Hoping and Hopping - Commonly Confused Words

Hoping and Hopping - Commonly Confused Words The words hoping and hopping are both present participles  (verb forms ending in -ing), but theyre pronounced differently and their meanings are not related at all. Definitions Hoping is the present-participle form of hope- to wish or feel that something good or desirable will happen, or to expect something with a degree of confidence.   Hopping is the present-participle form of hop- to make small jumps (sometimes on just one foot), to be very busy, or to be extremely upset (as in the expression hopping mad). Examples Jimmy left for school early the next morning, hoping to avoid Benny and his buddies.Kolya was hopping along like a chicken trying to catch a worm.I had no appetite for the sparrows  hopping from tree to tree above me, but there seemed no way to convince them of that. Each one, so great is his vanity, thinks himself eminently edible.(J.F. Powers, Death of a Favorite. The New Yorker, 1951)Bo shuffled along, quickly, almost  hopping,  hoping  to beat her to the door.(Thomas Glynn, Bo and Be. Statements 2: New Fiction. Fiction Collective, 1977)   Usage Notes and Idiom Alert When a verb ends in a final silent e, drop that e before adding the suffix -ing. The word is hope with a long o sound. The final silent e makes it long. It is not hop, which is pronounced with a short o and is what bunnies are supposed to do...Hop is a one-one-one word: a word of one syllable, ending in one consonant, preceded by one vowel. You double the final consonant before adding a suffix beginning with a vowel.   (Elizabeth Hagner, Spelling Demons Week by Week. Walch Publishing, 1997) Hoping Against Hope [To hope against hope means] to hope or wish for with little reason or justification, as in Im hoping against hope that someone will return my wallet.(Christine Ammer,  The American Heritage Dictionary of Idioms, 2nd ed. Houghton Mifflin Harcourt, 2013)  Ã‚  Ã‚   Practice (a) Mary saw Paul _____ along the pier.(b) She was _____ that he wouldnt trip.(c) The  restaurant was _____- Grant had told her about its growing popularity- but fortunately they had reservations.   (Jennifer Lane, Bad Behavior. Omnific Publishing, 2011) Answers to Practice Exercises (a) Mary saw Paul  hopping  along the pier.(b) She was  hoping  that he wouldnt trip.(c) The  restaurant was  hopping- Grant had told her about its growing popularity- but fortunately they had reservations.   (Jennifer Lane,  Bad Behavior. Omnific Publishing, 2011)

Salve Regina Admissions and Acceptance Rate

Salve Regina Admissions and Acceptance Rate With an acceptance rate of 68  percent, admissions at Salve Regina University are fairly open. Students with good grades and test scores are likely to get in. Those interested in applying to the school will need to submit an application (which can be filled out and submitted online), official transcripts of high school work, two letters of recommendation, and a personal essay. For more information about these requirements, be sure to visit the schools admission web pages. Also, if you have any additional questions, feel free to contact the admissions office at the school. You can calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Salve Regina University Acceptance Rate: 68  percentTest Scores: Salve Regina is now test-optional)SAT score comparison for Rhode IslandACT score comparison for Rhode Island Salve Regina University Description Founded in 1947 by the Sisters of Mercy, Salve Regina University is a Catholic university with an attractive 80-acre waterfront campus in the Ochre Point-Cliffs National Historic District of Newport, Rhode Island. Students come from 35 states and 16 countries with about 15 percent coming from  Rhode Island. Undergraduates can choose from 46 majors among which professional fields such as nursing, business, and criminal justice are quite popular. Academics are supported by a 14 to 1  student/faculty ratio. In athletics, the Salve Regina Seahawks compete in the NCAA Division II Commonwealth Coast Conference for most sports. Football competes in the New England Football Conference. The university fields 19 intercollegiate varsity sports. Enrollment (2016) Total Enrollment: 2,746  (2,124  undergraduates)Gender Breakdown: 30  percent male / 70 percent female93  percent full-time Costs (2016-17) Tuition and Fees: $37,820Books: $1400 (why so much?)Room and Board: $13,650Other Expenses: $2,300Total Cost: $55,170 Salve Regina University Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 99  percentPercentage of New Students Receiving Types of AidGrants: 99 percentLoans: 75 percentAverage Amount of AidGrants: $21,548Loans: $10,313 Academic Programs Most Popular Majors:  Accounting, Biology, Business Administration, Criminal Justice, English Communications, Marketing, Nursing, Psychology, Special Education What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 82  percent4-Year Graduation Rate: 64  percent6-Year Graduation Rate: 68  percent Intercollegiate Athletic Programs Mens Sports:  Football, Ice Hockey, Soccer, Basketball, Tennis, Baseball, Cross CountryWomens Sports:  Volleyball, Track and Field, Basketball, Field Hockey, Cross Country, Lacrosse If You Like Salve Regina University, You May Also Like These Schools University of Rhode Island: Profile | GPA-SAT-ACT GraphBrown University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphAlbertus Magnus College: Profile  Quinnipiac University: Profile | GPA-SAT-ACT GraphLasell College: Profile  Endicott College: Profile | GPA-SAT-ACT GraphBoston College: Profile | GPA-SAT-ACT GraphSaint Anselm College: Profile  University of New Hampshire: Profile | GPA-SAT-ACT GraphCurry College: Profile   Data Source: National Center for Educational Statistics

An interventional approach for patient and nurse safety Dissertation

An interventional approach for patient and nurse safety - Dissertation Example The theoretical framework that was used in this study was the model of impaired sleep developed by Lee et al. The framework is based on a scientific theory (Burns & Grove, 2009) as it uses previous research linking sleep quality with errors and lack of alertnessTheoretical Model Discussion The theoretical framework is clearly discussed as having a direct significance with the research topic It is stated impaired sleep consists of either sleep deprivation (inadequate sleep) or sleep disruption (fragmented sleep). The model implies that impaired sleep results in cognitive, behavioural, physiological, social, and emotional responses. The paper elaborates how a targeted fatigue countermeasures program for nurses (FCMPN) can intervene and prevent or alleviate the cognitive and behavioural impacts (like sleep duration, daytime sleepiness, and alertness) and reduce patient-care errors. The following figure from the paper captures the conceptual and the theoretical framework employed: The fr amework is therefore discussed well to outline what variables are to be measured pre and post the FCMPN intervention. 2. Major Study Variables Research Variables: 1. Sleep Quality 2. Sleep Duration 3. Daytime Sleepiness 4. Vigilance 5. Risk for Accidents and Errors 6. Short Term Memory 7. Problem Solving and Coping. Conceptual Definition Sleep Duration was defined as the time duration that participants spent in uninterrupted sleep. Sleep Quality was clearly conceptualized to mean sleep which is not fragmented and which is of adequate duration. While the remaining variables were not clearly defined, conceptually they could be understood to mean the following: Daytime Sleepiness – tendency to doze during the daytime work-hours Vigilance – Drowsiness and Unplanned Sleep Episodes during work hours Risk for Errors – Any perceived deviations from standard practice Short Term Memory – Recall of errors Problem Solving and Coping – How errors were managed O perational Definition Sleep Duration was measured using the log book entries made by the participants. Sleep Quality was measured using the Pittsburgh Sleep Quality Index PSQI (Buysse, Reynolds, Monk, Berman, & Kupfer, 1989). Daytime Sleepiness was measured using Epworth Sleepiness Scale (Johns, 1991) while other variables (Vigilance, Risk for Accidents and Errors, Short Term Memory, Problem Solving and Coping) were measured using the log book entries using the self-report method 3. Sample and Setting a. Sample Inclusion/Exclusion Criteria Full-Time Hospital Staff Surgical nurses were used as the sample. In addition, the selection criteria included that the nurses should be working at least 36 hour per week. Advanced practice nurses, nurse managers, or nurses in specialized roles such as discharge planning were excluded. b. Sampling Method The paper mentions using three surgical nursing units in Michigan using convenience method for selection, though the rationale or the specific fa ctors that led to the selection of the method is not listed. The qualifying nurses were contacted using the official mailing list and out of the 126, 62 consented to participate in the research. c. Sample Size 62 Power analysis indicated that 30 sample size would be sufficient to establish the impacts of FCMPN on the variables that are researched. d. Refusal to Participate Number and Percentage 62 out of the 147 full-time hospital staff nurses (43%). e. Sample attrition or Mortality Number and Percentage Out of the 62 selected for participation, 15 (24%) did not continue with the study for the complete duration. f. Informed Consent Process/Institutional Review Board The 147 nurses that comprised of the qualified the inclusion criteria were sent a preliminary survey to provide demographic information and give their interest to participate. Once the intent of

