The Theory of Operant Conditioning Stands On Two Major Pillars

Question: What Is the Theory of Operant Conditioning Stands On Two Major Pillars? Answer: Introduction Teaching class Five (5) primary students comes with a challenge in classroom management. Keeping a given number of students focused and motivated to study is a difficult affair. Most learners do not participate in class or complete assignments and homework. Students age at primary 5 affects their behavior of learning (Joswick Morrow, 1999, p.479). For effective learning to take place, it is important for a teacher to be in control of the learners behavior. Discussion Evaluation of the scenario Learners have a varied range of behavior. A small percentage of learners do not attend all classes. Another group does not attempt assignments left by the teacher at all or do not complete it on time while a larger number do not complete their homework. This behavior is typical of the learners under this age bracket as they similarly do not complete tasks given to them at home by their parents. In order to manage the class, a teacher can employ strategies of the operant conditioning theory to effectively control these behaviors of learners in his or her classroom. Evaluation of the operant conditioning theory The theory of Operant conditioning stands on two major pillars, that is, rewarding a certain behavior or withholding a reward for an undesirable behavior to achieve a suitable change in behavior. Thus, a relationship is grown between how one behaves and the consequences of his or her behavior pattern. Ones behavior directs the course of action taken against them. The Operant Conditioning Theory has two key components which are; reinforcement and punishment. Reinforcement and punishment is further divided into four options, positive and negative reinforcement, positive punishment and negative punishment. Positive reinforcement such as, giving rewards to learners and praising an individual for a good behavior strengthens a behavior while negative reinforcement involves taking off an outcome after display of a given behavior. In both incidents a behavior improves positively. A positive punishment is the introduction of an unfavorable condition to learners with an aim of curbing or stopping an occurring behavior. On the other hand, a negative punishment is the removal of a favorable condition from a learning environment after the occurrence of a behavior, with an aim of cubing it. In both cases behavior decreases (Colnet. 2007, p.207). Young learners need to be appreciated at all times when they behave well. According to Bridget Sizer, offering them attention, time and verbal encouragement is the most crucial way of improving and maintaining good behavior (Sizer 2013). The application of positive reinforcement would ensure the yielding of positive results. Those students who complete tasks on time are supposed to be rewarded. It will motivate the same student to do even better in the next assignments in terms of accuracy aiming for another reward. Those who have not done their homework will be encouraged to attempt it so that they also get a similar reward. Alternatively, punishments can be used on learners as a method of reinforcement. Punishment is a positive or negative consequence following a behavior that reduce the probability that a particular behavior will occur in the future again. Positive punishments like presentation of unfavorable conditions will discourage unsuitable characters. For example, if learners fail to do homework because they like watching television, a parent should be encouraged to switch off the television until the children finish their homework. These conditions will push students to do their tasks in time so as to enjoy the luxury of watching television. Withdrawal of privileges such as reduction of pocket money, dropping off learners at school and gifts will also send an alarm to them that they have a duty to fulfil for them to get the privileges. These way leaners will be compelled to do what is required of them at all times. Strengths of the operant conditioning theory The concept of Operant conditioning can be incorporated in teaching and classroom management as a programmed instruction. When the knowledge is passed bit by bit, the reactions are able to be reinforced. Behavioral modification as a psychological correction technique, is widely used when there is an encounter with learners with learning difficulties. When normal learners are subjected to the operant conditioning techniques, it will modify their performance skills as well as helping in the management of the students. As stated above, a possible way of effecting positive reinforcement is through giving complements, being there to encourage learners and applauding them when they have behaved well. When all this is put together the students behavior can be changed into a more desirable state. For example, if the teacher informs the learners that he will reduce amount of assignments if they attend all classes, the class will be attended to perfection. The reduction of assignments (which are good in a learning exercise) is a negative reinforcement, because a good condition is taken away from the learning process in order to increase the attendance pattern of the learners. When the teacher poses tough questions to the learners, he will praise students with any answers close to the correct one. These way learners will be encouraged to give more tries. This is a way of shaping up an operant behavior through positive reinforcement. Operant conditioning covers a