The Effect of Baroque Music Essays

The Effect of Baroque Music Essays The Effect of Baroque Music Paper The Effect of Baroque Music Paper The Effect of Baroque Music on the Performance of Elementary Students on Problem Solving Task A Research Proposal Submitted to the Faculty College of Liberal Arts Western Mindanao State University In partial fulfillment of the requirements in Psychological Research I Submitted by: Lilibeth Grifon Christie Annie M. Jalaron Audraiza Macaraya Arlynn Mae Tangon Chapter I Introduction Students’ lives today are filled with large variety of experiences by which they develop either positive or negative attitudes toward certain experiences. Eventually, these attitudes develop into a guide to their behavior. It has been noticed that most school learners are now musically inclined and the need to have a better teaching strategy to facilitate students’ learning abilities is the prime reason why researchers want to pursue this study. This study focuses on the application of background music in the classroom setting to find out if providing music in the environment can have a significant difference in learners’ performance. The influence of music on rates of learning has been the subject of study for many years. Research has confirmed that loud, background noise hinders learning concentration, and information acquisition. Background music is used to provide a welcoming atmosphere and help prepare and motivate students for learning tasks. It can energize lagging attention levels or soothe and calm when necessary. Music in the classroom may have different effects, depending on the strengths and weaknesses of the pupils in the classroom. It may also depend on the existing level of noise at the school and surrounding area. Various researchers reported that kids seem to be vulnerable to excessive noise. For children who are sensitive, environmental noise can be a source of stress. That’s why for the past years, researchers experimented many ways of producing the healthiest sound possible. Several researchers have proven that classical and baroque music with some nature sounds are the most appropriate background music. Some amount of background music may be helpful in the learning process. Original studies in the used of music in learning show that Baroque music was optimal for learning. Another study showed that Baroque music accelerates learning, and enhance both short-term and long-term memory. Baroque music, with its unique rhythmic structure and stability, is particularly conducive to memory, productivity and healthy, stress-free environments (Lawrence, 2001). Baroque music describes an era and a set of styles of European classical music which were in widespread use between approximately 1600 and 1750. The original meaning of baroque is irregular pearl. Baroque music forms a major portion of the classical music canon, being widely studied, performed, and listened to. Baroque composers include J. S. Bach, Antonio Vivaldi, Handel, Chopin, Pachelbel and Alboni. Background of the Study Mathematics is a subject where most learners have low achievement. Different reasons are presented on why learners have difficulty in dealing with math subjects. It even came to the point wherein learners cut classes during math subjects. Some respondents stated why they have low interest in math is because they get bored with numbers and teacher’s chalk-board strategy is even reinforcing their boredom. Problem solving is a process of thinking that is directed toward the solution of a specific problem. The process involves the use of problem solving skills. Yet the most difficult to teach in Mathematics is problem solving. Even high school students could hardly solve two-step problems. This is due to poor analysis and understanding of word problems. Proficiency in remediating the problem experienced by the students in this area is an essential skill of a competent educator (Miranda, 2004) One reason of boredom is the lack of interest but more so with the lack of environmental stimulation. Enriched environment is one of the most important factors that educators should look into for the reason that learners are widely curious with different stimuli that will encourage them to do their best in every endeavor. Several researches show that instrumental music can enrich environment and can cause stimulation to learners which is present in the change of their physiological processes. Review of Related Literature This section will discuss the study of the effect of background music in learning. It also includes literature and studies on the effect of music in learning performance. This section will provide scientific evidence that support the claim that music is related to the improvement of mathematical performance. (Tria, Limpingco, Jao, -) concrete operational stage is a period of concrete operational logical thought in number, class and orders (7-11 years old). The child becomes increasingly capable of demonstrating logical thinking in relation