Eyewitness Memory and the Misinformation Effect Essay

Eyewitness Memory and the Misinformation Effect - Essay Example In comparison of both the events, the mugging event brought more correct responses than the shoplifting one. This is because the non-critical events which were being questioned later on were more diverse, well-spread and frequent in the shoplifting one; and hence the greater the probability for error. Whereas in the mugging event, there were less distractions within the same genre and sequence of the happenings for the viewer. The difference in performance was based on the settings and stimuli available. It is not significant as to how different the scores of people are in the two events, but actually the fact that there is a significant variation from the correct score because of misinformation and lapses in short-term memory. Whenever there would be previous information about a previously known object, then the same type of results would surface. Only in a totally new object would the circumstances actually turn out as different. This is because a totally new object would be viewed with full focus, and because there was no previous information to dilute the new concept. The essence lies not in distractions, but in wastage of learned stimuli as part of the memorizing process. For the same reason, learning is also referred to as a relatively permanent change in behaviour. The likelihood of reporting misinformation therefore shall always be there, as the human mind perceives due to varying abilities of attention and cognition - and this difference shall always prevail. The test group presented a lesser amount of 'wastage' in information, but nonetheless, it was still there. The reason is, that the greater the number of stimuli, the more the stress will be on the sensory processes; therefore, memorizing an event 'as it is' would become next to impossible. The controls though had lesser distractions, nonetheless, the fact that they did make mistakes due to their human limitations, makes this concept even more lucid. Also, there is the probability of the zone of 'transference' possibly originating in the testimony of the witness. This basically refers to the relationship the interviewer can have with the interviewee. This may be positive or negative. This can influence the testimony of the witness to sway in either direction, depending on the mood and relationship parameter he intends to adopts with the interviewer. Discussion The misinformation effect can be explained as a memory bias that happens when misinformation affects people's reports of their own memory. This implies, that a person who is experiencing the misinformation effect, is likely to 'pollute' and/or 'dilute' the actual event due to the information already present in the human beings' memory. Distinguishing and differentiating the memory slots, especially when the stimulus is being at a very high speed, then becomes a very difficult task. Loftus and colleagues elaborate this concept, by elucidating that there are two kinds of information which go into a person's memory of an intricate event. The first is the information obtained from perceiving the occurrence, and the second is the additional information supplied to us after the event has taken place. As time passes by, these events get interlinked and entwined with each other, thereby making it virtually impossible to separate the actual event from the previous memory of the individual. What is left in the end is one collective

Biochemistry involves Essay Example for Free

Biochemistry involves Essay Biochemistry involves the study of biological processes and chemical analysis which include living organism’s reactions, chemical compounds and elements. Historically, biochemistry gained prominence in the early 20th century when research on origin of living organisms began, various forms of scientific methods where used toward the success the makeup, several questions raised where; how biochemists seek to know how the brain works, the effectiveness of molecular compounds on the immune system. Furthermore, they are interested in cellular replication, differentiation and the interconnecting relationship between cells and organs. They deal with the chemical explanation of inheritance (traits, character, etc. ) and disease. Apart from this, biochemist also determines how certain molecules such as proteins, nucleic acids, lipids, vitamins and hormones function and their involvement in metabolic processes. Mostly on regulation of chemical reactions in living cells because this shows the complex chemical reactions that occur in a wide variety of life forms. It provides the basis for advancement of medicine practically such as veterinary medicine, agriculture science and biotechnology and exciting new fields such as molecular genetics, bioengineering etc. The developed knowledge and methods are applied to in all fields of medicine, agriculture, chemical and health related industries. Biochemistry also provides a unique research on protein structures and functions, genetic engineering and the two basic components of the rapidly expanding field of biotechnology. Being the vastest of all biological sciences, biochemistry has many fields namely neurochemistry, bio-organic chemistry, immunochemistry, physical biochemistry, molecular genetics, biochemical pharmacology and clinical biochemistry. Recent progress in these areas have developed a relationship between technology, chemical engineering, computer engineering. Reference: †¢ Biochemistry. (2008). ISCID Encyclopedia of Science and Philosophy. Retrieved April 07, 2008 from http://www. iscid. org/encyclopedia/Biochemistry †¢ Mendoza, H. M. , Shen, L. N. , Botting, C. , Lewis, A. , Chen, J. , Ink, B. , et al. (2003). NEDP1, a highly conserved cysteine protease that deNEDDylates Cullins. Journal of Biological Chemistry, 278, 25637-25643.