large scope of concepts, such as studying language and fears of individuals. By learning peoples fears it is easier to help them out of that situation. The theory is more practical and has direct implications in the area of education. When a person is rewarded for a behavior, it is more likely for it to improve or repeat again. Theories that were developed later, like Albert banduras theory of observational learning support,agree with the operant conditioning theory. Parents and teachers are aware that children are learning from them. Parents and teachers have had awareness on how to manage behavior and thus, parenting has become more easy as parenting techniques have been improved (Kerr, 2007, p. 255). The theory is very helpful when raising children, and when teaching them. Another strength of operant conditioning over banduras theory of observational learning is that, once a student is punished for behaving in a given manner, its highly unlikely to observe similar behavior again. According to observational learning theory, whether you punish a given behavior, it may reoccur again as the student shall be observing and acting the way his or her friends do. Weaknesses of the operant conditioning theory Punishment as a technique in operant conditioning theory may lead to rebellion. When an individual has been punished, he or she is likely to behave again in the same way in protest to the punishment. It is normal that humans express their dissatisfaction by protesting actions against them. The operant conditioning theory does not guarantee complete change in behavior (Runco, 1993, p.84). The person in question might choose to act in pretense that they have stopped the behavior in order to receive the reward. After receiving the reward, an individual might go back to his or her normal behavior. Individuals have different responses to stimuli. Some may bend for the stimuli while others may resist. This brings to question the suitability of the operant conditioning theory as it entirely relies on stimuli to achieve intended response. Operant conditioning does not take cognitive factors into account. According to Jean Piagets theory of cognitive development, the explanation on how a child creates an image of the world in his or her brain tells that behavior is something that comes with biological development of an individual and his or her interaction with the environment (Dedeke, 2015, p.437). The operant conditioning theory does not give remedies in case of reoccurrence of a behavior. It only gives suggestions on how to counter a problem with no clear definition of ways of countering its reoccurrence. There is a possibility that once the reward has been given for good behavior, the student could go back to their bad behavior. There should be a set of strategies that will ensure continuity of good behavior (Mechler Bourke, 2011, p.28). There can only be good or bad behavior, there is no neutral behavior. The operant theory pays emphasis on improvement of behavior and as such it rewards a behavior that has not necessarily qualified as good or bad. This does not encourage complete change in behavior. This theory does not allow direct engagement and motivation of the students. Learners are supposed to engage in their learning directly to yield maximum results. The operant conditioning theory places the teacher ahead of the class. The teacher is in complete control of the class and he or she only subjects his or her learners to conditions he or she feels are appropriate for the improvement of learners. This may slow down the process of behavior correction as learners may have a contribution to their own behaviors improvement, for example copying from what their friends do to be rewarded or appreciated. The operant conditioning theory pays too much attention to environmental stimuli while overlooking possible determinants of behavior like health and psychological factors. According to Erik Eriksons psychological theory of human development (1959) the psychosocial development of an individual comprises eight stages of development from infancy to adulthood (Gibson, 2004, p.193). These stages are subdivided into two phases. The first phase of development which is comprised of five stages takes place from birth to the 18 years of age. The remaining three stages take place from the age of 18 to. During each one of these eight stages, an individual goes through a series of psychosocial changes which may result into either a positive or negative development of personality depending on the experiences he or she is exposed to. Erikson states that, a crisis likely occurs at each beginning or end of each stage of development and these crises are of a psychosocial nature since they revolve around psychological and social needs of the character in question being different from those in the environment or society around them (Augier Kreiner, 2000, p. 659). This personality related behavior cannot be changed through reinforcement or punishment but through psychological processes like guidance and counseling. This renders the operant conditioning theory inapplicable in such situations. Skinners operant conditioning theory essentially hold that, it is only a behavior that can be directly observed and physically measured that can be described and studied by scientific means. Out of the behavior tradition grew the belief that development of human beings is an observable behavior that can be learnt through experience with the environment and actions. Operant conditioning shows that it is this part of the behaviorism theory that focuses