Essay on Gothic Fiction - 2923 Words

Gothic fiction is erotic at the root according to Punter. From your reading of Frankenstein and Dracula how far would you agree with Punters interpretation. Gothic fiction is erotic at the root according to Punter. From your reading of Frankenstein and Dracula how far would you agree with Punters interpretation. In your essay you should consider: - · The authors portrayal of eroticism and sexuality (in all its forms) through characters. - · Relevant social/cultural concerns during the period the novels were written. During the 18th century and for a long time after poetry was regarded as the most sophisticated and accomplished mode of the written word. The Gothic novel, a relatively new form of†¦show more content†¦Consequently, the growing fashion of Gothic resulted in the popularity of the Gothic novel, it was a cheap exciting alternative and with widening literacy it was open to the up-and-coming middle classes. The setting of the gothic novel is central to the plot with a range of possible settings as backdrops including: ruins, dungeons, castles, and monasteries among others. Along with this the gothic novels were all set in Europe in the middle ages. A prime example being what is generally agreed to be the first gothic novel, The Castle of Otranto written by Horace Walpole in 1764. Walpole placed his novel in Italy in the middle ages and set it in a castle complete with dungeons, battlements, cloisters, galleries and trapdoors and consequently it met all the requirements of the gothic novel. The popularity of this novel spawned a multitude of others within the same genre. Ann Radcliffes The Mysteries of Udolpho was followed by Jane Austens Northanger Abbey and by this time the gothic novel was more than firmly established. Abraham Stoker was born in Dublin in 1847 to parents Charlotte and Abraham Stoker. He attended Trinity College in Dublin in the 1860s where he was involved competitively in athletics and football and was also an active participant in the Philosophical Society which eventually made him president. He graduated with an Honours degree in Pure Maths. At the age of 22 Bram followed in his fathers footsteps joining the civilShow MoreRelatedThe Fiction Genre Of Gothic Fiction1963 Words   |  8 Pages The Literary fiction genre of Gothic, including Crime and Horror, usually features a figure of Otherness as either the protagonists of antagonists of the story. The noun Otherness is used in this context to describe a being that is different from the norm. This could be a creature that is not human at all or an individual as representation of a minority group in the human society, in either race, class, sexuality or gender. These figure often have the function of discussing issues, such as homosexualityRead MoreAmbiguity of American Gothic Fiction1765 Words   |  8 PagesJulie Fallows 6423747 Sean Moreland November 27, 2012 Ambiguity of American Gothic Anxieties Since the 19h century, American Gothic fiction started to exist independently from the British type. In fact, the latter was marked by its use of fantastic, externalized and metaphysical elements as opposed to the boundaries of American Gothic fiction in which were expressed by historical, internalized, racial and psychological characteristics. (Edwards, XVII) In Edgar Allan Poe’s The Raven, FallRead MoreGothic Fiction : The Castle Of Otranto1443 Words   |  6 PagesAngelic TR – 8a-9:15a Comp. 2 Gothic literature was almost single handedly invented by Horace Walpole with his novel The Castle of Otranto in 1765. A mix of romance and horror, many authors today and many authors in the past have used gothic fiction to fill the readers with suspense and terror. Edgar Allan Poe used elements such as suspense, setting, and language to create a plethora of gothic fiction stories. Stories such as Poe’s Cask of Amontillado capture the gothic element perfectly. A combinationRead MoreGothic Fiction Of Hawthorne And Poe Essay1919 Words   |  8 PagesGothic Fiction of Hawthorne and Poe When discussing gothic fiction many early authors come to mind, Mary Shelley, the Bronte Sisters, Bram Stoker, and Oscar Wilde, to name a few, were all exceptional European writers of this style. As for American authors, there are two names that hold top places of honor, Edgar Allan Poe, and Nathaniel Hawthorne. Poe, with his talent for lyrical, poetic prose and conveying the macabre, is considered by many to be the master of gothic fiction. However, HawthorneRead MoreThe Southern Gothic Is A Subgenre Of Gothic Fiction. The1722 Words   |  7 PagesThe Southern Gothic is a subgenre of Gothic fiction. The Southern Gothic is best defined as a story filled with irony, characters who fit the grotesque factor, social issues, violence, southern settings, decay, outsiders, Civil War, and even slavery and race. Throughout Modern Southern Fiction, these factors which create the Southern Gothic can be found in almost every literary work. In the novel by Dorothy Allison titled Bastard Out of Carolina which was published in 1922, nearly every factor thatRead MoreGothic Literature : The Southern Gothic Fiction1476 Words   |  6 Pagesmorbidly dark and eccentric characters combined with southern charm and the ever-present gender divide to tell stories that represent a writing style known as southern gothic literature. â€Å"Southern Gothic is a subgenre of Gothic fiction unique to American literature that takes place exclusively in the American South. Elements of a Gothic treatment of the South were apparent in the 19th century, ante- and post-bellum, in the grotesques of Henry Clay Lewis and the de-idealized visions of Mark Twain.[3]Read MoreEssay on Gothic Fiction: An Analysis of Space in The Monk3618 Words   |  15 Pages Gothic Fiction: An Analysis of Space in The Monk. Space is inseparable part of every text of literature. In the Gothic fiction space is extremely important, as the Gothic fiction is mostly based on creating images connected with human perception. During the process of reading readers often use their imagination. Therefore, depiction of old castles, ruined abbeys, monasteries, subterranean passages, vaults, or secret panels, is a standard method of creating the atmosphere. As IzdebskaRead MoreGothic Fiction : A Rose For Emily And The Fall Of The House Of Usher1313 Words   |  6 Pagesunusual events. This type of atmosphere is known as gothic fiction which appears in gothic novels. According to the dictionary, gothic fiction is† a genre of fiction characterized by mystery and supernatural horror, often set in a dark castle or other medieval settings.† In the short stories â€Å"A Rose for Emily† and â€Å"The Fall of the House of Usher† there are elements of gothic fiction in the characters and setting. Th e components of gothic fiction in the stories include gloomy settings, decaying mansionsRead MoreGothic Fiction: The Representation of Evil in Horace Walpole’s The Castle of Otranto2229 Words   |  9 Pages Gothic Fiction: The Representation of Evil in Horace Walpole’s The Castle of Otranto. The Castle of Otranto is a 1764 novel written by Horace Walpole. It is regarded as the first Gothic novel, initiating a new literary genre which became extremely popular in the late 18th and early 19th centuries. Gothic literature’s desire to explore the unknown, the unexplainable, inexplicable and the terrifying can be seen as a reaction to the Enlightenment’s emphasis on the rational and knowableRead MoreGothic Fiction Genre in Tell Tale Heart by Edgar Allen Poe and Flannery O’ Connor’s A Good Man is Hard to Find571 Words   |  2 Pagesthe old mans heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.† –â€Å"Tell Tale Heart† by Edgar Allen Poe The Gothic fiction genre has been known for its gory and gruesome imagery ever since the 1800s. This genre has flourished from one generation to another into many other sub-genres including the Southern Gothic. With â€Å"Tell Tale Heart† Edgar Allen Poe out does himself with his incredibly brutal descriptions as seen in the quote above. In an ongoing battle of

