The Principles Of Art - 785 Words

In Chapter 7 of The Principles of Art, Collingwood is seeking to find a correct definition of what art is. He starts by showing how many people have tried to define art in the past. Many people in the past have set out to define art as a craft, and that the art itself is the actual end product that can be seen or heard. A piece of art that is a song is the actual audible noises strung together in a pattern, and a painting would be the colors and forms that are actually on the canvas. This is actually not the case though. What an artists does is create something. Create does not mean a divine being manifests something, it is merely the making of something without necessarily having it fit into a predetermined plan for further action. As an example, a person may create a disruption and this does need to be a stage in a more complex plan (although it could be). Creating something is different than crafting something. Crafting implies that the maker use a particular set of skil ls to make something that will have use; a carpenter crafts a chair so that it may be sat upon. Creating does not require a unique set of skills to do. Collingwood feels that the actual art is what occurs in the artists head. Art is in the world of the imagination. An example of how art occurs in an artists head can be seen in the sense of an engineer. An engineer may imagine a bridge in their head. The engineer then make notes, diagrams, drawing’s, and drafts, but none of these are theShow MoreRelatedArts Principles869 Words   |  4 PagesChapter 2: Principles for Effective, High-Quality Out-of-School Time Arts Programs Chapter 2 is centered on ways to implement effective improvements to OST art programs using stated and latent needs gathered from the participating teens and tweens. Researchers compiled ten principles that ought to be followed/implemented in order to engage more low-income urban youth. The ten principles are: †¢ Principle 1: Instructors are professional, practicing artists, and are valued with compensation for theirRead MoreReview Of The Principles Of Art 988 Words   |  4 PagesR. G. Collingwood begins â€Å"The Principles of Art† by determining to define what is a work of art. He suggests it is made, but not by turning a medium into some thing, and not by use of planning. Here Collingwood considers that it should be determined what sort of â€Å"making† it is when art is made. It is not construction, like a bridge, nor is it accidental. In the past, it was thought that neither the skill of the artist nor his conscious mind had anything to do with art, for it was inspiration givenRead MoreThe Seven Principles Of Art1012 Words   |  5 Pagesand understanding of the seven principles of art. â€Å"The principal of art are the guidelines or the organizing factors in the visual arts that help artists to create designs and control how viewers likely react to art images and objects.† The topics that are included in this chapter are unity and variety; proportion; balance; emphasis; pattern and repetition; rhythm and movement. All of these topics demonstrates how they tie in with one another to create a piece of art. To elaborate more on the topicsRead MorePrinciples Of Art : Claude Monet1183 Words   |  5 Pageshistory of art. He tirelessly painted the same series of works, only with minor changes related to the amount of light and the type of weather. In terms of themes, Monet would paint outdoor scenes while bearing in mind the effects of atmosphere, time of day, and season upon color and light. For many of his works, a person will find that Monet experiments with the color spectrum, demonstrating how the shades of the same color affect the human eye. 2. How is this artist employing the Principles of OrganizationRead MoreDesign Elements And Principles Of Art1173 Words   |  5 Pagessimple but intricate piece of art can be found on the walls of the second floor in the CFA. Although the fan is fairly small and often times over looked, when examined, its fine detail gives it character. This paper will address all aspects of design elements and principles. In addition provide information about the artist and how their background influenced the art, and choice of design. Line, Dimension, and Quality The first thing that can be noticed about this piece of art work is the accordion (theRead MorePostmodernism And Postmodernism Art And Design Terminology, Meanings, Context And Principles1466 Words   |  6 Pagesand Postmodernism art and design terminology, meaning, context and principles. Modernism and Postmodernism are two art movements that massively contribute to each other’s ideas and principals, however have elements within them that are completely opposite to each other. This questions whether their principles actually help each other and if deep down are in somewhat similar, or whether the two ideas are wholly separate. Modernism is a term to describe the movement of new art, and was most activeRead MoreEssay on Strategic Management1145 Words   |  5 Pageswhich determines the outcome of the organization’s performance. Incisively, a science is whatever skill that manifests detailed use of facts for a particular purpose. Subsequently, art is clearly characterized as the skill critical for any human tasks. Not only is strategic management a behavioral science, but also is an art, since its application in the relative situations involve these two perspectives. Introduction Ordinarily, the main function of strategic management is to integrate diverse functionalRead MoreStrategic Management1232 Words   |  5 Pagesmanagement draws higher profitability if well planned and executed. Incisively, a science is whatever skill that manifests detailed use of facts for a particular purpose. Subsequently, an art is clearly characterized as skill critical for any human tasks. Not only is strategic management a behavioral science, but also is an art, since its application in relative situations involves these two perspectives (Bingham and Eisenhardt 1437-1467). Introduction Ordinarily, (Bingham and Eisenhardt 1437-1467) arguesRead MoreIs management an art or a science1538 Words   |  7 Pagesquestion has been raised and various people have given an insight on what their beliefs are on whether management is an art or a science. To be able to determine where management falls in these two terms, it is important to know what they each mean and give support as to why it can either be an art or a science. Below shall be a discussion in detail on whether management is an art or a science but to begin with it is important to know what management is and what it entails. Management according toRead Morebuisness1429 Words   |  6 Pagesfollows. The Associate in Arts degree (A.A) is given to those who finish programs which emphasize more on the liberal arts, humanities, fine or performing arts. Somewhat similar to an A.A is the Associate in Fine Arts (A.F.A); being that students who attain this degree usually transfer to a Bachelor of Arts or Bachelor of Fine Arts programs at four year schools. The difference is that this is for students who successfully complete programs that emphasize the foundation of studio art study like visual design

