Love and Lust in the Lyrics (Shakespeares Sonnets) Essay Example

Love and Lust in the Lyrics (Shakespeares Sonnets) Paper A work is a sonnet of fourteen lines that rhyme in a specific example. William Shakespeare’s works were the main non-sensational verse that he composed. Shakespeare utilized pieces inside a portion of his plays, however his works are most popular as a progression of one hundred and fifty-four sonnets. The arrangement of one hundred and fifty-four sonnets recount to an anecdote about a youthful blue-blood and a puzzling paramour. Numerous individuals have broke down and considered about the criticalness of these â€Å"lovers†. After investigation of the substance of both the â€Å"young man† works and the â€Å"dark woman sonnets†, unmistakably the writer, Shakespeare, has an incredible love for the youngster and just yearns for his special lady. So as to completely comprehend the profundity of feeling that Shakespeare (in the future the artist) felt for the youngster of his poems, one must be acquainted with the story line of the principal sub-succession of the works. While investigating the substance and profundity of the poet’s love, the vague idea of the poet’s relationship with the youngster ought to likewise be thought of. We will compose a custom article test on Love and Lust in the Lyrics (Shakespeares Sonnets) explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Love and Lust in the Lyrics (Shakespeares Sonnets) explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Love and Lust in the Lyrics (Shakespeares Sonnets) explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Works 1-126 are routed to a notable youngster: prompting him, lauding him, and annoying him. The initial nineteen pieces rehash a similar message. They urge the youngster to settle down and have kids. Since his energetic excellence won't keep going forever, the artist asks the man to reproduce with the goal that the youthful man’s unequaled magnificence can live on in his youngsters. A large number of the early pieces sing the endorsement of the youngster and express the poet’s love and imitating for him. Shakespeare utilized love with regards to a profound fellowship, as read in the initial four lines of poem 26: Lord of my affection, to whom in vassalage Thy merit hath my obligation emphatically weave, To thee I send this composed ambassage To observe obligation, not to show my mind; (see supplement P for entire piece) The escort at that point entices the poet’s companion and after he battles for her with the youngster, the writer surrenders her to the ruler. In poem 42 (see reference section A) the writer admits his supposed love for his fancy woman, be that as it may, he despite everything lets her flee with his companion. This activity offers two conversation starters to the peruser. On the off chance that he adored her so much, for what reason did he let her go? How profound was his affection for the youngster, that he let him have his fancy woman? Looking at what kind of relationship the artist has with the youngster responds to the two inquiries. Mediators regarding the matter of the poet’s sexuality can be partitioned into two gatherings. There are the rare sorts of people who find sexual fascination uncovered toward the companion. At that point there are simply the numerous that console and perusers that such a fascination is a long way from insisted. With the end goal of this article, an attention on the minority perspective will be analyzed. Piece 20 (see index B) shows only one case of sexual meaning that is available all through the poems of the main sub-succession. Poem 75 (see informative supplement C) is especially thick with sexual allusion. Here, in the first place, is the third quatrain: Sometime all full with devouring your sight, And eventually clean starved for a look; Possessing or seeking after no pleasure Save what is had, or should from you be took. Here Shakespeare makes â€Å"delight† imply sexual joy. Eric Partridge, writer of Shakespeare’s Bawdy: a Literary and Psychological Essay and Comprehensive Glossary, records that â€Å"Shakespeare does these somewhere else, a regularly including among the references 36. 8 (see reference section D for entire poem) where the ‘sweet hours’ of ‘love’s delight’ comprises of passionate play between the lovers† (Pequigney 38). Having the artist and the youngster in a relationship that goes past fellowship permits a peruser of the poems to more readily comprehend the profundity of the poet’s love for the young fellow. Of the considerable number of pieces communicating the poet’s love for the youngster, work 116 is the most famous. As indicated by Freud, love is â€Å"the blend between the unsensual, sublime love and sexy, earth love, of which the qualities are: an enduring cathexis upon the sexual article, with the goal that it might be adored in the indifferent stretches between the delight of sensual want and it’s return, the marvel of sexual overvaluation, and a narcissistic connection to the subject’s ego† (Bloom 59-60). So the sweetheart, the writer, treats the adored item, the youngster, as he would himself. The adored article fills in as a substitute for some unattained perfect. On account of the pieces, the perfect is love. Being enamored permits the writer to have what he needs however couldn't gain previously and fills in as a methods for fulfilling his self esteem. Joseph Pequigney, creator of Such is My Love: A Study of Shakespeare’s Sonnets, concurs with and explains on Freud. He composes, â€Å"All of these qualities have a place with the poet’s love for the companion. It is an adoration that delivers attractive narcissistic profits; it is worthwhile additionally for the companion, who is commended for individual characteristics that would probably pass unnoticed were the artist not under the spell of his excellence. † Pequigney proceeds to address the absolute opposite of the poet’s love for the youngster, his desire for his fancy woman the â€Å"dark lady†. Since the