awakening Essay -- essays research papers

The Awakening   Ã‚  Ã‚  Ã‚  Ã‚  In the short story â€Å"The Awakening† by Kate Chopin the main character Edna commits suicide as a finale escape from the oppression of the Victorian society she lives in. The reader is prepared for this conclusion to the story because the plot line evolves in only one direction, downward. There are also sufficient clues as to the conclusion woven into the experiences Edna faces. Two of these clues lie in the awakening Edna experiences and the rejection she faces because of this.   Ã‚  Ã‚  Ã‚  Ã‚  The first time the reader gains a glimpse of the horrendous conclusion is when Edna experiences her Awakening in the novella. Edna becomes self-aware of this at the birth of Madame Adà ¨le Ratignolle child. During this scene Edna confesses to the reader that she could never become the mother type. This is in strict contradiction with Victorian societies expectations of a female. Another prime example of Edna’s awakening is the move she undertakes. She is overcome with the feeling that she can no longer stay in a house that her husband paid for and she moves just around the corner. This was simply unheard of in Victorian society and was completely opposite society. Due to this complete and total rejection of the societal norm the reader is able to infer that this story has a twist to it that is abnormal or expected.   Ã‚  Ã‚  Ã‚  Ã‚  The next big clue that the reader receives to the conclusion of this story is the reje...

Functional Assessments and Intervention Strategies Essay

Dewolfe (1997) discusses the relevant points on the book written by Reichle and Wacker (1997) about the effective approaches in terms of assessing challenging behaviors; and what are the intervention strategies that could be employed in order to decrease the risks for the development of a challenging behavior. According to Reichle and Wacker (1997), the most effective venue for the assessment of challenging behavior could be conducted in natural environments such as â€Å"home, school and local community† (para 2). Also, another key factor that must be kept in mind with regards to changing children’s challenging behavior is the idea that when one wants to change a behavior of a particular child, it necessarily follows, that the behavior of those people around her should also be changed. Effective interventions are also very relevant most specially the rate, quality and the effort that is given on the reinforcement (para 3). Reichle and Wacker (1997) also emphasized that Communications Based Interventions are the best approach in terms of dealing with challenging behavior (para 4). Such a type of intervention should be followed by a functional assessment that should be able to understand the child very well. In effect of this, what will one have is a communication based approach that perfectly matches the need of the child. The facilitation of an intervention program has been emphasized by Reichle and Wacker (1997) has to be conducted in natural settings. As such, the traditional notion that interventions should be normally done in clinics are no longer that patronized. Discussion The rate in which challenging behavior has been increasing now a days is understandable. On the advent of the 21st century where everything is in set to be in fast paced, most parents tend to forgot their responsibility to their children. On the first part of this paper, the author was able to enumerate the different causes and various risk factors of challenging behavior. In a nutshell, one could see that majority of the causes stem out because the mother fails to take care of her child during the prenatal stage and even during the early years of the child. Fox, Dunlap and Powell (2002) emphasized the necessity of early intervention during childhood in order to prevent the development of challenging behavior. In addition with this, the perception that problematic behaviors among toddlers and preschool-age children should not be dismissed as mere effects of his or her development stage. Rather, parents should be vigilant to see the patterns and the rate in which challenging behaviors occur and significantly think of a plan in order to address such a problem. The case of June is a good example on how a child develops challenging behavior during her life. June is perceived to be raised in a broken family. It could be implied that the source of family income is solely shouldered by her mother, hence leaving her and her siblings with small amount of time. In addition with this, the fact that June has two other siblings that her mother have to take care and worry about, further decreases the chance that June could be given appropriate attention and guidance. It is clear from the history of June and her other siblings that they somehow share the same patterns of behavior. Although the author could not completely distinguish if such is the result of how they are reared or maybe how did their mother take care of herself during pregnancy; but it could be seen that such a pattern of behavior is clearly evident to be existing within her family circle. The manner in which June was assessed, intervened and treated in her school could be seen as one of the most effective steps in which one could deal with challenging behavior. The team used a Communications Based Intervention (Reichle and Wacker (1997) in order to deal with the problem. One could recall that the manner in which the teacher talked to June allowed her to express her feelings and also allowed her to tell stories that upset her within the family and also within the school. In addition with this, the assessments that were made to June are done in a natural environment, such as her school. It could be recalled that various attempts are also made by June’s residential and community program placements, but such proves to be null. As such, the author perceived that the assessment at the school, wherein June spends mostly her time is a very effective approach because not only that she will be able to properly relate with her peers, such an approach will also pave the way for more understanding and willingness to support among her teachers. Reicle and Wacker (1997) emphasized the need of other people to also change their behaviors if they wanted to help a child with challenging behavior. It could be significantly noted that Laursen (2005) claimed that the team that is taking care and assisting June has also made an effort to make her educators understand the depth of her problem and how their support could help her to overcome her challenging behavior. In relation with this, the author wanted to introduce the notion of Positive Behavior Support (PBS) of Fox, Dunlap and Powell (2002) in order to change challenging behaviors among children. The PBS is tailored to meet the specific needs of the child and also takes into careful consideration all of the contexts in which problems with regard to challenging behaviors emerge. The model devised by Dunlap and Fox (1999) as cited from Fox, Dunlap and Powell (2002) creates an Individualized Support Program (ISP) that seeks to help the family and the child’s care givers in order to change his or her difficult behavior. The ISP model revolves on two major steps which is the functional assessment and the person centered planning. The functional assessment focuses on accumulating detailed information about the child’s behavior, activities, and other contexts that could be helpful for the family, taking into consideration the cause and effects of a particular behavior. Consequently, the person-centered planning centers on the expression of the child’s dreams and other challenges that the child perceived to have within his or her family. After such, a behavior support plan will be created which is perfectly in accordance to the specific needs of the child.

