Comparison Of Love Poetry: Essay -- English Literature

Comparison Of Love Poetry: Rememberby Christina Rossetti, How Do I Love Thee? by Elizabeth Barrett Browning and When We Two Parted by Lord Byron The three poems, Remember by Christina Rossetti; How Do I love Thee? by Elizabeth Barrett Browning and When We Two Parted by Lord Byron, each explore love and loss in their own unique ways. Remember is, as expected from the title, a solemn lament which is a farewell sonnet to her treasured one. How Do I Love Thee? is again a sonnet of love but is of a love that is present and hopefully will remain forever. The third poem that will be examined is When We Two Parted which tells of a lost secret love that has left a scar on Lord Byron's life. Elizabeth Barrett Browning's impressive How Do I Love Thee? is, as you might suppose, a poem describing the extent of the author's love of her partner. It is one of her "Sonnets from the Portuguese" which were written in her Italian days at the Casa Guidi. Like many of them How Do I Love Thee? takes the form of a patriarchal sonnet which is the most common sonnet form and is for the most part the more appropriate form for love poetry over the English or Shakespearian sonnet or the Spenserian sonnet. Using sonnet form, you would expect the change in tone after the first octet but in this the change is less pronounced with a subtle change to a graver side of love. Though it is so understated it could be debated that it isn't there at all. The second poem to be analysed is Lord Byron's When We Two Parted. This is written from a different perspective to How Do I Love Thee? where the relationship has ended and his feelings can be simply shown in language. The overriding tone is one of hostility and bitterness towards his pas... ... love in a different way, Remember shows it as a platonic love between friends where it is going away. When We Two Parted tells the story of a lost love edged with the feelings of bitterness that come with an ended relationship and How Do I Love Thee? recounts an absolute love that is flawless and perfect in every way. The presentation of loss in How Do I Love Thee? is virtually non-existent with only one mention where the love will grow stronger after death. In When We Two Parted loss is the main theme of the poem and is shown as a very grave matter that is not good for any person. Remember shows loss differently as though it isn't necessarily an awful thing. It isn't good but you cannot dwell on it, you must move on and live your life. Ultimately, love and loss can be presented in many different ways and these poems show us some of these ways very well.