only on the observable response of the individuals to a form of stimuli that can correct psychological problems. Skinner argues that, the mental and internal way of how ones brain and body works, cannot be a subject of consideration in this theory (Schwinger, 2011, p.217). It is because Skinner thought that one cannot understand the mind and internal body systems as they cannot be observed directly, whereas opposed to reactions in an experimental setting. Conclusion The theory of Operant Conditioning deals with an operant for each behavior. An Operant is described as an intentional action or condition set up with the aim of having an effect on the environment surrounding an individual in order to yield a positive behavior. The teacher is able to control a specific behavior without risking negative change on other related behavior in learners. Skinner tried to identify the processes that make specified operant behaviors more or less likely to reoccur (Yoon Vargas, 2014, P. 52). Skinner came up with three types of responses that can follow behavior. The first one is neutral operant which are environmental responses that are not likely to increase or decrease the likelihood of a behavior to be repeated (Barr, Rovee-Collier Learmonth, 2011, p.625). The Second one is reinforcements which are positive or negative responses from the environment that are likely to increase the chances of a behavior to reoccur. The third and last response is punishment which are also positive or negative responses from the environment that reduce the likelihood of the reoccurrence of a behavior since they weaken a behavior (Komaki, 1994, p.27). Through these type of responses, a teacher can be able to control and manage the behavior of his or her students (Critcher, 2009, p.17). The introduction of operant in classroom management will ensure that learners respond in a manner that the teacher wants them to behave. References Augier, M., Kreiner, K. (2000). Rationality, imagination and intelligence: Some boundaries in human decision-making. Industrial and Corporate Change, 9(4), 659-659+. Retrieved from https://search.proquest.com/docview/237204345?accountid=35392 Barr, R., Rovee-Collier, C., Learmonth, A. (2011). Potentiation in young infants: The origin of the prior knowledge effect? Memory Cognition, 39(4), 625-636. Retrieved from https://search.proquest.com/docview/920258321?accountid=35392 Coln, C., L., Ahearn, W. H., Clark, K. M., Masalsky, J. (2012). THE EFFECTS OF VERBAL OPERANT TRAINING AND RESPONSE INTERRUPTION AND REDIRECTION ON APPROPRIATE AND INAPPROPRIATE VOCALIZATIONS. Journal of Applied Behavior Analysis, 45(1), 107-20. Retrieved from https://search.proquest.com/docview/1015209427?accountid=35392 Critcher, C. (2009). Widening the focus. The British Journal of Criminology, 49(1), 17-34. doi:https://dx.doi.org/10.1093/bjc/azn040 Dedeke, A. (2015). A cognitive-intuitionist model of moral judgment. Journal of Business Ethics, 126(3), 437-457. doi:https://dx.doi.org/10.1007/s10551-013-1965-y Gibson, S. K. (2004). Social learning (cognitive) theory and implications for human resource development. Advances in Developing Human Resources, 6(2), 193-210. Retrieved from https://search.proquest.com/docview/221206794?accountid=35392 Haines, R., Street, M. D., Haines, D. (2008). The influence of perceived importance of an ethical issue on moral judgment, moral obligation, and moral intent. Journal of Business Ethics, 81(2), 387-399. doi:https://dx.doi.org/10.1007/s10551-007-9502-5 Joswick, P., Morrow, J. (1999). How to achieve accelerated learning for QS-9000. Quality Congress.ASQ's ...Annual Quality Congress Proceedings, ,479. Retrieved from https://search.proquest.com/docview/214396576?accountid=35392 Kerr, G. (2007). The development history and philosophical sources of Herbert simon's administrative behavior. Journal of Management History, 13(3), 255-268. doi:https://dx.doi.org/10.1108/17511340710754707 Komaki, J. L. (1994). Emergence of the operant model of effective supervision or how an operant conditioner got hooked on leadership. Leadership Organization Development Journal, 15(5), 27. Retrieved from https://search.proquest.com/docview/226916258?accountid=35392 McSweeney, F. K., Swindell, S. (2002). Common processes may contribute to extinction and habituation. The Journal of General Psychology, 129(4), 364-400. Retrieved from https://search.proquest.com/docview/213651776?accountid=35392 Mechler, H., Bourke, B. (2011). MILLENNIAL COLLEGE STUDENTS AND MORAL JUDGMENT: CURRENT TRENDS IN MORAL DEVELOPMENT INDICES. Journal of Organizational Moral Psychology, 2(1), 27-38. Retrieved from https://search.proquest.com/docview/1627728333?accountid=35392 Runco, M. A. (1993). Operant theories of insight, originality, and creativity. The American Behavioral Scientist (1986-1994), 37(1), 54. Retrieved from https://search.proquest.com/docview/194923461?accountid=35392 Schlinger, H. D., J.R. (2011). SKINNER AS MISSIONARY AND PROPHET: A REVIEW OF BURRHUS F. SKINNER: SHAPER OF BEHAVIOUR. Journal of Applied Behavior Analysis, 44(1), 217-225. Retrieved from https://search.proquest.com/docview/857738952?accountid=35392 Weatherly, J. N., McSweeney, F. K., Swindell, S. (2004). Within-session rates of responding when reinforcer magnitude is changed within the session. The Journal of General Psychology, 131(1), 5-16. Retrieved from https://search.proquest.com/docview/213653165?accountid=35392 Yoon, G., Vargas, P. T. (2014). Know thy avatar the unintended effect of virtual-self representation on behavior. Psychological science, 0956797613519271.