special lady offers no greedy points of interest, she is â€Å"disesteemed with bad habit however never ethicalness credited to her† (Pequigney 157). The artist assaults and questions her physical engaging quality as the issue goes on and she excites desire that travels every which way. Pieces 127-154 are routed to the â€Å"dark lady† (from now on the paramour). Shakespeare’s relations to his special lady waver; at times optimistic, delicate, prodding, or sharply outrage; yet it is a less complex connection than that with the youngster. The artist doesn't need to legitimize her, as he needed to legitimize the youngster out of profound mental need. The connection with her is for joy, enthusiasm, and fascination. At the point when the writer initially starts also court the fancy woman, he utilizes obvious lecherous diversion, displays the blend of want and lack of respect that is the sign of desire in the subsequent sub-arrangement. His absence of desirously at the way that she has two other men displays his absence of certifiable love for his courtesan. He doesn't hope to dispose of his mistress’s different sweethearts; he essentially asks that he isn't disposed of either. For whatever length of time that she concedes him sexual favors also, he will stay cheerful. She might be something contrary to chaste, however he wouldn't fret, inasmuch as he gets his offer. The two have sexual relations, just because, in the period following piece 128 (see informative supplement F) and in the blink of an eye before the opening of poem 129 (reference section G). When want for the lady has been fulfilled, repugnance sets in. In his present mood the writer conveys the monolog of poem 129, which examines desire while performing his battle to deal with it. The experience is portrayed as three progressive stages: (1) licentious want; (2) fulfillment; and (3) the repercussions (Ramsey 146). The endless loop consistently rehashes all through section two. Following work 129 the writer returns to joyously, tenderly prodding his fancy woman, appeared in poem 130: I love to hear her talk, yet well I realize That music hath an unquestionably additionally satisfying sound; I award I never observed a goddess go†My fancy woman when she strolls steps on the ground. But by paradise I think my affection as uncommon As any she misrepresented with bogus look at. (see reference section H for entire work) Later he returns to outrage and harshness (131, informative supplement I) to a blend of prodding and forceful feeling (132, addendum J) back to disdain (133, index K). From that point, he goes to clever foulness, with shades of self-hatred and some threatening vibe (135, index L) to sensitive delicacy (143, informative supplement M) and back to outrage (144, reference section N), to begin the cycle all once more. Shakespeare closes the sonnets to the dull woman viciously and fittingly: For I have sworn thee reasonable: More lied eye, To swear against reality so foul an untruth. (see addendum O for entire piece) The fierceness is the rage from his cognizant faltering between assumed love and desire. It's anything but a wonderful method to end 154 love sonnets, yet it is an incredible way. The tale of Shakespeare’s poems obviously appears, through the substance of the pieces, how profoundly he feels for his young companion and how he only aches for his paramour. The penance that the writer made for the youngster, by surrendering his escort to the man he cherished, demonstrates his incredible love for him. The poet’s response to the fulfillment of the connection between his escort and him describes his creature desire for her. Shakespeare legitimizes the youngster; he accuses the dull woman; he battles with himself, accuses himself, and afterward attempts to legitimize himself without much of any result.

Evidential Markers in English The Word Apparently Assignment

Evidential Markers in English The Word Apparently - Assignment Example The word evidently is illustrative of a demonstration of insight since it exhibits the speaker’s perspective and passes on what the person in question thinks, accepts or even theories dependent on data got or watched by implication. As Briton (1996) clarifies, words showing a demonstration of insight are by and large connected with a psychological development of â€Å"evidential markers from action words of cognition† which are â€Å"analogous to the improvement of prattle, tangible, and inferential evidential from action words of perception† which mean â€Å"hear, see, and feel† (p. 243). In this way the word clearly is a development of data saw by the speaker. The speaker isn't passing on infinitive data, but instead a data that isn't just backhanded however open to challenge. From a discernment point of view, there is consistently the likelihood that the speaker is misguided or has mistakenly deciphered data watched or caught. The method of knowing is evident in the utilization of the word obviously. Verifiably, the speaker isn't passing on direct information on a reality but instead a deduction is drawn from data. The utilization of the word clearly is illustrative of the speaker’s reluctance to focus on an authoritative determination but instead a readiness to offer a translation or view of the data got or watched (Brinton, 1996). As far as possible the data to an inferential structure and is hence showing a level of vulnerability by utilizing the word clearly and neglecting to attest unequivocally that the data watched or got can be decisively expressed. Faller (2002) portrays what is known as the reportative marker. The reportative marker is pertinent to the word clearly in light of the fact that it offers an opposing position with respect to the speaker.â

Hack Study Break