PhD statement of personal objectives ( at Marketing ) Personal Statement

Essays on PhD statement of personal objectives ( at Marketing ) Personal Statement PhD ment of personal objectives of the Personal ment Marketing is considered as the most vital activity in which a business must partake. Marketing is also dubbed as the activity that directly affects the overall sales of a firm and at the same time determines the level of profitability of the firm (Buttle, 2012). Basically, if a company is marketing its business well, it is obvious to make profits and if it is not it could be in trouble. Even the best products would fail to survive if not marketed well. Hence, it is evident that marketing is a subject of great importance (Alsmadi, Alhami Alsmadi, 2009). Although the notion of marketing was evident since the introduction of barter system, but in the recent past, the significance of marketing has increased robustly (Alsmadi, Alhami Alsmadi, 2009). One of the key reasons for the increasing awareness of marketing among the companies is the need to increase own visibility. The level of competition has reached such a stage where companies find it extremely difficult to sustain in the marketplace (Mooij, 2009). Thus, marketing acts as a means of enhancing the visibility of a firm as well as creating awareness of the products and services of the firm. It should be also noted that marketing umbrella encompasses various fields, such as advertising, sales, public relations as well as direct promotion. All these concepts are amalgamated by the companies and are applied before the launching of a product or a service in the market place. Hence, these facts make it evident that marketing is one of the vital subjects of the society and to prosper in the professional world one should gather adequate knowledge about the subject. Although during the early days of my academics, the interest was always on the human relations and social science, but since the last couples of years my interest towards marketing management has been increasing steadily. Furthermore, my increasing interest on the study of how people act and interact in organizations has fuelled my desire of making a career in the field of marketing management. It has also motivated me over a number of years to learn as much as I can about Marketing management, both in classrooms, as with my current Marketing studies, and on the job. I have seen that marketing has always received special attention in a company as the management of any firm believes that marketing is the only activity responsible for generating revenue in a firm (Conway Steward, 2009). However, this does not mean that other disciplines are not important enough in running the business operation. Other disciplines are generally backend process of a firm but marketing functions at the frontend which makes it an area of utmost importance to an organization. I have understood the fact that marketing is responsible for attracting new customers as well as retaining the existing customers for a firm. Thus, companies always allocate higher proportion of their overall budget to the marketing department. I have seen that in many cases companies have failed to prosper in the market despite having superior product and services due to the lack of proper marketing activities. This again proves marketing as an essential and vital activity or can even be adjudged as a necessity. My interest in marketing is increasing day by day as I am getting aware of a number of facts related to marketing. Literally, I am getting fantasized by the reach and scope of marketing and firmly believe that this is one area where I can excel in future and can contribute to the society through this subject. My objective has always been to effectively apply my learning desire and interpersonal skills to the welfare of an organization, but now I specifically focus on implementing these skills in an organization’s marketing challenges and opportunities. While doing Master of Science in Marketing from Texas AM University Commerce, Texas, I have been able to gain deeper insights into various important concepts of marketing. The one thing that encourages me to learn marketing is its vastness and ability to appeal and communicate with the mass. I have seen that research in marketing is being done in large numbers but the same is low with other subjects. Furthermore, marketing also encompasses market research which is another vast field and associates itself with mathematics and statistics (Hollensen, 2007; Mooij, 2009). My aim in PhD with marketing as the specialization will be to research on how marketing can be used to provide benefit to the society. Literature survey confirms that marketing has always been considered as a subject which is important for business and has always been presented as well as viewed from a business angle. However, there are hardly any studies carried out before that which emphasize on marketing as a societal development tool. Hence my research will focus on bringing marketing and society under one roof. The objective will be to develop a theory and implement the same in the real world and realize benefits out of it. As you will see in my resume, I offer human relations skills, strong computer knowledge, and the flexibility and positive attitude to help resolve just any issue. Hence, I will be implementing my additional skills in the programs to ensure effectiveness and increase the chances of success. I hope that marketing will act as a foundation to this new dimension and with the assistance of qualified professionals, experts and academicians I will be able to come out with a theory. Although, social science has been a subject that endowed me with new dimensions but now I am ready to make transition to a position in marketing management, and I ask that to consider me for such a position. References Alsmadi, I., Alhami, I. Alsmadi, H. (2009). The Requirements for building an E-commerce infrastructure. International Journal of Recent Trends in Engineering, 2 (2), 7-9. Buttle, F. (2012). Customer relationship management. London: Routledge. Conway, S. Steward, F. (2009). Managing and shaping innovation. Oxford: Oxford University Press. Hollensen, S. (2007). Global Marketing. Essex: Pearson Education Limited. Mooij, M. D. (2009). Global marketing and advertising: understanding cultural paradoxes. London: Sage.