Interaction Capabilities Of Humans With Computers †Free Samples

Question: Discuss about the Human Computer Interaction. Answer: Introduction Humans have been utilizing computers to improve the speed of their activities by utilizing the computational power provided by the computers. Human Computer Interaction Systems have thus been designed to enhance the communication between the humans and their computers (Benyon, 2014). There are various machines and devices that perform as human computer interface such as smartphones, laptops, desktops and many more. However, all the machines and devices that we use in our daily lives have the potential to be converted to a human computer interface. One such machine is a car. The purpose of this report is to evaluate the prospect of a car that can be computerized to facilitate its enhanced utilization by mankind. Discussion Cars have been used to serve the purpose of transportation needs by people. There are varieties of cars that a person can choose from. However, every car comes with same types if risks that originate from reckless driving practices by some of its users (Bouaoun, Haddak Amoros, 2015). Some of the drivers practice safe driving nevertheless they get distracted by emails, calls or even the music on the radio (Haustein Jensen, 2018). Thus, two major personas are people who drive recklessly, Persona A and people who get distracted easily while driving, Persona B. Cars are primarily used as a medium of transportation. However, in some scenarios, a car also acts as a status symbol in the society. Persona A falls in this category as they tend to think that they will gain more status symbol by over speeding while driving. Persona B would answer their calls and emails while driving instead of pulling the car to the side of the road. These scenarios indicate that some changes must be incorporated to the cars so that the cars can accommodate safe driving and eliminate over speeding. The suggested technology that has the potential to change a regular car to a smart car is Advanced Driver Assistance Systems(ADAS) (Bengler et al., 2014). ADAS not only promotes safe driving, it also aids in eliminating the factor of over speeding and rash driving, which is the prime reason for road accidents. The car would assist the drivers to concentrate on the driving by increasing road awareness through periodic navigation updates. The car also provides the drivers with features such as front collision avoidance, sudden lane change warning, emergency braking service, over speed capping, car parking assist along with rear collision warning. Sometimes, the drivers get distracted and take their eyes off the road to read an email or even take their hand off the wheel to attend to a toddler present in the car. Due to this, head on collision takes place. Front collision avoidance would help its drivers to prevent head on collision with cars coming from opposing direction. Consumers wh o get easily distracted and cannot fully concentrate in driving will greatly benefit from these features as the car would keep them safe even when they are not completely focused on the road. The car would also warn its driver when the person abruptly changes lanes (Gaikwad Lokhande, 2015). The smart car would also exercise emergency braking protocols when the driver either over speeds or lets go of the steering wheel. This mechanism also activates if some object suddenly comes in front of the car. Thus, the car saves the lives of the driver and eliminates the risk of accidents. Customers who are willing to exercise their safety while driving along with ensuring the safety of other people on the road must buy a car that accommodates such features as the car uses its sensors to intelligently help its drivers to cruise safely. The car can also sense if its driver is over speeding. It immediately limits the speed to a preset amount to prevent its driver from speeding. This also promot es the safety feature of the car and any consumer who is willing to spend his or her resources to buy such a car will be benefited from these features. Parking a car takes a lot of effort and calculation especially for new drivers. A smart car also helps its driver to park safely and without colliding with other cars and surfaces. The car aids the driver to park effectively by providing a surround view of the area along with giving its driver warnings about any impending obstacle that will damage the car. This car is especially for consumers who parks their car in tight spots every day and are new to driving. The continuously changing technology have created endless possibilities for improvements in cars especially those hosting ADAS. Smartphones have become a key aspect of peoples daily lives. Thus, certain features can be implemented where consumers will be able to access their cars by using their smartphones. Biometrics is also a trending technology in terms of providing security. A feature where the consumer can unlock his or her car just by using his or her fingerprints Thus, accessibility and the security of the car can be enhanced by incorporating such features. The usability of a car must be focused on while developing new technology for cars as it is the most pursued parameter by any consumer. Technical advances that are aimed at increasing fuel efficiency or reduction in harmful emissions aid in generating usability by the car. New features are sometimes not acceptable to different consumers and they fail to appeal to them. Thus, the technological advances must produce versatili ty to be able to tend to the needs of various consumers. These designs must be customer centric and developed while keeping the requirements of the consumers in mind. Conclusion Thus, it can be concluded that human computer interaction is important for accomplishing various milestones. Every object has the potential to be converted to a computer that can intelligently meet the needs of its users. A car supporting ADHS thus has the potential to intelligently fulfil the primary needs of its driver, which are safe transportation and security. Cars can have enhanced acceptability, usability and accessibility by incorporating various features derived from technological advances in the future. References Baecker, R. M. (Ed.). (2014).Readings in Human-Computer Interaction: toward the year 2000. Elsevier. Bengler, K., Dietmayer, K., Farber, B., Maurer, M., Stiller, C., Winner, H. (2014). Three decades of driver assistance systems: Review and future perspectives.IEEE Intelligent Transportation Systems Magazine,6(4), 6-22. Benyon, D. (2014). Designing Interactive Systems: A comprehensive guide to HCI, UX and interaction design, 3/E. Bouaoun, L., Haddak, M. M., Amoros, E. (2015). Road crash fatality rates in France: A comparison of road user types, taking account of travel practices.Accident Analysis Prevention,75, 217-225. Gaikwad, V., Lokhande, S. (2015). Lane departure identification for advanced driver assistance.IEEE Transactions on Intelligent Transportation Systems,16(2), 910-918. Haustein, S., Jensen, A. F. (2018). Factors of electric vehicle adoption: A comparison of conventional and electric car users based on an extended theory of planned behavior.International Journal of Sustainable Transportation, 1-13. Helander, M. G. (Ed.). (2014).Handbook of human-computer interaction. Elsevier. Waddell, T. F., Zhang, B., Sundar, S. S. (2016). HumanComputer Interaction.The International Encyclopedia of Interpersonal Communication.