Hack Study Break I am two days away from finishing my first semester at MIT. How did that happen? Most of campus is already cracking down in preparation for finals, which are now less than a week away! Even freshmen like myself have begun putting our study habits into high gear. Although youd think that the stress level on campus would be pretty high right now, most of my friends seem to be coping pretty well. In fact, a few students apparently had so much spare time on their hands, they actually decided to provide the rest of us with a few games and toys to play with over the next few days. Confused? Let me explain Monday afternoon, I was walking across the east side of campus for my UROP (more about that later) when I noticed a few people gathered in the courtyard in front of the Green Building. Intrigued, I wandered over and began to notice a few strange shapes scattered across the courtyard, seemingly at random. As I got closer, I realized that the mysterious objects werent miscellaneous debris at all it was a hack! It was a giant game of Settlers of Catan! Although you may have never heard of this amazing game, its quite popular here at MIT. In my humble opinion, and the opinion of millions of fans, its quite simply one of the best games in the world. Looking the hack over, I was happy to see that the recreated version was completely faithful to the original apart from a few minor, MIT-themed variations. Instead of the standard Building Cost card, the hacked version had this one: (*EDIT 1/11/08: Visiting this entry again, I happened to notice that some of my photos have changed in size. Im not quite sure how this happened, but I have decided to remove the photos until I can fix this problem. Sorry for the inconvenience! -Paul) Likewise, the traditional robber piece was replaced with a mock-up of a Campus Police officer. If you look closely, youll notice that hes holding a donut. Thoroughly impressed, I left Settlers and hurried on towards my UROP. Scarcely had I crossed the street, however, when I noticed that something strange was going on with the Media Lab. Could it possibly be another hack? Yes, it was! Hackers had constructed an MIT-themed Scrabble board and somehow spirited it onto the side of the Media Lab, which I have no doubt was an extremely difficult feat. I imagine the hackers chose the Media Lab because the side of the building rather resembles a Scrabble board anyway. This next picture really shows just how huge this hack really is. So far, I had already seen two new hacks could there be more? I resolved to hunt around campus as soon as I was done researching for the day. Fortunately enough, I didnt have to hunt far hackers had placed yet another game in front of MIT Medical, right next to my lab! MIT chess! The white pieces represented the administration, while the black pieces featured the different dorms and living groups on campus. A little anti-authoritarian, perhaps, but its all in good fun. For the living groups, the different pieces included various halls of East Campus, including Fifth East, Beast (Second East), and the main desk; Senior Haus; the FSILGs fraternities, sororities, and independent living groups; Simmons (my dorm!), and McCormick. The administrators and other authority figures included President Hockfield, Chancellor Clay, faculty, alumni, Physical Plant, and the Campus Police. Those were all the hacks I could find, but when I returned home after my UROP, I found an email from someone who identified himself only as Milton Bradley, who informed me that several other hacks had also been put up over the weekend, though some had been taken down. Mr. Bradley not only pointed me to a site with photos of these other hacks, he also suggested that I put some of these photos on the MIT blogs, for all the prospective students to see. How could I disagree? Few things make me more excited than hacks, so I was happy to take a little time off from studying for finals and put together this blog entry. Other hacks across campus included Mouse Trap in the Stata Center, Cranium in the Brain and Cognitive Sciences Building, and turning the usual campus maps into Risk boards. Here are some pictures: Would you like a little cheese with your Stata Center? As a crowning move, the (in)famous Hilltop Steak House Cow was transformed into a mouse. Hackers just cant leave the poor cow alone! Just across the street from the Stata Center, the Brain and Cognitive Science Building was another hotspot of hack activity. The four-square Brain and Cognitive Science logo was begging to be transformed into the four categories of Cranium. Hackers even managed to hang the Cranium die on the face of the building. Most impressive! Sometimes, finding your way around campus can be a little Risk-y. Hopefully visitors werent too confused by the strange soldiers on the map. And thats it quite an impressive bunch of hacks, arent they? As always, huge congratulations to MITs hackers for producing yet another thoroughly enjoyable hack lets hope theres even more during the spring semester! Additional props to Eric Schmiedl 09 and Shen Chew 11 for all their awesome photos. Thanks for reading, guys. Best wishes to all the EA applicants as you await your decisions. By the way, I lost the game. ;)

Leadership As A Team Success - 1506 Words

When working with a team success depends on how its leadership leads the team. Management is not the same as leadership. As usual, the more successful the leader the more successful the team, teamwork requires a good leader; their presence could adversely affect teamwork and vice versa (Thompson. 2014). â€Å"Great Man† theory. Leaders are born, not made. These theories of leadership become popular during the 19th century. The legend behind some of the world most notorious leaders such as Abraham Lincoln, Julius Caesar, Alexander the Great gave so much to the concept that great leaders are born and not made. According to Thomas Carlyle, â€Å"the history of the world is but the biography of great man.