Critical Analysis of National Land Code

Question: Discuss about the Critical Analysis of National Land Code. Answer: Introduction There are various ways followed across the globe in acquiring land or property by an individual. Such one way is by Torrens ways where the registration of the land to its owner is given more importance over anything else. The historical beginning of the system started after the Island was taken under the control of the British Colonial government which later made the uniform civil code in the land which had no prior history of equal rights of land ownership or use. The form that was used was primitive where the utility was given more importance over the ownership. The Sahajji Islamic cult had a strong influence in deciding g the fate of the land owners where the Sultans were the supreme authority This changed once British colonized and brought in a uniform law code for the nation in 1911. This was a big reform considering the previous ways of using or acquiring lands by individuals which often had conflict and dispute of ownership as the island was uninhabited in many parts and the s ettlement came in after British colonized it. The National Land Code of 1965 made it more simplified and guarded the regional cultural practices as well with exceptions in few cases which were kept as it is since the days of Empirical Islamic traditional rule in some places. Historical Background leading to Torrents System Today around the Globe approximately 26 nations adhere to Torrens System of Land Administration, Malaysia being one of them. This form of land administration is used to describe the registration components of the land administration. The Torrens Land Management System is to have an interest being generated which is under the law. Thus this form gives land holdings, with some exceptions of no legal effect until formally registered. This system gives the description of the owner and certifies title entitlement along with restrictions. This has a map and surveyed plan that notes the boundaries of the land and allotment where electronic catalog systems are in use. Notably, the system deals with registration, equitable holding recognized by the law and possession of the landowner under specifics of the law. This gives the land ownership to only one person rather than other contemptuous ones who may have interest on the piece of land In 1858, this system was first introduced in Australia for the need of the dispute between lawyers and other informal practices of landholding of that period. The current interpretation of the law in Malaysia comes from the Straits Settlement, Federated Malay state, and un-federated Malay states. In 1872 when the East India Company of the then British Empire landed on the island it was totally uninhabited. Therefore, there was no law of the land that was to determine the ownership which from the British side was immaterial as whether it was ceded or newly settled territory. Thus post-settlement there was an influx of population, so the English Parliament introduced English Common Law, and Equity which was later introduced in Penang, Malacca, Singapore and in 1855 the English Deed System was introduced as well. The land laws followed those days were local laws of the land, and Dutch grant was existent in the urban areas. So there was no common practice but the old traditional law of M alacca where the people who cleared the land and undertook any land with personal effort were there where a tenth of the revenue generated from those places was to be given as tax to the occupying Dutch. Here the nature of ownership was not absolute but based on proprietary rights like land ownership but the utility of the land which suggests no absolute ownership. The methods used were the acquisition of land virgin or forested to be used for agriculture, and a tenth was to be given to the local ruler. So if the owner did not utilize a piece of land without any reasonable cause, it was automatically forfeited by the ruler. The utility was important over owning a piece of land, so when the owner or utilize of the land decided to sell his piece of land, it would mean that the purchaser is supposed to pay the expenses incurred by the landowner for the development of it. In Malaya, it was called "puling belanja or return of expenses. The owner could borrow money by showing the land owned as security with a collateral agreement to give back the borrowed money within a stipulated time else by law the land would automatically get transferred to the lender. However, such indigenous laws were abolished when in 1891 the land was declared under the Crown or English control. However, Pahang was ruled by a Sultan or absolute ruler who was in control of all legislation in the state which he decided from time to time until 1937 Civil Law enactment was passed to have a common law and charter of justice in the Federated Malay State. Under the unified state, the first of Torrens resolution was passed called Selangor Registration of Titles regulation of 1891 in Malaysia. Under the Anglo-Siamese Treaty British gained control in 1909 of the entire state. The land system laws already prevailed as per the local customs of Islamic laws before the first introduction of Torrens laws. The General Land Regulation was slowly enacted in all states followed by the Registration of Title Regulation which was devised by English lawmakers of the then Malaya Federation. Hence, with a lot of good effort a law of land system was fully integrated by 1911 with FMS Land Enactment and FMS Registration of Title Enactment. The Torrens System brought in the law that all land is under the ruler who could give or take land from people with due registration process under prescribed forms with the then authorities. The owners were given full ownership, and the traditional practice of acquiring virgin or forest land was abolished. Recording systems with forms were introduced. The Uniform Land laws were distinguished into two categories where the Land Enactment dealt with the country land of fewer than 100 acres. The Title enactment dealt with lands exceeding 100 acres. This system was amended in 1926 that came into force in 1928 which came to be cited as Land Code of 1928. So the land ownership got more clarity, adverse possession against the individual owners were stopped, and the revenue style for land was kept unaltered where one-tenth of the value of the land was to be paid, and specific cultivation rules were enforced. Features of Torrens Title practiced in Malaysia The National Land Code were enacted as drafted in 1928 post the nation's independence which was granted in 1965 and enacted from 1st of January 1966. This law was equally enforced in all states of independent Malaysia except in Sabah and Sarawak. This law in the land is used to enact the amendments and consolidate the laws about land and land tenure. The deal is a collection of revenue from the states to run the national business and get the connection among the various states via a common law. The desire for such law in the land was to consolidate on the uniform land system which would bring the titles of land under the state control via a singular law. Thus now it has given the government the tools needed to ensure the uniformity of law for land and related matters. The land tenure, registration of it, transfer, lease and charges in respect to land and its use related issues has been solved. The currently applied form is the amended as on 1st of January 2006 which is in the application. The National Legislative Council decided to enact the law in federal level to get the Land Acquisition Act and Strata Titles Act. There are subsidiary legislations dependent on state assembly made rules and also do have the Malay Reservation System in place. The Act empowered the state to have ownership of all land under its jurisdiction and made the mining of rocks and minerals as a national property where states have limited access rights. The states regulations are owned by the governor of the state who also leads the state assembly. The Act of 1965 makes it clear that Land is a state matter, and they are supposed to make rules for the state-owned land. Nevertheless, the Parliament of the nation has the right to pass laws to bring in uniformity between the state laws as per the National Land code's Article 74. The law gives the features like a registered document of title (RDT) which is available and retained by the Registry and land office. This information is available to the public for greater transparency in the system. The registered proprietor keeps the Issue Document of Title for the land (IDT) as an evidence of ownership. There is the Registry which follows two principles. The Mirror and Curtain principles, namely. In the Mirror the register gives the descriptions of the proprietor's details, nature of the land and particulars of that person who may have shown interest in the land. The Curtain principle makes the potential buyer to see the register he/she is interested in without any counter checking. Hence, the NLC facilitates the unlawful possession of a land, may it be against the state or registered owner. Thus it's an