhumane cruel behavior.It’s a scene from a Persian manuscript showing the Mongols soldiers shoot some of the survivors with arrows while they also buried the rest of the survivors upside down in the ground face first and to be honest it doesn’t sound so comfy. Even though historians like myself try everything in their power to set the record straight about the Mongols being ruthless barbarian there is always a group of people who dare to argue. They say that the Mongols benefited many of the places that the conquered like for example the Persian silk industry also benefited from the Mongol conquest by all the contacts that opened up with china.Another benefit is that Persian winemakers thrived under the Mongol co ntrol because the Mongols were such heavy drinkers (doc. 6) and the list from there goes on and on at least that what they say. They also say that the Mongols did demonstrate some act of kindness like the fact that the leader of the Mongol empire, Genghis’ khan, outlawed any acts that involved theft and adultery. Ibn Battuta said that if you lost something on your way expect it to be brought to you because the law against theft was that strict (doc.7).They also created or started up messaging systems. First they would send a man 25 miles to the posting station but in their language it was called yams. Once the man arrive, he packs the mail onto the horses and they take it from there. If they ever come across a lake or a river then the messenger’s must pass through with ferry boats that are kept by neighboring cities (doc 8). The thing that sold the Mongols good act to many people was the fact that the Mongols was tolerant of many religious.In what looks like a journal it gives us proof that Mongke Khan, who was the fourth great Khan, gave a speech saying â€Å"But just as God gave different fingers to the hand so has He given different ways to men. † (Doc 9) What all of these documents have in common is that they showed what the Mongols did to benefit many places that they conquered and yes they did contribute a lot but they did too much wrong to forget the fact that they are ruthless killers. Many of the Mongols laws also showed evidence that they were strict, ruthless, and unreasonable people.Like on their laws about adultery it says that whoever commits the crime of adultery they shall be executed. But it also says that if you are a non-believer and you want to get with the married woman then you have to kill her husband first. Another outrageous fact about their law that I found out about is that the man could have as many wives as he can keep. It was a general custom for them to marry any of their relationships except with their mothe r, daughter, or sister but they could still marry their step sister and his father’s wives but only after the father has passed.To the Mongols, drunkenness is considered an honor among their fellow people. (Doc 10) This whole article clearly proves that the Mongols were very weird, disgusting, and uncivilized barbarians. Even though the Mongols conquest did benefit the conquered lands by giving religious tolerance, outlawing theft and adultery and a little bit more but it still doesn’t wipe away the fact that they were cruel with the way they treated survivors and the number of deaths that were caused by them.Also it doesn’t change the fact that they have took away so many home and live from the people of the lands that they have conquered. Last barbaric act that they have committed is that their laws to their people were uncivilized I mean 1 man could have as many wives as he could hold and their punishments all led to execution. So through all of this evidence it clearly shows that the Mongols were in fact ruthless barbarians. Mongols are Ruthless and Barbarians In the 13 century a small tribe from the steppes of central Asia conquered much of the Middle East and Eastern Europe. The tribe was known as the Mongol warriors. The Mongols were ruthless and very barbaric. While the Mongols conquered many countries they didn’t care who they hurt. Even though they did benefit some of the areas that they conquered, they did too many bad things that over powered the good things. Their law was very confusing and at some parts it was unreasonable.They would torture survivors and they conquered more land than any of the greatest world conquest. As ruthless as the Mongols could be, to my surprise they were quite organized as a union. In documents 2 and 3 it talks about how the army should be organized and how they go out to war and fight. John of Plano Carpini wrote in document 2 that the Mongol organization was very precise and strict. For example 1 man was in charge of 10 men and 10 men were in charge of 100 men and if one member of the group fai ls or try’s to run away they would kill the whole group.This statement proves that the Mongols were all about war and rules. Document 3 talks about already being on the battle field. In the passage it says â€Å"chiefs or princes of the army do not take part in the fighting but take up their stand some distance away facing the enemy†. The Mongols were very smart people for example to make their fighting group look bigger and to give out a scary impression they would put figures of men and set them on horses.They would also send a group ahead to start the fight and when they enemy would get tired a new and fresh set of Mongol warriors would appear to continue the fight. Sometimes they would even take the fat of the people they killed and melt it then throw it on houses and wherever the fire falls on the fat it is almost inextinguishable that’s why they call it â€Å"Greek Fire† which proves just how ruthless and barbaric they truly were.John of Plano Carpi ni probably wrote both of these passages because he was the first European to visit the Mongols in their homeland and got to experience the ways of