...encounter between two men, the anonymous narrator of the story and a railway signalman. The signalman confides to the narrator that he has seen some disturbing sights that he believes are ghostly apparitions. The story reflects the narrator's initial skepticism, which turns to horrified belief at the conclusion. The story opens as the narrator is taking a walk in the country. He sees a signalman by the train track at the bottom of a steep cutting. He calls to the signalman, makes his way down a zigzag path to the track, and converses with him. The signalman is strangely fearful of the man, revealing that the man's greeting reminded him of a disturbing supernatural apparition he has seen—and heard—at the mouth of a nearby tunnel. The narrator wonders briefly if the signalman himself is a spirit because of his strange manner. The signalman invites the narrator to return and meet him at his signal box on the following night. At that time, the signalman tells his visitor more about the apparition. It took the form of a man who appeared in front of the tunnel waving desperately and crying, “Look out! Look out!” The signalman telegraphed warnings to other stations along the line but to no avail. Six hours later, a terrible train accident occurred. On another day, the figure reappeared and assumed an attitude of extreme grief. A few hours later, a woman died on one of the trains going by the signalman's post. The signalman is tortured by his inability to make any life-saving use of these supernatural...
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...In this extract from The Signalman, we learn about the ghost that the signalman has been seeing, which is troubling him. It creates an air of mystery, which continues to unfold throughout the play, ultimately culminating in the death of the signalman. In this extract I think Dickens manages to create a sense of mystery due to two main factors. By learning that the signalman believes he has seen a ghost in the tunnel, it explains his strange behaviour when he first encounters the narrator. Despite the revelation providing answers, the potential presence of a ghost automatically gives the story a mysterious feel. The structure of this extract consists of dialogue between the signalman and the narrator, with a vast contrast between the two voices The signalman is reporting his account of what he has seen and the narrator who tries to offer logical interpretations for what the signalman describes. The questions that the narrator asks are ones which the reader would want to ask. The interruptions by the narrator allow for clarification of events; moreover, it increases suspense and adds delays. The manner in which the signalman answers the questions creates a sense of conviction to the story, but also adds mystery because it makes the prospect of the spectre being real more viable. However, both narratives contain elements of doubt and uncertainty, which allows scope for the readers own interpretation. Suspense and tension builds up as more details are revealed, and this is also...
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...NAME: COURSE: The Signalman He wished me good night, and held up his light. I walked by the side of the down Line of rails (with a very disagreable sensation of a train coming behind me) until I found the path. It was easier to mount than to descend, and I got back to my inn without any adventure. Punctual to my appointment, I placed my foot on the first notch of the zig zag next night, as the distant clocks were striking eleven. He was waiting for me at the bottom, with his white light on. ‘I have not called out,’ I said, when we came close together; ‘may I speak now?’ ‘By all means, sir.’ ‘Good night, then, and here’s my hand.’ ‘Good night, sir, and here’s mine.’ With that we walked side by side to his box, entered it, closed the door, and sat down by the fire. ‘I have made up my mind, sir,’ he began, bending forward as soon as we were seated, and speaking in a tone but a little above a whisper, ‘that you shall not have to ask me twice what troubles me. I took you for someone else yesterday evening. That troubles me.’ ‘That mistake?’ ‘No. That someone else.’ ‘Who is it?’ ‘I don’t know.’ ‘Like me?’ QUESTIONS 1. What did the signalman want to tell his visitor? 2. How many times did the writer visit the signalman before he died? 3. Was the spectre a good or a bad ghost? 1 4. How did the signalman die? 5. Find words in the text with similar meaning to: Way: Hotel: Far away: To climb: Of course: 6. Composition (80 words): According to the text, what kind...
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...wanted to play polo in Australia (as affirmed by many accounts from his crew). Stoker was popular among his men and would later go on to write the story of AE2 in his book Straws in the Wind. Stoker was with AE2 its entire maritime life from 1913-1915. Few Australians could boast this as most Royal Australian Navy submariners crewed AE2 only after its arrival in Australia. One Australian who served aboard AE2 from its beginnings to its final moments was Leading Signalman Albert Charles ‘Bunts’ Thomson. Thomson was born to Scottish parents in Albury, New South Wales on the 24th of May 1888. His mother died giving birth to him. In the mid 1890s Thomson returned with his father to Scotland. Thomson became a painter’s assistant in Scotland before joining the Royal Navy at age 17. He was signed a 2nd class boy seaman to a number of training ship before qualifying as a signalman. Thomson took the nickname ‘Bunts’ as he was a bunting tosser, an informal term for sailors who hoisted signal flags. Thomson was a skilled signalman and quickly rose to the rank of leading signaler making him the senior rating among junior signalers. In 1913 Thomson volunteered for service on the HMAS AE2. He was officially lent to the Royal Australian Navy...