instrument of right that protects the registered user's interests at all times. The state, however, reserves the rights to get the alienated lands under the state control in various circumstances. If the state gave the land, it has to be returned after the expiry of the term, under Section 130 the land can be rebuked due to non-payment of rent and breach of condition imposed during lease giving. Further, if the landowner dies without any legal heir or if the land is surrendered back by the owner to the state. These are the exceptions that the law provides to the users without registration for those lands under the state control. Nevertheless, the NLC is not concerned with those deals which are noncompliant with its requirements. The English made Civil Law Act of 1956 makes exemptions where the English principles of equitable principles relating to land tenure wh ere English laws are not applicable in the Malaysian soil of made conveyances, assurances or succession of property like issues out of the equation. Furthermore, the NLC demands registration for its application of its codes, would not affect the Contractual operations of any alienated land and its transactions. So the registration won't be bothering the dealing happening within the land if taken under a contractual agreement. Thus it's a balance between the user and owner which the NLC helps to comply with. Concept of Indefeasibility in Malaysian NLC Indefeasibility is the right of a registered owner in the Nation of Malaysia the right of owning their piece of land with a recognized border which needs registration under the NLC act. The guarantee to the land owners is their Indefeasibility of title where the interest is guaranteed under the provisions of law. This gives the person the ownership of the land by the state that can be used to revoke any lease agreement dispute or other person's claim on the land if the owner can prove the registration given by the state Without registration the state has the right to do as per their will if the land doesn't have the ownership registration. So the purchase document is not enough till it's registered under the law of the Code of 1965. The National Law Code (NLC) needs registration to handle cases which can be dealt with under its preview. This registration may be used by the owner to lease his land, transfer or charge for its use. For unregistered interests, the caveats are to protect unregistered interest. The concept of indefeasibility is the central norm for any applied Torrens system with land registration provisions. This keeps the system simple, certified and in the books of the registration making the fundamental rights of the land owners more strength. The system has two steps which are immediate and deferred depending on the case scenario. This is a process of owning title for indefeasibility to be immediate a purchaser has to get the registration with documents to get such strong hold on the land, which may be a forged document used to get the permission, but it doesn't matter till the registration process is completed. The deferred one is such that the registration is done with forged papers or instruments. The change of name of registered owner needs to pay a transfer charge to get the indefeasibility which the registration document would show. This makes the process simple as it gives the bank to go through the register of registration for a certain loan in contrast to the bond of registered land is supposed to pay even if the deferred indefeasibility by the process of registration is given during the tenure. This makes the issue simple and easy for the banks to handle loans for such cases. This indefeasibility is attained by the person when they receive the certainty of title which is applied by the registration process. Such registration can only be challenged via the NLC of 1965, where its importance and validity lies. This means that the claimant of the land is the one who is shown in the registers via curtain or mirror processes making the registering owner aware of any previous claims or have proceeded with the sale or transfer without prior notice. If there be any need, it has to be reflected in the register which the new owner should be aware of and comply with as per the Code. Hence this makes the title of registration more important than anything else for the owner in the legal stand as per the NLC of 1965. Hence, the cardinal rule as followed by the laws of the land suggests that the registration of the land in the name of a person guarantees his belonging and ownership on the piece of land. It is by the prima facie indications unnecessary to find out how the name came on the registration, which may be via acquiring, by family ties or got as a gift till his name is registered with the government under the NLC. However, NLC is only for the properties with registration in government books, and the rest is not under its jurisprudence Conclusions The land transactions in the state have got a new dimension under the preview of the law. The clause of Indefeasibility cannot be overruled which is the most important component of the Torrens system followed in the nation. The intervention of legislation, in this case, is needed. However, as on date, the Torrens way of land ownership determination had been working fine with the people and the establishment where the registration of the land with surveyed boundaries is all that one need to be titled as the owner of the land. Nevertheless, fraud and misappropriate dealings has to be stopped in the process as the lands were inhabited and were taken by people who claimed it for use or utility. The NLC laws have made the process simplified for the government and the law to judge the real owner with registration details. Bibliography Agc-blog.agc.gov.my. (2012).S 340 National Land Code 1965 (NLC) |. [online] Available at: https://agc-blog.agc.gov.my/agc-blog/?p=1383 [Accessed 6 Sep. 2016]. Arter, F. (1960). A review of the torrens system and some aspects of title survey.Australian Surveyor, 18(2), pp.108-118. Awang, A. and Ariff, S. (2013).Adat land laws in Malaysia. [online] Csdila.unimelb.edu.au. Available at: https://www.csdila.unimelb.edu.au/projects/tehran/Presentations/pdf/4-Adat%20land.pdf [Accessed 6 Sep. 2016]. Aziz, S. and Hanif, S. (2014).LAND ADMINISTRATION in MALAYSIA. [online] Aseanvaluer.org. Available at: https://aseanvaluer.org/wp-content/uploads/2015/02/Land-Administration-in-Malaysia.pdf [Accessed 6 Sep. 2016]. Faolex.fao.org. (2016).National Land Code (Amendment) Act 2008. [online] Available at: https://faolex.fao.org/docs/texts/mal91850.doc [Accessed 6 Sep. 2016]. Fght.utm.my. (2012).National land code (Penang and Malacca titles) Act 1963. [online] Available at: https://fght.utm.my/tlchoon/files/2015/09/NATIONAL-LAND-CODE-PENANG-AND-MELACCA-TITLES-ACT-ACT-518.pdf [Accessed 6 Sep. 2016]. Hutchison, T. (1958). XXXVIII. Robert Torrens and Classical Economics.Economic History Rev, 11(2), pp.316-321. Jp-land.com. (2016).A Brief History of Malaysia Land Law | Learn Understand More. [online] Available at: https://jp-land.com/a-brief-history-of-malaysian-land-law/ [Accessed 6 Sep. 2016]. Jupem.gov.my. (2016).Official Portal Ministry of Natural Resources and Environment (NRE). [online] Available at: https://www.jupem.gov.my/index.php?enaction=mainsetcolor(); [Accessed 6 Sep. 2016]. Kptg.gov.my. (2016).National Land Code (Act 56 of 1965). [online] Available at: https://www.kptg.gov.my/sites/default/files/article/NLC1956DIGITAL-VER1.pdf [Accessed 6 Sep. 2016]. Maicsa.org.my. (2012).Excerpt from the National Land Code (Act 56 of 1965). [online] Available at: https://www.maicsa.org.my/download/technical/technical_announcements_150615_2_2.pdf [Accessed 6 Sep. 2016]. Maidin, A. (2011).Principles of Malaysian land law. [online] Cat.lib.unimelb.edu.au. Available at: https://cat.lib.unimelb.edu.au/record=b4271438~S30 [Accessed 6 Sep. 2016]. Massie, E., Brown, R. and Cannon, A. (1914). Report of the Committee on the Torrens System and Registration of Title to Land.The Virginia Law Register, 20(7), p.481. O'Connor, P. (2003). Double Indemnity - Title Insurance the Torrens System.QUT Law Review, 3(1). Persekutuan, J. and Putrajaya, K. (2011).Review of the National Land Code 1965. [online] Ptgns.ns.gov.my. Available at: https://ptgns.ns.gov.my/NLC%20Review%20Consultation%20Paper.pdf [Accessed 6 Sep. 2016]. Ruffin, R. (2005). Debunking a Myth: Torrens on Comparative Advantage.History of Political Economy, 37(4), pp.711-722. Sood, T. (2016).The Malaysian Bar - Basics of Indefeasibility under the National Land Code. [online] Malaysianbar.org.my. Available at: https://www.malaysianbar.org.my/property_law/basics_of_indefeasibility_under_the_national_land_code.html [Accessed 6 Sep. 2016]. Taylor, G. (2008). Is the Torrens System German?.The Journal of Legal History, 29(2), pp.253-285. Xavier, G. (2012).Indefeasibility of Title in MalaysiaThe Revivification of Deferred Indefeasibility under the Torrens System Focus on Fraudulently Obtained and Forged Titles. [online] Repository.um.edu.my. Available at: https://repository.um.edu.my/22524/1/9.%20Indefeasibility%20of%20Title%20in%20Malaysia.pdf [Accessed 6 Sep. 2016].

