Essay on The Waiting Room- Creative Writing - 653 Words

The waiting room was still and quiet except for the hypnotic tick of the old plastic clock hanging on the wall. A smell evoking images of latex gloves and mouthwash hung in the air, as the dentist worked behind the closed door. The little boy across the room fidgeted uncontrollably while his mother chose to ignore it. Her face was drawn and pale. Her hands were placed on top of her lap and she wrung them continuously. She wore baggy red patterned trousers, a multi-coloured striped jumper and on her head was a faded red bandana, firmly sealed over a mass of scruffy brown curls. The child’s brown hair stuck out in all directions. His coat was dated, his tracksuit bottoms gathered around his ankles, and†¦show more content†¦Slowly, the gossip calmed and again the only noise in the waiting room was the hypnotic tick of the clock. Minutes passed by and it wasn’t long before the scruffy lady and her little boy stepped out of the dentist’s room and made their w ay to the secretary’s desk. The secretary looked up. â€Å"Can I help you?† she enquired. The lady didn’t answer but gazed out of the window behind the desk; her big brown eyes were shallow and empty. Her little boy began to tug on her jumper, â€Å"Mummy†¦the lady†¦Mummy!† The mother soon snapped out of her daze and scanned the secretary’s face. â€Å"Oh I’m sorry, I got lost in my thoughts then.† She apologised. They arranged appointment for the little boy in a week’s time, and quickly made their way towards the door. As they stepped outside, they were hit by a cool blast of wind. Leaves swirled around them and there was a slight chill in the air. The trees swayed gently in the breeze and their golden leaves glistened in the sun. The mother took the little boys hand and made their way to the town’s park. The park was scattered with children playing in the playground, and mothers sat on the surrounding benches gossiping. Their clothes were tidy and smart; most of the children and their mothers resembled an advertisement for â€Å"Gap† or â€Å"Next†. TheShow MoreRelatedLiteracy Throughout A Large Majority Of My Schooling Essay1190 Words   |  5 Pagesalways a right or wrong answer and in the end when everyone turned their papers in, they would all be similar. There was no creative aspect, structure and grammar was always important and in the end, all of the students would end up receiving an â€Å"A†. That is, until seventh grade. That was when I realized just how i mportant literacy is. I was taking a course entitled â€Å"Creative Writing†, and it opened up my mind to two ideas. The first, was that there were more ways to write a paper other than the fiveRead MoreBecause I Could Not Stop for Death and I Heard A Fly Buzz When I Died Poems by Emily Dickinson804 Words   |  4 Pagesdeath, several questions come to mind about what happens in our afterlife, such as: where do you go and what do you see? Emily Dickinson is a poet who explores her curiosity of death and the afterlife through her creative writing ability. She displays different views on death by writing two contrasting poems: one of a softer side and another of a more ridged and scary side. When looking at dissimilar observations of death it can be seen how private and special it is; it is also understood that deathRead MoreEssay on How Does One Define a Good Teacher?795 Words   |  4 Pages Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinions in good men is but knowledge in the making. --John Milton The epigram above goes a long way in providing an answer to this oft-repeated question. Of course, we must make a distinction between Aristotle instructing passionate disciples on the definition of happiness and a humble foreign language teacher attempting to familiarize a horde ofRead MoreLoss of Freedom in Sedaris This Old House and Angelous Caged Bird1274 Words   |  6 PagesSedaris constructs his feelings through narrative writing, and Angelou explores her concerns through descriptive writing with the analogy of a bird, they still are exploring the similar topic of perceived loss. The loss of freedom, demonstrated by the demand to uphold a family image, versus the caged bird, remain very similar in both pieces due to perceived entrapment, disappointment and self-nonentity. Descriptive essays leave room for misinterpretation and confusion, where as a narrative essayRead MoreA Room Of One s Own By Alice Walker906 Words   |  4 PagesThroughout history, women have not been treated equally. During the twentieth centuary, two feminist authors, tried to comment on society. In the essay â€Å"In Search of a Room of One’s Own,† written by Virginia Woolf in 1929, she talks about the experiences of women s lives in her two lectures to women at Ca mbridge University. This was a time just after women in England had gotten the right to vote, but they were still a facing the gender bias. In the essay â€Å"In Search of Our Mothers’ Gardens† writtenRead MoreFirst One Semester Of My College Year913 Words   |  4 Pagesjust happy about there will be no classes or homework for me for a while. I never enjoyed nor good at writing a few pages of paper. If there is any homework assignments are due on the same date, I would always do the assignments for other classes, then come back to the paper and start staring into the computer screen for hours rather than moving my fingers on keyboard and type. Honestly writing is not my favorite thing to do in this world, but I know I could do better when I try. GSW 1110 is theRead MoreSnow In August Essay1017 Words   |  5 PagesHirsch whispered they would be. After their long journey, they came to rest here. In this abandoned room. Waiting until they were needed. Waiting for meâ €  (Hamill 324). Michael’s willingness to do anything he could in real life and in his brain for the Rabbi showed how he could use his creativity, generosity, and imagination for good as opposed to for evil. When Michael was thinking that they were â€Å"Waiting for me†, it shows how Michael was using his imagination for good to further bring out his positivityRead MoreCreative Title Essay1028 Words   |  5 Pages Creative Title It has been 2 years since Johnny and Dally died and a lot has happened. I have been doing pretty good, the theme that I wrote a few years ago actually got quite a bit of publicity because the teacher loved it so much. I was in the newspaper. Darry and I have actually convinced Soda to go back to school. Since Sodapop isn’t the most motivated person in the world, we signed him up for a tutor after school twice a week so he will actually do his homework. So far he’s actually beenRead More Death in Auden’s Funeral Blues, Forche’s Memory of Elena, and Dickinson’s Last Night that She lived1678 Words   |  7 Pagesthat it has on his life. It is interesting how people choose to accept this permanent and expected event, death. Similarly, Emily Dickinson has written many poems about death, such as â€Å"The last Night that She lived† (843), which describes a family waiting for a woman or girl to die and the dreary and depressed mood that exists within the household. Mourning is considered a perfectly healthy reaction when someone who is deeply loved and cared about passes on, and this is illustrated in â€Å"The MemoryRead MoreDescribe The Importance Of Childrens Personal Safety1222 Words   |  5 Pagesadults (staff, volunteers and visitors is recorded. ï‚ · Photographs of staff are displayed at the entrances to both the main and baby room. Number coded locks on the entrance to the baby room and the door into the baby room is locked from the inside at all times. ï‚ · At busy times a member of staff will great parents/carers at the main doors to the main and baby room when they arrive and depart. ï‚ · All visitors are asked for identification before being allowed into the setting and must sign in the

Hug Me by Meg Dia Song Analysis - 1249 Words

Joyce G. Almencion March 14, 2013 BA Literature â€Å"Hug Me† by Meg amp; Dia inspired by the novel â€Å"Brave New World† by Aldous Huxley American rock band Meg amp; Dia has always been inspired by literature in writing their songs. In 2005, they released an album called Something Real which contains twelve tracks that are all inspired by literary works like John Steinbeck’s â€Å"East of Eden†, â€Å"Rebecca† by Daphne du Maurier, and Vladimir Nabokov’s â€Å"Mary†. The song â€Å"Hug Me† however, did not make it to this album. It appeared on the next one called Here, here and here and it is the only song in that album that is inspired by a literary work†¦show more content†¦The line â€Å"Your eyes are dust, dirt porn magazines† represents the way how John believes Lenina thinks because all the World State citizen think about is having someone and have sexual intercourse with them. Another line, â€Å"You’re lazy, selfish but you were raised that way†, describes another characteristic of the World State citizens. They seemed very lazy and selfis h due to how simple their life is in the World State compared to John’s life back in the Reservation. In the novel, John is willing to sweep the floors for Lenina, but she responded, â€Å"We’ve got vacuum cleaners†, calling it Epsilon Semi-Moron work. John is trying to impress her by doing ‘nobly’ jobs but Lenina just do not understand the concept of working. The next line, â€Å"It’s a whore here that was bred†, refers to John’s view of Lenina when she starts taking her clothes off thinking that it is what John wants when he confessed his love to her. John, quoting Shakespeare, called her an â€Å"impudent strumpet† which means whore. He realizes that the World State’s view of love has bred Lenina into a whore. In the chorus, there is a line that goes: â€Å"It’s the very face I fell for in the human race.† It tells about the love that Lenina has for John. She is attracted to his physical beauty exactly like what she feels with people in the World State. The next line, â€Å"I was brainwashed to be honest in this brave new world† simply describes the citizens of