The Mad Hamlet :: essays research papers

The Mad Hamlet William Shakespeare wrote "Hamlet, Prince of Denmark". "Hamlet, Prince of Denmark" is a tragedy. William Shakespeare was born 1564 and died 1616. William Shakespeare himself, was one of the greatest play writers of all times. Hamlet was an odd character in the play because of the way he acted. Hamlet is intelligent, mad, and selfish. Hamlet is a very intelligent character. Claudius and Polonius planned to send Hamlet to England to be put to death, escorted by Rosencrantz and Guildenstern. Hamlet was supposed to be killed in England by getting beheaded, but he found a way around it. "†¦ My head should be struck off," (V, 2) "†¦Read it at more leisure†¦" (V, 2) and "†¦Devised a new commission, wrote it fair..." (V, 2) shows how Hamlet outsmarted Rosencrantz, Guildenstern, Claudius, and Polonius. Hamlet wrote a different letter that said that Rosencrantz and Guildenstern were to be executed, and therefore cheated death. Hamlet revenged his father's death by murdering Claudius. After Hamlet found out that the sword he and Laertes were struck with was poisoned he then stabbed Claudius with it; "The point envenom'd too? Then, venom, to thy work." (V, 2) From Hamlet's point of view, what he did to Ophelia was intelligent. When Ophelia went mad she said, "T omorrow is Saint Valentine's Day†¦ Never departed more," (IV, 5) and "Young men will do't, if they come to't†¦ You promised me to wed." (IV, 5) Ophelia was saying that Hamlet told her that they would get married if she had sex with him, and that he never showed any love for her, this was intelligent from Hamlet's or some males point of view. Hamlet was mad throughout the whole play. Hamlet murdered Rosencrantz, Guildenstern, Claudius, Laertes, Polonius, and may have been the reason Ophelia went mad and drowned. Rosencrantz and Guildenstern: "He should the bearers†¦" (V, 2) Claudius: "†¦ Then, venom, to thy work," (V, 2) Laertes: "They bleed on both sides†¦" (V, 2) Polonius: "†¦Dead for a ducat, dead," (III, 4) Ophelia: "What the fair Ophelia!" (V, 2) At one point Hamlet was so mad and depressed he wanted to kill himself. "To be, or not to be, that is the question†¦" (III, 1) The worst possible thoughts that Hamlet could have ever thought, he thought incestuously about his mother and himself. He never said that he wanted to be with his mother, but he was just mad that Claudius took the throne from him at the beginning of the play, not that his father was dead.

When Ways of Life Collide: A Critical Analysis

When Ways of Life Collide written by Paul Sniderman and Louk Hagendoorn is a book which focuses on the collision of Western European values and Muslim values. The book tackles relevant information on the relationships of cultures values (with focus on the Netherlands): its injustices and reactions towards another culture. Moreover, the book explores multiculturalism policies and the diverging clash of values it causes between the Dutch majority and Muslim minority in the Netherlands. The book includes an introductory chapter, four body chapters which are based on a 1998 survey analysis that consists of scholarly designed statistical experiments and a concluding chapter. Muslims, the first of the body chapters, tackles the culture of Muslims and the Dutch majority towards their treatment on women and children. The book was able to show that the obvious rejection of a particular group due to conflict over values might not be always take effect. In particular, one of the authors interesting conclusion is that individuals can view the Muslims values in a negative while at the same time creating a constructive attitude towards Muslims and in effect follow even their way of life and culture. Chapter three, Prejudice, is a mere discussion and analysis of prejudice. Both Sniderman and Hagendoorn view prejudice as â€Å"a readiness to belittle minorities, to dislike them, to shun them†¦Ã¢â‚¬  (p. 47). What the authors have to measure prejudice are based on statistical survey. The survey was designed for the individuals to agree or disagree on the eight most probable characterizations of minorities. The authors find that intolerance can eventually results to an open denial of the equal rights of the immigrant minorities (Muslims). On chapter four, the authors use a decoupling experiment to basically improve the previous research. Both Sniderman and Hagendoorn believes that an observed threat to an individuals’ cultural identity shows a sturdy predictor of prejudice than a perceived economic threat. However, chapter five entitled Top-Down Politics illustrates that individuals who are committing negative attitudes and show prejudice to the minority immigrants are also on the same way the most probable to react positively towards the immigrants. The main argument of the book is that the Netherlands policy towards multiculturalism which was determined through consensus has led the central point on the political argument that involves group identities: immigrant minorities and Dutch majorities. The increased conflicts between the immigrant minorities and Dutch majorities are trigger by the 9/11 attack, the rise to power of Pim Fortuyn and the Theo van Gogh murder in 2004 by a Dutch Moroccan. The book is particularly significant to a variety of audience concerned on the prevailing attitudes shown by the Dutch majority towards immigrant minorities, immigration and multiculturalism. This book is good in particularly using scholarly surveys and statistical studies in providing significant conclusions on the study.