the Mongols first handedly in the point of view of a non-Mongol. In documents 1, 4 and 5 it talks about the amount of conquered land and the number of tragic deaths or just the death caused by the Mongols in general. Document 1 shows all the big invaders of history and how much they invaded in a chart and it shows that Genghis khan took the lead with 4,860,000 square miles, ahead of alexander the great, Adolf Hitler and Cyrus the great.It also shows a graph of the Mongol empire after the death of Genghis khan and the land was divided into 4 parts for his grandsons which helps us prove that he was all about proceeding his role and the bigger the amount of land he had the better which sounds really selfish and mean. The next document which is doc. 4 is a passage from Ata-Malik Juvaini who was a Persian chronicler who was in the employ of t he Mongol II-khan of Persia who served under the Mongols rule as the governor of Bagdad. The passage informs us about the invasion between the Mongols and the city of Nishapur, a city in Persia.It states that Nishapur had a good defense system with three thousand crossbows, three hundred mangonels, and a quantity of missiles and naphtha but that still wasn’t enough to defeat the attack of the Mongols which clearly shows how powerful they were. A time later after the attack there were walls covered in Mongols and they began to slay and plunder the people and even worse they drove out all the men, women, and children who survived out into the plains where killed them all and if that doesn’t prove that he was ruthless then I don’t know what will.The next evidence that Ata-Malik Juvaini provided for us is a chart of different places that were attacked and how much people died and or if there were no survivors. Juvaini wrote the passage because he got to see what was going on but what I would have liked more is a passage from a Mongol soldier’s point of view to see if some of the soldiers thought that what they were doing was a bit too extreme. In document 5 the Mongols were once again demonstrating another act of inhumane cruel behavior.It’s a scene from a Persian manuscript showing the Mongols soldiers shoot some of the survivors with arrows while they also buried the rest of the survivors upside down in the ground face first and to be honest it doesn’t sound so comfy. Even though historians like myself try everything in their power to set the record straight about the Mongols being ruthless barbarian there is always a group of people who dare to argue. They say that the Mongols benefited many of the places that the conquered like for example the Persian silk industry also benefited from the Mongol conquest by all the contacts that opened up with china.Another benefit is that Persian winemakers thrived under the Mongol co ntrol because the Mongols were such heavy drinkers (doc. 6) and the list from there goes on and on at least that what they say. They also say that the Mongols did demonstrate some act of kindness like the fact that the leader of the Mongol empire, Genghis’ khan, outlawed any acts that involved theft and adultery. Ibn Battuta said that if you lost something on your way expect it to be brought to you because the law against theft was that strict (doc.7). They also created or started up messaging systems. First they would send a man 25 miles to the posting station but in their language it was called yams. Once the man arrive, he packs the mail onto the horses and they take it from there. If they ever come across a lake or a river then the messenger’s must pass through with ferry boats that are kept by neighboring cities (doc 8). The thing that sold the Mongols good act to many people was the fact that the Mongols was tolerant of many religious.In what looks like a journal it gives us proof that Mongke Khan, who was the fourth great Khan, gave a speech saying â€Å"But just as God gave different fingers to the hand so has He given different ways to men. † (Doc 9) What all of these documents have in common is that they showed what the Mongols did to benefit many places that they conquered and yes they did contribute a lot but they did too much wrong to forget the fact that they are ruthless killers. Many of the Mongols laws also showed evidence that they were strict, ruthless, and unreasonable people.Like on their laws about adultery it says that whoever commits the crime of adultery they shall be executed. But it also says that if you are a non-believer and you want to get with the married woman then you have to kill her husband first. Another outrageous fact about their law that I found out about is that the man could have as many wives as he can keep. It was a general custom for them to marry any of their relationships except with their moth er, daughter, or sister but they could still marry their step sister and his father’s wives but only after the father has passed.To the Mongols, drunkenness is considered an honor among their fellow people. (Doc 10) This whole article clearly proves that the Mongols were very weird, disgusting, and uncivilized barbarians. Even though the Mongols conquest did benefit the conquered lands by giving religious tolerance, outlawing theft and adultery and a little bit more but it still doesn’t wipe away the fact that they were cruel with the way they treated survivors and the number of deaths that were caused by them. Also it doesn’t change the fact that they have took away so many home and live from the people of the lands that they have conquered. Las

The Truth Behind the Monster Essays