How to Write a Sample Critique Essay on an Article

How to Write a Sample Critique Essay on an ArticleA sample critique essay on an article is not only very helpful, but it will also make it easier for you to write your own critique essay. This is because they are different in structure and content. That is why you should understand this fact when you plan to write your own critique essay.There are different structures for a critique essay on an article. Some of these structures involve talking about the strengths and weaknesses of an article in order to highlight the positives and negatives of the article. You may also talk about what is worth getting from the article, and what is worth giving up in order to find something good in the article. On the other hand, there are also critiques where you would be directly criticizing the flaws of the article, which means you would give your opinion.As a critique, the most important factors that you should pay attention to would be the structure, tone, and content. These are the three essenti al parts of a critique. They are all interrelated in some way, and it is also important that you would pay attention to the consistency of your critiques.The structure of a critique would basically consist of introducing the reader to the critical analysis and then moving the critique to the positive or negative parts of the article. In order to do this, you should read the article carefully and make sure that you include all of the points in the article that you would like to point out.The tone of the critique should be inclusive of all positive aspects of the article. It would be ideal if you would have no personal experiences while reading the article. This will make the article more easy to read for the readers, and would make the entire process more enjoyable for you.The content of the critical analysis should be organized into parts. These parts would be the thesis statement, the introduction, the conclusion, and the conclusion of the whole argument. You should also make sure that your final draft would be coherent and complete and follow the structure of the critical analysis that you would like to put into your own critique.Finally, if you feel that you are so certain about the particular research, you can consider including a journal reference. This will ensure that the other writers will appreciate the reference and will be convinced of your own research.There are different ways to present different critical points. It is up to you to decide how to present your critiques, but there are certain points that should always be included in all critiques.

The Lumber Room Essay Example

The Lumber Room Essay The Lumber Room The text under analysis is entitled â€Å"The Lumber Room† and it is written by an outstanding British novelist and short story writer Hector Munro. Hector Hugh Munro, better known by the pen name Saki, was a British writer. In her Biography of Saki Munro’s sister writes: â€Å"One of Munro’s aunts, Augusta, was a woman of ungovernable temper, of fierce likes and dislikes, imperious, a moral coward, possessing no brains worth speaking of, and a primitive disposition. † Naturally the last person who should have been in charge of children. The character of the aunt in The Lumber-Room is Aunt Augusta to the life. Functional style is belles-lattes, in concrete it’s a short story. The title of the text serves as a means of focusing our attention on the most relevant scene, it is closely connected with the setting of the text and it helps to understand the theme of the text, which is the ironic description of relations between boy and his aunt and his visiting the lumber-room. Also the title of the text helps us to understand the main character, Nicolas, his romantic nature, bright and curious. We will write a custom essay sample on The Lumber Room specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Lumber Room specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Lumber Room specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The story presents extremely topical subjects. To my mind the author raises rather controversial, topical, burning problems. We can mentally divide the whole novel into two parts: child’s world and adult’s world. The author singles out that adulthood causes one to lose all sense of fun, imagination. Adults become obsessed with insignificant trivialities, like the Aunt which is obsessed about punishing and nitpicking on the children. The story tells about a little orphan Nicholas who was trusted to his tyrannical and dull-witted aunt. One day Nicholas was â€Å"in disgrace†, so he duped his Aunt into believing that he was somehow trying to get into the gooseberry garden, but instead had no intention of doing so but did sneak into the Lumber Room. There a tremendous picture of a hunter and a stag opened to him. Soon his aunt tried to look for the boy and slipped into the rain-water tank. She asked Nicholas to fetch her a ladder but the boy pretended not to understand her, he said that she was the Evil One. In The Lumber Room, Nicholas is the chief character. We first meet him when he is defying authority and playing tricks on his relatives (putting a frog in his bowl of bread and milk) and this