The Development of Concept through the National Curriculum

The National Curriculum was introduced into the English educational system after the Education Reform Act in 1988. The construct of kid psychological science was addressed and to a great extent influenced by the work of Jean Piaget. Piaget was the precursor of the ‘constructivist theory of cognizing ‘ and set frontward the first systematic theory of Cognitive Development. His theory provinces there are four back-to-back phases of cognitive development that are achieved at different ages throughout a kid ‘s life. As with all high profile theories, non all experts agreed. Lev Vygotsky thought the cultural background of kids had a major impact on cognitive development, ‘Any map in the kid ‘s cultural development appears twice, or on two planes. First, it appears on the societal plane, and so on the psychological plane. ‘ ( ? ? , 1981, pg 163 ) . The chief difference between Piaget and Vygotsky ‘s theories is Vygotsky believed even if a kid did n on possess the necessary accomplishments or cognition to finish a undertaking, if they were surrounded by person who did, they were likely to win when steered in the right way. Whereas Piaget stated a kid ‘s cognitive development is limited by what they are in affect ‘ready ‘ to larn. By using Piaget ‘s theory to the National Curriculum a more ‘child-centred ‘ attack can be practiced within the School System. Piaget one time said ‘Education, for most people, means seeking to take the kid to resemble the typical grownup of his society†¦ . but for me and no 1 else, instruction agencies doing Godheads†¦ . you have to do discoverers, pioneers and non conformists ‘ ( Bringuier, 1980, pg 132 ) . Forces and Motion organize a important sum of Physicss at all Key Stages in the National Curriculum. Forces have a cardinal function in how the Earth is positioned and how objects are held on the Earth. It is critical kids are taught where and how Forces and Motion affect us and how they determine twenty-four hours to twenty-four hours life. Jean Piaget published the first logical theory of cognitive development which when placed in an educational context can be used to better the educational system for all pupils. Piaget focused on how kids learn, adapt to an environment and any alterations that may happen. He thought kids must hold changeless interactions with the outside universe. Piaget besides discussed the theory of moral instruction and believed kids make moral opinions by detecting those around them, ‘the kid is person who constructs his ain moral universe position, who forms thoughts about right and incorrect, and just and unjust, that are non the direct merchandise of grownup instruction and that are frequently maintained in the face of grownup wants to the contrary ‘ ( Gallagher, 1978, pgA 26 ) . He thought instruction and the manner kids are taught can hold a important consequence on development. Piaget ‘s theory provinces there are four chief countries of Cognitive Development. The first, Sensori-motor, occurs between birth and the age of two. Child learn through their senses and actions, nevertheless are egoistic. The grounds Piaget gathered showed kids in this phase interact with their environment by pull stringsing objects, this is known as intelligence in action ( Michael W. Eysenck, 2000, Pg 411 ) . Towards the terminal of the sensori-motor phase kids begin to develop object permanency. The second of Piaget ‘s phases, pre-operational, is split into two sub-sections, Preconceptual ( aged two and four ) , and Intuitive ( aged four and seven ) . A chief feature of this phase is unlogical thought and centration. During this period it is non possible to alter a kid ‘s sentiment on something they believe to be true. For illustration if two spectacless with equal sums of H2O are shown to a kid, so one is transferred into a larger glass, a kid would province it contains less H2O than the other, even though they to the full observed the procedure ( Michael W. Eysenck, 2000, Pg 413 ) . The 3rd phase occurs between aged seven until about 12 and is known as Concrete Operational. At this point logical thought develops leting ideas to be organised coherently. However kids are still unable to believe abstractly and logical thought is confined to existent objects and topics that can be seen. Children are able to concentrate on more than one factor, for illustration when asked to choose similar objects, the 2nd object chosen will be similar to the first in dimensions and the 3rd chosen will be similar to the 2nd in coloring material ( Michael W. Eysenck, 2000, Pg 411 ) . The idea procedure behind the usage of experiments is understood as they comprehend be aftering, transporting out, showing and reasoning the consequences. The 4th phase is Formal Operational which occurs from aged 12 upwards, where kids are able to grok abstract thoughts leting topics such as Space and Gravity to be explored. Prior to this kids can non gain intangible thoughts and constructs. An of import measure in formal operational is when kids come across a state of affairs they do non understand, they are able to alter the manner they think in order to understand it. For illustration formulate a hypothesis and carry out a systematic trial to bring forth consequences to back up an reply. At Key Stage 1, kids are aged between five and seven and are at the Intuitive phase in Piaget ‘s Theory. Forces and Motion are introduced to the kids in the first twelvemonth of Key Stage 1 utilizing the faculty Pushes & A ; Pulls. During this, kids can anticipate to larn things such as how objects move and the different types of motion. Children may be asked to travel in different ways and so asked to discourse which parts of their organic structures move. Language skills progress in the intuitive phase nevertheless Piaget provinces this is a effect of basic cognitive progresss. Appraisals are kept in line with Piaget ‘s theory and can include labelling objects harmonizing to their motion for illustration push or pull. During twelvemonth two of Key Stage 1, Forces and Gestures are once more taught nevertheless cognition is expanded in the faculty Forces and Movement. The topics covered reinforce cognition antecedently taught in order to develop student ‘s cognition. Language and vocabulary is extended by presenting words such as turn, squeezing, stretch and draw out. Investigational skills begin to develop as kids are taught how to propose a inquiry and predict what will go on. The ‘fair trial ‘ construct is besides encouraged and expanded. These are cardinal accomplishments that are developed at a ulterior phase. Students move on to Key Stage 2 at the age of seven and go on until aged eleven. Harmonizing to Piaget ‘s they are Concrete Operational, the 3rd phase, intending logical logical thinking can be applied to existent objects. Forces and Motion are taught in Year 4 ( aged eight ) in the faculty Friction. Specific subjects are re-capped in order to consolidate old facts. Children are encouraged to utilize new equipment such as a forcemeter to carefully mensurate a force. New