Essay on Diabetic Case Study - 1010 Words

Diabetic Case Study Jill Davis University of Phoenix Amanda Brooks, FNP-BC October 5, 2009 Diabetic Case Study In this case study, we are presented with a man who has Type II diabetes signs and symptoms. He has recently gone through several psycho-social adjustments and is a busy professional man. A plan needs to be developed to assess, teach, and evaluate the patient’s health care needs by covering topics such as incidence, signs and symptoms, potential effects of the disease, educational needs, and challenges presented by diabetes. The Incidence of Diabetes in the United States Diabetes is a broad term covering three distinct types of this disease: Diabetes Mellitus is a disease that has two categories type I and type II,†¦show more content†¦Polydipsia is the body’s compensation mechanism to replace lost fluids. The Potential Effects of Diabetes on the Body as a Chronic Process Long term complications of diabetes do not show up until many years or decades after the onset of the disease. Charles is exhibiting signs and symptoms of high blood glucose levels. Uncontrolled diabetes can affect the eyes, kidneys, nerves, heart, blood vessels, and peripheral areas of the body. Diabetic retinopathy involves changes in the retina where small blood vessels become damaged. Diabetics should understand the importance of yearly vision testing and maintaining normal blood sugars to prevent eye damage. Diabetic nephropathy occurs when glucose levels are poorly managed. High blood pressure and smoking potentiates this complication. Kidney disease, if discovered early enough, can be treated effectively (ADA, 2009). Diabetic neuropathy is nerve damage that affects many parts of the body. Early symptoms include numbness, tingling, or sharp pains in the lower extremities. Individuals should examine their feet on a daily basis to monitor for open areas and signs of infection. Teaching Requirements of Diabetics with Measurable Objectives Initial assessment of Charles’ basic knowledge of diabetes will be done and a teaching-plan created. The cognitive educational and problem-solving modules will be used to educate Charles. The â€Å"Diabetic Knowledge Questionnaire †¦.designedShow MoreRelatedDiabetic Case Study877 Words   |  4 PagesThe American Association of Clinical Endocrinologist (AACE) treatment goals are individualized and aimed at lowering A1C and prevention of hypoglycemia along with decreased comorbidities associated with diabetes. Diabetics who are at an increased risk for hypoglycemia include: a diagnosis of greater than 15 years, advanced macrovascular disease, hypoglycemia unawareness, limited life expectancy and severe comorbidities (Garber, Blonde, Bush, Einhorn, Garber,et al., 2017). In addition Fowler (2010)Read MoreDiabetic Case Study722 Words   |  3 Pagesregularly develops in patients with DM is a microvascular condition called Diabetic Retinopathy (DR) (Schorr et al., 2016).à ‚   DR can cause permanent damage to one’s vision and can also lead to blindness (Schorr et al., 2016) which is devastating to a person’s quality of life.   Not only does DR limit everyday activity, but also has an enormous impact on a patient’s social, and emotional state (Fenwick et al., 2012).   Diabetic Retinopathy being a frequent occurrence in patients with DM, and the commonRead MoreDiabetic Case Study1127 Words   |  5 Pages3. Results The study sample consisted of 262 Egyptian type 2 diabetic patients and 90 non-diabetic controls. Demographic, clinical and biochemical data of study participants are summarized in Table 1. Chitotriosidase enzyme activities (median; 25th-75th percentiles) were significantly elevated in diabetic patients (53; 30-96 nmol/ml plasma/h) as compared to non-diabetic controls (37; 31-46 nmol/ml plasma/h), P0.001 for both. Table 2 summarizes the results of the linear regression models performedRead MoreCase Study : Diabetic Ketoacidosis1932 Words   |  8 PagesCase Study: Diabetic Ketoacidosis Introduction Diabetic Ketoacidosis (DKA) is a disease state, most often seen in individuals with Type I Diabetes. While it most often results from uncontrolled insulin levels, young children can often present in diabetic ketoacidosis as the initial presentation of undiagnosed type I Diabetes. The major symptoms of Type I Diabetes, polydipsia, polyphagia, and polyuria, are often subtle and can be normal in growing children (Urden, Stacy Lough, 2014; Wilson, 2012)Read MoreA Study Of A Case Study On Diabetic Care757 Words   |  4 PagesMy client is called Bafar. He is sixteen years old so he is in the adolescence life stage. He lives in averaged size house of three bedrooms with his dad and two sisters both younger then him. While his dad is at work it is Bafar’s responsibility to look after his two younger siblings. Bafar has three medical conditions that affect his health. He suffers from type 1 diabetes which is a condition when your body’s immune system attacks and destroys the cells that produce insulin. Bafar was experiencingRead MoreDiabetic Nephropathy Case Study1448 Words   |  6 PagesAim: Diabetic nephropathy (DN), classically defined by the presence of proteinuria is one of the major late microvascular complications of type 1 and type 2 diabetes mellitus and leading to a decline in renal function. In the present study, three important single nucleotide polymorphisms (SNPs) of the PPARG gene were analysed to understand the potential modifier effect of PPARG gene on the advancement of chronic kidney disease in DN. Methods: A total of 187 diabetic nephropathy patients (101 maleRead MoreDiabetic Health Case Study1770 Words   |  8 Pagescomplications (HbA1c ≠¥ 7.0%) and either current systolic blood pressure of ≠¥130, LDL cholesterol ≠¥ 100, or BMI ≠¥ 30.