Reaction Time free essay sample

â€Å"Reaction Time† is the interval of time between the application of a stimulus and the detection of a response and has been thought to differ based upon the effects of modality and warning signals. In the â€Å"Reaction Time† experiment a total of 24 students from the University of Cincinnati participated in an experiment consisting of two sensory modalities, audition and vision, which were combined with two levels of warning signal status. The two levels of warning signal status were signal onset and signal offset. This provided a total of four experimental conditions and is described as a two by two repeated measures design. The independent variables included both modality and warning signals, while the dependent variable was reaction time. From the results of the experiment, significant evidence in differences of reaction time could be related to both modality and reaction. Furthermore, the experiment showed significant evidence that auditory stimuli accompanied with a signal onset provided faster reaction times compared to visual stimuli accompanied without a warning signal. We will write a custom essay sample on Reaction Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Effects of Warning Signals on Reaction Time to Auditory and Visual Stimuli Reaction Time has been studied for numerous years in efforts to understand the effects modality and warning signals have on a response stimulus. The basis of â€Å"Reaction Time† was to examine and test the effects both warning signals and auditory/visual stimuli have on response time as found in prior research findings. Past research, including that of Woodworth and Schlosberg (1954), Elliot (1968), and Kohfeld (1971) found that different sensory stimuli resulted in different reaction times, while other researchers, including Foley and Dewis (1960), Blackman (1966), and Niemi (1981), examined the effects of foreperiods and expectancy on reaction time. More specifically, â€Å"Reaction Time† was an experiment conducted to specifically examine the discrepancies in time with regards to both auditory and visual stimuli (modality) via the underlying processes organisms experience and to examine the effects warning signals have on time delay. In efforts to understand the relationships between reaction time to auditory and visual stimuli, one must first establish what reaction time is and then examine the processes involved in audition and visual perception. First, reaction time is the interval of time between the application of a stimulus and the detection of a response, in which the response is followed by any reaction to the stimulus. The delay of time reflects the time taken by several mechanisms of the organism to process information. Such mechanisms include components like: sensory encoding, stimulus identification, response selection and response execution. With this kept in mind, a process so complex can be influenced by several factors including: the nature of warning signals that precede the stimulus to be detected, and the sensory modality of stimuli. To provide a clearer picture of what is happening during this process one can envision how this may be demonstrated in real life. First, a person touches hot water streaming from the faucet and the nerve endings from the finger send signals to the cerebellum by means of the spinal cord. Here, the brain interprets the sense of touch as hot and hurting and therefore sends signals via arm muscles to move the arm away. In this example, the reaction time is the difference between the organism touching the hot water and time it took to pull the arm away. The response stimulus, the signal that indicates an organism should respond, is the cerebellum because it is indicating that there is an unpleasant feeling and the arm should move away. Thus, the cerebellum undergoes sensory encoding; it deciphers the signal from the nerves of the finger as a sensory phenomenon (in this case touch). The cerebellum identifies the stimulus as pain (stimulus identification) and selects a response stimulus such as pulling the arm away. At this point in the scenario, the cerebellum makes a response selection that communicates to the muscles to move the arm away. When the arm physically moves, the response execution is occurring. With this kept in mind, it is important to also take note of the different types of reaction time experiments including: simple reaction time and disjunctive reaction time. During simple reaction time a subject must react to the presence of the response stimulus, such as the process that occurred with the hot water streaming from the faucet. Disjunctive reaction time occurs when a subject will have more than one choice of responses to a stimulus. Therefore, a subject must not only react to the response signal, but they must also identify which response is appropriate. In this situation, reaction time delay may be attributed to the process of identifying which response is appropriate. Disjunctive reaction time is used for the purposes of the â€Å"Reaction Time† experiment with the use of modality and warning signals as independent variables. Though the two types of reaction time experiments differ, both simple reaction time and disjunctive reaction time undergo similar processes including: sensory encoding, stimulus identification, response selection and response execution (as described earlier). Each step of the processes is essential as they help explain the lag difference between reaction time and stimulus detection. The difference in reaction time to a stimulus can specifically be attributed to response stimulus modality. Response stimulus modality refers to the type of sensory medium that the signal acts upon, in this case auditory or visual perception. In the previous work of Woodworth and Schlosberg (1954), it was found the auditory stimulus was 40 milliseconds (ms) faster than the visual stimulus with regard to reaction time. The experimenters continued to hypothesize the difference was due to organ structure, in which audition was found to be a mechanical process (allowing for quicker reactions) and vision established as a chemical process, resulting in slower reaction times (Woodworth Schlosberg, 1954). The difference in reaction time was essential as it provided a basic scientific knowledge of the underlying mechanism involved in completing a reaction time modality activity. Elliot (1968) wrote about the studies of simple visual and simple auditory reaction times suggesting that most if not all of the difference in a longer reaction time was attributed to the failure of prior experimenters (like Woodward and Schlosberg) to accurately target the fovea of the eye. More specifically, he argued that if the eye was not fixated on the target, then the stimulus would hit peripheral areas know to yield slower reaction times than does with the fovea area (the fovea is a small depression in the macula lutea of the retina, containing the area of most distinct vision). When the fovea was targeted at 0 degrees of visual arc the delay was reduced to 17 milliseconds, compared to Woodward and Schlosberg 40 ms, due to the increased number of photoreceptors located at the fovea. Elliot also observed that as distances from the fovea increased, reaction time also slowed down (Elliot, 1968). Though Elliot controlled the experiment in regards to peripheral vision and distance, it was still found that differences in modality could continue to account for the differences in reaction time. Kohfeld (1971) however, explained the differences between auditory stimulus reaction time and visual stimulus reaction time as invalid because both stimuli could not be measured on the same scale. He furthermore emphasized that special considerations were needed to be taken when comparing auditory and visual stimuli, in effort to ensure proper measurement validity. Kohfeld argued the intensity of the auditory signal was greater than the intensity of the visual signal when place on the same scale; this scale was measured in decibels. His findings indicated that if the stimulus was presented at less then 30 decibels the difference could be attributed to an unrecognizable stimulation of photoreceptors, however when presented at greater than 30 decibels there was no difference in reaction time for modality (Kohfeld, 1971). Kohfeld contributed to the â€Å"Reaction Time† study as he controlled for the experiment by measuring the two stimuli on the same scale, which was measured in decibels. In this experiment, warning signals were also examined with regards to reaction time involving auditory and visual stimuli. A warning signal is essentially a signal that informs the organism a response stimulus is about to be presented. Furthermore, an optimal preparatory state for the warning signal can be reached, but will only be maintained for a brief period of time. An optimal preparatory state is the duration of time in which a person suspects for a stimulus. Participants can bring about peaks of preparation and respond more quickly as these peaks have more temporal overlap with the auditory response stimulus in comparison to a visual stimulus. A warning signal continues to alert participants that a response signal will occur soon, thus allowing them to prepare to respond. During the preparatory period or foreperiod, the period directly following a warning signal and before a response signal, a participant can undergo a mixed block or pure block set of trials. A mixed block is a set of trials with differentiating timed foreperiods (the exact number and duration of these periods is set by the experimenter). A pure block is a set of trials featuring only one timed foreperiod duration. More specifically, if a mixed block has been set by the experimenter then varying time between the preparatory periods are made before the response signal, whereas a pure block of trials features only one preparatory period or duration before a response signal. Another important spect of mixed block and pure block trials is the critical moment. The critical moment is the possible time needed of a response stimulus relative to the warning signal to sustain optimal preparatory states in a set of trials. In the case of a mixed block, the number of critical moments is equal to the number of foreperiods being used, while a pure block has only one critical moment. Lastly, in the experiment for â€Å"Reaction Time,† imperative moment can also be measured and is the actual time it takes to complete a response in a given trial. Foley and Dewis (1960) examined the relationships between the duration of the foreperiod and the duration of the warning signal in simple reaction time experiments and found that effective foreperiods starting with the onset of a warning signal and a two second effective foreperiod resulted in significantly faster reaction times in comparison to four or eight second foreperiod reaction times without warning signals. Onset of a warning signal indicates to the participant to be ready to respond by its advent. Foley Dewis, 1960). Foley and Dewis’s contributed to â€Å"Reaction Time† experiment as they examined varying times between the preparatory periods and the response signals, not to mention the onset of warning signals. In the experiment conducted by Roger Blackman (1966), it was suggested that the warning signal used in a reaction time experiment may influence two factors, which affect a participant’s readiness to respond and include: temporal uncertainty and expectancy. Temporal uncertainty is the inability of a participant to estimate the moment of presentation of an expected event, or for the purpose of â€Å"Reaction Time† a stimulus. For example, if a participant has to synchronize a response with the onset of a response signal, the variance in response latency increases positively with the foreperiod. Thus, as the foreperiod increases, the time uncertainty will increase. In congruence with the â€Å"Reaction Time† experiment, the increase in time uncertainty is assumed to reduce the participant’s preparatory state at the imperative moment, which in turn prolongs reaction time as well. In the case of pure blocks, time uncertainty is the only factor that determines the variation in the preparatory state, which continues to explain the observed reaction time increase as a function of foreperiod (Blackman, 1966). Another variable affecting a participant’s readiness to respond is expectancy. In mixed blocks, time uncertainty is considered to be controlled by the expectancy of the participant in regards to which of several critical moments is going to be important on a given trial. This assumes that participants in a mixed block will form a belief about when the response signal will occur. The closer the response signal occurs to the time the participant believes it will, the faster the participant’s reaction time will be. Blackman (1966) validated that warning signals help reduce temporal uncertainty, in which reaction time on trials with a warning signal will be faster than trials without warning signals (Blackman, 1966) Like Blackman, Pekka Niemi (1981) was particularly interested in simple visual and auditory reaction processes, with the most emphasis on preparatory periods. He found there were foreperiod variables which affected reaction time and included: duration, regularity, range, distribution, and preceding foreperiods. He also examined factors affecting the relationship between foreperiods and reaction times including: modality, intensity, probability, and duration of the warning signal and reaction stimulus. Through his research a subject’s expectancy is the most important determinant of the preparation to respond to the reaction stimulus at any moment during a trial. Niemi furthermore