Acculturation, Biculturism and Marginalization Essay

Ross-Sheriff (2011) commented that international migration patterns have * changed as a consequence of broad social, political, economic, and environmental * trends and explained the causes of the driving forces were including war, * globalization, urbanization, and changing cultural norms regarding social roles and * responsibilities (Ross-Sheriff, 2011). With these complex trends of migration * patterns, Van Hear (2010) viewed migration as a process which was an integral part * of broader social transformations, but which also had its own internal dynamics with * other factors related to the migrating process, shaping social transformation in their * own way. Migration was also linked in complex ways to class, gender, generation, * ethnicity and other social factors, which were embodied in positions in home and host * communities, and in work and domestic relationships, all of which might be * transformed in the course of the migratory process (Van Hear, 2010). To understand this complex process of migration, especially under changing circumstances of one culture to another, it might be useful to build conceptual tools for understanding these transitory processes in migration studies and in social science more widely (Van hear, 2010). They also include mediating agents and transitions that need also to be accounted for, as well as intersections among class, gender, generation, ethnicity and other social ruptures as well as the main driving forces of migration (Van Hear, 2010). Of course there were other important concepts such as relations between time and space, between dynamics or processes and outcomes, and between structure and agency that needed to get attention (Van Hear, 2010). However, it is impossible to discuss all different theoretical concepts involved in different types of migration process in the current limited study. Rather, this study tried to focus on psychological impacts such as ethnic identity and self-esteem on migration through acculturation processes particularly on family- related migration because different patterns of migration produced different communities and resulted in producing different migrant identities including varying levels of psychological distress (Jones, 2008). Further, few empirical studies have focused on migrant adults populations. Most migrants identification related literatures tended to relate more for adolescents or young children because identity formation might be particularly challenging in this cohort, especially when the values and beliefs of their natal culture differed significantly from those of the host society (Sodowsky, Kwan, & Pannu, 1995; as cited in Farver, Narang, & Bhadha, 2002). Therefore, this study focused on ethnic identity and self-identification issues of adult migrants’ themselves within a family structure according to different theoretical models relevant to adaptation of new cultures, because family was the basic instrument in the society (Nesdale, Rooney, & Smith, 1997). In fact, most cultural acquisition theories developed and evolved in 1990s when international migration became a key issue in international politics at the beginning of 1990s. As Castle (2002) argued that migration, development and international relations were closely connected as migration was a major factor of transformation for both sending and receiving countries for different types of migrants (Castle, 2002). With this perspective, this study generally focused on those migration culture acquisition theories developed in 1990 rather then looking at current perspectives in the most recent literatures, which actually have evolved from these original theories in 1990s (Castle, 2002). As the findings from these research studies has had been mixed or sometimes contradictory, it was important to understand the exact nature of the relationship between migrant ethnic identification and the acculturation process both need to be specified and assessed properly with coherent measurements and theoretical assumptions (Nesdale et al. , 1997). Important theoretical concepts: ethnic identity, acculturation, biculturism, and marginalisation. According to Phinney (1990; as cited in Farver, Narang & Bhadha., 2002), ethnic identity and acculturation were related but separate constructs. Ethnic identity involves an individual’s self-identification as a group member, a sense of belonging to an ethnic group, attitudes toward ethnic group of membership, and degree of ethnic group involvement (Farver et al. , 2002). The term acculturation was defined in anthropology as those phenomena, which resulted when groups of individuals having different cultures came into continuous first-hand contact with subsequent changes in the original pattern of either or both groups (Redfield, Linton, & Herskovits, 1936; as cited in Birman, 1994). Although acculturation was a neutral term in this context (that is, change might take place in either or both groups), in practice, acculturation tended to induce more changes in one of the groups than in the other (Berry, 1990a; as cited in Berry, 1997) Berry (1997) argued that in all plural societies, cultural groups and their individual members, in both dominant and non-dominant situations, must deal with the issue of how to acculturate. According to Berry (1997), four acculturation strategies were introduced: assimilation, separation, marginalization, and integration. When individuals do not wish to maintain their cultural identity and seek daily interaction with other new cultures, the assimilation strategy is defined. In contrast, when individuals place a value on holding on to their original culture, and at the same time wish to avoid interaction with others, then the separation is defined (Berry, 1997). When there is an interest in both maintaining one’s original culture, while in daily interactions with other groups, integration is the option; here, there is some degree of cultural integrity maintained, while at the same time seeking to participate as an integral part of the larger social network (Berry, 1997). Last, when there is little possibility or interest in cultural maintenance (often for reasons of enforced cultural loss), and little interest in having relations with others (often for reasons of exclusion or discrimination) then marginalization is defined (Berry, 1997). However, this acculturation categories model has been criticized methodologically (Rudmin, 2003, 2009; as cited in Schwartz et al. , 2010) because all four of Berry’s categories were represented in the same way by creating the two by two matrix of acculturation categories between high and low. However, the cut off point between high and low was arbitrary and would differ across samples, making comparisons across studies difficult, resulting in the fact that all four categories existed and were equally valid (Rudmin, 2003; as cited in Schwartz et al., 2010) and suggesting that not all of Berry’s categories might exist in a given sample or population, and that some categories might have multiple subtypes (Schwartz et al. , 2010). In particular, Berry (1997) viewed the term â€Å"biculturism† as referring to acculturation that involved the individual simultaneously in the two cultures that were in contact in integrative ways, which appeared to be a consistent predictor of more positive outcomes than the three alternatives of assimilation, separation, or marginalization. Berry and his colleagues (Sam & Berry, 1995) assessed the acculturation strategies of various immigrant groups in North America and the results showed that bicultural individuals experienced less acculturative stress, anxiety and fewer psychological problems significantly, while marginalized individuals suffered the most psychological distress, including problems with self-identification and cultural alienation, which adversely affected their self-esteem (Farver et al. , 2002). However, Shiraev and Levy (2007) explained acculturative stress as a negative feeling that a marginalized person might experience as a distressing psychological reaction to any unfamiliar cultural environment based on the assumption that person and groups undergoing any social and cultural change should experience a certain amount of psychological distress. Generally, many early definitions of acculturation focused on exposure to two cultures simultaneously as a culture shock, which was a reactive state of specific pathology or deficit, rather than taking advantage of being bicultural (Berry & Annis, 1974; Shiraev et al., 2007). The validity of marginalization as an approach to acculturation by Berry (1997) was also questioned (Del Pilar & Udasco, 2004; as cited in Schwartz et al. , 2010). Schawartz et al. argued that the likelihood that a person would develop a cultural sense of self without drawing on either the heritage or receiving cultural contexts would be less likely to. The marginalization approach might be true only for the small segment of migrants who rejected both their heritage and receiving cultures (Berry, 2006b). Indeed, studies using empirically based clustering methods have found small or nonexistent marginalization groups and scales that attempted to measure marginalization typically had poor reliability and validity compared with scales for the other categories (Cuellar, Arnold, & Maldonado, 1995; Unger et al. , 2002; as cited in Schwartz et al. , 2010). As described earlier, the impact of migrant ethnic identity on psychological distress had comparatively diverse points of views if they were either negative or positive reactions, depending on different theoretical frames. For example, Social Identity Theory (Tajfel & Turner, 2001) and Self-Categorization Theory (Turner, 1987) emphasized more on the importance to individuals of their identification with particular social groups. Social Identity Theory (Tajfel & Turner, 2001; as cited in Yip, Gee, & Takeuchi, 2008) viewed a possible explanation for why ethnic identity might buffer the effects of discrimination. According to this theory,individuals chose from an array of possible social identity groups and, once those groups were chosen, individuals focused on the positive aspects of their in-group, which helped to boost their own esteem, suggesting that ethnic identity was more important to their overall identity (Yip et al. , 2009). In contrast, if ethnicity was a central component of one’s identity, it might actually exacerbate the effects of discrimination, resulting in a greater negative impact on mental health, according to self-categorization theory (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987; as cited in Yip et al., 2008), suggesting that people should be more in tune with environmental cues that were relevant to an important aspect of their identity. That is, experiences of racial discrimination might be such a cue relevant to their ethnic identity. Indeed, research suggested that African American adults and adolescents who reported strong racial centrality were also more likely to report experiences of racial discrimination (Neblett, Shelton, & Sellers, 2004; Sellers, Caldwell, Schmeelk-Cone, & Zimmerman, 2003; Sellers & Shelton, 2003; as cited in Yip et al., 2008). However, despite this emphasis by social theorists, they tended to forget the larger literature that involved with both ethnicity and the acculturation process (Liebkind, 1993; 1996; as cited in Nesdale, Rooney & Smith, 1997). First of all, these different findings resulted from lack of inclusion of acculturation itself as a variable methodologically when acculturation was considered as a phenomenon in research designs (Sam and Berry, 2006). Without including acculturation as a variable, the explanations for human behavior similarities and differences across populations would remain incomplete (Sam et al. , 2006). Second, a further criticism of the acculturation literatures was that the same two acculturation processes, and the same four-acculturation categories, characterized all migrants equally—regardless of the type of migrant, the countries of origin and settlement, and the ethnic group in question, according to Berry’s (1980) model and other similar approaches (Sam et al., 2006). Finally, the vast majority of studies in the acculturation literature have focused on behavioral acculturation (Schwartz et al. , 2010). That is, most widely used acculturation measures included primarily (or only) items assessing language use and other cultural practices (e. g. , Cuellar, Arnold, & Maldonado, 