Narrative Worth in A Rose for Emily Essay -- A Rose For Emily, William

In â€Å" A Rose for Emily†, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to account for her behaviors and the unknown details of her life, Emily Grierson serves as a scapegoat for the lower classes to validate their lives. In telling this story, Faulkner decides to take an unusual approach; he utilizes a narrator to convey the details of a first-person tale, by examining chronology, the role of the narrator and the interpretations of â€Å"A Rose for Emily†, it can be seen that this story is impossible to tell without a narrator. As Faulkner begins â€Å"A Rose for Emily† with death of Emily, he both immediately and intentionally obscures the chronology of the short story to create a level of distance between the reader and the story and to capture the reader’s attention. Typically, the reader builds a relationship with each character in the story because the reader goes on a journey with the character. In â€Å"A Rose for Emily†, Faulkner â€Å"weaves together the events of Emily’s life† is no particular order disrupting the journey for the reader (Burg, Boyle and Lang 378). Instead, Faulkner creates a mandatory alternate route for the reader. He â€Å"sends the reader on a dizzying voyage by referring to specific moments in time that have no central referent, and thus the weaves the past into the present, the present into the past. â€Å"Since the reader is denied this connection with the characters, the na... ... Works Cited 1. Burg, Jennifer, Anne Boyle and Sheau-Dong Lang. â€Å"Using Constraint Logic Programming to Analyze the Chronology in A Rose of Emily†. Computer and the humanities (2000): 377-392 2. Faulkner, William â€Å"A Rose for Emily†. Schilb, John and John Clifford â€Å"Making Literature Matters: An Anthropology for Readers and Writers†, Boston and New York: Bedford/St. Martin’s, 2009. 667-675 3. Perry, Manakhelm â€Å"Literary Dynamics: How the Order of a Text Creates Its Meanings [With an Analysis of Faulkner’s â€Å"A rose for Emily†] Poetics today (1979). 35-65+311-365 4. Skinner, John â€Å"A Rose for Emily: Against Interpretation. â€Å"Journal of Narrative Technique† (1985): 42-51 5. Sullivan, Ruth â€Å"The Narrator in A rose for Emily†. Journal of Narrative Technique (1971): 159-178 6. Watkins, Floyd C. â€Å"The Structure of A Rose for Emily†. Modern Language Notes (1954): 508-510

Reaction Time Essay

This experiment aimed to determine the reaction time of the test participant and using the subtractive method identify the selection time and identification time of the participant. The experiments had one participant who participated in a total of 6 experiments; two experiments required a simple reaction with a single stimulus and 4 experiments that required a more complicated reaction. Keywords Subtractive method – the procedure of estimating the time it takes to perform various cognitive operations. Simple reaction – this reaction time task has a single stimulus and requires only a single reaction Choice reaction – In this reaction time task there are more than one stimulus and more than one response. Each stimulus has its own response. Donders A B and C reactions – In this reaction time task there is more than one stimulus but only one stimulus is linked with a response. Introduction Donders A B and C reactions have been used to determine the time it takes to perform cognitive operations for quite some time now. In these experiments we aimed to use light and sound stimuli in the react time tasks to determine individual base time, Identification time and selection time. Using one female college student (23 years) and one person recording the different reaction times. The experiments took place over a period of two days, with the first experiment taking place on one afternoon and the next 5 experiments a week later in the afternoon again. Methods Apparatus and materials One pen and paper to record reaction times, one Reaction task machine which came equipped with headphones for sound stimuli, a screen for visual stimuli and a panel of buttons colored red, yellow and green for responses. Procedure Pilot Test The participant stood on the reaction task side of the machine and put on the headphones after having been already instructed to press the red button when they heard both sound and visual stimulus. The observer then set the machine to pilot test, simple reaction test and selected the color red. The observer then gave a visual signal to the participant to let them know the experiment was about to begin. In this pilot test the participant was required to press the red button each time they saw the red light flash when it was accompanied with a voice that said red. At the end of a test a hand signal was given by the observer to the participant to let them know the task was over. The light and sound stimuli were given for a total of 20 times if the participant did not make any mistakes (that is pressed the red but only when both stimuli were given) then the pilot test was completed successfully, if not the machine would reset itself and would have to be set again and the test would be administered again. This stage was also a learning phase for both participants and observers as both were using this type of machine for the first time. Experiment 1 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button each time they saw a red light. The observer then set the machine to real test, selected simple reaction and selected the color red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 2 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button only when they saw the red light flash across the light panel. The participant was instructed not to press a button for any other colour. The observer then set the machine to real test, selected selection reaction and pressed the clear colour button as well as the red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. . At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. Each reaction time was noted by the observer. Experiment 3 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the button that corresponded with the colour they saw flash across the screen i.e. see green light, press green button. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 4 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press only the red button when they heard the high frequency sound. The observer then set the machine to real test, simple reaction test and selected high frequency sound. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 5 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the red button only when they heard the high frequency sound. The observer then set the machine to real test, choice reaction test and selected all the frequencies. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 6 The participant stood on the test side of the machine and put on a pir of headphones after having been already instructed to press the button that corresponded with the frequency of sound they heard, i.e. high frequency= red button, middle frequency=green button and low frequency=yellow button. The observer then set the machine to real test, choice reaction test and selected all the frequencies. This time there was no hand signal given to the participant by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer.