†(miller et al 2013). Questionnaires were used to collect the data from the participants. These questionnaires were used to assess diabetic medical history, self care, and demographic information. As for physiologic measures, HbA1c values were obtained from venous fasting blood draws. A calibrated sphygmomanometer was used to obtain blood pressure values. BMI was calculated from weightRead MoreOral Diabetic Addictions : Case Study724 Words   |  3 PagesDiscussion SGLT2 inhibitors include agents such as Invokana, Farxiga, and Jardiance and work by increasing glucose excretion in the urine. SGLT2 inhibitors, in this study showed, a relative risk less than 1 compared to the placebo and all other oral diabetic medications in question. The RR of SGLT2 versus the placebo was 0.61 in reducing CV mortality. Compared to DPP4 inhibitors, which include Januvia, Onglyza, and Tradjenta, SGLT2 inhibitors had a calculated relative risk of 0.61. Compared toRead MoreDiabetic Wound Healing Potential Of Ncs : Case Study969 Words   |  4 Pages6.3.5. Examination of Acute and Diabetic Wound Healing Potential of NCs 6.3.5.1. Visual Examination of Wound Skin of Mice Showed Enhanced Healing by NCs Wound closure was determined as a decline in the wound area over study time period and also efficiently examined under in vivo conditions via quantitative measurement of skin wound area at specified time intervals in acute and streptozotocin (STZ) induced diabetic mice models (Sharpe et al., 2013). Experimental data set indicating original woundRead MoreCharacteristics Of Caring For Patients1231 Words   |  5 Pagespatient’s perception of the nurse is positively influenced as they are now viewed as compassionate, competent, and respectful (Brilowski Wendler, 2005). Cases Model Case #1 Mr. Smith, a 72 year old man has been admitted to an orthopedic floor following the surgical repair of a fractured femur. Ann, his nurse, knows that Mr. Smith is a type II diabetic, has a history of hypertension, DVT, a-fib, and two cardiac stents. At 9 a.m., Ann enters Mr. Smith’s room with his medications. These include lovenox

The Depression Level of 4th Year College Students Free Essays

string(29) " a positive outlook in life\." Acknowledgement The researcher proudly acknowledge to the ones who supported this research for making it possible to accomplish this factual research. First of all, the researcher would proudly acknowledge our Almighty God for bestowing us the eternal blessings of knowledge in this research, for securing us from harm at all times and gave us guidance to finish this research. The researcher would also proudly acknowledge our beloved professor Dr. We will write a custom essay sample on The Depression Level of 4th Year College Students or any similar topic only for you Order Now Maria Rosario E. Monce, for giving enough knowledge to perform and finish this research. This research will surely prepare us for the future challenges and it will help us to become a far more responsible and hardworking person. Also, I would also like to give thanks to the 4th year college students of the University of the East for their swift cooperation in answering the researcher’s depression test. DEDICATION The researcher dedicates this study to her beloved family especially to her mom to show her efforts, gratitude, sincerity and most of all her unending love and appreciation for all she have sacrificed for her. To the researcher’s friends who gave support and encouragement. To the researcher’s beloved Professor, Dr. Maria Rosario E. Monce, who taught her how to trust herself and to have a positive outlook in life. You read "The Depression Level of 4th Year College Students" in category "Essay examples" Abstract Research Title:The Depression Level of 4th Year College Students of the University of the East Researcher:Criselle Joy M. Masungsong Degree Granted:Bachelor of Science, Major in Psychology Granting Institution:College of Arts and Sciences, University of the East, Manila Research design:Descriptive Method Respondents:50 4th year college students Statistical Tools Used:T-test for independence samples, Chi-square Summary . The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 2. The year level is all 4th year college students. 3. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 4. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level. The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 5. The Depression level of 4th year college students is 3. 7. It means the respondents have Below Average Depression Level. 6. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 7. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; th e researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 8. The obtained value of 0. 7 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 1. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 2. The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 3. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 4. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. . The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 6. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 lev el of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 1. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 2. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 3. The researcher should study more than just one year level. 4. Look for more studies that are related in the researcher’s topic. 5. Never lose hope. 6. Depression can be fought with a positive outlook in life and control to yourself. Chapter 1 Problem and its Background Introduction Depression has been recognized as a common disease. It  is a state of low mood and aversion to activity that can affect a person’s thoughts, behavior, feelings and physical well-being. Depressed people may feel sad, anxious, empty, hopeless, helpless,  worthless, guilty, irritable, or restless. They may lose interest in activities that once were pleasurable, experience loss of appetite or overeating, or problems concentrating, remembering details or making decisions; and may contemplate or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains or digestive problems that are resistant to treatment may be present. Depression can last for years and can end up people in mental hospitals. Some used to say their depressed but they only feel sad. Too much and too long sadness can become depression. This research will contain factual information regarding the depression degree of people’s current state of adolescence and young adults. At this age is the beginning of difficult and complicated trials anchored with different types of negative elements such as temptation, greed or jealousy in their journey to adulthood, this is also the stage of building one’s selves hidden talent and forging of who they will become in the future. Background of the study The researcher used many sources and books to conclude and finish the study. So many time was given and sleepless nights to endure. Complete understanding was used in the research to have a good result. Depression was called melancholia many years ago. The name was changed and become clinical depression, major depression or simply depression and commonly referred to as major depressive disorder by many health care professionals. There is no single cause for depression. Many factors play a role including genetics, environment, life events, medical conditions, and the way people react to things that happen in their lives. Research shows that depression runs in families and some people inherit genes that make them more likely to get depressed. Not everyone who has the genetic makeup for depression gets depressed, though. Some can get depress even if they don’t have genetic makeup for depression. The death of a family