found that other factors have a direct influence on preparation and include: short-term exhaustion and fatigue and immediate arousal evoked by intense auditory stimuli (Niemi, 1981). Much of what has learned to be the source of difference in reaction time can be attributed to both preceding foreperiods and expectancy. From the works of Woodworth and Schlosberg (1954), Elliot (1968), Kohfeld (1971) on modality, it is predicted auditory signals will be reacted to faster than visual signals in the â€Å"Reaction Time† experiment and that both stimuli will provide significant results in the differences in reaction time. Also, because of findings from Foley (1960), Blackman (1966), and Niemi (1981) on warning signals, it is predicted the presence of a warning signal will cause a faster reaction to the stimulus in comparison to a reaction time in which no warning signal was present. When the two factors are simultaneously combined it is predicted the faster reaction time will occur when a temporal warning signal are present and slower reaction times will result when a visual stimulus is presented without a warning signal. Method Participants A total of 24 students from the University of Cincinnati participated in the research for the experiment â€Å"Reaction Time† with an age range from 19 to 30 and a mean age of 23. Participation was voluntary and students participated from Dr. Warm’s 381 Research Methods class to provide data for the first laboratory report. The data collected was composed from both male and females, where females were numbered under the â€Å"age column† as one and males were numbered under the â€Å"age column† as two (Appendix C). Each participant received 36 trials including nine consecutive trials under each of the following conditions: bar onset/ acoustic signal, bar offset/ acoustic signal, bar onset/ visual signal, and bar offset/ visual signal. Nevertheless, the same 23 students participated in all conditions. All participants were treated in an ethical manner (American Psychological Association, 1992). Experimental Design During the experiment two sensory modalities, audition and vision were combined with two levels of warning signal status. The two levels of warning signal status were signal onset and signal offset. This provided a total of four experimental conditions and is described as a two by two repeated measures design. Apparatus Reaction Time was an experiment conducted via a Pentium IV PC computer using SuperLabs software, in which all stimuli were randomized by means of the Pentium IV PC computer. The computer recorded reaction time in milliseconds (msec). The stimuli involved for the purposes of this experiment include: signal onset, signal offset, audition stimuli and visual stimuli. Preparatory intervals of 2. 1, 2. 4, and 2. 7 seconds were delineated by either the onset or offset of a warning bar located in the center of the screen of the Pentinum IV PC computer (it is 29 mm long). Furthermore, a warning bar onset remained illuminated until subject responded to the signal. Procedure Each participant from this study received 36 trials including nine consecutive trials under each of the following conditions: bar onset/ acoustic signal, bar offset/ acoustic signal, bar onset/ visual signal, and bar offset/ visual signal. Twelve separate condition sequences were randomly assigned to the participants of the study. The 12 condition sequences were as follows: (1234), (1324), (4231), (4321), (2143), (2413), (3142), (3412), (1342), (1432), (2341), (2431), (3124), (3214), (4123), and (4213). Furthermore, the order of preparatory intervals was randomly varied by the computer for each participant; each preparatory interval appears three times within each block of nine trials. Stimuli were given on an average of rate of 1 trial every eight point four seconds, where the maximum stimulus duration was two seconds. Hence the signal to be detected vanished as soon as the participant responded appropriately. Before the actual progression of the experiment, participants were given five practice trials. First place the disc in the disc drive and turn the computer and the monitor on. Now wait for the light on the disk drive to go off and follow the instructions provided by the computer. The computer screen will display a message that says â€Å"PRESS THE SPACE BAR TO GO ON TO THE FIRST CONDITION’S PRACTICE TRIALS,† in which the experimenter can bring in and seat the participant. The experimenter will then proceed to ask the participant which hand is his or her preferred hand (left or right) and read to the participant how to participate in the study via the space bar on the computer and will explain that there will be four portions to the experiment. The experimenter also mentions at the beginning of each portion, the participant will receive five practice trials. If, at any point during the practice, the participant has questions, they are free to ask them. After the participant finishes the practice trials of the experiment, the experimenter will press the space bar to continue and the participant will read instructions for the first part of the experiment. During this portion of the experiment a bar will appear in the center of the screen. The bar is the warning signal indicating to the participant they should prepare to respond. Shortly after the bar has appeared, the participant will hear a tone. Whenever the participant hears the tone, they are to press the space bar as quickly as they can. Now, the experimenter will once again press the space bar to begin the practice trial and the participant is to respond just as they did in the practice trials, the only difference being that all of the trials presented before them will be given a rest and therefore the participants are to continue until they are told to stop. Once the participant finishes this portion of the experiment, the experimenter can press the space bar to continue. Now, the participant will look for a bar on the computer screen which will disappear from the center of the screen soon after. This is the warning signal indicating to the participant to respond. Shortly after the bar has disappeared, the participant will hear a tone. Whenever they hear the tone, they are to press the space bar on the computer as quickly as they can. Once again, the experimenter presses the space bar to begin the practice. During the next portion of the experiment, the participant is to respond just as they did in prior practice trials, except now it is not a practice trial. The experimenter will press the space bar and explain to the participant what they are to do for the third portion of the experiment. During the third portion of the experiment a bar will appear in the center of the screen. This is the warning signal indicating to the participant to prepare to respond. Shortly after the bar has appeared, the participant will see a small black of light appear. The experimenter will press the space bar to begin the practice. Once the practice is over, the participant will take part in the actual experiment just as they did in the practice trials. The experimenter will then press the space bar to continue and will read the following instructions for part four of the experiment. During this portion of the experiment, a bar will appear and then disappear from the center of the screen. This is the warning signal indicating to the participant that they should prepare to respond. Shortly after the bar has disappeared, they will see a small bloc of light appear near the center of the screen. Whenever the participant sees the bar appear, they are to be prepared to respond The experimenter presses the space bar to continue and when the task is completed explains the next part of the experiment. During the next portion of the experiment, the experimenter is to respond just as they did in the practice trials. The only difference now is that it is no longer a practice trial. The experimenter can press the space bar to continue so that the task can be completed by the participant. At the end of the experiment, the computer will read â€Å"END OF EXPERIMENT. PRESS SPACE BAR TO LIST RESULTS. † Now, you can thank the subject for his or her participation and guide them to the nearest exit. In order to recover the results, press the space bar to list the results as instructed by the computer and copy the results exactly as listed. Also label the data sheet accordingly as it appears on the screen. Lastly, to prepare for the next participant, turn the computer off, wait ten seconds, then turn the computer back on and do back to the step that starts out with computer instructions. When finished in the lab, be sure to turn off the computer monitor, clean the lab area and close the door behind you. Results Even more so the experiment closely examines the differences in reaction time between visual and audition stimuli and the onset and offset of warning signals. Early on in the experiment we examine the relationship of reaction time differences in visual and auditory stimuli and found, through the course of the experiment, that auditory stimuli had lower mean score difference in reaction time than visual stimuli. This assumes the notion, established by Woodward and Schlosberg, that audition stimuli had faster reaction times in comparison to visual reaction time. One variable possibly accounting for this difference includes the underlying processes involved for the synthesis of these reactions. More specifically, it was noted by Woodward and Scholsberg (1954) slower reaction times of visual stimuli were attributed to the chemical processes, whereas faster reaction times of auditory stimuli can be attributed to mechanical processes (Woodworth Scholsberg, 1954). The difference in mean reaction time for auditory and visual stimuli is about 19 seconds, which is very close to the difference Elliot (1968) accounted for, which was said to be about 17 seconds. Variances in these times can be accounted for due to the possibility the computer screen was not placed at eye level and therefore, according to Elliot, may have affected the visual arc (Elliot, 1968). Lastly, Kohfeld (1971) contribution to the â€Å"Reaction Time† experiment was essential as he controlled for the experiment by measuring the two stimuli on the same scale (Kohfeld, 1971). Warning signals also significantly impacted the results of reaction time differences, due to the effects of onset and offset of warning signals, expectancy, and duration of foreperiods. For example, the results of the experiment for auditory stimuli paired up with warning signals reflected faster reaction times in comparison to auditory stimuli without warning signals (this was also true for visual stimuli with and without warning signals). According to Foley and Dewis (1960) effective foreperiods starting with the onset of a warning signal resulted in significantly faster reaction times and can be validated as a possible underlying variables in the differences in the lag of time (Foley Dewis, 1960). Furthermore, in the experiment conducted by Roger Blackman (1966), it was suggested that the warning signal used in a reaction time experiment may influence two factors, which affect a participant’s readiness to respond and include: temporal uncertainty and expectancy . More specifically, if the participant tried to synchronize a response with the onset of a response signal, the variance in response latency increased positively with the foreperiod. Thus, as the foreperiod increased so did the time uncertainty (Blackman, 1966). Like Blackman, Pekka Niemi (1981) was particularly interested in simple isual and auditory reaction processes, with the most emphasis on preparatory periods. He found there were foreperiod underlying variables which affected reaction time and included: duration, regularity, range, distribution, and preceding foreperiods. Through his research a participant’s expectancy was the most important determinant of the preparation to respond to the reaction stimulus at any moment during a trial. Niemi furthermore found that other factors have a direct influence on preparation and include: short-term exhaustion and fatigue and immediate arousal evoked by intense auditory stimuli (Neimi, 1981). These variables combined may account for the differences in reaction time for both modality and warning signals. From the experiment, significant evidence provided an interaction of the independent variables (modality and warning signals), in which the faster reaction time included an auditory stimulus paired with the onset of warning signals and the slower reaction times included the visual stimulus paired with the offset of warning signals Though the experiment â€Å"Reaction Time† provided expected results from predictions early on, the delay in time variance may be attributed to systematic and experimental errors in the experiment itself. For example, the computer was placed below eye level and therefore the visual stimuli for reaction time could be delayed due to the lack of optimal perception. Also, if was hard to tell if a person hit the space bar every time, or if they held down the space bar too long during the response. If the person did not actually hit the space bar every time data may be invalid, or if the response was taken after the space bar was held down for a long period of time then data may also be mis-represented. To improve the results for future experiments one might conduct an experiment where the computer was placed at eye level for optimal perception. One may also record the number of times the space bar was actually hit in comparison to the number of recorded signals. Lastly, the experimenter may define the response period as the time the space bar is actually hit versus released.