is how he appears throughout the story. The whole Nicholas tests the limits of authority. He thinks that the older and wiser and better people represented by his self-styled aunt don’t believe there can be a frog in his bread and milk, but there is. The author imposes opinion that aunt’s punishments have no power over Nicholas’s lively, curious and imaginative nature. He makes her furious. Left at home while the other children are out enjoying themselves in adult-sanctioned ways, Nicholas discovers a world of pure freedom and joy in the lumber-room significantly, a place where adults seldom go and which they dont care about. He secures his afternoon of freedom by tricking the aunt, turning her nosiness and eagerness to punish against her. The story ends with Nicholas in disgrace as usual, but completely untroubled as he silently revels in his private, anarchic world of the imagination. There is an external conflict between people – adults and children, boy and aunt. The idea of the text is the importance of understanding in the family, love, support and respect. In this text we have close plot structure, and events are presented in chronological order, so we have straight line narrative presentation. The author is observer. The story is narrated in the 3rd person. This allows the reader to access the situation and the characters in an unbiased and objective manner. This is especially so because the characters are complex, having both positive and negative viewpoints. The third person point of view is impersonal which fits the impersonal atmosphere of the household. The author uses a large variety of stylistic devices, such as epithets, which can be divided into two categories: those, which are related to Child’s world: grim chuckle, alleged frog, unknown land, stale delight, mere material pleasure, bare and cheerless, thickly growing vegetation; and the one, which depicts a Grown-up’s world lacking any clear thinking: frivolous round, veriest nonsense, considerable obstinacy, trivial gardening operation, unauthorized intrusion. They help the author to emphasize a deep dissension between generations, to convey a thrilling power of child’s creative mind. There are a lot of metaphors in the story: a circus of unrivalled merit and uncounted elephants, the flawlessness of the reasoning, self-imposed sentry-duty art of fitting ke ys into keyholes and turning locks, region that was so carefully sealed from youthful eyes, many golden minutes of a ridiculously short range. With the help of these stylistic means the offer unfolds a theme in which stupidity, moral degradation, hypocrisy and ambition play their sorry parts. There are some similes in the text: Bobby won’t enjoy himself much, and he won’t race much either; the aunt-by-assertion; and some periphrases: the Evil One, the prisoner in the tank. The author also enriches the story with a device of rhetorical question: But did the huntsman see, what Nicholas saw, that four galloping wolves were coming in his direction through the wood? and hyperbole: How did she howl. There are also other devices, as repetitions: â€Å" he told you twice, but you weren’t listening. You often don’t listen when we tell you important things. † (catch repetition); â€Å"older and wiser and better people had told him that there could not possibly be a frog †¦. and marking of the alleged frog. † And epiphoras: â€Å"you said there couldn’t possibly be a frog in my bread-and-milk; there was a frog in my bread-and-milk†; In the text there one-member sentences: â€Å"why not? †; †Who’s calling? ; We should notice that in the text the author uses complex constructions with a lot of homogenous parts, compound complex sentences with homogenous modifiers of time. The style of writing is satirical in a humorous way. The author uses a witty tone to mimic characters in order to subtly criticize them. The author uses irony to poke fun and criticize the Aunt. For instance, trip to Jagborough which is meant to spite Nicholas fails. Instead of being a punishment for the child, it became a treat for him whereas it became a torture to those who went. To sum up, the author’s style is remarkable for its powerful sweep, brilliant illustrations and deep psychological analysis. The story reveals he author’s great knowledge of man’s inner world. He penetrates into the subtlest windings of the child heart. Giving the author his due for brilliance of style and a pointed ridicule of many social vices, such as snobbishness, pretence, self-interest. The author’s attitude towards grown-ups is a little bit cynical. It’s quite obvious that when describing the hard-heartedness and indifference of Adult’s world he is not indignant but rather amused. His habitual attitude is that of expecting little or nothing of his fellow men. His ironical cynicism combined with a keen wit and power observation affords him effective means of portraying reality without shrinking before its seamy side. The charm of this story lies in its interesting plot and exciting situation. At the same time it conveys deep thought, keen observation and sharpness of characterization. These very qualities assure the author of an outstanding place in the annals of literature and in the hearts of all who love good stories.