1995; Stephenson, 2000; Szapocznik, Kurtines, & Fernandez, 1980; as cited in Schwartz et al. , 2010) due to accepting the fact that cultural practices might provide only a fair proxy for cultural adaptation (Schwartz et al., 2010). Theoretical frameworks for acculturation research Shiraev & Levy (2007) claimed that cross-cultural psychologists usually used three approaches to examine human activities in various cultural settings. They were the sociobiological approach, the sociological approach and eco-cultural approach (Shiraev et al. , 2007). In particular, the eco-cultural approach emphasized both the environment and the individual were seen as open and interchanging systems (Shiraev et al., 2007), introducing John Berry whom originally developed this theory further in contemporary cross-cultural psychology. Shiraev et al. (2007) also pointed out that specialists should to be able to explain how, why, and to what extent people differed from one another, when ecological, biological, cultural, and acculturation factors were identified and taken into consideration (Berry, J. W. , Poortinga, Y. H. , Segall, M. H. , & Dasen. P. R. ,1992; as cited in Shiraev et al. , 2007). In related to the concerns pointed by Shiraev et al. (2007), Berry (1997) argued earlier there were important links between cultural context and individual behavioural development, demonstrating what happened to individuals who developed in one cultural context when attempting to re-establish their lives in another one through his acculturation research framework, by confirming the fact that acculturation was one of the most complex areas of research in cross-cultural psychology because the process involved more than one culture and in two distinct senses (Berry, 1997). According to Berry (1997), the concept of acculturation was employed to refer to the cultural changes resulting from different ethnic groups encountered, while the concepts of psychological acculturation and adaptation were employed to refer to the psychological changes and eventual outcomes that occur as a result of individuals experiencing acculturation. In another words, acculturation phenomena resulted from contact between two or more cultures and research on acculturation had to be comparative in order to understand variations in psychological outcomes that were the result of cultural variations in the two groups in contact (Berry, 1997). In particular, this framework viewed the integration model of acculturation strategies the most desirable among other strategies, considering it the same as the biculturalism model (Berry, 1997). For example, Berry and his colleagues (Berry, 1980; Berry, J. W. , Kim, U. , Power, S. , Young, M, & Bujaki, M. , 1989; Berry, Kim, Minde, & Mok, 1987; Sam & Berry, 1995 as cited in Farver et al., 2002) assessed the acculturation strategies of various immigrant groups in North America and the result showed that integration was the most psychologically adaptive attitude, arguing that integrated or bicultural individuals experienced less acculturative stress and anxiety and manifested fewer psychological problems than those who were marginalized, separated, or assimilated, whereas marginalized individuals suffered the most psychological distress, including problems with self-identification and cultural alienation, which also affected their self-esteem (Farver et al. , 2002). However, Phinney, Cantu, and Kurtz (1997) found that American identity was associated with self-esteem only for non-Hispanic Whites, but not for other ethnic groups. These mixed results as explained above raised two issues in the acculturation literatures. First of all, cultural practices might offer only a substitute for cultural adpatations, as Portes and Rumbaut (2001 as cited in Schwartz et al. , 2010) mentioned that many Asian American young adults in their sample were not proficient in their native languages, even though they still perceived their identification with their parents’ countries of origin and maintained many of their values (Schwarz et al. , 2010). Secondly, most researchers on biculturism did not sufficiently define an accurate operational definition of biculturism so that interpretation of those research results were problematic (Birman, 1994). Indeed, one finding in the United States, was that self-identification as American was markedly higher in non-Hispanic Whites than in ethnic minority groups (e. g. , Devos & Banaji, 2005; as cited in Schwartz et al. , 2010) and many White Americans did not perceived themselves as members of an ethnic group (Schildkraut, 2007; as cited in Schwartz et al. , 2010). In brief, different operational definition problems of acculturation arose from different theoretical models of acculturation regarding to their assumptions (LaFromboise, Coleman, & Gerton, 1993). LaFromboise et al. (1993) assumed acculturation as one of substitutes among the biculturism models. Biculturism as defined in this theory was viewed as the alternation model, which implied an individual in two culture contacts could be competent in both cultures without losing one of the cultures’ competencies in distinct cultural contexts as alternation model, whereas, fusion model meant a blended cultural identity, consisting of a synthesis of aspects of both cultures (LaFromboise et al., 1993). However, Berry’s (1997) integrating approach of biculturism differed from the bicultural model (LaFromboise et al. , 1993; as cited in Birman, 1994) and it emphasized more on the relationship between the two cultural groups based on its implicit assumption that one of two cultures were higher than the other within a single social structure (LaFromboise et al. , 1993). Benet-Martinez and colleagues found that â€Å"blended† bicultural individuals tended to report higher self-esteem and lower psychological distress than a marginal population (Chen et al. , 2008 as cited in Schwartz et al. , 2010) because the consistent availability of both cultural flows within the person’s everyday life increased the ease of activating the correct cultural schema in accordance with their environmental situations (Schwartz et al. , 2010). In contrast, Tadmor, Tetlock, and Peng (2009) argued that the bicultural model considered those marginal individuals in positive ways, when there was little interest in cultural maintenance and little interest in having relations with others, suggesting positive aspects of being a marginal person might be (1) sharing his or her condition with others of the same original culture; (2) engaging in institutional practices that were shared by other marginal people; (3) experiencing no major frustration from social expectations; and (4) still perceiving himself or herself to be a member of a group (LaFromboise et al., 1993). According to Sam and Berry (2006), many studies of how migrants coped with intercultural contacts had discrepancies in the ways in which they were operationalized and measured. As no standardized or widely accepted acculturation measures existed, it was necessary to design a clear and explicit formulation of acculturation instrument in order to assess acculturation adequately (Sam et al. , 2006). Further Sam and Berry (2006) pointed out that most empirical studies widely used a self-report type of questionnaires that had been recognized limitations such as social desirability, emphasizing obtaining divergent validation by source of information other than the respondents’ reports. Therefore, it is vital to understand each theory within its specific assumptions and not to generalize across all situations regardless of their similar findings (LaFromboise et al. , 1993). As this study discovered migrants’ acculturation processes so far within specific theoretical frameworks, literature findings in different research were mixed as to whether individuals could be highly acculturated and at the same time be strongly identified with their ethnic group (Farver, Narang, & Bhadha. , 2002). These confusing problems initially evolved because of the context in which migration arrangements and their acculturation processes were fundamentally transformed and increasingly uncertain due to globalization (Landolt & Da, 2005). Shiraev & Levy (2007) suggested a new approach to cross-cultural psychology in the twenty-first century, which was linked to the concept of globalization. Globalization was defined as a proliferation of cross-border flow and transnational networks due to new technologies of communication and transport that allowed frequent and multi-directional streams of people, ideas and cultural symbols (Castle, 2010). Castle also argued that globalization leads to major changes in the character of international migration. In other words, the context for migrant incorporation has already changed radically and will continue to do so. The rise of multiculturalism itself rather than assimilation or biculturism is one sign of this, but is not the end of the story: new forms of identity and belonging go beyond multiculturalism (Castle, 2010). Even though there is limited empirical evidence for clear statements for globalization, there probably are highly cosmopolitan groups who feel at home everywhere such as global business and professional elites might correspond with this image. But most members of transnational communities fall between these extremes, and probably have contradictory and fluctuating identities (Castle, 2002). Conclusions This study explored that a special case of cultural psychology was the study of how individuals respond to situations where they were in transition between their original culture and another that differed from it in some respects in terms of acculturation, especially within a specific theoretical frame that could apply to the specific situation (Adler & Gielen, 1994). There was no single theory widely accepted by all social scientists to agree with the emergence and perpetuation of international migration patterns in the world under globalization (Van Hear, 2010),suggesting that the contemporary migrating context in which such migrating arrangements were realized fundamentally kept transforming so that it became increasingly uncertain (Landolt and Da, 2005) Although the topic of cultural contact and individual’ change has attracted considerable attention in contemporary cross-cultural psychology, the field has been characterized by a lack of theoretical coherence, definitional problems with key constructs, and single sample studies that limit the external validity of empirical cross-cultural research (Ward and Kenney, 1994). As acculturation is a process which takes place over time, and which results in changes both in the culture and in the individual culture changes, it would be ideal o compare two sets of data are compared over time using the same people. However, in practice, it is impossible in most acculturation research settings (Sam et al. , 2006). Instead, a common alternative to longitudinal research is cross-sectional research in which a time-related variable, such as length of residence or generational status can be used for the generalizability of acculturation theories (Sam et al., 2006). In general, researchers of migrating studies need to be aware that it is the selective nature of the sample that happens across all migrating research. That is, individuals who chose to migrate would be different from those who do not (Sodowsky, G. , Kwan, K. , & Pannu, R. , 1995; as cited in Farver et al. , 1997). Finally, acculturation research generally focused on immigrants assumed to be permanently settled in their new host countries. As a result, the terms â€Å"migrants† or â€Å"international migrants† referred to the same type of migrants collectively. Moreover, many countries were both sending and receiving countries for different types of migrants, or in the process of transition from one type to the other (Castel, 2002). Therefore, where applicable, it is viable to design acculturation research studies classifying different types of migrants. References Adler, L. L. , & Gielen, U. P. (Eds. ). (1994). Cross-cultural topics in psychology. Westport: Praeger Publishers. Berry, J. W. (1980). Social and cultural change. In Triandis, H. C. , & Brislin, R. (Eds. ). Handbook of cross-cultural psychology (pp. 211-279). Boston: Allyn & Bacon. Berry, J. W. , Kim, U. , Power, S. , Young, M, & Bujaki, M. (1989). Acculturation attitudes in plural societies. 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Comparing the works of Susan Hill- Farthing house, and HG Wells- The red room Essays