to physical objects. A newly acquired capacity of reversibility allow him or her to mentally reverse action that was previously only than physically. The child is now able to mentally hold two or more variables at a time when studying objects and to reconcile apparently contradictory data. He or she becomes more sociocentric, increasingly aware of the views of others. These new mental capacities are demonstrated by a rapid growth in the ability to conserve certain properties and to do relational thinking such as classifying and ordering objects. Mathematical operations are also developed. The child becomes increasingly able to think of physically absent things based on the vivid images of past experiences. The child’s thinking, however, is restricted to concrete thing rather than ideas. (Hurlock, 1982) stated in her book that educators call late childhood the elementary school age. It is the time when the child is expected to acquire the rudiments of knowledge that are considered essential for successful adjustment to adult life. It is also the time when the child is expected to learn certain essential skills, both curricular and extracurricular. Educators also regard late childhood as a critical period in the achievement drive –a time when children form the habit of being achievers, underachievers or overachievers. Once formed, habits of working below, above, or up to one’s capacity tend to persist into adulthood. It has been reported that the level of achievement behavior in childhood is highly corrected with achievement behavior in adulthood. As their world expands with their entrance into school, so do children’s interest. And with this broadening of interest comes an understanding of people and things which formerly had little or no meaning. Children now enter Piaget has called the â€Å"Stage of concrete operations† in thinking, a time when the vague and nebulous concepts of early childhood become specific and concrete. With rapid growth comes a sapping energy. This leads to a disciplination to work and to attitudes of boredom toward any activities that require effort on the individual’s part. While underachievement after begins around the fourth or fifth grade in school, when early enchantment with school gives way to disenchantment, it generally reaches its peak during puberty. Barr and Seashore (as cited in Kong, 2005) says that it is easy to see how active listening can be applied to the steps for teaching toward conceptual change. Once a student has internalized the skills for active listening, they are primed for engaging in an active learning process. The exhibition of this capability is limited by the child’s ability to understand or apply himself to the task. It stressed that researchers and educators have further identified active listening and its component skills as being transferred across disciplines. The ability to listen effectively affects students’ chievement in school, and contributes to the success in life. Music among the multiple intelligences was found invaluable to develop student’s abilities in listening. Insofar as the power of reflective thinking is concern, musical intelligences are like philosophical, mathematical or scientific intelligence. Hodges (2000) outlines the five basic premises that have been derived from neuromusical research. These premises establish a link between the human brain, the ability to learn and the capacity for resilient health. This research supports the long held supposition that music is beneficial to human beings. He states: (1) human brain has the ability to respond to and participate in music; (2) musical brain operates to respond at birth throughout life; (3)early and ongoing musical training affects the organization of the musical brain; (4) musical brain consists of extensive neural systems involving widely distributed, but locally specialized regions of the brain: cognitive components, affective components, and motor components. O’donell (1999) stated that Music from the baroque period causes the heart beat and pulse rate to relax to the beat of music. It affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It activates the left and right brain, thus, maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. In addition, he also find out that listening to baroque music before taking a test releases neurons in the brain which will help the body to relax. Its effectiveness can be seen by the results from an IQ test performed on two groups of college students. The first group listened to Mozart music before taking the test. The second group did not listen to music before taking the test. The first group had an average of 119 while the second group had an average of 110 only. In addition, he stated that the key component of music that makes it beneficial is the order. The order of the music from the baroque and classical periods causes the brain to respond in special ways. This order includes repetition and changes, certain patterns of rhythm, and pitch and mood