10,000 Soldiers Die in Tyrol From Avalanches During World War I

10,000 Soldiers Die in Tyrol From Avalanches During World War I During World War I, a battle waged between Austro-Hungarian and Italian soldiers amidst the cold, snowy, mountainous region of South Tyrol. While freezing cold and enemy fire were obviously dangerous, even more deadly were the heavily snow-padded peaks that surrounded the troops. Avalanches brought tons of snow and rock down these mountains, killing at an estimated 10,000 Austro-Hungarian and Italian soldiers in December 1916. Italy Enters World War I When World War I began after the assassination of Austrian Archduke Franz Ferdinand  in June 1914, countries across Europe stood by their allegiances and declared war to support their own allies. Italy, on the other hand, did not. According to the Triple Alliance, first formed in 1882, Italy, Germany, and Austro-Hungary were allies. However, the terms of the Triple Alliance were specific enough to allow Italy, who had neither a strong military nor a powerful navy, to shirk their alliance by finding a way to remain neutral at the beginning of World War I. As the fighting continued into 1915, the Allied Forces (specifically Russia and Great Britain) began to woo the Italians into joining their side in the war. The lure for Italy was the promise of Austro-Hungarian lands, specifically a contested, Italian-speaking area in Tyrol, located in south-western Austro-Hungary. After more than two months of negotiations, the Allied promises were finally enough to bring Italy into World War I. Italy declared war on Austro-Hungary.on May 23, 1915. Getting the Higher Position With this new declaration of war, Italy sent troops north to attack Austro-Hungary, while Austro- Hungary sent troops to the southwest to defend itself. The border between these two countries was located in the mountain ranges of the Alps, where these soldiers fought for the next two years. In all military struggles, the side with the higher ground has the advantage. Knowing this, each side tried to climb higher into the mountains. Dragging heavy equipment and weaponry with them, soldiers climbed as high as they could and then dug in.   Tunnels and trenches were dug and blasted into the mountainsides, while barracks and forts were built to help protect the soldiers from the freezing cold. Deadly Avalanches While contact with the enemy was obviously dangerous, so were the frigid living conditions. The area, regularly icy, was particularly so from the unusually heavy snowstorms of the 1915-1916 winter, which left some areas covered in 40 feet of snow. In December 1916, the explosions from tunnel-building and from fighting took its toll for the snow began to fall off the mountains in avalanches. On December 13, 1916, a particularly powerful avalanche brought an estimated 200,000 tons of ice and rock on top of an Austrian barracks near Mount Marmolada. While 200 soldiers were able to be rescued, another 300 were killed. In the following days, more avalanches fell on troops both Austrian and Italian. The avalanches were so severe that an estimated 10,000 troops were killed by avalanche during December 1916. After the War These 10,000 deaths by avalanche did not end the war. Fighting continued into 1918, with a total of 12 battles fought in this frozen battlefield, most near the Isonzo River. When the war did end, the remaining, cold troops left the mountains for their homes, leaving much of their equipment behind.