member, friend, or pet can go beyond normal grief and sometimes lead to depression. Other difficult life events, such as when parents divorce, separate, or remarry, can trigger depression. Even events like moving or changing schools can be emotionally challenging enough that a person becomes depressed. For some teens, a negative, stressful, or unhappy family atmosphere can affect their self-esteem and lead to depression. This can also include high-stress living situations such as poverty; homelessness; and violence in the family, relationships, or community. Substance use and abuse also can cause chemical changes in the brain that affect mood — lcohol and some drugs are known to have depressant effects. The negative social and personal consequences of substance abuse also can lead to severe unhappiness and depression. Certain medical conditions can affect hormone balance and therefore have an effect on mood. Some conditions, such as hypothyroidism, are known to cause a depressed mood in some people. When these medical conditions are diagnosed and treated by a doctor, the depression usually disappears. Theoretical Framework The researcher was able to search about Beck’s Depression Inventory (BDI, BDI-II), created by Dr. Aaron T. Beck, is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression. Also, the researcher was able to study about Aaron Beck’s Cognitive Theory of Depression. Different cognitive behavioral theorists have developed their own unique twist on the Cognitive way of thinking. According to Dr. Aaron Beck, negative thoughts, generated by dysfunctional beliefs are typically the primary cause of depressive symptoms. A direct relationship occurs between the amount and severity of someone’s negative thoughts and the severity of their depressive symptoms. In other words, the more negative thoughts you experience, the more depressed you will become. Beck also asserts that there are three main dysfunctional belief themes (or â€Å"schemas†) that dominate depressed people’s thinking: 1) I am defective or inadequate, 2) All of my experiences result in defeats or failures, and 3) The future is hopeless. Together, these three themes are described as the Negative Cognitive Triad. When these beliefs are present in someone’s cognition, depression is very likely to occur (if it has not already occurred). Beck’s main argument was that depression was instituted by one’s view of oneself, instead of one having a negative view of oneself due to depression. This has large social implications of how we as a group perceive each other and relate our dissatisfactions with one another. Abela and D’Alessandro’s (2002) study on college admissions is a good example of this phenomenon. In their study they found that the student’s negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood. The research clearly backed up Beck’s claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the students’ self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. Conceptual Framework InputProcessOutput The diagram shows how the study is being conducted. The 4th year college students are the independent variable and the level of depression is the dependent variable. To determine whether the independent variable really affects the dependent variable, a depression test is processed. Statement of the Problem 1. What is the demographic profile of the respondents according to their: 1. Age; 2. Gender 3. Course/Year? 2. What is the level of depression of the respondents? 1. Is there significant difference between the depression level of male and female adolescents? 2. Is there significant difference between the ages of adolescents in their depression level? 3. Is there significant difference between the year level of adolescents in their depression level? Hypotheses Null: There is no significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is no significant difference between the ages of 4th year college students in their level of depression? There is no significant difference between the year level of 4th year college students in their level of depression? Alternative: There is a significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is a significant difference between the ages of 4th year college students in their level of depression? There is a significant difference between the year level of 4th year college students in their level of depression? Assumption Females are more sensitive than males. Female thinks too much which leads to stress and with prolonged problems and sadness, depression is developed. Male doesn’t think too much about their problems in life. They just play computer games or do their interest to help themselves and make their sadness fade. The researcher will assume that females have higher depression level than males. Significance of the study This study will help to guide the readers on understanding of what is really depression, the main causes of depression especially at their age and understanding the theoretical studies of depression that will broaden the concept of readers regarding the topic of this research. The significance of this study will make a person aware of their Depression level and whether they have low/high depression level. The researcher will help the respondents in improving and knowing what to do for their selves. Scope and Delimitation of the Study This study limits its respondents to 50 4th year college students. These 50 persons are students in University of the East Manila, specifically ranging from age of 18 up to 24 years old. The researcher provided definitions, backgrounds about the study, tests, reasons and preventions, computations and frameworks. Definitions Depression is a state of low mood and aversion to activity that can affect a person’s thoughts, behavior, feelings and physical well-being. Beck’s Depression Inventory is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression. Insomnia (or sleeplessness) is most often defined by an individual’s report of sleeping difficulties Stress It refers to the consequence of the failure of an organism  Ã¢â‚¬â€ human or other animal  Ã¢â‚¬â€ to respond adequately to mental, emotional, or physical demands, whether actual or imagined. Themes (or â€Å"schemas†) are a mental structure that represents some aspect of the world. Chapter 2 REVIEW OF RELATED LITERATURES AND STUDIES According to the article of â€Å"Hopelessness, Family Stress, and Depression among Mexican-Heritage Mothers in the Southwest† made by: Flavio F. Marsiglia, Stephen Kulis, Hilda Garcia Perez, and Monica Bermudez-Parsai Hopelessness is conceptualized as an individual’s negative expectancy regarding the future, and it is characterized by negative emotions, pessimistic expectations, and loss of pleasure in life (Beck. Weissman,Lester, , 1974; Heilemann, Coffey-Love, , 2004). Hopelessness is the expectation that negative outcomes are inevitable or that positive outcomes will not