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...Medal Of Honor: Coast Guard On September 27, 1942 Douglas A. Munro volunteered to evacuate a detchment of Maries in Guadalcanal. He succeeded in safely extricating them and by doing so he was mortally wounded. He was born in Vancouver, Canada on Octerber 11, 1919. He graduated from the Cle Elum High School in 1937. He attended the Central Washington College of Education for a year and left to enlist in the United States Coast Guard in 1939. He had a great record as an enlisted man and was promoted rapidly to the rank of signalman, first class. In the engagement in which he gave his life, he played an important part, having been in charge of the original detachment of ten boats that had landed the Marines at the scene. Having landed them, and upon his return to the rally point he was told by the officer in charge that the conditions of the insertion point were not as exepected. The Marines were under attack from a large Japanese force and needed to be extracted. Munro volunteered to lead the boats back to the beach for the evacuation. He lead the boats in-shore under heavy enemy fire and proceeded to evacuate the marines still on the beach. Though the majority of the Marines had been loaded on the boats, but the remaining elements of the rear guard were having diffculty getting to the boats. He maneuvered himself and his boats into a postion to cover the last groups of men as they headed to the boat. In doing so he exposed himself to greater enemy fire and suffered...
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...1. civilized 세련된, 교양 있는 = humane, educated 2. transmit 전달하다 = pass on, hand on 3. sufficient 충분한 = adequate, ample 4. various 다양한 = miscellaneous, diverse, sundry 5. prominent 저명한 = notable 6. complicated 복잡한 = complex, intricate, labyrinthine, 7. transform 변화하다 = convert, alter, transmute 8. retain 유지하다 = keep, maintain, reserve, preserve 9. ploughshare 쟁기 = plow, plough 10. extend 확장하다 = stretch out, widen, enlarge, broaden 11. manure 거름 = fertilizer 12. neglect 무시하다 = disregard, ignore, 회피하다 = shirk, overlook, omit, evade, be remiss in 13. ultimately 궁극적으로 = after all, sooner or later, in due time 14. fix 결정하다 = establish, determine, settle, arrive at 15. secular 세속적인 = worldly, earthly 일반 시민의 = civil 현세의 = temporal 16. overcome 정복하다 = conquer, subdue, overpower, overwhelm 17. hardship 고난 = suffering, adversity, tribulation 18. perish 죽다 = expire, cark it, cease 붕괴하다 = disintegrate 19. solely 오직 = entirely, exclusively, merely 20. blatant 노골적인 = obvious, clear, plain, evident, flagrant 21. insult 모욕 = jibe, abuse, barb, affront, 22. indicator 지표 = sign, mark, measure, signal, symbol, 23. presume 가정하다 = believe, think, suppose, assume, infer, conjecture 24. implicit 은연중 = implied, suggested, 25. implication 제안, 의견 = suggestion, inference, meaning, 26. mechanical 사고력 없는 = unthinking, automatic, impersonal 27. status 진보 = development, progress, 상태 = condition 위치 = position, rank...
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...l.com The Art of Social Protest: “The Raft of the Medusa” and “Guernica” Some people are advocates of the opinion that art designed to influence social behavior is reprehensible, dirty, nothing more than propaganda, and so on. However, it is impossible to present a complete picture of art if we ignore its function of a social protest; the history of art provides us with many examples. Painting can be an extremely powerful form of protest against inequity, atrocity or inequality. Traditionally, painting is usually supportive of the political needs of old-established order because it is backed up and bought by wealthy people, and thus painting is less willing to engage in social controversies. However, certain artists stand out as exceptions. Among them are two great figures in the history of world painting Théodore Géricault (1791–1824), one of the French pioneers of the Romantic movement, exposing a great contemporary scandal in “The Raft of the Medusa”, and an Andalusian-Spanish painter Pablo Picasso (1881–1973), expressing his fury at the bombing of a peaceful town during the Spanish Civil War (1936-1939) in his painting “Guernica”. Although these two painters differ by origin, style, artistic expression, their works mentioned above have very much in common. Géricault’s “The Raft of the Medusa” and Picasso’s “Guernica” are perhaps the most significant paintings of social protest in our time. Both paintings are based on real tragic events. However, their creators apparently...