Comparing the works of Susan Hill- Farthing house, and HG Wells- The red room Essays Comparing the works of Susan Hill- Farthing house, and HG Wells- The red room Paper Comparing the works of Susan Hill- Farthing house, and HG Wells- The red room Paper Essay Topic: The Haunting Of Hill House It is a common fact that, in todays society, the most popular genre of story or film are ones that involve ghostly supernatural happenings. A natural value to humans is that being eminently frightened excites us. Supernatural and ghost stories carry many conventions, which go towards building up the whole sense of tension, drama, and even fright. Ghost stories have been told for centuries and are oral tradition in many cultures. There are very distinctive conventions that can be identified in most ghost-related books or films. These centre on the plot events, the setting and the characters involved. Older film conventions have become stereotypical due to the changes in films of today through special effects. Ghost stories usually carry a sense of chase or death about them, which enhances dramatical effect. The most obvious convention of all is the cat and mouse style chase, which occurs, in most supernatural films, this enhances the whole sense of fright within the viewer. Another convention which occurs in slightly more shocking films, is when the object of fright is not in direct sight, it may be lurking in the dark shadows, somewhere out of view. All ghost related films have always had a sense of containment, where the main actor being chased, it sometimes seems certain that they will get killed, but yet always find a way out. The characters are the most important convention, for making the film more dramatic. In all ghost films, an extremely hysterical character is used, to make the film much more exciting, to shock the viewer into fright and overall, to keep interest. Usually the main targeted character is female, as it is believed that they much more hysterically to supernatural occurrences. The characters are usually put in place as a leader or hero, or to solve any problems and uncover the past behind the story. Many ghost stories are based on unfinished business, which the human characters are out to solve and uncover the truth and reconciliation behind the supernatural happenings. The setting of a ghost story is the most important convention, which goes towards the sense of being there and the atmosphere to the reader or viewer observing. The main constituent behind the setting of a ghost story is not the main constituent behind the setting of a ghost story is not location, but the obscurity. Ghost stories always seem to be set in a dark, obscure and isolated location. This adds more tension to the story, as it makes the viewer believe that there is no way out. Along the line of the supernatural happenings, comes bad weather, usually thunder and lightening, or even rain. This is a very stereotypical convention, which relates back to the days of witches and black magic. Until modern day films, ghost stories were always set in large, old houses. This relates to supernatural happenings, as old houses contain many nooks and crannies within, allows a jumpy atmosphere to be created. This also creates a sense of concealment, where the supernatural being is almost one step ahead at all times and comes out at very un-expecting times to be more jumpy and frightening. The setting of old houses dates back to the Victorian ages. Back in Victorian times, the genre if ghost stories came about from the interest in science and travel/exploration. Victorian science was mostly based upon the exploration of supernatural happenings or the creation of un-natural life, like the novel Frankenstein. The Victorian ages were when ghost stories were first properly introduced, and they have been shared and passed down, until todays modern film versions. It can be argued that ghost stories are emphasised better by a novel, the reader almost becomes involved in the story. Two authors who express this extremely well are Susan Hill and H. G Wells. In this piece, I will be comparing the works of Susan Hill- Farthing house, and H. G Wells- The red room. H. G Wells was an English author and political philosopher, most famous for his science fiction romances that variously depict alien invasion, terrifying future societies, and transformed states of being. He was born on 21st September 1866, in Kent. He failed in three apprentships (Two drapers and one pharmacist), and later earned a scholarship to the normal school of science. Although he was a gifted student, he failed his exams, but did become a science tutor. He died in 1946 aged 80. The author of Farthing house, Susan Hill, came from a completely different background to H. G Wells. The inspiration for her novels ideas behind the theme of Susan Hills novels come from the area she was brought up in. The tranquil and relaxed atmosphere in the Cotswolds inspired her that it led her to write such invigorating novels. The background to which she bases her novels on is the Cotswolds setting, she is also interested in childhood issues which showed that she may have had an pleasant childhood. In her early marriage, she had fertility problems, which led her to suffer a miscarriage. You can see that this became a theme in her stories now, as this is portrayed in Farthing house. Farthing house is based upon the past history behind the haunted old peoples home, which involved mothers and children. By the emotions in the story that are portrayed, you can tell that she has put her feelings into the novel, what she felt about her own experience. Both stories contain elements of plot structure that are typical of ghost stories. Together with the conventions of a ghost story, language devices and very detailed setting description, Susan Hill and H. G Wells have produced two very different stories, which use the same conventions, and share the same theme. The red room by H. G. Wells, is a story set as a very stereotypical convention, a large, gloomy and old mansion house filled with elderly servants and occupied by a very old man. A young man visits the house with a very assured attitude, very optimistic of his own thoughts. He is warned by an occupant of the house about visiting the red room at this time by ignores the advice to follow his own beliefs about supernatural happenings which may be laying ahead. The story follows his journey to the red room shares the supernatural experience he encounters in the red room. From his optimistic view before the encounter in the red room, his attitude completely changes, he had now become a believer in ghosts and haunting. Farthing house by Susan Hill is set in a very similar setting and follows the same theme, but yet the plot events are very different. The story is set in an ex- home for single mothers and children which dates back to the Victorian ages, but in the story is a home for elderly people. A young lady is going to visit her Aunt Addy in ht old peoples home, Farthing house. The story begins with a letter from a mother to her daughter explaining about the visit that she is making to see her Aunt Addy. The story centers on the visit which the lady make to Farthing house and what she experiences in the home. During one night of her stay, she wakes to the rather startling view of a figure, a young woman, holding a child to whom she contemplates, is a ghost. This gets to the lady, which is why she makes it her duty to find out who the lady is or was. The lady is sure this is the woman she saw in the corridor, which is when she also finds out what the home used to be. On main convention in these two stories which builds up drama and tension, is the use of climaxes and anti- climaxes. Both stories do not use many of these but as they are the main conspiracy of the story, they play the biggest part in creating the whole supernatural theme. In The red room, the climax in the story happens right in the middle when the young man reaches the red room. The climax is built up by the description of the mans actions as he enters the red room. H. G Wells describes the mans actions as very hasty as he opened the door. This suggests that the man new that something was going to happen. The young man then recalls his thoughts about the history behind the room where a man had died. The story now comes to an anti- climax as he just analyses the room and its surroundings. The story then begins to build up a climax once more, as the man becomes unsure of his thoughts. The climax becomes at its highest as the speaks aloud By Jove. This is when the supernatural experience begins. The climaxes and anti- climaxes in Farthing house are a bit more discreet as the story is at an overall lower tone than the red room. You can tell that the climax of the story is beginning by what the lady says as she gets into her bed. I was, as you might say, almost expecting to have bad dreams or to see a ghost. This signals that the atmosphere is quite eerie, she is expecting something to happen. The next step up in tension is displayed when she says, it was a baby crying. This short, emphatic statement shows that the lady is becoming nervous. When the reader begins to think that a supernatural occurrence is going to happen, but it is a false alarm she can no longer hear the sound of the baby. The next night, is when she sees the young woman. The story reaches the full climax when the lady says, the previous nigh, I had the sensation of someone having just been in my room. Now I saw her. This shows that the lady is shocked by the occurrence rather than scared. The convention of flashbacks and timeshifts helps to tell the background of the story and uncover the past. In the red room there is actually only one flashback. It occurs during the build up of climax as the young man enters the red room. As the young man closes the door to the red room behind him, he recalls a past story of what happened in the red room. He says, The great red room of Lorraine castle, in which the young duke had died. This statement adds to the build up of tension as a convention of the past coming back to haunt. So many flashbacks occur in Farthing house, that they become the element, which actually tells most of the story as well as the past. The first flashback occurs just after the letter from the mother to the daughter. It is a timeshift to a few weeks back when she quotes the edges of my consciousness blurred and insubstantial came into focus and in a rush I remembered to which she begins another flashback of her trip to Farthing house, which is where the story begins. The lady, the writer of the letter, predominantly tells the main body of Farthing house in a flashback to her daughter. The way in which the writers create setting establishes a sense of place. Both of the stories contain a very