develop. These expectations are paired with the feeling that one cannot do anything to change the future (Abela, Gagnon, Auerbach, 2007). Individuals who are pessimistic about the causes and consequences of events and who tend to ascribe negative self-characteristics after negative events have been found to be more at risk for hopelessness and depression (Brozina Abela, 2006). According to the article of: Wayne Katon, Jurgen Unutzer, and Joan Russo, patients with major depression have a great deal of heterogeneity in the level of depression severity, number of earlier episodes, comorbidity with dysthymia, anxiety disorders, chronic medical disorders and chronic ain, comorbidity with personality disorders and maladaptive coping styles (such as high levels of neuroticism), and socioeconomic status. Chapter 3 RESEARCH METHODOLOGY This chapter shows the information and further make clear of the present study. This part include the research design, the determination of the sample size, sampling design and technique, the description of the subjects, the research instrument, and validation of the instrument, data gathering a nd procedure, data processing method and the statistical treatment of data. RESEARCH DESIGN In this study, the researcher used the descriptive method as the research design to present the study. This method shows the different sides and the nature of the study. The researcher will measure the variables depression level, age, gender and the year level and determine the nature and difference between them. SAMPLING DESIGN AND TECHNIQUE In selecting the respondents of the study, the researcher used the convenience sampling method. The researcher asked the approval of the selected students from 4thy year college students from the University campus. THE SUBJECTS The researcher gathered respondents from 4th year college students of the University of the East to serve as samples in the said study. THE INSTRUMENT OF THE STUDY The instrument used by the researcher was a self-constructed test of Depression test. Table 1 The table shows the level of Depression based on their weighted mean. |Mean Score | Verbal Interpretation | |1. 00-1. 80 |High Depression | |1. 1-2. 60 |Above Average Depression | |2. 61-3. 40 |Average Depression | |3. 41-4. 20 |Below Average Depression | |4. 21-5. 00 |Low Depression | VALIDATION OF THE INSTRUMENT USED The Depression test was face-validated by Dr. Maria Rosario E. Monce and went through several modifications. TREATMENT OF THE DATA 1. The statistical treatment of the data that was used in the study is the percentage, weig Formula for weighted mean: X=? X N Where: ?X= total scoresN= Number of respondents 2. Formula for the computation of t-test for 2 independent samples. t= X1-X2Where: vS1 S2X1 / X2= means of independent samples +N1 / N2= total of samples N1 N2S= standard deviation S=? X12-(? X1)2 + ? X22-(? X2)2d. f. = N1 + N2 – 2 N1 N2 N1+N2-2 3. Formula for Chi square, a test of relationship/difference. X2= (fo-fe)2E= R x Kd. f. = (R-1) (K-1) fe T Where:Where: fo= observed frequencyR= total row scores fe= expected frequencyK= total column scores T= total scores Weighted mean, T-test and Chi-square Chapter 4 Presentation, Analysis and Interpretation of Data The researcher finished the table after gathering all the data needed. These tables show the results and serve as the tool to clearly understand the study. 1. Demographic profile of the respondents according to the following: Table 1. 1 Frequency and Percentage Distribution of the Respondents According to Age Age |Frequency |Percentage | |18 |1 |2% | |19 |16 |32% | |20 |19 |38% | |21 |10 |20% | |22 |1 |2% | |23 |1 |2% | |24 |2 |4% | |Total |50 |100% | The table above shows the age of the respondents ranging 18 to 24 years old, the age that accumulated the largest frequency is the 20 years old which has total 19 and percentage of 38%. Then the lowest frequency is the 18, 22 and 23 years old which has only 1 and percentage of 2%. The other frequency are the 19 years old which has the frequency of 16 and percentage of 32% and the 21 years old which has frequency of 10 and percentage of 20%. Also, the 24 years old this has frequency of 2 and percentage of 4%. The overall frequency is 50 and with the percentage of 100%. Table 1. 2 Frequency and Percentage Distribution of the Respondents According to Gender Gender |Amount |Percentage | |   |   |   | |M |25 |50% | |F |25 |50% | |   |50 |100% | The table above shows the number of female and male respondents. The number of female and male respondents is equal. Table 1. 3 Frequency and Percentage Distribution of the Respondents According to Year/Level |Year/Level |Frequency |Percentage | |Fourth Year |50 |100% | |Total: |50 |100% | The table above shows that all of the respondents are 4th year college students with the frequency 50 and percentage of 100%. 2. Level of depression of the respondents. Table 2 Gained Weighted Mean and Verbal Interpretation Respondent # |Mean Score |Verbal Interpretation | |1-50 |3. 67 |Below Average Depression | The table above shows that the level of depression of the 50 respondents was in the verbal interpretation of Below Average Depression. 3. Significant difference between the depression level of male and female adolescents. Table 3 T-value obtained by the respondents in the depression test |d. f. |Obtained Value |Critical Value |Decision | |48 |0. 3 |2. 0126 |No significant difference | Since the obtained value of 0. 33 is lower than the critical value of 2. 0126 at the 0. 05 level of significance therefore; the re searcher accepts the null hypothesis, which means there is no significant difference between the male and female 4th year college students in their depression level. 4. Significant relationship between gender and age of adolescents to depression. |Profile Variable |df |Obtained Value |Critical Value |Decision | |Age |24 |25. 3 |36. 42 |No significant difference | |Gender |4 |0. 57 |9. 49 |No significant difference | Age The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. This proves that 4th year students with the age of 18-24 can have the same depression level. Gender The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no sign ificant difference between the genders of the 4th year college students in their depression level. The gender does not affect the depression level of male and female 4th year college students. Chapter 5 Summary of Findings, Conclusions and Recommendations In this chapter, the researcher will mainly discuss the summary of the all findings, conclusion and recommendation of the study. Summary 9. The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 10. The year level is all 4th year college students. 11. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 12. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level. The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 13. The Depression level of 4th year college students is 3. 