contrasts. The brain works by looking at the different pieces of information and deciding if they are different or the same. This is done in baroque and classical periods by playing a theme and then repeating and changing the theme. The repetition is only done once. More than one repetition causes the music to be come displeasing, and also causes the person to either enter a state of sub-conscious thinking or a state of anger. Accordingly, the human mind shuts down after three or four repetition of rhythm, or a melody, or a harmonic progression. Zatorre (as cited in O’donell, 1999) children pay close attention to subtle variations in tone and timing, which enables them to learn language accent perfectly. Likewise, musical people have increased aptitude in foreign language learning due to an advanced ability in perceiving, processing, and closely reproducing accent. When the brain processes music, this function extends over both hemispheric regions. The primary actuator in this connection is the acoustic cranial nerve which acts as a switching station for cranial nerves. In other words, the acoustic nerve channels not only sound from the ear, but also conduct other sensory inputs together, so our experience of the environment necessarily becomes a synthesis. Shaw and Bodner (as cited in Kliewer, 2003) included in their study the used of magnetic resonance imaging (MRI) to map the regions of a subject’s brain that respond when listening to Mozart and Beethoven, and they found out that all types of music activates the auditory cortex, where the brain process sound, and sometimes trigger parts of the brain that are associated with emotion. But with Mozart and Beethoven’s music, the whole cortex is lighting up. Also, it activates areas of the brain involved in fine motor coordination, vision and other higher thought processes, all of which might be expected to come into play for spatial reasoning. Lawrence (2001) found that several studies used instrumental soothing music tends to help accelerate learning. Examples include the composition of Mozart, Vivaldi, Bach and Handel. These instrumental pieces are called concentration music or relaxation music. Baroque music, with its unique rhythmic structure and stability, is particular conducive to memory, productivity and healthy, stress-free environments. Studies for accelerated learning showed that Baroque music was optimal for learning. This music also provides health benefits such as lower muscle tension, lower blood pressure, and a slower pulse rate. Rauscher et al (1988) determined that listening to 10 minutes of Mozarts Sonata for Two Pianos in D Major briefly increased scores 48% (relative to control groups) on the paper-folding task, a component of the Stanford-Binet intelligence test that measures spatio-temporal reasoning abilities. Moreover, the effects were transient, lasting only about 10 minutes, and performance on non-spatial reasoning tasks was unaffected. Such results seem to be unique to the music of Mozart, whereas music not as highly structured did not have measurable effects. Other researchers have demonstrated that compositions of other classical composers such as J. S. Bach show similar benefits. Lozanov (1960) found that playing Baroque instrumental music (such as that of Handel and J. S. Bach) in the background while teaching foreign language vocabulary greatly increased students speed of learning and degree of memory retention. Music with a meter close to 60 beats per minute was found to be most effective; that this rate closely matches that of a relaxed pulse is thought to be significant. Merrill (1991) got 72 mice and divided them into three groups: the hard rock group, the Mozart group, and the control group who had no music at all. He placed the mice in aquariums, and then started playing music 10 hours a day. He put each mouse through a maze three times a week that originally had taken the mice an average of 10 minutes to complete. Over time, the 24 mice in the control group were able to cut about 5 minutes from their maze completion time. The Mozart mice cut their time back 8 1/2 minutes. The hard rock mice added 20 minutes to their time, a 300% increase in maze-running time from their original average. Unfortunately, the study did not go for long because all hard rock mice killed each other. Hardie (1990) studied the effect of music on mathematics anxiety and achievement. Two different environments were used while students took an Intermediate Algebra exam. One group took the exam in silence, while the other group listened to background music during the exam. There was a significant increase in anxiety for the students tested in silence. Ruvinshteyn and Parrino (as cited in Orel, 2007) says research over the past 40 years, Baroque music pulses between 50-60 beats per minute and has been shown to enhance learning of foreign languages and to improve performances in some types of tests. Because of this, the music has been widely marketed as a learning tool. The faculty