Do You Know Your Student Rights

Do You Know Your Student Rights Did you know that college students have more freedoms than high schoolers? And, not just access to better parties and more free food. While you have the same rights to equality and non-discrimination that you had in high school, you have more protections for what you say, what you keep in your dorm, and who can arrest you. In honor of Human Rights Day, here are some of the lesser-known legal protections that you have as a college student. It might just inspire you to go out and take advantage of your newfound freedom. Your College Is Obliged to Keep Its Word Whatever a college prints or says is true, is really so. In the case of Andrà © v. Pace University (1996), the court found in favor of the complainant since she did not receive the advertised level of instruction as stated in the course catalog. The right to college integrity isn’t limited to written publications. Any person with the authority to make a verbal contract (such as a dean, admissions officer, recruiter, or academic counselor), is required to fulfill the terms. Such was the case in Healy vs. Larsson (1974). The complainant was awarded a degree based on a track of courses laid out verbally by his academic advisor, even though they didn’t meet the degree requirements. Protection From Search and Seizure The next time someone demands to see what’s in your dorm room, tell them they don’t have the right – because they don’t. In the 1971 case of Piazzola v. Watkins, the court found that college students don’t give up their right to unlawful search as seizure simply by signing a dorm room contract. In addition, only evidence found by a police officer with a legal warrant to search is admissible in court – and that doesn’t include campus cops. So, unless it’s a city or state police officer with a warrant, you don’t have to let anyone search your room. Control of Your Privacy Under the Family Rights and Privacy Act (FERPA), you have the same general privacy protections as any other citizen. However, if you are dependent on your parents’ taxes, your college has the right to send your grades directly to them. In addition, colleges have the right to publish information like your name, phone number, and address in a school directory (without your express permission) unless you specifically request for them not to publish that information. Right to Safety As a student, you have the right to be kept safe from campus injuries caused by facilities, other students, or foreseeable crime circumstances. For example, in the case of Miller v. State (1984), a college student was raped at knife point in her dorm because the school had failed to lock the doors for the night. She won her case, showing that the college has a special duty to protect its students, especially in areas where they make a claim that a student should be safe. Freedom of Speech and Demonstration Under the First Amendment, students are free to share their opinions through physical demonstrations, online activities, or through student groups. Papish v. University of Missouri (1973) clarified this language to include any speech that doesn’t interfere with the rights of other students or the school operation. This right especially protects students who are making statements on the school’s public message boards, intranet, or group publications. In Rosenberger v. University of Virginia(1995) the school was found at fault for refusing to distribute student group funds to a group that created a pro-Christian publication. Due Process If you are involved in a disciplinary action, you have the right to due process. That means you have the right to legal counsel, to view evidence against you, and to have a fair trial. The case of Texas Lightsey v. King (1983) showed that it is unconstitutional, for example, to expel a student for cheating when a disciplinary council finds him or her innocent of the act. So, if you get in trouble, make sure you get the fair trial you deserve. Summary From safety to scheduling, you have way more freedom than you think. Make sure you know your rights before you let your college take any away from you. It’s up to you to stand up and fight for your freedom to share your opinions, protect your privacy, and ensure that your college is everything you think it should be. Have your student rights ever been violated? Please share your stories and opinions in the comments below

Gladiator summary essays

Gladiator summary essays It is the year 180AD. After years of war, the armies of Rome, under the command of General Maximus Decimus Meridius (Russell Crowe), have finally won their last battle against the Barbarians of Germania. Romes Caesar, the Emperor Marcus Aurelius has come to the battlefield personally to survey the Empires final victory. In a private meeting with Maximus, whom he values like a son, the Emperor intimates his intention to return to Rome and transfer power once more away from the throne and into the hands of the Senate, as it was during the glory days of the Republic. ). But aging Aurelius realises that he probably wont live long enough to fill out his dream so he decides to bestow his position as ruler to Maximus, rather than his creepy son Commodus. The Emperors son, Commodus (Joaquin Phoenix), has other plans, however. Murdering his father and taking the title of Caesar for himself, he orders Maximus and his family (Wife and daughter) taken away and killed. But Maximus the hero proves too cunning for the death squad; his family, on the other hand, does not. After coming home to his farm and finding his wife and son's dead bodies, he is captured and sold as a slave to gladiator instructor Proximo. But Maximus survives the plans of his enemies, and after a series of events leaves him in the hands of slavers, he begins a new life as a gladiator. Quickly, Maximus proves his worth and helps most of Proximo's Gladiators to stay alive. Maximus then learns by his instructor, Proximo that he can win his freedom but to win his freedom he must win the people. So Maximus goes ahead and win every battle that he faces in the arena until finally they play in the Colosseum while going under the name Spaniel. In Rome, Commodus who now has taken over the throne and thus inherits the Caesar title and becomes increasingly popular with the Roman people by daily colosseum battles whilst reve ...