Immunizing Society Against Discrimination - 696 Words

The themes of racism and growing up are significant in Harper Lee’s novel To Kill A Mockingbird. Atticus Finch, a lawyer, is trying to defend a black man who has been falsely accused in a trial. His children Scout and Jem don’t understand a lot of the racism occurring in the beginning, but slowly start to realize that people are being discriminated against and understand what they may be going through as they grow up and mature. How is discrimination infectious? It can influence the young by family and/or society. Atticus’s children Scout and Jem, are brought up with the values of non-discrimination and these values will help them go far in life. Through the characters of Scout and Jem, Harper Lee demonstrates that when growing up, people who are exposed to discrimination are encouraged to discriminate in return. Discrimination is contagious and harmful for the well-being of the society. This book shows how the â€Å"mad dog† which symbolizes racism, can enter a town and spread over like a disease. Calpurnia phones Atticus and shouts â€Å"There is a mad dog down the street† (Lee 123). The mad dog is sick and diseased with rabies which represents racism that is about to enter the town and spread this disease. Just like how rabies is contagious, so is racism. When Atticus shoots the mad dog it is like he is shooting down racism and prevents this contagious disease from spreading over the town. Secondly, Miss Maudie shows how one small nutgrass can spread and ruin a whole yard whichShow MoreRelatedEssay On Recreation Areas1532 Words   |  7 Pagespeople likewise. â€Å"State parties shall take appropriate measure to enable persons [†¦] to have the opportunity to develop and utilize their creative, artistic and intellectual potential, not only for their own benefit but also for the enrichment of society† (World Federation of Deaf). Everyone has the right to participate in recreation parks and if we deny them the opportunity to participate we are not offering them a way to use rights they have both earned and deserve. Advantages/Pros: †¢ If I extendRead MorePoor Health Habits Among The United States Should Spend More Money On Preventative Care1736 Words   |  7 Pagesillnesses would decrease. As important as managing national spending and funding is, the most important factor is the overall health of Americans. Providing preventative care that varies between racial and ethnic groups does not create a healthier society, but a society with more chronic illness and higher medical bills for its citizens. The average cost of treating cancer is significantly higher than the cost of using preventative services. Individuals who skip preventative services may end up paying moreRead MorePolicy Brief : National Vaccine Information Center And Non Medical Vaccination2172 Words   |  9 Pagesput burden over budget allocation for other public health initiatives and would undoubtedly increase the federal deficit. Efficacy of Vaccine and the knowledge gap: Vaccines may provide temporary immunity; however, they do not provide protection against acute infections. Injecting vaccines can provide artificial immunity for the disease that not has been developed yet or has shown odds of developing such. Comparing to that, natural infection provides longer lasting immunity for almost 30 years (Wearing