members studied two groups of classes at Essex County College. In the first group, the instructor played baroque-style music in the background during the first semester. The second group, taught by the same instructors, was not exposed to music during class time. After the first month, surveys showed that students who listened to music were more likely to enjoy class (86 percent vs. 76 percent) and less likely to find mathematics challenging (33 percent vs. 46 percent). Similar changes were noted in both groups regardless of which instructor taught the course. Preliminary results also indicated an improvement in student grades. Weber (2007) stated that Baroque music accelerates learning and enhances both short-term and long-term memory. Physiological effects of Baroque music on learners includes lowering of the blood pressure slows heart beat, decrease of beta waves by 6% but increase of alpha waves by an average of 6%, and the right and left brain hemispheres of the brain synchronized. As the body becomes relax and alert, the mind is able to concentrate more easily. Mowesian and Heyer (1973) tested the basic arithmetic skills of tenth grade students under five different music style conditions: silence, rock music, folk music, classical-instrumental, and classical-vocal. No significant mean exam score differences were found among the five music conditions. They suggested that because music or some other distracter so frequently accompanies participants studying, music may be assumed to raise their morale (p. 108) and that music may make studying and test-taking less tedious, boring, and anxiety-producing (p. 108). Wolfe (1983) researched the use of four volume levels of music while computing mathematics problems. Participants, 200 undergraduate non-music majors, were randomly assigned to 4 treatment groups. The groups were task only (no music), task plus background music at 60 – 70 dB, task plus background music at 70– 80 dB, and task plus background music at 80 – 90 dB. For the three music groups, the music consisted of four instrumental selections from motion picture sound tracks. The results indicated no significant difference in the number of problems completed by each group. Also there was no significant difference in the number of math problems completed correctly among the four groups. The participants were given a questionnaire concerning the effect of the loudness on their ability to complete the task. More participants in the 80 90 decibel music group felt that the loudness of the musical selections seemed to interfere with computing the math problems. Theoretical Framework This study anchors on the theory of human intelligence developed by psychologist Howard Gardner who suggested that there are several ways of perceiving and understanding the world that allow individuals to find and resolve problems they faced. This also interrelates the theory of Burrhus F. Skinner and Edward C. Tolman on the role of environment in learning. In 1983 Howard Gardner, psychology professor at Harvard University, presented his Multiple Intelligence theory based upon many years of research. Promoting the concept that intelligence is not one entity but that there are many different forms of intelligence, Gardner has awakened a revolution in learning. Multiple Intelligence teaching methods recognize eight (though there may be more) forms of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, and most recently naturalist. Multiple Intelligence teachers strive to broaden students’ familiarity and skill levels in each area. In introducing musical intelligence, Gardner first stands back and identifies its basic core of objective features: rhythm, pitch, harmony, and timbre, but he soon moves closer to dwell on the mysterious emotional power of music. He then presents several kinds of evidence to support his theory that musical ability functions like intelligencewhat composers have called logical musical thinking and the musical mind. Musical abilities illustrate why Gardner rejects the simpler split-brain concept of mind. Although most musical abilities are located in the right hemisphere, trained musicians are likely to draw upon the left hemisphere in solving a task that the novice tackles primarily through the use of right hemisphere mechanisms. The Multiple Intelligence teaching model emphasizes education for understanding rather than rote memory or the mimicking of skills. Practical hands-on skill development is coupled with factual knowledge and the ability to apply skills and information in real-life situations and make meaningful contributions to society. Development of the musical intelligence can be greatly aided by the use of music throughout the curriculum. In addition to learning about musical elements and how to create music, the musical intelligence involves developing an ability to respond to musical sound and the ability to use music effectively in ones life. Edward C. Tolman (1886-1959), in his theory Sign/Purposive Learning indicates