vocabulary and thoughts are besides introduced at this phase, for illustration ‘newton ‘ as the unit of force. Investigational accomplishments are progressed by acquiring students to be after an experiment and follow it through. The faculty Forces in Action is taught in Year 6 ( age ten ) and includes gravitation and weight. The footing of all subjects covered have been antecedently taught, this shows the continuity of the subject throughout the two Key Stages. This allows the kids to logically remember this information and expand it. As the kids are still in the Concrete Operational phase they are able to use logical thought nevertheless merely to existent objects. It is of import forces are used to explicate phenomena in mundane life to demo the importance and impact they have. Towards the terminal of this unit the construct of Gravity is introduced, nevertheless harmonizing to Piaget kids at this phase can non grok abstract theories. During Key Stage 3 kids are on the boundary line of the concluding phase, Formal Operational. During which persons are able to believe logically and rationally about possible events and abstract constructs. In Year 7 the students are taught the faculty Forces and their Effectss. Children are advanced by being taught the difference between mass and weight and how to associate forces in action to alterations in gesture. This provides a direct nexus back to faculties Forces & A ; Movement and Friction in Key Stage 1 and 2. At this phase the student ‘s learn why it is indispensable to reiterate measurings and experiments to turn out duplicability and dependability of consequences. They are introduced to the construct of different variables within an experiment and the importance of commanding these. During the concluding twelvemonth of Key Stage 3, Year 9 ( age 13 ) Forces and Motions is covered in three separate faculties. The first, Gravity and Space introduces the construct of abstract believing about objects and forces. This links back to the faculty Forces in Action from Key Stage 2. Gravity is antecedently touched upon in Key Stage 2, nevertheless harmonizing to Piaget ‘s theory they are unable to to the full grok abstract constructs. As a batch of new information is taught during this faculty, the students greatly expand their cognition. Investigational accomplishments are expanded in this faculty and students are made cognizant that Scientists research constructs together and construe the grounds. The 2nd forces faculty in Year 9 is called Rushing Up and is straight linked to several faculties antecedently taught in Key Stage 1 and 2 such as Pushes & A ; Pulls and Forces in Action. It expands earlier subjects by leting students to see the relationship between forces on an object and its motion. It introduces balanced and imbalances forces and how these explain the motion of falling objects. The concluding faculty is Pressure and Moments. This involves the impression of minutes and once more physiques on old information provided to the students. This is a major measure for kids as most of these subjects have non antecedently been taught. However there is still continuity as all the old cognition about clash and gravitation play an of import portion in understanding these constructs. As with old faculties the investigational accomplishments of the student ‘s are farther developed with anomalous consequences being introduced and preciseness measurings are reiterated. Due to the separation of single Sciences at Key Stage 4, Forces and Motions as a subject can be found in several topics, for illustration Physicss and Additional Science. Areas covered include how to depict the manner things move and what is impulse, this once more demonstrates continuity through the Key Stages. Ideas are besides expanded, for illustration when larning about impulses, kids are expected to be able to cipher impulse and how impulse can be used to cipher other values such as Force. At AS / A-Level, kids are no longer in mandatory instruction nevertheless Forces and Motion characteristic within Physics classs. Mechanics is introduced as a new subject which includes associating force to moving ridges. The topic of impulse is expanded and establishes round and oscillating gesture. The class Physics in Context steadfastly places natural philosophies in a scope of modern-day environments. It introduces pupils to new and exciting countries of natural philosophies and develops indispensable cognition and apprehension. The faculties allow students to see how cognition of forces and gesture underpins mundane activities such as conveyance and record breakage in athletics. The construct of Forces and Motion within the National Curriculum is introduced at the beginning of Key Stage 1 and is carried throughout mandatory instruction and station 16 surveies. Initial cognition is expanded and consolidated at the start of each faculty and all units link together. Although the faculties are non carried out in back-to-back schooling old ages, I believe that with construction of the National Curriculum, continuity is kept by recapping at the beginning of each unit. It is clear patterned advance within the topic occurs within the unit and there are besides countries for talented and gifted pupils to stand out. From looking at the National Curriculum, Piaget ‘s theory has had a major impact, as the degree at which the information is pitched straight relates to the features observed by him. For illustration in Key Stage 2 students are Concrete Operational and merely able to associate to existent objects and thoughts. Therefore Forces such as velocity and mot ion are chiefly covered. In Key Stage 4 students are Formal Operational and can grok abstract thought, hence Gravity, Space and Moments are introduced. However as with all major theories, there are countries that do non to the full explicate the construct, in this instance the cognitive development of kids. Psychologists such as Bower ( 1982 ) challenged Piaget ‘s theory and set frontward the thought that Piaget had a inclination to undervalue the cognitive ability of kids. Bower hid a plaything behind a screen and when the screen was lifted a few seconds subsequently, the plaything was longer at that place. The three to four month old kids in his survey showed a ‘surprised ‘ reaction therefore proposing object permanency can be present much earlier than Piaget published ( Michael W. Eysenck, 2000, pg 411 ) . Lev Vygotsky ‘s parts must besides be acknowledged who along with other publications researched the zone of proximal development. This stated that altho ugh kids may look to miss certain accomplishments when tested in a controlled environment, if tested once more when surrounded by person with the necessary cognition they are more likely to win. Although parts of Piaget ‘s Theory have been inquiry and to some extent disproved, as a whole no other theory has come near to explicating, in item, the manner in which kids ‘s thought and acquisition advancements. Mentions Books Eysenck, M. W. ( 2000 ) Psychology ; A Students Handbook, East Sussex: Psychology Press LTD, Publishers.