† Effective leaders are those talented with glorious enthusiasm and the right appearances. In todays, world people often define outstanding leaders as having the right class or characteristics for the position suggesting that basic characteristics makes these people successful leaders (Cherry, 2015). Trait-based theory in some ways similar to the great man theory. The trait theory presumes that people acquire certain qualities or traits make them better suited to leadership trait theories usually recognize certain personality or behavioral characteristics that ae shared by leaders. Conflicts in the relationship among leadership traits and leadership success ultimately led scholars to shift patterns in search of new information for successful leadership (Scientific AcademicShow MoreRelatedLeadership And Team Effectiveness Of Team Success1914 Words   |  8 PagesLeadership and Team Effectiveness Team success is a result of highly synchronized and efficient groups who strives to reach a common goal. 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In the article, Leadership Lesson from India, it stated that important difference between Indian and American company leaders is how they focus theirRead MoreTransformational And Team Leadership Approaches1217 Words   |  5 PagesThe Heart of Leadership Organizational effectiveness depends on the forerunners leading the charge. Transformational and team leadership approaches are two options businesses can choose from to meet the vision of the company. One method identifies an individual at the figurehead of the group or division, where the other approach leaves the option open for natural selection. Neither leadership approach is wrong. Quite the contrary, transformational and team leadership share similar behavioralRead MoreJohn Wooden On Leadership And The Woodens Pyramid Of Success1442 Words   |  6 PagesIntroduction: Leadership is an action of leading a group of people or an organization. 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Leadership competencies can be used to effectively select, develop and promote leaders in an organization .The difference between Leadership Skill and leadership competency can explained as the required levelRead MoreContemporary Views Of Leadership And Leadership1513 Words   |  7 PagesViews of Leadership Leadership encompasses all areas of our lives. Everyone performs a leadership role in their household one way or the other. Parents perform leadership roles every day in their homes. In schools, leadership roles are being performed on a daily basis by students and teachers. In churches, there are pastors, deacons, elders, etc. perform leadership roles. At your jobs, leadership roles come into play each and every day. As you can see leadership is a very

How I Started Community College - 2035 Words

That is how adults handle interactions, and to react defensively, I feel, is mostly a reaction based in fear. Give an example of a time when you made a commitment to something and saw it through from beginning to end. I know in everyday life that there are countless examples of commitments that you have to see through to the end. To me the most meaningful example in my life would have to be college. I started community college feeling so behind, as a 24 year old with only a G.E.D., I knew that when I started I needed to go through with it. I thought that if I let myself mess this up I’d never have the courage to begin again. Once I was in school I never stopped, I attended summer courses and completed 10 terms straight before I earned my A.A.O.T. I can’t say that I feel anywhere near the end of my educational journey, and I hope I never do, but I did see community college through to the end. 6. What is your personal experience with birth? 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Osteoporosis Free Essays

Abstract:As the world’s population lives longer, the significance of osteoporosis and fractures increases.Introduction:Osteoporosis is an age-associated disease, which is influenced by genetic, epigenetic and environmental factors. Age is a high hazard factor for osteoporosis. We will write a custom essay sample on Osteoporosis or any similar topic only for you Order Now Lack of vitamin D and insufficiency of calcium absorption are the most popular reason for the osteoporosis in the elderly. (Jakob et al, 2014)Jakob, F., Seefried, L., ; Schwab, M. (2014). Alter und Osteoporose. Der Internist, 55(7), 755-761.?Jakob F, e. (2018). [Age and osteoporosis. Effects of aging on osteoporosis, the diagnostics and therapy]. – PubMed – NCBI. [online] Ncbi.nlm.nih.gov. Available at: https://www.ncbi.nlm.nih.gov/pubmed/24903137 [Accessed 16 May 2018].It is mostly a disease of old age people. The prevalence of osteoporosis increase significantly with age and it is an independent risk factor for the improvement of osteoporosis and osteoporotic fracture. As indicated by National Health and Nutrition Examination Survey (NHANES) data the diffusion of osteoporosis based on reduce density of hip bone was estimated at 4% in women 50 to 59 years of age compared to 44% in women 80 years of age and older. The number of seniors in risk for osteoporosis will continue increasing with the aging of society. (Vondracek et al , 2009).Vondracek, S. F., ; Linnebur, S. A. (2009). Diagnosis and management of osteoporosis in the older senior. Clinical interventions in aging, 4, 121.? I choose this topic because when I was in clinical area I saw many old patient they came to do x-ray and when I read the justification I saw they have osteoporosis. So I want to know how the x-ray help to diagnosis this disease. In this assignment I will talk about first the principles of the osteoporosis, the equipment components required for carrying out the osteoporosis examination and their functions. Also, I will discuss the role of radiographer and technical and radiation exposure considerations of it. Finally, I will talk about one clinical example for osteoporosis patient with clear images.Principle:Osteoporosis was described as a pathological in which there is non-attendance of bone tissue, however that tissue which remains is completely calcified. Osteoporosis creates when bone resorption happens too rapidly and substitution happens too gradually. (Makhdoom, et al,2014) The older senior