that cognitive processes are acquired relationships between environmental stimuli and responses. In his theory, the learner recognizes the significance of a stimulus and its different eatures. By following a series of recognizable signs toward a specific goal, learning becomes purposeful. His definition of stimulus is a perception, it is an environmental event that is processed by the organism, and definition of response is a learned behavior composed of performances. Burrhus F. Skinner (1904-1990), his theory Instrumental Learning contends that the most significant human behavior falls under the general heading of operant behavior, which means that there are observable stimuli that lead to human action. His basic approach is a functional analysis of the relationship between observable behavior and the external variables that identify those elements of the environment associated with the occurrence of a behavior or a response. Manipulation of the environment is involved to produce the desired behavior. Conceptual Framework Since learning is a function of the multiple intelligences inherent in the learner this study looks into the causal relationship between Baroque music and performance in Math problem task. It is said that music enhances the learning process. Figure I represent the conceptual framework of the study. Math Problem Solving ability is an aspect of the logical-mathematical and intelligence which could be affected by environmental stimulation such as the presence of Baroque music while doing a problem solving task. Gender and mental ability as possible factors that may affect problem solving ability are considered as control variables to eliminate their influence on the dependent variable in the study. The Problem Research What is the mean pretest score of the group exposed to Baroque music in the problem-solving task? What is the mean pretest score of the group not exposed to Baroque music in the problem-solving task? What is the mean posttest score of the group exposed to Baroque music in the Math Problem Solving task? What is the mean posttest score of the group not exposed to Baroque music in the Math Problem Solving task? Is there a significant difference in the mean pretest scores between the groups exposed to Baroque music and the group not exposed to Baroque music? Is there a significant difference in the mean posttest scores between the groups exposed to Baroque music and the group not exposed to Baroque music? Hypothesis The following hypothesis are tested in the study: There is no significant difference in the mean pretest scores between the groups exposed and unexposed to Baroque music. There is no significant difference in the posttest scores between groups exposed and unexposed to Baroque music. Definition of Terms Baroque Music- this term is associated with the era and the set of styles of European classical music which were in widespread use between 1600 to 1750. n this study it refers to the instrumental songs composed by Bach (Hapsichord Concerto in F Minor and Air on G String), Vivaldi (The Four Seasons), Albino (Adagio for Strings in G Minor), and Chopin (Nocturne for Piano No. 9). Performance in Math- this phrase refers to the score obtained in the problem-solving task designed to measure mathematical ability. Gender- refers to the sex of the person whether a girl or a boy. Significance of the Study This study is significant to parents because the results will give the them information how Baroque music can help in enhancing the mathematical ability of their children. Parents will encourage their children to appreciate Baroque music, and play it while reading, studying and doing homework. This also provides the teachers information that music is a powerful tool that they can use in the classroom to promote academic achievement and mental discipline. The intentional use of music in the classroom will set the scene and learning atmosphere to enhance teaching and learning activities. School administrators will know the necessary equipments to produce a better performance from their students. The recommendations made in this research are an attempt to find means and solutions to improve instructional facilities needed in subjects where Mathematics is concerned. Chapter II Methodology Research Design This study will utilize an experimental design to investigate the difference in the mathematical problem solving performance of pupils exposed to baroque style of music and those who are not exposed. The pre-test posttest non-equivalent comparison groups quasi-experimental design will be the method of investigation. This design is illustrated bellow: Group 1 01 X03 Group 2 02 04 The above diagram means that group 1 serves as the experimental group and receives the treatment (X). In this study X will be the baroque music. Group 2 will be the control group and does not receive the treatment. 