“A Good Man is Hard to Find” by Flannery O’ Connor Essay

While the concept of grace seems like the last theme in this story of murder and selfishness, it is actually represented quite frequently and as a big part of the story line. â€Å"A Good Man is hard to Find† focuses mainly on the personalities and traits of the two main characters, grandma and The Misfit. These two seem like complete opposites, which creates for a very intriguing comparison when it comes to their intelligence and capacity for grace in this short story. The Misfit displays a clear superiority in intelligence through his behavior and actions. The Misfit also has an obvious capacity for grace that exceeds the grandmother by analyzing his thoughts and conversations with the grandmother. The readers can infer that some of the grandmother’s traits are being close-minded and selfish. She lies to her grandchildren, complains about how the present times cannot even compare to the superiority of the past, and manipulates her son. The grandmother displays no self-awareness and is not open to reality and the current world around her. During the conversation moments before the grandmother was shot, her words prove these previous points. She portrays obvious ignorance when she attempts to convince the Misfit that he would never do this and that killing a lady is wrong. It is like she knows him and knows how he thinks and clearly she does not. The grandmother believes he will do what she says just because of her values and what she thinks is right in this situation; Ignorance at its finest. While these points show the weakness of the grandmother, they also prove the superiority of the Misfits intelligence in comparison. All along the Misfit intends to kill the family. Although there may have been moments of grace,  the end result was inevitable. Because of the Misfit’s age, real-world experience, and physical build and the arms he carries, he has a clear one- up in intelligence in this situation. The grandmother is just pleading for her survival at this point, while the Misfit is in control. He bears a weapon that determines life or death in these very moments. The Misfit has a clear strategy for execution of the doomed family. First the parents and children are killed in the woods and the grandmother is saved for last. The Misfit has had to experience much more of the real world than has the family. He has had numerous tough times and obstacles to overcome, while the grandmother and her family have lived sheltered compared to him. Now, the grandmother is placed in a very real situation and does not know how to handle it successfully which gives the Misfit a clear advantage for control. All her life, the grandmother has placed herself higher than everyone else and is now forced to do the opposite and her life depends on it. This intense sign of weakness is foreign to the grandmother and is what ultimately gets her killed when placed against someone of higher intelligence. Capacity for grace is an ongoing theme represented in bother the Misfit and the grandmother. The Misfit shows more capacity for grace than does the grandmother. During the grandmother’s plead to keep her life, she is very consistent in her argument and stays true to her reasoning that she thinks he is a good man and that he would never kill a lady, basically putting words in his mouth and thoughts in his head. She does not back down from her beliefs and keeps trying to persuade him not to kill her, which is the only thing crossing her mind at that moment. During her argument, she talks about Jesus and his actions and even though the Misfit puts on a tough faà §ade, we find that later in the book, his values change from originally stating that â€Å"there is no pleasure in life but meanness,† transitioning to â€Å"there is no pleasure in life at all.† This shows a little mercy and capability of change in the Misfit that is not present in the grandmother whatsoever. These two characters were very unlikely recipients of any grace, but the Misfit showed more towards the grandmother by not shooting her instantly and changing his values drastically. â€Å"A Good Man is Hard to Find,† shows the conflict between two extremely different characters which creates a very interesting comparison between them. The Misfit takes the lead in both intelligence and capacity for grace when put up against the grandmother. He is more educated in real world situations while she is ignorant and unaware; also the Misfit shows more willingness to change than does the grandmother from her old, close-minded ways. The Misfit is an unlikely candidate to fit these roles but his actions and thoughts prove otherwise throughout the story.