67. It means the respondents have Below Average Depression Level. 14. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 15. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 16. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 7. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 8. The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 9. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 10. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. 11. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 12. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 7. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 8. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 9. The researcher should study more than just one year level. 10. Look for more studies that are related in the researcher’s topic. 11. Never lose hope. 12. Depression can be fought with a positive outlook in life and control to yourself. BIBLIOGRAPHY Webiology †¢ http://depression. about. com/cs/diagnosis/l/bldepscreenquiz. htm †¢ http://en. wikipedia. org/wiki/History_of_depression †¢ http://helpguide. org/mental/depression_signs_types_diagnosis_treatment. htm †¢ http://kidshealth. org/teen/your_mind/mental_health/depression. html# †¢ http://en. wikipedia. org/wiki/Depression_%28mood%29 †¢ www. mentalhelp. net www. wikipedia. com †¢ http://itl. nist. gov/div898/handbook/eda/section3/eda3672. htm APPENDIX A Table for the Computation Table of Weighted Scores of the Respondents and Verbal Interpretation |Male | |Responden t # |Weighted Scores |Verbal Interpretation | |1 |3. 22 |Average Depression | |2 |4. 32 |low Depression | |3 |4. 2 Below Average Depression | |4 |2. 5 |Above Average Depression | |5 |3. 78 |Below Average Depression | |6 |4. 28 |low Depression | |7 |3. 06 |Average Depression | |8 |3. 78 |Below Average Depression | |9 |3. 64 |Below Average Depression | |10 |3. 4 |Average Depression | |11 |3. 78 |Below Average Depression | |12 |3. 48 |Below Average Depression | |13 |4. 26 |low Depression | |14 |3. 68 |Below Average Depression | |15 |4. 36 |low Depression | |16 |4. 22 |low Depression | |17 |3. 2 |Below Average Depression | |18 |3. 28 |Average Depression | |19 |3. 78 |Below Average Depression | |20 |3. 86 |Below Average Depression | |21 |4. 3 |low Depression | |22 |3. 84 |Below Average Depression | |23 |3. 58 |Below Average Depression | |24 |3. 6 |Average Depression | |25 |1. 52 |High Depression | |Female | |Respondent # |Weighted Scores |Verbal Interpretation | |1 |4. 2 |Below Average D epression | |2 |3. 02 |Average Depression | |3 |3. 4 |Average Depression | |4 |4. 18 |Below Average Depression | |5 |3. 76 |Below Average Depression | |6 |4. 38 |Low Depression | |7 |3. 72 |Below Average Depression | |8 |3. 88 |Below Average Depression | |9 |3. 8 |Below Average Depression | |10 |4 |Below Average Depression | |11 |3. 2 |Average Depression | |12 |2. 54 |Above Average Depression | |13 |4. 56 |Low Depression | |14 |3. 98 |Below Average Depression | |15 |4. 54 |Low Depression | |16 |3. 8 |Below Average Depression | |17 |4. 14 |Below Average Depression | |18 |4. 6 |Low Depression | |19 |4. 5 |Low Depression | |20 |2. 9 |Average Depression | |21 |4. 3 |Low Depression | |22 |3. |Below Average Depression | |23 |1. 14 |High Depression | |24 |4. 54 |Low Depression | |25 |2. 28 |Above Average Depression | APPENDIX B Computation for the t-test independent Sample |Female |X? 2 | |   |   | |1 |17. 64 | |2 |9. 1204 | 3 |9. 2416 | |4 |17. 4724 | |5 |14. 1376 | |6 |19. 1844 | |7 |13. 8384 | |8 |15. 0544 | |9 |14. 2884 | |10 |16 | |11 |10. 6276 | |12 |6. 4516 | |13 |20. 7936 | |14 |15. 8404 | 15 |20. 0116 | |16 |12. 1104 | |17 |17. 1396 | |18 |21. 16 | |19 |20. 25 | |20 |8. 41 | |21 |18. 49 | |22 |15. 21 | |23 |1. 2996 | |24 |20. 6116 | |25 |5. 1984 | |Male |X? 2 | 1 |10. 3684 | |2 |18. 6624 | |3 |17. 64 | |4 |6. 25 | |5 |14. 2884 | |6 |18. 3184 | |7 |9. 3636 | |8 |14. 2884 | |9 |13. 2496 | |10 |9. 8596 | |11 |14. 2884 | |12 |12. 1104 | 13 |18. 1476 | |14 |13. 5424 | |15 |19. 0096 | |16 |17. 8084 | |17 |15. 3664 | |18 |10. 7584 | |19 |14. 2884 | |20 |14. 8996 | |21 |18. 49 | |22 |14. 7456 | |23 |12. 8164 | |24 |9. 9856 | 25 |2. 3104 | T= X? – X? [pic] [pic] = [pic]- [pic] + [pic] – [pic] N1 N2 N1 + N2 -2 [pic]= 340. 85. 04 – (90. 94) 2 + 360. 182 – (92. 62)2 25 25 25+25-2 [pic]= 340. 85. 04 – (8270. 0836) + 360. 182 – (8578. 4644) 25 25 25+25-2 = (340. 8504 – 330. 803344) + (360. 182 – 343. 138576) 48 = 10. 047056 + 17. 043424 48 = 27. 09048 48 [pic] = 0. 56 APPENDIX C Computation for Chi square Formula: E=R x KX2= (fo-fe)2 T fe Where:Where: E= expected frequencyfo= frequency observed R= total row scoresfe= frequency expected K= total column scores T= total scores Table According to Profile Variable Age Age |High |Above Average |Average |Below Average |Low |Total | |18 |0 |0 |0 |1 |0 |1 | |19 |0 |2 |2 |7 |5 |16 | |20 |2 |1 |4 |8 |4 |19 | |21 |0 |0 |3 |3 |4 |10 | |22 |0 |0 |0 |0 |1 |1 | |23 |0 |0 |0 |1 |0 |1 | |24 |0 |0 |0 |2 |0 |2 | | |2 |3 |9 |22 |14 |50 | X2=-25. 13 d. f. = (r-1) (k-1) = (4-1) (4-1) = (3) (3) = 9 C. V. 0. 05= 36. 42 |fo |fe |(fo – fe) |(fo-fe)2 |(fo-fe)2/fe | |   |   |   |   |   | |0 |0. 04 |0. 04 |0. 0016 |0. 4 | |0 |0. 64 |0. 64 |0. 4096 |0. 64 | |2 |0. 76 |1. 24 |1. 5376 |2. 023157895 | |0 |0. 4 |0. 4 |0. 16 |0. 4 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 08 |0. 08 |0. 0064 |0. 08 | |0 |0. 06 |0. 06 |0. 00 36 |0. 6 | |2 |0. 96 |1. 04 |1. 0816 |1. 126666667 | |1 |1. 14 |-0. 14 |0. 0196 |0. 017192982 | |0 |0. 6 |0. 6 |0. 36 |0. 6 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 12 |0. 12 |0. 0144 |0. 12 | |0 |0. 18 |0. 18 |0. 0324 |0. 8 | |2 |2. 88 |-0. 88 |0. 7744 |0. 268888888 | |4 |3. 42 |0. 58 |0. 3364 |0. 098362573 | |3 |1. 8 |1. 2 |1. 44 |0. 8 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 36 |0. 36 |0. 1296 |0. 36 | |1 |0. 44 |0. 56 |0. 3136 |0. 12727272 | |7 |7. 04 |-0. 04 |0. 0016 |0. 000227272 | |8 |8. 36 |-0. 36 |0. 1296 |0. 015502392 | |3 |4. 4 |-1. 4 |1. 96 |0. 445454545 | |0 |0. 44 |0. 44 |0. 1936 |0. 44 | |1 |0. 44 |0. 56 |0. 3136 |0. 712727272 | |2 |0. 88 |1. 12 |1. 2544 |1. 425454545 | |0 |0. 28 |0. 28 |0. 0784 |0. 8 | |5 |4. 48 |0. 52 |0. 2704 |0. 060357142 | |4 |5. 32 |-1. 32 |1. 7424 |0. 327518797 | |4 |2. 8 |1. 2 |1. 44 |0. 514285714 | |1 |0. 28 |0. 72 |0. 1584 |1. 851428571 | |0 |0. 28 |0. 28 |0. 0784 |0 . 28 | |0 |0. 56 |0. 56 |0. 3136 |0. 56 | Table According to Profile Variable Gender Gender |High |Above Average |Average |Below Average |Low |Total | |Male |1 |1 |5 |12 |6 |25 | |Female |1 |2 |4 |11 |7 |25 | |total |2 |3 |9 |23 |14 |50 | |   |Gender |   |   |   | |1 |1 |0 |0 |0 | |1 |1 |0 |0 |0 | |1 |1. 5 |-0. 5 |0. 25 |0. 66666666 | |2 |1. 5 |0. 5 |0. 25 |0. 166666666 | |5 |4. 5 |0. 5 |0. 25 |0. 055555555 | |4 |4. 5 |-0. 5 |0. 25 |0. 055555555 | |12 |11. 5 |0. 5 |0. 25 |0. 02173913 | |11 |11. 5 |-0. 5 |0. 25 |0. 02173913 | |6 |6. 5 |-0. 5 |0. 25 |0. 038461538 | |7 |6. 5 |0. 