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...Exam #2 1. Bettina von Arnim was a prominent female figure in Germany during the Romanticism Era. Von Arnim was best known for her writings that had a connection to social issues in society, involving women and oppression. Von Arnim was friends with Ludwig van Beethoven, Johannes Brahms, and Johann Wolfgang von Goethe for a period of time. Von Arnim, who was known for many novels and essays, wrote on topics involving social and political reform, which appealed to many groups of oppressed people, such as women and Jews. Although she had a husband and seven children, Bettina von Arnim was vocal in rejecting the exclusivity of traditional gender roles in 19th century Germany, through her literary works. Von Arnim’s most famous work is called Goethe’s Correspondence with a Child, a fiction based on her relationship with Goethe. The story depicts her as a child, who sits on Goethe’s character’s lap, and how her gender affects the relationship they had. One of her other works, Gritta, was an alternative view of the typical “male saves female archetype”. In the novel, the female plays the role of the hero. In her later life, after her husband died, she began to publish more and more works, including some by her husband. Her husband’s death was a significant event in von Arnim’s life. When von Arnim became a widow, she published a large amount of works such as autobiographies and fiction based on social equality and gender equality. Von Arnim was a benefactor of the ideas of...
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...employees, with over 1.307 million employees. As for rolling stock, IR holds over 239,281 Freight Wagons, 62,924 Passenger Coaches and 9,013 Locomotives (43 steam, 5,345 diesel and 4,568 electric locomotives). The trains have a 5 digit numbering system and runs 12,617 passenger trains and 7421 freight trains daily. SIGNALLING Railway signalling is a system used to safely direct railway traffic in order to prevent trains from colliding. Trains move on fixed rails so they are uniquely susceptible to collision; the weight of trains and momentum makes it difficult to stop before reaching the impending obstacle. Most forms of train control involve movement authority being passed from those responsible for each section of a rail network (e.g., a signalman or stationmaster) to the train crew. Not all these methods require the use of physical signals and some systems are specific to single track railways. The simplest form of operation, at least in terms of equipment, is to run the system according to a timetable. A fixed schedule is drawn up with which every train crew must be familiar. Trains may only run on each section of track at their scheduled time, during which they have 'possession' and no other train is...
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...Career Pathway Assessment For as long as I can remember, I have always wanted to become a nurse. When I think back I am not sure why. I do remembered my auntie always caring for elderly people and for children. She had brought two houses in Philadelphia that was located next to each other. The first house was where she and some of the children that she cared for had lived and the house next door was where the elderly people had lived. Every summer I would stay with my auntie and I remembered I was excited to help her feed and care for them. I can also remember always wanting to become a candy striper in the hospital in which I did and I also remembered enjoying the experience. When I graduated from high school in 1986 I was accepted to the nursing program at SUNY Morrisville College in New York. I felt so overwhelmed in the program because it seemed that everyone there except for me had some type of nursing experience. I was only 17 years old when I left for college and it was my first time away from home that I was not focused which caused me to have to drop the nursing program. I was so disappointed in myself. I had changed my major to Business Administration. After doing a year and half at the college I ran out of money to continue school so I left and I joined the Navy. My desire was to enter into a medical field but at the time it was not available so I became an Air Traffic Controller but my focus was only to stay four years to get the educational benefits...