The Purpose of a Jury †Law 200 Level Course

The Purpose of a Jury – Law 200 Level Course Free Online Research Papers The Purpose of a Jury Law 200 Level Course The purpose of trial by jury, as the Supreme Court itself has noted, is to prevent oppression by the government. To perform that role, jurors must act independently and conscientiously, and they must be prepared to just say no if they believe that a conviction would be unjust. Nothing else satisfies the purpose of trial by jury, or provides the protection to liberty that the Founders intended to provide in our Bill of Rights. cato.org/dailys/12-09-98.html The jury are also to judge whether the laws are rightly expounded to them by the court. Unless they judge on this point, they do nothing to protect their liberties against the oppressions that are capable of being practiced under cover of a corrupt exposition of the laws. If the judiciary can authoritatively dictate to a jury any exposition of the law, they can dictate to them the law itself, and such laws as they please; because laws are, in practice, one thing or another, according as they are expounded. They must also judge whether there really be any such law, (be it good or bad,) as the accused is charged with having transgressed. Unless they judge on this point, the people are liable to have their liberties taken from them by brute force, without any law at all. The jury must also judge of the laws of evidence. If the government can dictate to the jury the laws of evidence, it can not only shut out any evidence it pleases, tending to vindicate the accused, but it can require that any evidence whatever, that it pleases to offer, be held as conclusive proof of any offense whatever which the government chooses to allege. geocities.com/Heartland/7394/lysander.html Criminal and civil juries reflect the differences between the criminal and civil law, and most cases in the United States are settled before they go to trial. In cases that go to trial, a person does not have the right to a jury trial in every instance. Finally, an accused person has the right to a trial by jury but may waive that right in favor of a bench trial before a judge; in civil trials, both parties can agree to a bench trial. Thus a jury trial generally takes place only in those instances where one side in a civil case, or the accused, in a criminal case, believes it is in their best interest. The right to trial by jury, however, influences even the resolution of cases that never go to trial, like the visible cap of an iceberg, expos[ing] but a fraction of its true volume (Kalven and Zeisel, 32). crfc.org/americanjury/introduction.html Research Papers on The Purpose of a Jury - Law 200 Level CoursePETSTEL analysis of IndiaCapital Punishment19 Century Society: A Deeply Divided EraUnreasonable Searches and SeizuresMoral and Ethical Issues in Hiring New EmployeesComparison: Letter from Birmingham and CritoQuebec and CanadaThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseHonest Iagos Truth through Deception

650 Assingment 5 Example

650 Assingment 5 Example 650 Assingment 5 – Assignment Example 650 Assignment 5 Answer The major proportion of the investments related to the mutual funds comes from al investors including foreign institutional investors, banks and corporate. Apart from the equity schemes of the investors the highest participation is made by the institutional investors. However, retail participation is more towards the equity. From the graphical representation of the mutual fund investors it can be inferred that at the initial stage in 1986 the performance of actively managed equity funds were better than Vanguard 500 Index which took a major dip in 1998. At this point of time the performance of Vanguard 500 Index Fund performance tends to be better. Again within a span of 7-8 years the actively managed equity performance kept Vanguard 500 Index Fund way behind. Thus it can be said that the performance of actively managed stocks has been portraying better rates of return over the years than that of Vanguard 500 Index Fund. Answer 2 Efficient market hypothesis of any company is difficult to test. The consistency of the company can be judged on the basis of the three forms of efficiency, i.e., strong, semi-strong and weak. The strong form of efficiency hypothesis results in fewer evidence of inconsistency. However, the intense of inconsistency grows with semi-strong to weak form of efficiency hypothesis. From the graphical representation it can be assessed that inconsistency prevails over the year. Since the company has not been successful in projecting similar kind of return over the year. But depending on the area where the company has shown strong form of efficiency hypothesis there the extent of consistency prevails. Thus overall both the elements of consistency and inconsistency are observed based on the performance of the company (Jensen, 1978, pp.1-5). Answer 3 The best way of deciding on the equity investment of the 401(k) plans relates to the assets of the company. Initially the company should work towards the contribution plan resulting in paying more emphasis on the asset allocation responsibility of the company. The increase in the defined contribution plan of the company would take care of the supplemental coverage. The asset allocation pattern of the company helps in the estimation of the taking investment decisions. However, the pattern of investment is highly depended on factors like the age and income of the person; as to the investor is willing to concentrate on a equity based portfolio or is keener on the debt based portfolio. Since the investor here is having an equity of around 70%, hence the investment decision has to be taken very tactfully depending upon the companies where the investments has been made. The debt-equity ratio of the comp-any is an important element in assessing the company efficiency and depending on which the decision should be taken. The investment should be made on various sectors so that the stocks of the company are negatively correlated thus yielding higher returns for the portfolio (Uccello, 2000, p.1-6). Reference Jensen M. C., (1978). Some Anomalous Evidence Regarding Market Efficiency. Retrieved from: . Uccello C. E., (2000). 401(k) Investment Decisions and Social Security Reform. Retrieved from: .