5 |0. 25 |0. 038461538 | X2= 0. 57 C. V. 0. 05= 9. 49 Name: __________________________________________ Course Year: _________________ Age: __________ Gender: __________ Date: _______________ Depression Test Objective: Depression test may help you identify any possible depression symptoms that you may be experiencing and whether you should seek a diagnosis or treatment for depression from a qualified doctor or mental health professional. Direction: Examine the following statements and indicate which option best describes or applies to you. As you take the test, answer each question as honestly as possible. 1 – MOST OF THE TIME 2 – OFTEN 3 – SOMETIMES 4 – RARELY 5 – NEVER    |   |1 |2 |3 |4 |5 | |1 |I experience extremes in mood, moving from elated and hyper to deeply depressed. |   |   |   |   |   | |2 |I feel agitated or restless. |   |   |   |   |   | |3 |I feel so guilty that I can barely take it. |   |   |   |   |   | |4 |I feel like th ere is nothing to look forward to when I wake up in the morning. |   |   |   |   |   | |5 |I feel that I am not loved by my friends, family, and/or my romantic partner. |   |   |   |   |   | |6 |I think about death.    |   |   |   |   | |7 |I cannot make up my mind quickly when needed. |   |   |   |   |   | |8 |I only notice the sad or negative headlines. |   |   |   |   |   | |9 |I get mad at myself if I do not achieve the goals I have set out to reach. |   |   |   |   |   | |10 |I feel anxious when I go out of the house alone. |   |   |   |   |   | |11 |I keep myself up at night thinking about the things going on in my life. |   |   |   |   |   | |12 |I have recurrent thoughts about ending my life.    |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |13 |I feel bad about myself. |   |   |   |   |   | |14 |I still find a way to blame myself even when forces beyond my control prevent me from |   |   |   |   |   | | |reaching a goal. | | | | | | |15 |I feel like I will never get over it when things go wrong in my life. |   |   |   |   |   | |16 |I believe that I will not have a happy relationship with anyone.    |   |   |   |   | |17 |I have a persistent feeling of emptiness. |   |   |   |   |   | |18 |I wake up early in the morning and cannot go back to sleep. | | | | | | |19 |I always feel tired and irritable. |   |   |   |   |   | |20 |I feel slowed down (physically or mentally). |   |   |   |   |   | |21 |I feel tired even after a good rest. |   |   |   |   |   | |22 |I tend to think that I am not smart enough when I am struggling in work or in school. |   |   |   |   |   | |23 |I always feel sad and troubled every day.    |   |   |   |   | |24 |I do not want to tell others when bad things happen to me because the last thing I want |   |   |   |   |   | | |is for them to pity me. | | | | | | |25 |I overanalyze my relationships with others, finding problems that do not really exist. |   |   |   |   |   | |26 |I feel like crying for no apparent reason. |   |   |   |   |   | |27 |I have difficulty in concentrating and remembering things to do. |   |   |   |   |   | |28 |I cannot forgive myself if I fail to achieve what I have set out to do.    |   |   |   |   | |29 |I feel that I do not deserve to be loved. |   |   |   |   |   | |30 |I feel like ending my life. |   |   |   |   |   | |31 |I cannot seem to get started on important projects or tasks I need to take care of. |   |   |   |   |   | |32 |I have been called overly sensitive. |   |   | |   |   | |33 |I act based on what others will think of me, rather than based on how I would really like|   |   |   |   |   | | |to proceed. | | | | | | |34 |I am (or I have been told that I am) unusually irritable.    |   |   |   |   | |35 |I feel physically weak. |   |   |   |   |   | |36 |I cannot take care of myself and of those who depend on me. |   |   |   |   |   | |37 |I feel that I am unlovable or unattractive. |   |   |   |   |   | |38 |I am not contented in my life. |   |   |   |   |   | |39 |I feel like I am hurting people by just being around. |   |   |   |   |   | |40 |I mess up everything I touch. |   |   |   |   |   | |41 |I cannot think as clearly as ever.    |   |   |   |   | |42 |I do not get pleasure anymore out of most (or all) of the things and activities that I |   |   |   |   |   | | |used to enjoy. | | | | | | |43 |I keep failures and disappointments to myself to avoid being judged by others. |   |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |44 |I feel worthless. |   |   |   |   |   | |45 |I am so tired that I cannot carry on with my usual activities.    |   |   |   |   | |46 |I feel that nobody listens to any of my sentiments. |   |   |   |   |   | |47 |I loose my concentration to everything I do. |   | |   |   |   | |48 |I tend to be sensitive in interactions with others, noticing even the subtlest insult or |   |   |   |   |   | | |mocking tone of voice. | | | | | | |49 |I have lost/gained weight without trying to. |   |   |   |   |   | |50 |I feel there is something seriously wrong with me. |   |   |   |   |   | Bibliography: http://www. essons4living. com/depression_test2. htm http://www. queendom. com/tests/access_page/index. htm? idRegTest=1123 http://www. findingstone. com/services/tests/depressiontest. htm Scoring: 1. – 1. 80 = High Depression 1. 81 – 2. 60 = Above Average Depression 2. 61 – 3. 40 = Average Depression 3. 41 – 4. 20 = Below Average Depression 4. 21 – 5. 00 = Low Depression ——————â⠂¬â€Ã¢â‚¬â€œ Depression Level †¢ High †¢ Above Average †¢ Average †¢ Below Average †¢ Low Depression Test 4th year college students in the University of the East Manila -0. 07 0. 211660104 3. 64 – 3. 71 [pic] 25 25 -0. 07 [pic] O. V. = 0. 33 C. V. = 2. 0106 0. 33 -0. 07 [pic] How to cite The Depression Level of 4th Year College Students, Essay examples

How Does Charles Dickens Create Suspense And Fear In The Signalman Essay Example For Students

How Does Charles Dickens Create Suspense And Fear In The Signalman Essay Charles Dickens wrote the Signalman during the 19th century. The story is about a signalman that is haunted by a spectre. A stranger (the narrator) befriends the signalman and he learns of the signalmans past. Charles Dickens creates suspense and fear in The Signalman in a variety of ways. In this essay I will discuss how he does this. Dickens begins to create suspense right at the start of the story by writing it in the first person narrative. He does this to put the readers into the story, to make the reader more involved and it makes us want to know what happens next. In my opinion To add to the suspense, Dickens sets the story in the 19th century; during this time people were more likely to believe in supernatural happenings, they werent so sceptical. Thus the readers are more receptive to the idea of a ghost story than perhaps we are today. Dickens sets this story mainly at night; this provides more atmospheric tension and we could perceive more strange things happening in the story. Setting