Final Year Project Report free essay sample

My deepest appreciation also goes out to Mrs. Sharatul Izah Bt. Samsudin who gave me many needed support, encouragement and help throughout my project’s improvement in PSM I, and my friends who struggling with me exploring this scope. Not to forget, thanks to my family and fellow friends who encouraged me. Finally, thank you to all those involved directly and indirectly helping me out during my PSM I PSM II which I can’t state out every one of them. A special expression of gratitude is extended to everyone for their tolerance and patience in doing the project. I must admit that they had enriched me in many ways and words alone are not enough to express my gratitude. vii ABSTRACT The purpose of this project is to develop an automatic railway gate system that uses the microcontroller as a main function of design. The principle objective of this project was to design an automatic railway gate control by microcontroller. This project deals to develop a prototype of railway gate that function automatically by using microcontroller. Besides that, the interfacing program also had been developed for the integration part. The operation using microcontroller (PIC16F877A) that integrated with other circuits involved such as power supply, IR sensor, light and buzzer, gate motor and LCD display. All the circuits will be combining to demonstrate the operation of microcontroller (PIC16F877A). This system will make improvement towards the manually operation before this. Human supervision will be considered if there are problems occurred while this system was operated. viii ABSTRAK Tujuan projek ini adalah untuk membina sebuah sistem pengendalian pagar lintasan keretapi secara automatik yang menggunakan mikropengawal sebagai asas binaan di dalam rekaannya. Prinsip tujuan projek ini adalah untuk membina sistem pengendalian pagar lintasan kereta api secara automatik dengan menggunakan mikropengawal. Ia termasuk untuk membangunkan sebuah prototaip sistem pagar lintasan kereta api yang berfungsi secara automatic. Selain itu, sebuah program juga dibentuk bagi menggabungkan bahagian-bahagian tertentu di dalam sistem ini. Operasi mikropengawal (PIC16F877A) juga melibatkan litar-litar lain seperti litar bekalan kuasa, infrared, lampu dan buzzer, motor dan paparan LCD. Kesemua litar-litar ini digabungkan bagi menunjukkan bagaimana mikropengawal (PIC16F877A) beroperasi. Project Introduction In general, this project utilizes the importance of microcontroller as a main design. It used to provide improvement into manual system that exist nowadays. Microcontroller is a small unit of controller that acted following the instruction programmed. All the circuits included in this prototype were designed following the suitability of PIC16F877A. This automatic railway gate system was operated after signal received from the IR sensor. This signal used to trigger the PIC16F877A for operating the gate motor and alarm indicators by instruction programmed. Electronic applications used to enable this system operated in automatic mode. The computer usage must be fully utilized to building up a system that encourage implementing of the technology. 2 1. 2 Project Objectives The microcontroller (PIC16F877A) is use to demonstrate the integration of computer method in railway gate operation. The objectives of this project are: i. To develop a prototype of railway gate that function automatically by using microcontroller. ii. To develop an interfacing program for the integration part of microcontroller operation. iii. To design an automatic railway gate control by using microcontroller. Furthermore, this project is aimed to replace the gatekeepers with an automatic system. It is develop to apply the structure of interfacing program in between to give a lot of advantages. 1. 3 Problem Statement Nowadays, the railway gate is operating by manual operation. It is operating in the area that there are railway line junction with the road. The railway gate management has to employ workers to be on duty for control the operation. Due to this, the worker will manually open and close the gate with under supervision. This prototype will introduce the automatic railway gate operation. This system will make improvement towards the manually operation before this. Human supervision will be considered if there are problems occurred while this system was operated. This is an idea to perform computer integration with mechanical structure to simulate what the system can do. Control system with computer applications will make the management or consumer become more effective. Therefore, this is the best example in develop railway gate management system become more efficient. 3 1. 