Reinforcer Assessment for Applied Behavior Analysis

Reinforcer Assessment for Applied Behavior Analysis The foundational premise of Applied Behavior Analysis (ABA) is that when behavior is reinforced, it is more likely to reoccur. When behavior is repeatedly reinforced, it becomes learned behavior. When we teach, we want students to learn specific behaviors. When students have problem behaviors, we need to teach alternative or replacement behavior. The replacement behavior needs to serve the same Function as the problem behavior, as the function is the way in which the behavior is reinforced for the child. In other words, if a behavior functions to provide a child attention, and the attention is reinforcing, the behavior will continue. Changeability of Reinforcement Many items can be reinforcing for a child. What is reinforcing is related to the function and the value of the function for a child. At different points certain different functions will have more importance than others to individual children: at some point, it may be attention, at another, it might be a preferred item or avoidance. For the purposes of Discrete Trials.  reinforcers that can be readily available and given and withdrawn quickly are the most effective. They may be toys, sensory items (spinning lights, musical toys, squishy toys/balls,) preferred items (dolls or Disney characters) or even escape, access to a break area. Sometimes edibles (candy or crackers) are used, but it is important that they are quickly paired with more appropriate social reinforcers. Not every item that is reinforcing for a child remains reinforcing. It may depend on the time of day, satiation, or the childs mood. Its important to have a rich menu of reinforcement that you can use with individual students when attempting to use ABA to teach or change behavior. Thats why it is important to attempt as many different kinds of reinforcers as possible, from preferred toys to sensory items. Ask About a Childs Preferences Parents and caregivers are a good place to start when exploring reinforcers. You can ask for the childs personal preferences: What does he/she enjoy doing when they can choose themselves? Does he/she have a favorite television character? Does he or she perseverate on that particular character? Parents and caregivers can give you some insight into the childs interests that will give you a sense of the kinds of preferences the child will find reinforcing. Non-Contingent Assessment The first step in assessing reinforcers is to give a child access to a number of items that The first step in assessing reinforcers is to give a child access to a number of items that young children would find appealing. Try to include items that the parent or caregiver has already indicated is a preferred item. It is called non-contingent because access to the reinforcer is not contingent on the childs behavior. To what items does the child gravitate? Note anything that the child picks up to assess again. Note any themes: is there a preference for musical toys, for specific characters? Does the child use cars or other toys appropriately? How does the child play with the toys? Does the child choose self-stimulation instead of toys? Can you engage the child in play with any of the toys? Once you have seen the child in the presence of the toys, you can list preferred items and eliminate those that they have shown little interest in. Structured Assessments Through your unstructured assessment, you have discovered which items your student gravitates to. Now, you want to find your most powerful (A ) reinforcers and which you will keep back for when the student is satiated with his or her A reinforcers. That is done by systematically laying small numbers of items (often just two) in front of the child and seeing what preferences he or she expresses. Concurrent Schedule Reinforcer Assessment: Two or more reinforcers are presented as a response to a target behavior, and the preference is noted. The reinforcers are switched out, to compare later with other reinforcers. Multiple Schedule Reinforcer Schedule: A reinforcer is used in contingent setting (such as social attention for appropriate play) and later in a non-contingent setting (without a requirement of appropriate play.) If the appropriate play increases despite the fact the child is getting non-contingent attention later in the day, it is assumed that the reinforcer is effective for increasing play. Progressive Ratio Schedule Reinforcer Assessment: A reinforcer is checked to see if it continues to increase response when response demand is increased. So, if a reinforcer stops eliciting the response you want when you expect more responses, it is not as powerful a reinforcer as you thought. If it does . . . stick with it. Reinforcement Suggestions Edibles: Edibles are never the first choice of an ABA practitioner since you want to move into secondary reinforcers as quickly as possible. Still, for children with severe disabilities, especially older children with poor functional and social skills, edibles may be the way to engage them and begin building behavioral momentum. Some suggestions: CrackersPieces of fruitSmall individual candies, like Skittles or M and Ms.Preferred foods. Some children with autism love dill pickles. Sensory Items: Children with autism spectrum disorders often have issues with sensory integration, and crave sensory input. Items which provide that input, like spinning lights or musical toys, can be powerful reinforcers for young children with disabilities. Some reinforcers are: Spinning lights or vibrating pens. These kinds of sensory items can be found in catalogs for special educators. If you dont have access to the catalogs, your occupational therapist may actually have some of these items.Gross motor activities, like bouncing on a pilates ball, or a ceiling hung swing.Tickles or direct sensory input. This is most appropriate for very young children, but it may also help pair reinforcement with the therapist/teacher. Preferred Items and Toys Many children with disabilities love television and often perseverate on favorite television characters, like Mickey Mouse or Dora the Explorer. Combining these strong preferences with toys may make some items powerful reinforcers. Some ideas: Sound books with favorite characters. I have found these to be good reinforcers for young children.Jointed action figuresCars, trucks, and track.Thomas the Tank Engine trains.Small animal figures.Blocks. Ongoing Assessment Childrens interests change. So may the items or activities that they find reinforcing. At the same time, a practitioner should be moving to spread out reinforcement and pair primary reinforcers with secondary reinforcers, like social interaction and praise. As children succeed in gaining new skills through ABA, they will move away from the short and frequent bursts of instruction that is discrete trial teaching toward more traditional and naturalistic methods of instruction. Some may even begin to reinforce themselves, by internalizing the values of competence and mastery.