Visas J-1 para prcticas profesionales en USA

Visas J-1 para prcticas profesionales en USA Si ests estudiando una carrera universitaria fuera de Estados Unidos o  finalizaste hace menos de un aà ±o puedes sacar una visa J-1 para prcticas profesionales.   Categorà ­as para las que es posible aplicar para una visa J-1 para prcticas profesionales No se puede realizar una pasantà ­a en cualquier tipo de especializacià ³n. Tus estudios tienen que estar comprendidos en uno de los siguientes campos: Administracià ³n Pà ºblicaAgricultura, Pesca y ForestalArquitecturaArte y CulturaBibliotecasCienciasCiencias SocialesComercioComunicaciones y PeriodismoConstruccià ³nDerechoEducacià ³nFinanzasIndustriaIngenierà ­aMatemticasNegocios Salud y todos los campos relacionados con la misma. En el caso de medicina se puede, adems, utilizar una visa de intercambio para hacer la especializacià ³n en USA.Servicios Sociales Encontrar patrocinador Antes de aplicar por la visa en un consulado americano, hay que encontrar un patrocinador. Es decir, una empresa en la que se van a realizar las prcticas. No todas las empresas estn autorizadas para patrocinar a extranjeros para realizar prcticas profesionales. Sino que sà ³lo unas pocas. Y estn incluidas expresamente en un listado que publica anualmente el Departamento de Estados (puedes ver el enlace en el à ºltimo prrafo de este artà ­culo). Vers que el listado incluye multitud de organizaciones. Tienes que ir analizando una por una cul patrocina especà ­ficamente pasantà ­as, ya que en la lista tambià ©n estn las que ofrecen otros patrocinios tambià ©n amparados por la visa J-1 pero que son vlidas para otros perfiles, como mà ©dicos, estudiantes en prcticas de verano o au-pairs. Lo ms prctico es que donde pone Program en letra negrita presiones la flecha y busques entre todo el menà º la opcià ³n intern.  Ã‚  Una vez que encuentres varias que se ajusten a lo que buscas, debes aplicar. Ellas decidirn si te patrocinan y si lo hacen te enviarn un documento DS-2019 e incluirn informacià ³n sobre ti en el sistema conocido como SEVIS. Solicitar la visa de intercambio J-1 Sà ³lo una vez que tienes en tus manos el DS-2019 puedes solicitar el visado en el consulado o embajada que te corresponda, segà ºn tu lugar de residencia. Esta es una visa no inmigrante. Tienes que tener claro que para que te la aprueben no basta con haber encontrado el patrocinador. Adems, el oficial consular que tramite tu caso tiene que quedar convencido de que no tienes intencià ³n de quedarte en Estados Unidos, de que tienes lazos econà ³micos y familiares fuertes en tu paà ­s de origen. Adems, como ocurre con el resto de los visados no inmigrante, no puede haber nada que te convierta en inelegible o inadmisible para ingresar a Estados Unidos. Como por ejemplo, haber cometido ciertos delitos, haber estado ilegalmente en el paà ­s con anterioridad o no tener recursos suficientes. A tener en cuenta Si has finalizado ya tus estudios universitarios no puede transcurrir ms de doce meses desde el momento en que los acabaste y el de comienzo el programa de prcticas profesionales. Una vez que se finaliza la visa, ests obligado a salir de Estados Unidos por un periodo de dos aà ±os en la mayorà ­a de los casos. Esto no quiere decir que no puedas visitar el paà ­s como turista, que sà ­ que puedes. Pero no puedes beneficiarte de visas de trabajo o de peticiones para la residencia permanente realizadas por un familiar. Es cierto que existen excepciones conocidas como waiver, pero son eso: excepciones. Obviamente, el nivel de inglà ©s es muy importante. Hablarlo y escribirlo fluidamente y poder demostrar los conocimientos con exmenes tipo TOEFL sin duda ayuda a conseguir las prcticas profesionales. Si el programa finaliza en el plazo previsto, tienes 30 dà ­as para salir de Estados Unidos.   Informacià ³n fundamental Enlace para encontrar un patrocinador de la visa J-1  para el programa de prcticas profesionales en la pgina oficial del Departamento de Estado. Pueden solicitarte una acreditacià ³n de tus creedenciales acadà ©micos que tiene que ser realizado por una institucià ³n aprobada por el patrocinador de la visa. Este es un artà ­culo informativo. No es asesorà ­a legal.

American Expansion essays

American Expansion essays American expansion to the Pacific was introduced to the people of the country by several different means. The reasons for expansion did not exclude Politics, economy, nor society. Primarily the contributions that that the rise of expansion can be attributed to include Manifest Destiny, land hunger, suspicion of British intentions as well as trade opportunities. Each was valuable, some more than others, to impel the wheels of expansionism to begin. The most important contributor to American expansion is Manifest Destiny. This term, developed by an American journalist basically state that America had a divine ( god-given) right to extend its power and civilization across the width of the North American continent. Perhaps it was the scattered missionaries in the Northwest, along with the introduction of Manifest Destiny made the idea of traveling thousands of miles, was, in fact worthwhile. Manifest Destiny was so important of an issue that the election and campaign of 1844. The Democrats were swayed by the idea and part of their campaign was that they should uplift their ennobling democratic institutions over the expanse of North America. The idea of God giving the population the right to expand their society could be accepted by God-fearing Christians, of which, most of the population was. They all could understand the idea of Manifest Destiny because it dealt with God, not property, wealth or social standing. It was an is sue that could allow people of all backgrounds to prosper. Land hunger was the second most important contributor to expansion. The land out in this wide open, western unknown was free! People wanted land because at this time land equaled wealth, and people who were not wealthy, could not buy land. This first come, first serve style allowed the people who were hungry for land to obtain it, even if they did not have the means by which to buy any land back east. This way they could even make a profi...