4 Scope of Works This project covered the operation of automatic railway gate control by using microcontroller (PIC16F877A). The circuits involved such as power supply, IR sensor, light and buzzer, gate motor and LCD display. All of these operations will be combining to demonstrate the operation of microcontroller (PIC16F877A). The operations of microcontroller works follow the instruction programmed. The combining circuits were constructed on Proteus software to seen whether that circuits was right or not. After that, the hardware part was constructed after all the simulation being done. IR sensor circuit is providing signal to triggered the PIC16F877A. The sensed signal wills active the gate motor and LCD display. Alarm and indication light circuit was provided as additional part of this system. Additional elements can be added without affecting the remaining elements. This allows the flexibility of the developed system. 4 1. 5 Methodology This project began with the research of the proposed title. The result of that research is then discussed with the supervisor. Once the title of project was approved, the background of study for this project was explored. PIC16F877A was chosen as a microcontroller. Then, the circuits’ simulation was performed. In the other hand, the instruction programmed also being built for the interfacing part. After all being settled, the construction of hardware part was started after the components were being chosen. In all the steps done there are troubleshooting part to resolve the problems facing. Between hardware part and instruction programmed built, there are integrated step that allows the PIC16F877A to simulate all the operations of the system. After all the part is complete to built, some analysis should being made to show what the solution of the problems occurred. It involving the comparison between the research that had been done before this. 5 1. 6 Report Structure Chapter 1 introduced the project as a whole. The early and basic explanations were mentioned in this chapter. This chapter consisted of the project introduction and objectives, problem statements, scope of work, and the simplified methodology. Chapter 2 is literature review. Past projects system were taken into consideration when completing this chapter. The ways those projects and researches had been done were compared with what this project. These comparisons were done to understand what this project is all about and where it stands. Chapter 3 is methodology. It explained how this project came to be. This chapter explained the part most important of all, the flow this project. What had been researched and what needed to be done was explained in this chapter. Chapter 4 concentrated on the result and discussion of this project. What had been done was explained in diagrams and written programs. The expected results also mentioned in this chapter. Chapter 5 was the final chapter in this report. The conclusions and recommendations were placed in this chapter. In other words, the conclusion was the summary of what had been done throughout this project. After the project was done, recommendations were made and any expansions or upgrades that might be done in the future were suggested. 6 CHAPTER II LITERATURE REVIEW 2. 1 Previous System At present scenario, in the level crossing line the railway gate is operated normally by a gate keeper. This happen when the railway line is cross over the road and there are a gate that have to be controlled. The gate keeper work after receiving the information about the train arrival from the nearer station. When the train starts to leave the station, the particular station delivers the information to give the signal for gate keeper to get ready. This is the operation are followed for operating the railway gates. In addition, this automatic railway gate system can contribute a lot of benefit either to the road user or to the railway management. This type of gate can be implementing in the level crossing where the chances of accidents are higher. The computer integration will be use to provide addition in the latest technology. 7 2. 2 Block Diagram Description Figure 2. 2. 1: Block diagram of the system This prototype of project demonstrated the Automatic Railway Gate Control by Using Microcontroller (PIC16F877A). The sensors are fixed at the certain distance on both sides of the gate, that is before the train arrive and after the train departure. The sensed signal is send to the microcontroller (PIC16F877A) and checked whether there are vehicles or people between the gate. At the same time, alarm and indication light signal are provided to the road users to warn the closing of gates. In sequences, the gate motor will move forward direction to close the gate. It will stay closed at certain time until the train has crossed the gate and reached the second sensor activate the motor in backward direction so the gate will open. Lighting signal also provided at the certain distance as pre cautionary step for driver. Meanwhile, the nearer station also will provide an indication alarm to remind them about the crossing train. If anything happened at the gates, this alarm will alert the station. LCD display will show the arrival of the train to cross the gate as additional features of this system.