Tragic Flaw in Sophocles' Oedipus the King Essay

Tragic Flaw in Sophocles' Oedipus the King - Essay Example That way the audience can experience a proper moral fear that badness always brings forth bad result. In the case of Sophocles’ â€Å"Oedipus the King†, the character that passes out as â€Å"tragic flaw† in the Oedipus is no doubt his pride and arrogance. In this paper we will be looking at the principle of â€Å"tragic flaw† as postulated by Aristotle in the context of Sophocles’ play â€Å"Oedipus the King†. The idea of tragic flaw that became synonymous to Greek tragedy was postulated by Aristotle, which might explain why this principle featured prominently in almost all his poetics. Tragic flaw basically describes a hero in a story making some fundamental mistakes that are mostly triggered by pride or hubris, which forms his main flaw in an otherwise perfect character, thereby marking his downfall. There is strong evidence to suggest that the development of the principle of tragic flaw was informed by the need to respond to the principle of tragedy which despite dominating Greek plays for so long was being challenged by the likes of Plato on moral grounds. In this regard, the principle of tragedy was attacked ostensibly for corrupting the audience by alluding to the futility of being virtuous. According to Plato, tragedy corrupts the audience by showing good and virtuous people perishing instead of emerging triumphant. It is, therefore, extremely disheartening to see them falling by the wayside primarily because of their virtues and goodness. It was in response to this challenge that Aristotle decided to add some flaw to an otherwise heroic character so as to explain his downfall on moral ground. By so doing Aristotle had offered a solution to the principle of tragedy as presented by Plato and other Greek writers and playwrights. In the play the Oedipus the King Oedipus commits a number of mistakes that can be blamed on his pride, which forms the tragic flaw in his character. One of such mistakes is his impatience with Creon after embarking in a journey to Apollo’s temple to plead with him to save the city of Thebes from the plague that has destroyed crops and livestock while rendering women sterile. After the arrival of Creon from Apollo’s temple we see Oedipus commanding Creon to tell him what Apollo has to say concerning the plague despite Creon’s protestation on spilling the information in front of his subjects. This offer from Creon to do it in private should have awaken Oedipus to the reality that whatever he was about to hear was not good to be spilt in the midst of his subjects. However, in total disregard of Creon’s advice he stood his ground and received the information in the presence of his subject, something that smirk of extreme pride. A careful analysis of the play will show a keen reader that this is a dangerous mistake that Oedipus has made because the answer that comes from Creon set the stage for his downfall. It is also important to note that ha d he agreed to receive the message from Apollo in private, things would not have gone out of hand as they eventually did. King Oedipus curiosity for truth is arguably the worst trait that contributes to his downfall in this play. If only he had decided to forget about where he came from and concentrated on resolving issues surrounding the plague, then