The Truth Behind the Monster Essays The Truth Behind the Monster Essay The Truth Behind the Monster Essay Does nurturing children have a positive outcome on their life? Or is it genetics that make children the way they are? Questions similar to these are addressed in the debate of nature vs Nurture. This argument centers around what controls our outcome: our environment or our genes. In Mary Shelley Frankincense, Victors creation, the intention of which was to help understand the concept of life and death, results in nothing more than destruction of his own life. Victor did not nurture the monster, even though it was eager for love and compassion the second Victor created it. After being repeatedly abused and rejected by others, the creature becomes evil. Both children and the creature in Frankincense share the basic psychological needs of love and affection that must be met in order for them to become active members in society. The nature vs Nurture dichotomy is an ongoing debate in psychology which centers around genetic inheritance and environmental factors to human development (Richardson 16). The main question is, are we shaped by our genes or by our environment? Many believe that individuals mold environments. Others say environments mold individuals. Genera Cherry, author of Everything Psychology, wonders when people accomplish tremendous academic success, did they do so because they are genetically predisposed to be successful or because of an enriching environment? Nurturing children has been proven to be one of the most effective ways for them to become successful and prosperous adults. The nurture side of the nature vs Nurture refers more to personal experience and childhood. According to Keith Richardson, author of Developmental Psychology, a supportive nurturing can enable each child to succeed happily within the parameters of his or her own impairment (Richardson 31). Most people are a product of their own circumstances. If a person grows up with no nurturing, or family, never knowing what it is like to have his or her basic needs met, he or she is less likely to show love to anyone. Kids who are born into a life of crime continue the life of crime because they do not know any other way. The social learning theory of psychology states that if a child observes aggressive behavior between parents, siblings, or both, he or she often copies this behavior, creating a cycle. Children need to be loved in order to how love. Jesse K. Denominated is a convicted murderer. He allegedly raped and murdered his seven-year-old neighbor, Megan Kane, in Hamilton New Jersey on July 29, 1994. He lured Kane into his house by offering to show her a puppy. He then proceeded to rape her. Denominated later strangled her with a belt. He placed the body in his truck, and assaulted her an additional time before placing Megan in a wooden toy chest and dumping it near Mercer County Park. When they searched Jesses house that night, he was very nervous, sweaty, and kept mixing up his stories. The next day, Denominated eventually confessed to his crimes and lead the police to the spot of Means body. Evidence of blood stains, hair, and fiber samples were found by police outside of Detainments home. Authorities also found a bite mark matching Megan Kansas teeth on his hand, leading him to be found guilty of kidnapping, four counts T aggravated sexual assault, Ana two counts AT Talons murder. He Tact penalty and a minimum of 30 years in prison (Glassblowers). All throughout his life, Jesse Denominated never knew what it was like to truly be loved and cared for. His mother, an alcoholic, who had ten different children with several men, never cared for Jesse. His father, a violent drinker with a criminal background, sexually abused Jesse and his brother day after day. Jesse also reported watching his father rape a seven year old girl. According to Carol Chock, a forensic social worker, Detainments father tortured and killed their pets, and that he once forced the brothers to eat their pet rabbit. The family also lived in poverty for a long period of time, and Jesse never sought proper medical attention for his clearly histrionically childhood. Under those terrible circumstances, could the murder of Megan Kane have been a result of Jesse Denominated lack of nurture as a child? When Frankincenses creation first came to life, he was deformed, but not necessarily a monster. His murderous actions turned him into one, but only after he was repeatedly abused and rejected by humans (Baldric 201). When the monster goes into hiding because Victor rejects him, he observes a family across the way and sees how people interact with each other. He sees affection and love, but he also sees hat everything is not always perfect. The monster responds strongly to the love the De Lackeys have for each other, and to Felids obvious sadness (Baldric 201). Frankincenses creation builds up the courage to tell the De Lackeys about what is happening to him. They immediately reject him because he is not a human, and he looks deformed. Even after Victor abandons him and Felix assaults him, the monster tries to save a drowning girl. However, because of his appearance, the girls father tries to kill the monster. The monster shows the romantic notion that good nature ND kindness are inherited qualities in human beings (Bloom 201). The monster knows that people despise him because of his horrible appearance. He also learns that society does not always accept people who look differently. The monster even says, all men hate the wrenched (Shelley 81). When he kills William, Frankincenses brother, its because he wants Victor to feel the same pain he does. He doesnt do it because of the nature in which he was created. The monster hopes that if Victor feels his pain, he will create a partner monster to love him. Victor refuses, making he monster even more upset. Victor willingly accepts responsibility for the creatures existence, but he fails to understand that his own actions after the creatures birth, as well as the treatment of the creature by other humans, are responsible for the creatures malevolent behavior (Killed 186). Victor is ignorant