What Causes Aggression free essay sample

What Causes Aggression? Is It an Instinct or a Learned Behaviour? BY Monkey73 What causes aggression? Is it an Instinct or a learned behaviour? (a) Compare and contrast the views of any two psychological domains on the causes of aggression. (b) Evaluate the validity of their claims in the order to reach an informed decision about the causes of aggression. In order to explore the causes of aggressive behaviour, we have to be clear about what we mean by aggressive behaviour. The psychological definitions of aggression are determined by theoretical perspectives and there is no consensus within or cross the sciences about its components. For example some researchers support that aggression is an inborn, instinctive process based on which we intend to harm others. Such approaches adopt a definition that places emphasis on the intention to harm others. So it views aggression as the intention to harm others and this is not dependent of whether actual harm is inflicted. Other theorists attribute aggression to being a learned behaviour and lay emphasis on observable behaviours that result in eliciting harm to another person. It highlights that the harm needs to be evident so it an be observed and does not view thoughts or unobservable emotions as being components of aggressive behaviour. Bandura in 1973 defined aggression as behaviour that results in personal injury or destruction of property (Hogg, M, Vaughan, G. 1998, p. 40) Anderson and Bushman 2002 postulate aggression is behaviour which causes intentional harm to another person (Glassman 2004, p. 337). Thus it seems current explanations of aggression fall into two board classes which focus on biological or social environment influences. The following essay is going to explore and contrast the distinct views of the biological and behaviourist domains on etermining aggression. It will walk through the core ideas which form the basis for each theory and illustrate the main differences on whether they view aggression as an instinct or as a learned behaviour. I will conclude by assessing the validity of each theory based on existing research. The biological domain views aggressive behaviour as being an innate part of human nature and we are programmed at birth to act in that way. It looks at the genetic, inborn characteristics of the person and not the situation as being the key determinants. Among the biological approaches, important contribution came from he field of ethology, which is concerned with the comparative study of animal and human behaviour. As one of the fields pioneers, Konrad Lorenz (1974) offered a model of aggression that dealt specifically with the issue of how aggressive energy is developed and set free in both humans and animals. His core assumption is that the organism continuously builds up aggressive energy and he likens this process to the operation of a reservoir filling up with water. Occasionally the reservoir needs to be emptied in a controlled fashion, otherwise it will overflow. Whether or not this energy ill lead to the manifestation of aggressive behaviour depends on two factors: (a) the (b) the strength of the external stimuli (e. g. the sight or smell of predator) capable of triggering an aggressive response. So this suggests the potential or instinct for aggression may be innate and the actual aggressive behaviour is elicited by specific stimuli in the environment know sign stimuli. Sign stimuli are environmental cues which regulate the expression of behaviours related to innate drives (Glassman 2004, p. 40) Some sign stimuli elicit the individual aggression, whereas other sign stimuli ay act as inhibitors. He also argues that aggression serves an evolunationary function, allowing the strongest and fittest members of a group to survive and re- produce, whereas eliminating the weaker members. If the aggression is not frequently released in controllable and manageable amounts, that are in accordance with environmental cues the risk is that it will build up and become unmanageable and randomly expressed. Also geneticists have offered theories on aggression by examining physiological processes. Their main focus has been to look at how the brain functions and how it can control aggression. The behaviourist approach view aggression as a learned behaviour and place significance on environmental influences rather then internal drives. They see aggression as a particular class of voluntary responses, which are acquired and modified by the means of reinforcement. This viewpoint emphasises the role of the situation rather than the person and individuals are seen as passive and as receptors of stimulation offered by the environment. The external world shapes learning by offering reinforcement and learning itself is seen as the outcome of associating certain behaviours with rewards or punishments. There are two main aspects of aggressive behaviour which have been supported by this approach: instrumental aggression and the role of frustration in aggression. Instrumental aggression is aggressive behaviour which is maintained because it is positively reinforced (Glassman 2004, p. 342). The primary goal of such aggression is not injury or harm to the victim; the aggression is simply a means to some other desired end. One such end could be self defence. Thus whenever the individual wishes to achieve the same environmental response, they demonstrate the same patterns of aggressive ehaviour. In contrast not all acts of aggression lead to reinforcement and in contrast the individual may be punished. The behaviourists Dollard, Doob, Miller, Mower and Sears in 1939 introduced the concept of frustration-aggression hypotheses. This incorporates the concept that aggression might actually be the automatic response of an individual that gets frustrated. Frustration can be defined as the blocking of a goal-orientated response and they viewed this to be the sole cause of aggression. They believed that whenever an individual tries to achieve a goal, environmental onditions block our activity and hence the individual experiences frustration and this can elicit aggressive behaviours. This concept represents the backbone of the approach as it indicates the environment affects the behaviour and the individual is seen as responding to external events. The aggressive energy need not explode directly against its source. Their theory suggests that people learn to inhibit direct retaliation, especially when others might disapprove or punish; instead we displace our hostilities to safer targets. Displacement occurs in the old anecdote about a man dog, which bites the postman. It is clear though, not every frustration leads to an aggressive response. Therefore the earlier proposition of a deterministic relationship between frustration and aggression was altered into a probabilistic version by Miller in 1941. Moderating variables may also explain why aggression is frequently displaced away from the frustrator onto more easily accessible or less intimidating target. Marcus-Newhall, Pederson, Carlson and Miller 2000 found consistent evidence for the displacement of aggression from the source of the frustration onto a less powerful or more accessible target across a total of 49 studies. Berkowitz 1978 suggests that aggression can be produced by reinforcement, even in the absence of frustration and so challenges the original hypothesis too. In comparing the two domains, biological theories place their significance on genetic, inborn characteristics which drive a persons behaviour and emotion. In contrast the behaviourists insist that aggression in humans is the product of environmental demands and is acquired through the customary laws of learning. They see aggression to be solely caused by a stimulus from the external world and it is a suggested response which is based upon reinforcement. On treating aggression, the behaviourists suggest the environment can be modified by ensuring the external world has an appropriate structure of reinforcement and punishment available. Hence this will inhibit people from learning aggression or the behaviour can be unlearned. Whereas Lorenz argues that nothing can alter to eliminate aggression all together but to provide suitable forms of cathersis such as sports to allow individuals to release the build up energy and prevent the random leakages. The validity of the biological domain comes under heavy criticism as it lacks empirical evidence. Lorenzs concept of aggression energy is not easily measurable and lacks an operational definition. Also the comparative study of animal behaviours does not prove that they have the same cause in humans. Also the method of catharsis has little experimental support too. Despite the lack of direct evidence, the ethnologists view does have some appeal on the aspect that humans do have an evolutionary genetic heritage and seeing aggression as innate fits in well with some cultural beliefs. Overall though the evidence for a biological basis for aggression has gaps and thus is viewed as being more suggestive than conclusive. In contrast, the behaviourist theory has more direct supporting evidence and several studies such as those conducted by Lovaas 1961, Loew 1967 indicate that hostile and helpful verbalizations can act as regulators of non verbal aggression, so proving the concept of learning. Although the notion of not all frustration leads to aggressive behaviour and not all people respond to frustration in the same way does prevent the theory from being applied across the board. Different individuals may employ different sorts of aggressive behaviour in response to a frustrating situation and so he theory does not account for the different reactions and modes of expressing frustration. Also researchers have found that aggression can be exhibited when there is no obvious environmental reinforcement and the displacement of aggression can not be easily predicted. In conclusion despite the above criticisms the behaviourist approach does offer more in the way of supporting evidence than the aggression and frustration-aggression hypothesis together can account for many cases of aggressive behaviour and there seems no question that frustration can elicit ggression in certain instances.