is at high risk for osteoporosis. It is important for healthcare providers to be fully aware of the potential risks and benefits of diagnosing and treating osteoporosis in the older senior population. Data indicate that bone mineral density testing is under-utilized and drug therapy is often not initiated when indicated in this population. Bone mineral density testing with central dual energy x-ray absorptiometry is essential and cost-effective in this population. All elder people should be instructed on a bone-healthy lifestyle containing age-appropriate weight-bearing exercise and smoking cessation if necessary. The very important role in the risk for osteoporotic fractures, especially in the older senior is a falls play. The risk for vitamin D insufficiency and deficiency is high in the older senior and can contribute to falls and fractures. To treat this problem they should intake sufficient amount of calcium and vitamin D. (Vondracek et al,2009) Vondracek, S. F., ; Linnebur, S. A. (2009). Diagnosis and management of osteoporosis in the older senior. Clinical interventions in aging, 4, 121.?DEXA procedure detects the osteoporosis disease and this early diagnosis will improve the disease management practices and would help in impeding national productivity losses by mass screening and awareness. Also, it can help prevent osteoporosis. (Makhdoom, et al,2014) Makhdoom, A., Rahopoto, M., Siddiqui, K. A., ; Qureshi, G. A. (2014). Early Detection of Osteoporosis by Dual Energy X-ray Absorptiometry. Pakistan journal of medical sciences, 30(6), 1265.? Equipment component and function:The technique used to measure the mineral bone density and the average concentration of mineral in a defined section of bone is the Dual-energy x-ray absorptiometry (DEXA). It performed with a low radiation dose and accurate (exact measurement of BMD), precise and flexible (different regions can be scanned). A DEXA scanner consists of a low-dose x-ray tube with two energies for separating mineral and soft-tissue components and a high-resolution multidetector array. It has one of two different system a fan-beam device that emits alternating high (140 kVp) and low (70–100 kVp) x-rays and sweeps across a scan area or a constant x-ray beam with a rare-earth filter and energy-specific absorption, which separates photons of higher (70 keV) and lower (40 keV) energy.( Lorente-Ramos et al,2011).Lorente-Ramos, R., Azpeitia-Armà ¡n, J., Muà ±oz-Hernà ¡ndez, A., Garcà ­a-Gà ³mez, J. M., Dà ­ez-Martà ­nez, P., ; Grande-Bà ¡rez, M. (2011), Dual-energy x-ray absorptiometry in the diagnosis of osteoporosis: a practical guide. American Journal of Roentgenology, 196(4), pp 897-904.Role of radiographer with osteoporosis patients:Understanding every step of the procedure is important for maximizing the usefulness of the imaging evaluation to patients and referring clinicians in this procedure the radiographer play a great role in preparing the patient and taking care of the patient before, during and after examination. Before the examination, the radiographer must be Check patient history, old x-ray, Select the optimum exposure factors, Prepare the room for examination and Prepare the patient for the examination. During examinationThe radiographer must be Explain the procedure to patient and relative ,Reassure and care for patient during examination, Position the patient, Place radiation protection and Constantly assess the patient’s condition and then Expose. After examination they should be Move the tube away from patient, lower x-ray table down and finally given instructions to patient.Radiation exposure in X-ray-based imaging techniques used in osteoporosis:In old patients, central DEXA measurements of the lumbar spine and proximal femur are recommended. Two regions should be measured so that if one is unavailable, the forearm can be imaged. Appropriate patient positioning is essential for optimizing BMD measurement. The patients are placed in the supine position for poster anterior imaging of the lumbar spine and femoral neck and sitting next to the table for imaging of the forearm. Images are assessed for patient movement. The area of interest exceeding 1–2 cm and superior and inferior limits should be included to verify that the complete anatomic region is scanned. The bone axis should be straight and centered and the lesser trochanter should not be seen on images of the proximal femur. Equipment from various manufacturers generates automatic ROIs, which should be reviewed. Correct numbering of vertebral bodies is the main goal in DEXA of the lumbar spine. The indicators of correct positioning are as follows: the ribs appear at T12, the largest transverse processes are L3, the vertebral area values increase from L1 to L4, BMD increases from L1 to L3, and the BMD of L4 is similar to or slightly less than that of L3. Sometimes radiographs are necessary for correlation. Altered vertebrae (deformed or with lesions or artifacts in them) should be excluded from the analysis. If only one vertebral body is left, the region is not useful for diagnosis. In hip scanning, it is important to avoid undesired bone. The anatomic landmark selected for femoral neck ROI placement is the greater trochanteric notch.( Lorente-Ramos et al,2011) Case study:A 70 years old patient was admitted to Khawla hospital due to presence of lower back pain and restricted waist movement. A lumbar x-ray was done to the patient and showed sever narrowing of the disc space between L3 and L4 with no fractures over the lumbar bodies. For further investigation, a bone densitometry test was done that showed the presence of severe presence of osteoporosis with increased risk of fracture. Thus, discectomy was done for the herniated portion of the disk between L3 and L4 that compresses the nerves and causes the pain and instrumented fusion of L3 and L4 was also done to stabilize and strengtnus the spine after the intervertebral joint space reduction that occurred between L3 and L4. Finally, the patient was prescribed with vitamin D and calcium tablets to compensate the calcium and vitamin D reduction due to the osteoporosis.(khawla hospital,2018) .(khawla hospital,2018) Conclusion: Over all, Osteoporosis is a systemic disorder of the skeleton that is characterized by a reduction in bone mass. Although the condition affects a higher percentage of old people. The importance of osteoporosis lies in the fact that osteoporotic bones are more fragile and susceptible to fracture than normal bones. DEXA is a quick, accurate, low-cost imaging method for the diagnosis of osteoporosis. It comprises adequate performance (symmetry, morphology, positioning), ROI placement, detection of artifacts, pathologic evaluation (incidental findings and those affecting analysis), and evaluation of bone mineral density. How to cite Osteoporosis, Papers