when it comes to whom to blame for Williams death. The monster did nothing wrong until he was denied by society. Similar to Denominated, Victor Frankincense lacked the proper nurture as a child. Although not thoroughly described in the book, his father spent his younger days perpetually occupied by the affairs of his country (Bloom 178). His mother died of Scarlet fever Just weeks before he left for Inconstant. Victor was also in love with his adopted cousin, Elizabeth, and had further plans to marry her. Victors childhood was not ideal, and having his mother pass shortly before his experiment could have greatly effected the outcome. In the beginning of Victors experiment at Inconstant, Victor hoped that by creating the monster, he would gain a better understanding of Tie. However, little 010 en Know, ten monster would Instead destroy Nils Tie. E monster kills William, Victors family is in danger of being killed, but Victor does not warn anyone. Victor also knows the creature killed William but refuses to step forward when Justine is being questioned because he doesnt want his family to think he is crazy. The monster may have killed William, Henry, and Elizabeth, but Victor created the monster. Victor also knew who killed William and never said a word when Justine died. So, who is the real monster here? Jesse Detainm ents committed the crimes he did because he followed the example his father set for him. He didnt mean to hurt a young innocent girl, but his father mentally corrupted him. Jesse observed the aggression and sick behavior of his father as a child; therefore, he was more likely to repeat them. Never knowing what a stable family life was like, Jesse committed a horrible crime on account of his fathers atrocious parenting. So, who is to blame in these situations? Jesses father set him over the edge, and Victor ignored the monster, giving him no love or attention whatsoever. Therefore, the monster went to drastic measures. Because their basic psychological needs were not met, both Jesse and Frankincenses creature acted rashly and without reason. Despite his unnatural birth, Frankincenses creation exhibits the same attitude of a young child discovering the ups and downs of life. An example of this can be seen when the monster discovers fire, I found a fire which had been left by some wandering beggars.. In my Joy I thrust my hand into the live embark but quickly drew it out again with a cry of pain (Shelley 89). The monster has no life experiences and no one to show him right from wrong. The Delays can be named the monsters first returns. Although they may not have known it, they made him aware of human relationships and emotions. He eventually feels the need of physical pain and hunger and starts to steal the Delays food. The monster says he stops stealing the food because he found out that in doing this he inflicted pain on the cottagers (Shelley 96). The Delays first teach him kindness, love, and the bonds of family and friends. If he truly was a monster, he would have no capacity for love and companionship. Both the monster and Jesse Detainments never knew what it was like to love ND be loved. Although they may have witnessed different forms of the thought of love, they both never felt it for themselves. They went to catastrophic measures to find the nurture their life had lacked. Both of their actions may have been wrong, but Victor and Jesses parents take part in their rash decision making. It is important for children to be nurtured in order for them to succeed. Without nurture, their basic needs may not be met and this can lead to a corrupt adulthood. Sometimes it is not about what youve done, but how youve gotten there.

Crystal Definition, Examples, and Common Types

Crystal Definition, Examples, and Common Types A crystal consists of matter that is formed from an ordered arrangement of atoms, molecules, or ions. The lattice that forms extends out in three-dimensions. Because there are repeated units, crystals have recognizable structures. Large crystals display flat regions (faces) and well-defined angles. Crystals with obvious flat faces are called euhedral crystals, while those lacking defined faces are called anhedral crystals. Crystals consisting of ordered arrays of atoms that arent always periodic are called quasicrystals. The word crystal comes from the Ancient Greek word krustallos, which means both rock crystal and ice. The scientific study of crystals is called crystallography. Examples of Crystals Examples of everyday materials you encounter as crystals are table salt (sodium chloride or halite crystals), sugar (sucrose), and snowflakes. Many gemstones are crystals, including quartz and diamond. There are also many materials that resemble crystals but are actually polycrystals. Polycrystals form when microscopic crystals fuse together to form a solid. These materials do not consist of ordered lattices. Examples of polycrystals include ice, many metal samples, and ceramics. Even less structure is displayed by amorphous solids, which have disordered internal structure. An example of an amorphous solid is glass, which may resemble a crystal when faceted, yet isnt one. Chemical Bonds in Crystals The types of chemical bonds formed between atoms or groups of atoms in crystals depend on their size and electronegativity. There are four categories of crystals as grouped by their bonding: Covalent Crystals - Atoms in covalent crystals are linked by covalent bonds. Pure nonmetals form covalent crystals (e.g., diamond) as do covalent compounds (e.g., zinc sulfide).Molecular Crystals - Entire molecules are bonded to each other in an organized manner. A good example is a sugar crystal, which contains sucrose molecules.Metallic Crystals - Metals often form metallic crystals, where some of the valence electrons are free to move throughout the lattice. Iron, for