01 and 02 correspond to the pretest while 03 and 04 correspond to the posttest of the control and experimental groups. Population and Sampling Procedure The total population of the Grade Six pupils of Zamboanga City Polytechnic State College is 34 and composed of only one section. Two groups will be used as respondents of the study, one for control and one for experimental. The assignment as to which one will be experimental or control will be done be random. Total enumeration will be used for the number of pupils in the class. Instrumentation An objective type of Math Achievement Test will serve as the instrument to measure Mathematical performance of Grade Six pupils. This will be administered at the start and end at the experimental sessions. Before the administration of the test the self-constructed Math test will be submitted to a panel of experts. Methodological Limitation This study is limited to the investigation of the effect of Baroque music to Mathematics Problem Solving test of the Grade Six Pupils of Zamboanga City State Polytechnic College, located at Baliwasan Chico, Zamboanga City. Data Collection Procedure A. Pre-experimental Phase Permission will be sought from the principal of the Elementary school of Zamboanga City State Polytechnic College to allow the researches to conduct the study. Preparation of the materials such as CD player and the disc containing the song/entitled Harpsichord Concerto in F Minor and Air on G String, The Four Seasons, Adagio for Strings in G Minor, Nocturne for Piano No. , which are Baroque style of musical copies of test instrument. Setting the classrooms that will be used in the conduct of experiments. The classroom setting shall be arranged in such a way that quiet, well ventilated and well-lighted conditions prevail. Discuss and orient with the Math teachers who will serve as confederates of the researchers. They will be briefed on the purpose and mechanics of the research project. This will be done after Math teachers consent to the proposal. B. Experimental Phase The experiment will begin upon opening the school year 2007-2008. he duration of the experimental will be for four weekly class sessions in Math subjects. The assignment as to which class will receive the treatment or serve as experimental groups and control group will be done by random. At the start of the experiment, the Math Achievement Test will be administered to both groups. Results of the test will serve as the pretest component of the experiment. Control Group Condition After the pretest has been conducted, the Math problem solving tasks of Math shall be done without background music. After four weeks a Math Achievement Test will be administered as posttest measure. Experimental Group Condition For this group, Math Problem Solving Task shall be done while baroque music is being played as background music. Data Analysis Procedure Data gathered from the study will be quantitatively analyzed through the use of descriptive and inferential statistics. Computation of the pretest posttest mean scores in the Math Achievement test will be conducted. Mean differences in the pre-test posttest Math Achievement scores between the experimental and control group will be analyzed using t-test.

Free Essays on A Tale of Two Cities

A brilliant plot was laid out by the author, Charles Dickens, in the novel â€Å"A Tale of Two Cities.† Revolving around the troubled times of the French Revolution in France and England, characters outline the foundation of a plot that involves: love, revenge, evil, courage, and sacrifice. The concluding chapters of this novel ultimately shows how the evil effects of revenge can bring out one’s bad side, and also ends with the central protagonist sacrificing his own life for his love and his friendship. In my opinion, I liked how in the end, Sydney Carton, one of the main characters in this novel, sees a better world before entering the guillotine, thinking not of himself, seeing a world where he gave to others. Sydney Carton is a character that helps weave an interesting and dramatic plot. He is first introduced as a frustrated, immature alcoholic, but in the end, he made the ultimate sacrifice for a good friend. Carton was a look-a-like of Charles Darnay, a languid protagonist that has a tendency to get arrested. Though Carton’s character changed overwhelmingly throughout this novel. Carton loved the same woman as Charles Darnay was married to, Lucie Manette. During the middle of the Revolutionary War, Darnay is arrested in France for being an enemy at the state. Because of two antagonists who happens to be key leaders of the French Revolution wanting to seek revenge on Darnay’s family, Darnay is sentenced the death penalty. With his everlasting love for Lucie, and mended friendship with Charles, Carton saved Lucie and her father from being murdered by one of the key leaders, and gets into the prison in which Darnay was held. Carton made a sacrifice by attending the guillotine in place of Charles since he looked so much like him. Throughout the novel, there are many action scenes that occur in Bastille, Tellson’s Bank, the home of