Operant Conditioning Theory and Behaviour Modification and Control

Question: How To Control Operant Conditioning Theory And Behaviour Modification? Answer: Introduction An individual's behavior is in most cases termed as functional because it is a function of events of the current or may have happened in the environment surrounding the individual (Weeden et al. (2011). Many researchers, therefore, have analyzed behavior in a functional way with the motive of uncovering the events in the current and past environments which may bear some influence on individuals behavior according to Liefooghe and Houwer (2016 ). Albert Bandura theory of cognitive development focuses on personality development regarding the mental processes which dictate our mode of conducting different activities as Bleidorn et al. (2014) assert. However, it fails in providing the understanding of the environmental factors influencing behavior and interventions of persons, Moore (2011) denotes that there are different mechanisms that can often be adopted with the aim of finding a solution to remedy some individual behaviors. In this study, the analysis is presented in the case study provide to an understanding the childrens behavior towards Jane, their class teacher who has difficulty in managing the class. The children are between the ages of 10-12 years and are often silent in class, do not participate in the learning process, and often come to school without completing their assignments. The study also points out the possible reasons for their behaviors. It then provides suggestions for possible interventions through concepts found in operant conditioning theory that can be adopted by the teacher to improve their behavior during classes and in general. The evaluation of the scenario presented in our case study can only be understood through considering the knowledge or scope ofs analyzed by Skinner (2011). In his study he defined this kind of behavior as a form of learning in which children behavior is influenced or controlled by the consequences. It can also be termed as a process through which a childs behavior is modified by use of both positive and negative reinforcements according to Kumar and Nazneen (2016). In this case, individuals make an association between a particular course of behavior and consequence. B.F Skinner developed the theory of behavior development in children at early stages of their growth. In his theory, the main idea was to bring an understanding that researchers need to focus on the external or observable behavioral causes rather than placing more emphasis on internal thoughts and motivations as pointed out by Wacker et al. (2017). In understanding and analyzing our case study, it is important to understand the environmental surroundings which may have affected or influenced the childrens behavior towards the teacher. Such an evaluation will help us answer the questions of why the students are silent on their teacher, why they fail to complete their assignments and their lack of participation. In a systematic review, Alstot and Alstot (2015) point out that many researchers have provided asserts that classroom set up has great influence on the behavior of children. The rules, guidelines and sitting arrangements in the classroom set up have been criticized for not supporting socialization among the pupils as it is always impersonalized (Weitzman, 2010). The classroom has some set strict rules and guidelines which only allow children to speak in the classroom only upon request by their teacher or trainer. There is likely to be a possibility that the old philosophical thought in classroom context which requires tha t children should be seen not heard (Payne, 2015) has killed the childrens desire to communicate freely. Such believe, and practice creates an attitude of certain educational techniques. In their study, Romi, Lewis, and Roache (2015) point out that before a child enrolls in school, his or her operation condition is usually oral and allows free communication. It is hence an assumption that schools or classroom dictates them to be silent. Learning is a process of living in a childs or individuals life, and its a matter of philosophical thought that knowledge comes from books. Therefore, this understanding questions the functioning of the silent condition most of the young children experience in early stages of their development in school as evidenced in our case study. The childrens lack of participation in class, the behavior of keeping quiet when asked questions, as well as their inability to complete their assignments, are evidenced in the case study. They can be due to the operant silent conditioning culture which classrooms have continued to impact on the children. In the attempt of finding an effective solution to the issues, the teacher should evaluate the class room circumstances to have a proper understanding of the silent behavioral condition in the classroom. According to Arturo (2013), such an evaluation process will help in knowing how to regulate the behavior of the children in a way that will motivate their freedom of interaction between them and their teachers as well as make them more active in their participation