example, can form different metallic crystals.Ionic Crystals - Electrostatic forces form ionic bonds. A classic example is a halite or salt crystal. Crystal Lattices There are seven systems of crystal structures, which are also called  lattices  or space lattices: Cubic or Isometric - This shape includes octahedrons and dodecahedrons as well as cubes.Tetragonal - These crystals form prisms and double pyramids. The structure is like a cubic crystal, except one axis is longer than the other.Orthorhombic - These are rhombic prisms and dipyramids that resemble tetragons but without square cross-sections.Hexagonal - Six-sided prisms with a hexagon cross section.Trigonal - These crystals have a 3-fold axis.Triclinic - Triclinic crystals tend not to be symmetrical.Monoclinic - These crystals resemble skewed tetragonal shapes. Lattices may have one lattice point per cell or more than one, yielding a total of 14 Bravais crystal lattice types. Bravais lattices, named for physicist and crystallographer Auguste Bravais, describe the three-dimensional array made by a set of discrete points. A substance may form more than one crystal lattice. For example, water can form hexagonal ice (such as snowflakes), cubic ice, and rhombohedral ice. It can also form amorphous ice. Carbon can form diamond (cubic lattice) and graphite (hexagonal lattice). How Crystals Form The process of forming a crystal is called crystallization. Crystallization commonly occurs when a solid crystal grows from a liquid or solution. As a hot solution cools or a saturated solution evaporates, particles draw close enough for chemical bonds to form. Crystals can also form from deposition directly from the gas phase. Liquid crystals possess particles oriented in an organized manner, like solid crystals, yet able to flow.

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 28

Rhetorical Analysis - Essay Example These techniques include; Comparisons, contrasts, and familiar anecdotes Edgar begins his article with a recent social anecdote in which a racist violently shot to death the members of a black church community. This technique helps to establish the formal standing of his essay. The true story at capturing the reader’s attention and interest. A reader also finds it easy to relate to the article since he/she already has an idea of what the writer is writing about. Shortly after capturing the attention of the reader, Edgar goes on to use the employ the comparison technique. He focuses on a variety of similar stories from around the world that support his motion. He gives the example of the formal apology of the British prime minister Tony Blair to the Irish in 1997 for the role they played in the famine which took the lives of more than one million Irish. Similarly he explores the Vatican’s apology for the murder of the Italian Astronomer Galileo. He also compares the effects that these apologies had on people and the nations as well. He successfully uses this technique to support his cause and to give credibility to the content of his article. Edgar also employs contrast in his essay. He compares the possible reactions of the conservatives and the liberalists towards the issuance of an apology. In his opinion, the conservatives will advocate for the past to be forgotten while the liberalists will insist for the injustices to be paid for monetarily. The use of contrast here enables a reader to grasp the huge differences between these two groups of people, especially in their moral standards. A rhetoric situation is that situation in which a rhetor persuades his audience to support his perspective a particular issues (Whately and Ehninger,68). Rhetorical situations are particular to specific moments of communication. Five elements make up this situation; Situation of communication, writer,

Creative imagination Essay Example | Topics and Well Written Essays - 1250 words

Creative imagination - Essay Example However, the two philosophers’ approaches to Kant differ in several fundamentally different ways: while Singer presents Kantian ideas in fluid form, embedded in the context of a linear history developing the concept of the â€Å"aesthetic†, Warnock presents Kant analytically: developing Kantian ideas in a systematic, step-by-step fashion. In fact, these two approaches may be applied to the entireties of the two works. While Singer tries to build a narrative history for the reader, Warnock’s piece is much less designed for the non-philosopher. She presents difficult concepts in a linear fashion, and builds on them progressively to reach conclusions, whereas Singer embeds philosophical ideas into his logical edifice. Paying close attention to the way in which both accounts present Kant’s relation of imagination to the human production of art, we can see how well both approaches work in achieving the same end: understanding of what the aesthetic really is and how imagination is related to it. Mary Warnock begins her chapter on imagination’s relation to the aesthetic with a discussion of what David Hume had to say on the matter. She moves on to Kant’s Critique of Judgment, which is his seminal work in aesthetic philosophy. Warnock notes immediately the difficulty of assessing Kant’s message in the third Critique, which is ambivalent towards its overarching purpose, and she makes a sharp contrast between Hume and Kant, the latter having placed a much greater emphasis upon the world of reason and understanding. So, whereas Hume thought of an idea as a sensation, or a shallow impression, Kant saw it as a magnificent entity produced in the highest of faculties. Between reason and understanding lies judgment for Kant; the reflective judgment, Kant says, can be illustrated by both natural science and the aesthetic. In natural science, this judgment is only available when the scientist assumes finality in nature—that