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...LICENCE LANGUES, LITTÉRATURES ET CULTURES ÉTRANGÈRES ET RÉGIONALES SPÉCIALITÉ ANGLAIS DESCRIPTIF DES ENSEIGNEMENTS Année universitaire 2014-2015 Page 1 SOMMAIRE L1—PREMIERE ANNÉE SEMESTRE 1 CULTURE DES PAYS ANGLOPHONES 1 E11 AN5 (6 ECTS) LANGUE 1 E12 AN5 (4 ECTS) CIVILISATION 1 E13 AN5 (4 ECTS) VERSION 1 ET LITTÉRATURE AMÉRICAINE 1 E14 AN5 (4 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E1P AN5 (1 ECTS) 5 5 6 8 10 13 SEMESTRE 2 CULTURE DES PAYS ANGLOPHONES 2 E21 AN5 (5 ECTS) LANGUE 2 E22 AN5 (4 ECTS) LITTÉRATURE BRITANNIQUE 2 E 23 AN5 (4 ECTS) CIVILISATION BRITANNIQUE 2 ET TRADUCTION (VERSION) 2 E24 AN5 (5 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E2P AN5 (1 ECTS) 14 15 17 18 20 2 L2—DEUXIEME ANNÉE SEMESTRE 3 LANGUE 3 E31 AN5 (6 ECTS) CIVILISATION AMÉRICAINE 3 E32 AN5 (5 ETCS) LITTÉRATURE BRITANNIQUE 3 E33 AN5 (5 ECTS) TRADUCTION (VERSION) 3 ET PRISE DE PAROLE EN CONTINU 3 E34 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 3 21 21 23 24 26 29 E3PF12L5 (6 ECTS) SEMESTRE 4 LANGUE 4 E41 AN5 (5 ECTS) CIVILISATION BRITANNIQUE 4 E42 AN5 (6 ECTS) LITTÉRATURE AMÉRICAINE 4 E43 AN5 (5 ECTS) TRADUCTION (VERSION) 4 ET PRISE DE PAROLE EN CONTINU 4 E44 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 4 30 32 34 36 39 E4PF12L5 (6 ECTS) 3 L3—TROISIEME...
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...Praise for I N TE RC E S S OR Y P RAY ER Intercessory Prayer is illuminating and motivating. Dutch Sheets sheds fascinating light on this sometimes mysterious subject. Readers will want to pray more, and they will see more results. Dr. Bill Bright, Founder and President Campus Crusade for Christ International My heart flooded with excitement as I read Intercessory Prayer. What a blessing it is to have this instructive, God-inspired manual revealing the ways God works through His people. The Body of Christ will be richer in knowledge and depth of intercession, equipped to hit the bull's-eye. Bobbye Byerly, U.S. National President Aglow International If you are looking for a textbook on prayer, this is the best! Dutch Sheets's fresh insights will inspire your faith, deepen your understanding, and equip you to fulfill your destiny as one of God's praying people. Dick Eastman, International President Every Home for Christ Intercessory Prayer is the book of 1,000 sermons. Dutch's material is power-packed, inspirational and instructional. It answers questions that are too often answered incorrectly. It sets the record straight. Ted Haggard, Pastor New Life Church, Colorado Springs Dutch Sheets is one of the most exciting teachers I have ever heard. He explains God's heart for prayer in a clear, concise, powerful way. Dutch makes praying with impact something that is within everyone's reach. I heartily recommend it. Jane Hansen International President, Aglow International Praise...
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...At liftoff, Matt Eversmann said a Hail Mary. He was curled into a seat between two helicopter crew chiefs, the knees of his long legs up to his shoulders. Before him, jammed on both sides of the Black Hawk helicopter, was his "chalk," twelve young men in flak vests over tan desert camouflage fatigues. He knew their faces so well they were like brothers. The older guys on this crew, like Eversmann, a staff sergeant with five years in at age twenty-six, had lived and trained together for years. Some had come up together through basic training, jump school, and Ranger school. They had traveled the world, to Korea, Thailand, Central America... they knew each other better than most brothers did. They'd been drunk together, gotten into fights, slept on forest floors, jumped out of airplanes, climbed mountains, shot down foaming rivers with their hearts in their throats, baked and frozen and starved together, passed countless bored hours, teased one another endlessly about girlfriends or lack of same, driven in the middle of the night from Fort Benning to retrieve each other from some diner or strip club on Victory Drive after getting drunk and falling asleep or pissing off some barkeep. Through all those things, they had been training for a moment like this. It was the first time the lanky sergeant had been put in charge, and he was nervous about it. Pray for us sinners, now, and at the hour of our death, Amen. It was midafternoon, October 3, 1993. Eversmann's Chalk Four...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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