the Manettes, and the streets of Paris. But the best parts of the book was when... Free Essays on A Tale Of Two Cities Free Essays on A Tale Of Two Cities In Act I of William Shakespeare’s Hamlet, Denmark is portrayed as being in a state of political and social unrest. The character Horatio helps to convey this state of unrest and to foreshadow, through his words and actions, impending war with Norway and possible turmoil for the country. The new King Claudius proves himself to be an inferior leader through his dishonest speech and riotous, disgraceful behavior; he is the leader of the nation and therefore represents the state of the nation. In the first scene, the guards are on duty outside of the castle when the ghost of the dead King Hamlet appears. Horatio asserts that the ghost brings words of caution to the men that the county is headed for some sort of struggle, which probably means an attack from Norway. Horatio also speaks of Hamlet’s battles with King Fortinbras of Norway; Hamlet had conquered much of Fortinbras’ land, so now the Norwegian king’s predecessors seek to win that land back. The appearance of deceased King Hamlet is, in itself, a sign of something wrong in Denmark, as any country that has recently lost a king must have some unrest. The fact that Horatio thinks upon first sight of the ghost that it must bring a warning to the men about the possibility of conflict with another nation is a sign of unrest in Denmark, as Horatio would probably have to have a preconceived idea that the nation should expect some sort of trouble to be convinced that the ghost brings such a warn ing. Horatio’s account of the past battles between Denmark and Norway and the fact that those who now rule Norway are seeking to regain the land they lost to Denmark are direct evidence that Denmark is going to be attacked by Norway. After seeing the ghost, Horatio makes an allusion to Rome before the fall of Julius Caesar; A little ere the mightiest Julius fell, The graves stood tenantless, and the sheeted dead ... Free Essays on A Tale of Two Cities A brilliant plot was laid out by the author, Charles Dickens, in the novel â€Å"A Tale of Two Cities.† Revolving around the troubled times of the French Revolution in France and England, characters outline the foundation of a plot that involves: love, revenge, evil, courage, and sacrifice. The concluding chapters of this novel ultimately shows how the evil effects of revenge can bring out one’s bad side, and also ends with the central protagonist sacrificing his own life for his love and his friendship. In my opinion, I liked how in the end, Sydney Carton, one of the main characters in this novel, sees a better world before entering the guillotine, thinking not of himself, seeing a world where he gave to others. Sydney Carton is a character that helps weave an interesting and dramatic plot. He is first introduced as a frustrated, immature alcoholic, but in the end, he made the ultimate sacrifice for a good friend. Carton was a look-a-like of Charles Darnay, a languid protagonist that has a tendency to get arrested. Though Carton’s character changed overwhelmingly throughout this novel. Carton loved the same woman as Charles Darnay was married to, Lucie Manette. During the middle of the Revolutionary War, Darnay is arrested in France for being an enemy at the state. Because of two antagonists who happens to be key leaders of the French Revolution wanting to seek revenge on Darnay’s family, Darnay is sentenced the death penalty. With his everlasting love for Lucie, and mended friendship with Charles, Carton saved Lucie and her father from being murdered by one of the key leaders, and gets into the prison in which Darnay was held. Carton made a sacrifice by attending th e guillotine in place of Charles since he looked so much like him. Throughout the novel, there are many action scenes that occur in Bastille, Tellson’s Bank, the home of the Manettes, and the streets of Paris. But the best parts of the book was when... Free Essays on A Tale of Two Cities ‘Imagery' I ask you to believe that he has a heart that he very, very seldom reveals, and that there are deep wounds in it. My dear, I have seen it bleeding." Charles Dickens uses different stylistic techniques when he writes but the most effective technique is imagery. All the different uses of imagery that Dickens' uses creates different images, moods, and feelings on how the reader takes in the book. Different kinds of imagery that he uses is animal imagery, water imagery, and blood imagery. One example of imagery that Dickens' uses is blood imagery. In the novel, "A Tale of Two Cities" the use of blood imagery is very important. A number of events are foreshadowed through blood imagery. A wine cask had broken in the streets of St. Antoine which gathered everybody in the street to come and drink it. Everyone gathered until the very last drop of the wine was finished. "The wine was red wine, and had stained the ground of the narrow street in the suburb of Saint Antione, in Paris, where it was spilled. It had stained many hands, too, and many faces, and many naked feet, and many wooden shoes. The hands of the man who sawed the wood left red marks on the billets; and the forehead of the woman who nursed her baby was stained with the stain of the old rag she wound her head again." (Dickens, pg 37) This is an example of blood imagery and of how the streets and the people were going to be covered in blood because of the revolution that was coming. Another example of b lood imagery is, "No sooner was the acquittal pronounced, than tears were shed as freely as blood at another time, and such fraternal embraces were bestowed upon the prisoner by as many of both sexes as could rush at him........."