Learning About Starfish

Starfish are fascinating creatures. With their   bumpy, five-armed bodies, its easy to see how they got their  name, but did you know that starfish arent really fish at all? Scientists dont call these ocean-dwelling  creatures starfish. They call them sea stars because they arent fish. They dont have gills, scales, or backbones like fish do. Instead, starfish are invertebrate  marine organisms tbhat  are part of the family known as  echinoderms. One feature that all echinoderms have in common is that their body parts are arranged symmetrically around a center point. For starfish, those body  parts are their arms. Each arm has suckers that help starfish, who dont swim, move along and capture prey. Most of the 2,000 species of starfish have the five arms that inspired their name, but some have as many as 40 arms! Starfish can regrow an arm if they lose one. Thats because their vital organs are located in their arms. In fact, as long as an arm has part of the starfishs central disc, it can regenerate an entire starfish. At the end of each of a starfishs five to forty arms is  an eye that helps them locate food. Starfish eat things like clams, snails, and small fish. Their stomachs are located on the underside of their central body part. Did you know that a starfishs stomach can come out of its body to envelop its prey? Another striking fact about starfish is that they dont have brains or blood! Instead of blood, they have a water vascular system that helps them breathe, move, and expel waste. Instead of a brain, they have a complex system of light - and temperature-sensitive nerves. Starfish  live only in saltwater habitats but are found in all Earths oceans. They vary in sized based on the species but are usually between 4 and 11 inches in diameter and can weigh up to 11 pounds. The lifespan of a starfish also varies by species, but many live up to 35 years. They can be found in a variety of colors such as brown, red, purple, yellow, or pink. If you are fortunate enough to find a starfish in a  tide pool or the ocean, you can safely pick it  up. Just be very careful not to harm the starfish and make sure to return it to its home. Learning About Starfish To learn more about sea stars, try some of these excellent books: Starfish by Edith Thacher Hurd is a Lets-Read-and-Find-Out About story about starfish  and how they live in the deep blue sea. One Shining Starfish by Lori Flying Fish is a colorful counting book featuring starfish and other ocean-dwelling creatures.   Star of the Sea: A Day in the Life of a Starfish by  Janet Halfmann is a beautifully-illustrated book that weaves facts about starfish into a delightfully captivating tale. Seashells, Crabs and Sea Stars: Take-Along Guide by Christiane Kump Tibbitts introduces a variety of marine life, including starfish. It includes tips for identifying several marine-dwelling creatures and features fun activities to try. Spiny Sea Star: A Tale of Seeing Stars by Suzanne Tate provides easily-accessible facts about starfish with adorable illustrations. Sea Star Wishes: Poems from the Coast by Eric Ode is a collection of  ocean-themed poems, including those about starfish. Memorize a starfish poem or two as you study sea stars. Resources and Activities for Learning About Starfish Spend some time researching and learning about starfish using your library, the Internet, or local resources. Try some of these ideas: Learn more about how starfish see with the eyes at the end of each of their arms.Research starfish anatomy. Learn how they eat, breathe, and move.Visit an aquarium or a fish store to see live starfish up close.If you live near a beach, look for starfish in the tide pools.Make a diorama featuring starfish, their habitat, and their prey.Create an ABC book about starfish.Do some research to find out what creatures other than starfish are members of the  echinoderm family.Learn about the dangers,  such as predators and pollution, that starfish face. Starfish, or sea stars, are enchanting creatures who play an important role in their environment. Have fun learning more about them! Updated by Kris Bales