conventional setting and they are both very similar. The red room is wholly set in a large old house, which you are later told that it is called Lorraine castle. You can tell that the occupant of the house is very interested in keeping the house in its original state, the young man s description helps you to understand that the theme of the house is very much that of a castle. He says that mounted upon the walls is sconces, which are wall- mounted candlesticks, just like back in the days when electricity was not invented. You can also see that the owner of the house is interested in travel. The young man says that there is a porcelain Chinaman on a buhl table, which is the sort of object that you would pick up as a souvenir on your world-wide travels. The setting in Farthing house follows a similar theme but yet the house served a very different purpose. The home was set in a very quiet location as you can tell from the ladys description of her journey there. As the lady came to the house she noted that the entrance was by a lych gate, this is the kind out gate, which usually is found at a churchyard. When she came to the doorway of the house, she said that the porch was a marble floor, just like the floor of a hospital or nursing home. As the lady went in to the house, she was overpowered by the strong smell of anaesthetic, you can tell that this place used to be some sort of medical care home. Again this house was very old, in the hallway were many extremely old antiques. The contribution of drama from the setting of farthing house is mostly made by the very descriptive journey to the home by the lady. The convention of isolated and obscure location is highlighted in the ladys description. She said about how no cars passed from the little cathedral town during her journey to Farthing house. When the lady gets to the home, her description sounds very church-like, which brings in the convention of the dark atmosphere. The past behind what Farthing house used to be gives the theme for where the ghosts will come from, the young women and children. As for The red room, the castle-like theme relates back to witches and black magic. Castles are a good setting for a ghost story as they have a hidden past of death about them. The other element, which makes castles good for ghost stories, is the very cold atmosphere. The stone walls, large spiral staircases and no insulation creates a chilling feeling which adds to the drama of the story. The characters have a huge impact on the way that the audience perceives the plot. Characters enable the audience to relate to the plot on a personal level, infusing feelings and emotions. In The red room, the elderly servants contribute to some very important functions. The servant main purpose is to work in contrast with the young man. They are the ones who tell the man of the danger that may lie ahead if he visits the red room on that night. They also help to set the scene. With their very ghost-like descriptions, they become superficial, almost creatures. Their sole purpose in the house is to make the story more interesting and to perpetuate superstitions around the house. The story begins and ends with the servants, they are siclicle characters. In Farthing house, the character Aunt Addy is set in place for the only purpose, so that there is a reason for the lady who wrote the letter, to visit farthing house. The story is almost all told in a flashback so there is not going to be many other main characters. One of the roles of the lady in Farthing house is to inform her daughter about the journey she encountered to Farthing house. The letter at the beginning of the story, tells you the format of the story, it helps you to understand how the story is told. She is a very weary person, who adds to the tension build up because she can almost sense when the atmosphere is odd. Her other main role is to uncover the truth behind the lady she saw in the night. She makes it her inquiry to find out who the lady really is or was. In The red room, the young man is the main character and the narrator of the story. The young mans main role in the story is to portray the age of the elderly servants. The author of the story has depicted the young man as a new age scientific sort of person, he does not believe in ghosts or supernatural happenings. This adds to the drama and tension as his attitude changes after the supernatural encounter. From his very optimistic view before the encounter his attitude changes greatly after the supernatural experience. In the two stories, as they are both ghost stories, the main part of the story is centred on the supernatural encounter. They both involve a ghostly presence, although what form the presence is in is very different. In the red room, going by ghostly conventions, you could almost say that it is a slightly more chilling experience as there is not actual sight of a ghost. The ghost makes his presence known to the young man by a cold breeze on the back of his neck. The climax of the encounter is when the young man says, it was as if the wicks had been nipped between a finger and thumb, which shows that the ghostly figure relates to a human. The young man is extremely scared by this, as he speaks with a very sloppy dialogue. When all the candles in the room had gone out, he began to panic and said, my hands trembled so much that twice I missed the rough paper of the matchbox. This is the time when he began to believe that what was happening was true. In Farthing house, the ghostly presence is a lot more apparent. The lady in her bed is woken up by the distinct wail of a baby. Naturally, the lady goes to investigate, but she sees nothing. The next night is when the encounter occurs. She wakes to the view of a young lady walking across her bedroom. She is not at all scared of the presence but more like intrigued. The lady makes it her duty to find out who the young lady was and when she finds out about the past identity of Farthing house, she is able to come to the conclusion that the mother is just looking for her baby. Now that she knows the truth about the ghost she is not frightened at all. To show her emotions she says, I was no afraid any more, not now that I knew who she was and why she had been there, getting out her bed in Cedar room, to go in search of her baby. Both authors have used the conventions of a ghost story to create two exceptionally well-composed stories. The conventions are easy to recognise in both stories, but yet they blend in to the story line so that they are riveting reads. As far as the plot events go, The red room does not contain any chases or death, but does contain a very frightening scene, where the supernatural creature is not in direct sight. It is believed that these types of story are slightly more chilling than one where the ghost is easily seen. Farthing house is very different. The lady actually sees a ghost but again, there is no sense of chase or death involved within the plot. One plot related convention which Farthing house does contain is the long journey by the lady to get there, which often appears in ghost stories. Because of the obscurity in the ghostly presence of The red room I think that it works excellently as a plot related convention and it that it works better than the plot conventions in Farthing house. The setting of Farthing house completely follows the setting convention of a ghost story. A very isolated and obscure location provides the perfect setting for a ghost story. The theme of the home previously being a single mothers and children institute, is a very similar setting to a quite shocking modern film called The house on the haunted hill, which also contained a very old and isolated house, and previously was an institute for mentally handicapped people. The setting of The red room follows a very stereotypical setting convention. The setting for the red room is a large old house, which previously was a castle. This provides a better setting for a ghost story than Farthing house because the very old atmosphere helps you to relate to a supernatural occurrence. On the other hand, the setting in Farthing house and its previous purpose has a sense of death, almost like the setting of a hospital. In Farthing house, the use of very little characters helps to make the atmosphere a lot more eerie and desolate. There is one convention that neither of the stories share, they contain no hysterical characters. The drama and tension is created by other conventions by plot structure and setting. The one character related convention in Farthing house, is that the narrator is female, and although she does not react emotionally frightened, but concerned and intrigued. In The red room, the elderly servants used help to create a really ghostly atmosphere. They really support the ghostly presence well and also work along side the narrator. The young man in the story adds to the creation of drama and tension by the way that he becomes extremely frightened by the ghostly encounter. I think that the young man does make good use of the conventions, but in contrast with the characters in Farthing house, Susan Hill makes better use of the character related convention, by not using many characters. Overall by the evidence I have provided above, I think that it is quite hard to decide which story makes use of ghost story conventions best. Both stories have made excellent use of the conventions to create two stories of the same theme, but yet are both very different. By a very slight margin, I think that The red room by H. G Wells uses the conventions better than Farthing house. I think this because, firstly the plot structure of The red room creates a much more frightening story, in that the ghost is not actually seen. This makes the reader wonder more about what or whom the supernatural being is, thus creating a more exciting read. I also think that the setting of The red room is better than the one in Farthing house. I think this because, in my view, an older setting (like the one in The red room) creates a much better atmosphere for a traditional ghost story. On the other hand, the very descriptive journey to Farthing house helps to create a very good picture of how isolated the setting of it really is. As far as the character related convention goes, I think that Susan Hills use of very little characters creates an excellent atmosphere that is very chilling and quiet, the perfect environment for a traditional ghost story. Although I do think that the elderly servants that H. G Wells uses in The red room are brilliant for working in contrast with the very ghostly atmosphere. So overall, I think that The red room by H. G Wells makes use of the conventions of a ghost story best. Wells has kept within his science- fiction theme to create an excellent and very traditional ghost story.