(Dickens, 282) This quote is talking about the coming revolution that is going to take place and how much bloodshed that will take place. This at least gives the reader more suspenseful and more images to expand their readi... Free Essays on A Tale Of Two Cities Recalled to Life Charles Dickens’ A Tale of Two Cities has a dual background, the French Revolution and England. Dickens used this background of revolution to add suspense and strength to the characters’ sprit. The characters who are â€Å"recalled to life†, a resurrection reference, are strong willed and courageous. These three men who are â€Å"recalled to life† are: Doctor Manette, Charles Darnay, and Sydney Carton, (7-10,374-380). Doctor Manette is the first one who is â€Å"recalled to life.† He is very upset after being in prison for eighteen years. In those eighteen years of prison, it has made him unable to recall where things are or how to do things, (7-10). He is then insane from being locked up for so long and requires the care that his daughter Lucie and Lorry, an agent for Tellson’s Bank, (24-31). Lucie and Mr. Lorry take care of Doctor Manette and â€Å"recall him to life.† In the long run, Doctor Manette gets his life back or gets to start over, (42-53). The second person who is â€Å"recalled to life†, is Charles Darnay. He is on trial for treason in England and may be put to death, (63-69). Sydney Carton, Darnay’s double saves Darnay from imprisonment and death, telling the people that Carton and Darnay look alike so how would they really know who did it. Through that Darnay is given another change to life, and is then â€Å"recalled to life,†(79-83). The last and important instance of someone being â€Å"recalled to life† is Sydney Carton. He has recently switched places with Darnay and now is awaiting his turn at the guillotine, (353-371). While awaiting his death, he realizes what he is doing is the best thing that he has ever done and would not change anything. He is going to give his life for the one that he loves and cares about. Sydney is satisfied with himself and is no longer a drunken fool, but a hero that now can love himself. By dying and saving Darnay for Lucie, Carton is â€Å"recalled to lif...

Harvard Style References Essay Example | Topics and Well Written Essays - 500 words

Harvard Style References - Essay Example Its provisions are centred on the basic requirements of a particular component in the building rather than the whole building requirements. Building construction in Qatar can be generally classified into Type II (Non-combustible) if not Type I (Fire Resistive) constructions. Due to the climatic condition in the country in which a temperature of more than 50 ËšC is reached during peak summertime, buildings of Type III (Limited Combustible) and Type IV (Heavy Timber) constructions whose conditions to easily catch fire can be aggravated by the dry summer season are rarely built in Qatar. Application of the NFPA 5000, Building Construction and Safety Code, and the Qatar Construction Standard are implemented strictly in Qatar. GDCD implements in full the provisions of NFPA 101, Life Safety Code, to establish specific requirements for means of egress. While all concepts incorporated in the code are important, means of egress could be singled out as the most important of them all as this is the last recourse where all of the fire safety strategies (prevention, communication, containment and extinguishment) fail. The ability of the occupants to quickly and efficiently exit the building is often the difference between life and death. NFPA 13, Standard for the Installation of Sprinkler System, is the main standard used by QDCD to establish specific requirements for automatic sprinkler system design and installation in buildings. The local fire safety standard establishes the criteria when automatic sprinkler system is required. NFPA 14, Standard for the Installation of Standpipe and Hose Systems, is used by GDCD to establish minimum requirements for the design and installation of Standpipes or Rising Mains, the term used in the local Fire Safety Standard. The local fire safety standards prescribe the criteria when standpipe is required and the type of standpipe is required for a particular building. The location or placement