in classroom activities. According to the theory of moral development by Kohlberg, it is proposed that the development of moral judgment among children evolves according to an incremental sequence. It further argues that at lower stages of child development, the children are always guided by obedience to the established authority whereas at higher stages of development, the moral judgment or moral decisions of the children are dependent on conscience and ethical guidelines or principles. Therefore teacher Jane can easily influence the moral judgment of the children at that age as compared to when they will be at higher levels of learning. The process of classical conditioning involves learning of new behavior through association. It is guided by some principles which help in understanding different children responses to stimuli and the behaviors associated with the stimuli. The first principle is the acquisition principle; it involves the natural occurrence of unconditioned stimuli and eventually resulting to a response without necessarily the experience of learning. The principle of extinction also helps in understanding the behavior of children. It involves the disappearance of an occurrence usually caused by a conditioned. There is also the occurrence of spontaneous recovery which involves the reappearance of a conditioned response after a period of rest. And lastly there is stimulus generalization in which the conditioned children stimuli, produces similar responses after a response has been conditioned as well as the stimulus discrimination which differentiates between a conditioned stimuli and other stimuli. For example a child can differentiate between sounds of animals or any signs given to them. Many scholars have criticized the silent condition, not because of its inefficiency and wastefulness as a teaching and learning technique but merely because of the threats, it poses to children in their development and especially on communication capabilities as pointed out by Doolan and Bizo (2013). To avoid these consequences associated with the children behavioral responses which may be difficult to handle, it is recommended that teachers and mentors should adopt more socialized techniques in classrooms. The effect of this will promote the desire for an orderly communication among the children. With a basis of the biological evidence, Weitzman (2010) also shows that at early stages of kindergarten and adolescent stage, there is an increase in the desire for children to communicate as compared to other stages of their lives. Teachers should, therefore, be vigilant in observing the childrens behavior and seeking the possible interventions as this can lead to future problems in their personality development as pointed out by Kumar and Nazneen (2016). Strengths and weaknesses B.F Skinner theory of child development and identity formation can be very helpful in creating solutions to our case study and help the teacher enhance the pupils participation in the classroom. The theory is centered on the concepts of positive and negative reinforcements as well as positive and negative punishment. Research has provided that positive reinforcements refer to favorable events or outcomes which an individual receives after a desirable behavior as Alstot and Alstot (2015) reports. The teachers can, therefore, use this concept by either rewarding the active students or giving them special recognition in classrooms. Such events will motivate the docile pupils and improve their participation in classrooms. On the other hand, negative reinforcement removes unpleasant outcome after the desired behavior. For example, the teacher may remove the restriction of punishment if the pupils become obedient. The main goal of positive and negative reinforcements by therein forces shou ld hence to promote good behavior. The child cognitive development theory also advocates the use of punishment as a technique to influence and modify behavior among children. Punishment, in this case, refers to increasing something undesirable with an attempt to cause a decrease in the behavior that follows. Positive punishment in this case, therefore, refers to an unfavorable event that is given to an individual in order to weaken the response behavior that follows. For example, the teacher, in this case, may give more work to the pupils to be done with aim of reducing their reluctant behavior and lack of concentration. On the other hand, negative punishment occurs when an unfavorable event is removed after an undesirable behavior occurs. The main goal here will then be to reduce the behavior according to Romi, Lewis, and Roache (2013). In another perspective, B.F Skinner (2011) explains behavior as that specific functioning part of an organism which helps in promoting and enabling interactions with its surrounding environmental circumstances. And he argues that the formulation of behavior will always include both the act of an organism and the features of the surrounding environment which influence the acting of the organism. Research has also pointed out that not all instances of movements by an organism are behaviors and also provides that not all instances of behavior entail a movement. Teachers should, therefore, be careful in interpreting some behavioral instances among the pupils, there might be some other factors contributing to their classroom behavior. Some instances of behavior are as a resultant of stimulus which may have been invoked and hence present in the organism or individual (Moore, 2011). Recent research on emotional and behavioral disorders by Bleidorn, Kandler, and Caspi (2014) gives an estimate of between 3% and 6% occurrence among children. Children with emotional and behavioral disorders are characterized by aggressive behaviors, destruction of properties, talking out, avoiding social interactions and rarely participate in classroom assignments as they are keen in observing the rules of silence conditioning. The teacher should also engage other professionals