Me, Myself, and I

Me, Myself, and I Me, Myself, and I Me, Myself, and I By Maeve Maddox Just as the personal pronouns I and me are frequently used incorrectlythe subject form I used instead of the object form me, and vice versathe reflexive pronoun myself sometimes crops up where I or me belong. As personal pronouns, I and me stand in the place of nouns, while the reflexive pronouns like myself emphasize a noun or a pronoun that is already in use as a subject or object word. They are mirror words which reflect a word already expressed (hence the name reflexive). The reflexive pronoun forms are: Singular: myself, yourself, himself, herself, itself Plural: ourselves, yourselves, and themselves The forms hisself, yourselfs, theirselfs and similar variations are dialect forms. The reflexive pronouns have two main uses: 1. They serve as the objects of verbs when the object is the same person or thing as the subject: I hurt myself. The baby saw herself in the mirror. We lost ourselves in the woods. 2. They are used to restate or emphasize another noun or pronoun in the sentence: The king himself signed the proclamation. These witnesses swear they saw it themselves. The following constructions are incorrect: Myself and the others attended the concert. Jack and yourself are my best friends. Editing for reflexive pronoun usage is easy. If the self word comes after the verb, you can see at a glance if it restates the subject. If the self word is anywhere else in the sentence, look to see if there is another noun or pronoun that it restates or emphasizes. If there is none, you probably need to use a personal pronoun instead of a reflexive one. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingDeck the Halls13 Theatrical Terms in Popular Usage

Knowledge and innovation in organisations are fundamentally linked Essay

Knowledge and innovation in organisations are fundamentally linked. Critically analyse this statement - Essay Example In the internet this ranges from; data from all over the world has been categorized and catalogued by thousands of online companies making it possible for people to access and create resources online. Innovation is closely connected to the concept of creativity and although it is very commonly used, most scholars consider it a notourisily ambiguous concept since it is nearly impossible to pin it down as a single definition or measure (Terziovski, 2010). According to Galunic and Rodan (1998), innovation can be defined as the ability or capacity of an organization to constantly come up with and implement new ideas and in modern organisational management, it is considered a critical aspect of the organisational outcome. Many scholars agree that knowledge and innovation cannot be separated from each other and it is unquestionable that they are the driving force behind most economies in the world. Another way the connection between the two can be demonstrated is by perceiving innovation a s the application and transmission of knowledge from the research and development stage to the implementation and application (Gulbrandsen, 2007). Essentially, knowledge is superordinate to innovation since the former is simply a form of knowledge that has been synthesized and practically applied in a creative way. The intertwining relationship between the two concepts is especially demonstrated in the fact that organisations strive to acquire new knowledge which they then assimilate and apply so as to convert it into profit use it to drive whatever other non-fiscal or fiscal objectives that drive the company. Although it is only recently that attention has been focused on the concept of knowledge with the benefit of hindsight, there is little doubt that knowledge has always been central in human organisations. From the Stone Age era through to the modern period, creating and synthesizing new knowledge, which could also mean innovation has been the