the story at night creates a more gloomy setting for the story, nothing is seen very clearly and it all relates back to the supernatural thoughts of the 19th century. Modern work for television/films tends to be set at night. We have fixed ideas about things set at night. Dickens uses descriptive language to add to tension and atmosphere. He uses descriptive language and verbs in the paragraph where he talks about the train that passes the signal box e. g vague vibrations and violent pulsations. He also uses language like this when he describes the settings of the story e. g a great dungeon, a barbarous and forbidding air. Dickens uses different and unusual events in the story to create fear and tension. When the narrator shouts Halloa, below there, we expect the signalman to look up and respond, but instead he looks towards the warning light at the mouth of the tunnel. This leaves us wondering why he does this and what will happen next, is someone coming up the tunnel maybe? When they are having the conversation in the signal box, the signalman looks towards the bell, but it doesnt ring and we wonder what he hears or sees and then when he gets up to look outside, we wonder what Is going on. Another example is when the signalman asks the narrator not to call out the words Halloa, below there, this makes us think that the signalman doesnt like these words and something has happened in the past that has included these words. The signalman finally tells the narrator what is making him nervous. There is a spectre haunting him at the entrance of the tunnel under the warning light. He says the spectre waves one arm frantically and uses the other to shield its face. One time after the spectre had appeared the memorable accident happened on the line. A train collided with another inside the tunnel and literally hours after the crash, the bodies of the dead and injured were being brought over the same spot on which the spectre stood, this leaves us asking the question, did the spectre cause the crash, or was it warning the signalman that the crash was going to happen? The next time the spectre appeared there was another accident. As the train came out of the tunnel a newly wed woman died in one of the carriages. We need to ask ourselves did the spectre cause the crash or was he merely warning us? Dickens uses different adjectives and verbs to make different parts of the story more effective and atmospheric. One example of this is when the train is coming through the tunnel. Vague vibration in the earth and air and quickly changing into a violent pulsation. The reader doesnt know what is happening at this point, the phrase vague vibration suggests that the object is coming from a long way away. The setting is a very important part of the story. Dickens uses different and more complex language to describe the setting. .ucc0f76e1171bcc0650eb2904ed1f6c40 , .ucc0f76e1171bcc0650eb2904ed1f6c40 .postImageUrl , .ucc0f76e1171bcc0650eb2904ed1f6c40 .centered-text-area { min-height: 80px; position: relative; } .ucc0f76e1171bcc0650eb2904ed1f6c40 , .ucc0f76e1171bcc0650eb2904ed1f6c40:hover , .ucc0f76e1171bcc0650eb2904ed1f6c40:visited , .ucc0f76e1171bcc0650eb2904ed1f6c40:active { border:0!important; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .clearfix:after { content: ""; display: table; clear: both; } .ucc0f76e1171bcc0650eb2904ed1f6c40 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc0f76e1171bcc0650eb2904ed1f6c40:active , .ucc0f76e1171bcc0650eb2904ed1f6c40:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .centered-text-area { width: 100%; position: relative ; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc0f76e1171bcc0650eb2904ed1f6c40:hover .ctaButton { background-color: #34495E!important; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc0f76e1171bcc0650eb2904ed1f6c40 .ucc0f76e1171bcc0650eb2904ed1f6c40-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc0f76e1171bcc0650eb2904ed1f6c40:after { content: ""; display: block; clear: both; } READ: The Signalman By Charles Dickens EssayThe story is set in a railway valley. There is the warning light, entrance to the tunnel and the signal box. Dickens uses very descriptive language to describe the valley, which makes the image we get of the railway valley, a creepy and dark one. He describes the setting as extremely deep and usually precipitous, a great dungeon, and a great place for supernatural happenings with a barbarous and forbidding air, these words say that the setting is dark and mysterious and not a nice place to be. The valley is like a dungeon. The signalman is shut up in it all day and all night and he never ventures out to see the sunlight of day. There are many unanswered questions in the story. We do not know why the signalman asks the narrator not to recall the words Halloa, below there? We do not know why the narrator cannot call down to the signalman from the top of the bank. Another question that is not answered is was the signalmans death fate or suicide? We are left to think about this question at the end because it doesnt say anything about it in the story. When we get to part in the story when a character is asked a question that he doesnt like or sees something that scares them, they go very quiet and quickly change the subject. Dickens doesnt make then sound scared or make them look scared just make them feel it inside so it doesnt seem strange to the other character. This can seem strange in some parts but it is used to show that the characters do not want to share their fear, but in most cases we get to find out what is scaring them. At the end of the story, we find out that the signalman is killed. The narrator is not there to witness the killing but he sees some men doing an action near to the mouth of the tunnel. They are doing exactly what the spectre was said to do before the memorable accidents happened. They say that the signalman didnt hear the train coming or the whistle blowing so maybe the signalman didnt want to live because of the spectre haunting him or maybe he thought it was fate that he was going to die. In this essay I have stated many different ways in which Charles Dickens has created suspense and fear in The Signalman. These ways are When the story was written and how people used to believe in supernatural happenings, how most of the story is set at night, to give the story a spooky atmosphere, the way Dickens uses descriptive adjectives and verbs to describe happenings and the setting in the story, the setting and how it is the perfect place for spooky goings on, how the story is full of unanswered questions that keep us thinking throughout the story, how the actions of the characters and how they express fear and emotions in the story and how the end of the story adds a whole new twist to the story. He uses all these different things to create a very spooky and complex ghost story that keeps the reader entertained throughout.