such as child psychologists to help them understand the behavior if its persistent as failure may lead to such emotional and behavior disorders. The theory of child development at early stages has been criticized for having certain weaknesses in managing the behavior of children. The criticisms have that the theory seems to only deal with strict distinct behavior as to whether a behavior is good or bad. They argue that there is a likelihood of students showing traits of good behavior as well as bad behavior. They may have a good behavior in one aspect and fail the other, for example, he or she may be good in class performance and be a bully to other students. They also argue that positive reinforcements or rewards should not always be supported as there is an argument that a child is supposed to continue his or her good behavior even if the reward is removed. There is also a criticism that the theory lacks engagement and motivation to students and advocate for the need of students at the higher level to conduct group discussions as well as figure things out on their experimental ways and research as pointed out by McClurg and Morris (2014). Despite the weaknesses, B.F Skinner and Albert Bandura theories of child development have been highly commented on its usefulness and ability to control students behavior. It's applicability in; helping in teaching as well as promoting behavioral modification and cognitive development. If is always easy for children to associate good behavior with rewards as well as associating bad behavior with punishment. Children also get to understand that good behavior will always produce desirable societal results while results of bad behavior are always unwanted. It is therefore recommended for the above scenario as the teacher will be able to understand, monitor and modify the behavior of children through a system of tested and applied techniques and concepts from the operant conditioning theory (Payne, 2015). Therefore the knowledge of operant conditioning has greatly influenced the practices of education. Children are believed to exhibit behaviors under all ages; it is, therefore, the respo nsibility of their teachers and parents to act as behavior modifiers. The arrangements and classroom settings through the established principles should help teachers organize the experiences that will enable them to facilitate both academic and childrens social behavior. Conclusion The knowledge of childrens classroom behavior as seen from research is important for both teachers and parents in helping them understand, regulate and modify their childrens behavior. Teacher Jane can therefore understand the behavior of his children or pupils and develop mechanisms which will correct such behaviors. She may introduce rewards to motivate and encourage the pupils participation in class, activities outside the class such as game or group competitions, ensuring sitting arrangements are done in a way to promote social interactions. Child development and behavior modification under the theory of B.F Skinner therefore, provides a better concept of behavior modification through reward and punishment concepts as compared to Watsons theory of social learning which emphasize the idea that behavior is a resultant of habit formed by individuals. The case represented in our case study can, therefore, be addressed by taking into consideration the concepts and view of both theorie s of child development as analyzed by Albert Bandura and B.F Skinner. References Alstot, A. E., Alstot, C. D. (2015). Behavior Management: Examining the Functions of Behavior. JOPERD: The Journal Of Physical Education, Recreation Dance, 86(2), 22-28. Arturo, C. A. (2013). The Psyche as Behavior.RevistaColombiana De Psicologa, 22(2), 377-387. Bleidorn, W., Kandler, C., Caspi, A. (2014).The Behavioural Genetics of Personality Development in Adulthood-Classic, Contemporary, and Future Trends.European Journal Of Personality, 28(3), 244-255. doi:10.1002/per.1957 Doolan, K. k., Bizo, L. A. (2013). Reinforced Behavioral Variability In Humans. Psychological Record, 63(4), 725-734. Kay, SR 2015 Revised 'Kohlberg's Theory of Moral Development: Critical Analysis of Validation Studies With the Defining Issues Test', International Journal Of Psychology, 17, 1-4, pp. 27-42, Business Source Premier, EBSCOhost, viewed 9 May 2017. Kumar, E. S., Nazneen, S. (2016). A Literature Review of the Theories of Learning and Varieties of Learning with Emphasis on Second Language Acquisition.Language In India, 16(7), 218-236. Liefooghe, B., De Houwer, J. (2016). A functional approach for research on cognitive control: Analysing cognitive control tasks and their effects in terms of operant conditioning. International Journal Of Psychology, 51(1), 28-32. McClurg, L., Morris, R. (2014). Shaping Student Behaviors Through Reward Systems: Lessons From Beaver Trapping?.Journal Of Higher Education Theory Practice, 14(2), 89-102. Moore, J. (2011). Behaviorism. Psychological Record, 61(3), 449-465. Payne, R. (2015). Using rewards and sanctions in the classroom: pupils perceptions of their own responses to current behaviour management strategies.Educational Review, 67(4), 483-504. Romi, S. s., Lewis, R. R., Roache, J. J. (2013). Classroom management and teachers' coping strategies: Inside classrooms in Australia, China and Israel. Prospects (00331538), 43(2), 215-231. Skinner, B. F. (2011). About behaviorism.Vintage. Psychological Record, 61(3), 449-465. Wacker, D. P., Schieltz, K. M., Berg, W. K., Harding, J. W., Dalmau, Y. P., Lee, J. F. (2017). The Long-Term Effects of Functional Communication Training Conducted in Young Children's Home Settings. Education Treatment Of Children, 40(1), 43-56. Weeden, M., Wills, H. h., Kottwitz, E., Kamps, D. (2016). The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders.Behavioral Disorders, 42(1), 285-293. Weitzman, R. S. (2010). The Bases for Language Repertoires: Functional Stimulus-Response Relations. 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