Business Economics 2 Essay Example | Topics and Well Written Essays - 1500 words - 1

Business Economics 2 - Essay Example 70% of bank funds were diverted to real estate mortgage. The income of families and household was diverted from buying goods and services to buying properties- houses and buildings. A large chunk of money was used in payment of debt service to banks and financial companies. The payment of debt service by the economy’s non-financial sectors interrupts the circular flow of income supposed to exist between produces and consumers. The problem of financing network became more complex. Britain faced acute credit crisis in the recent periods caused by slack lending practice by banks, financial turmoil caused by dearth of liquidity, extending risky loans to unpredictable parties and passing on to other institutions, excessive dependency on credit rating companies, over dependence on in financial markets or inadequate liquidity risk management. This has put many sectors of the economy at risk such as  · UK commercial property sector, Stock markets, First-time buyers, Buy-to-let investors, UKs sub-prime borrowers and many others. There was exponential growth of savings and debt in UK market. They were used mainly for financing the purchase of real estate, stocks and bonds. Net savings don’t increase in the economy because it is used in re lending for or refinancing assets. This process does not necessarily promote new investment in tangible assets or new factories that add to new employment. No more output is added, no more factors of production is paid. Consumption from household, which accounts for about 70% of GDP, is the basis of production. Exports add to the consumption share because it takes off consumption of other country’s consumption also. Consumption of UK in recent years had been 90% that was financed out of the real income of the country and not debt. Consumption by household should flow directly from

Object Analysis (Keris from Bali) using Prown's Method Assignment

Object Analysis (Keris from Bali) using Prown's Method - Assignment Example Sandalwood is used in making its cover, and it has a length of 45 cm. It has an approximate width of 3 cm and 3 mm thick. The Ganesh carving on the handle is a symbol of divinity and protection. It has been in the possession of the family for approximately seven decades through inheritance as it is passed on to family members. The Keris is distinct with the pastor pattern on the blade’s surface. The Keris is believed to confer upon the owner so many blessings of good luck and also provide opportunities for wealth increment (Wiener). The Keris are still widely used by the Bali in religious services and wedding ceremonies as they serve specific functions. The Keris weighs approximately 360 grams, sizeable to a knife and is handheld. Its cover is made in such a way that it can be hanged on the waistline. Its handle is rough, and this enables it to be grasped easily. It has motifs on the flat sides of the blade that represents the upcoming change of events of windfall luck and fortune. The Keris was worn daily that also included in special ceremonies. It is considered so valuable and as such it has been passed on from generation to generation and worn by both genders. It has a vast spiritual and mythological development around it (Picard and Madinier). It uses include parade, armaments, tools of magic powers, sanctified heirlooms, fundamental items for soldiers, societal status indicators and a heroism emblem. With current modernisation, the Keris has lost some of its important social and spiritual meaning in the society. Its traditional role has diminished and left craftsmen with little people to continue with the making and supply of Keris. There are several questions that can arise from the Keris. For instance, how did people come to believe in its magical powers? Does it really have evidence of spiritual importance? In my opinion, the Keris presents a beautiful history of Indonesian’s and its protection in

Special Education Strategy Notebook Essay Example for Free

Special Education Strategy Notebook Essay Self monitoring is a strategy that is often used in classrooms with children who have trouble staying on task and focusing. It is a method that involves a student taking responsibility of themselves academically and behaviorally and recording when they find themselves not on task. In essence, a sheet of paper is given to a child and a noise is made at certain intervals during the class day. This noise could be something that only the specific child hears (such as in an ear piece) or it could be something that is heard by the entire class. Either way, the student who is participating in self monitoring simply puts a tally mark in a column for â€Å"on task† or â€Å"off task† on their sheet of paper every time the noise sounds off and at the end of the day both student and teacher can see how many times the student found him or herself off task. This helps put into perspective for the student how much he or she pays attention in a regular day and typically causes them to try harder to remain on task even more the following day. It is important that a teacher lets the student know exactly what is meant by â€Å"on task† and â€Å"off task† so that the student understands 100% what is expected of him or her, and it is also important that the sound itself not be distracting from the lesson. Eventually, a student can be weaned off the external cues of the sound, and will begin self monitoring without it, which is ideal. B. How do we know that self monitoring works? Put simply, we know that self monitoring works because it has been studied over and over by numerous researchers and has been proven effective at least the majority of those times. These studies confirm that this strategy helps manage students who are off task in the classroom due to various disruptive, learning related and social behaviors. Children of many ages were tested, ranging from ages as young as 4 to kids who are in high school, and the findings were consistent. In nearly all of the tests described in the article I researched, self-monitoring was said to have â€Å"decreased off task behaviors dramatically† or â€Å"decreased inappropriate behaviors† or â€Å"decrease talking out behavior,† etc (Hallahan, D. P. Husdon, K. ). C. When should a teacher use self monitoring? As a strategy in a school setting, self monitoring typically works best for students who have problems primarily in attention. This is not a strategy that actually helps a student learn anything in particular, so the skills for learning material has to be already within a students capability but who cannot focus or remain on task long enough to apply these said skills. In laments terms, self monitoring works best when used for applying skills not when being introduced to new ones. Self monitoring can be used successfully for students with attentional tasks in really any classroom setting. It works great for â€Å"seat work†, when a child is assigned independent work that they must take sole responsibility for finishing but can also work in a group. Group work often has other students who keep the self monitor on task, but if this were not the case self monitoring would still be helpful. D. What does a teacher need to do to implement self monitoring? It is important that a teacher use each part of the procedure of self monitoring, including tones, recording sheets and training. Before implementing all of these procedures, a student needs to be introduced to the idea. It is imperative that a student have a good explanation of why they are required to keep record of their behavior when other students are not. A child needs to be given explicit instructions as to what he or she needs to do; this includes a description of what on task and off task are in the teacher’s terms, what the tone or sound will be, and how often the sound will go off, etc. Once the directions have been given to the child it is also important to go over the recording sheet with him or her and give examples of what will happen during class when he or she is to be recording their behavior. Once a child seemingly understands what is expected, feedback becomes very important. If he or she gets off task, the teacher needs to correct the behavior and then move on. At the same time, if a student has very good behavior it is also important to praise that. After the student gets used to this procedure, a teacher can begin to wean him or her off having to hear the tone to monitor their behavior. This is the ideal situation because then a student simply checks himself without a reminder and will continue to do so. E. How does a teacher know if self monitoring is working? Evaluating whether this strategy is working for a particular student is very important because if it is not, then there could actually be harm coming from trying to use it. Evaluating also leaves room for modifications that could help different students at different times. The basic way to see if self monitoring is working is to simply gather data on the student’s attention to a task before using the strategy and then compare that data with what you find after the student has begun to self monitor. To collect data before introducing self monitoring, a teacher can simply do the monitoring herself; use a tone and record the attentiveness of that child at each sound. A good practice to collect the original data would be to compare the target student and a student with average attentiveness. If the comparison shows that the level of attention seems to have improved after the strategy is implemented, it has probably worked and vice versa. F. Where can a teacher find more information on self monitoring? There are numerous ways to find out more information on self monitoring from articles, websites, books, etc. Here is a list of multiple sources where more information can be found (Hallahan, D. P. Hudson, K. ) Blick, D. W. , Test, D. W. (1987). Effects of self-recording on high-school students’ on-task behavior. Hallahan, D. P. , Lloyd, J. W. , Stoller, L. (1982). Improving attention with self-monitoring: A manual for teachers. Charlottesville, VA: University of Virginia Learning Disabilities Research Institute. Hallahan, D. P. , Marshall, K. J. , Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413. G. Self Monitoring Bibliography. Hallahan, D. P. , Hudson, K. G. (2002). Teaching tutorial 2: Self monitoring of attention. Retrieved from www. teachingLD. org Shimabukuro, S. M. , Prater, M. A. , Jenkins, A. , Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397- 414. Webber, J. , Scheuermann, B. , McCall, C. , Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14, 38-56. Workman, E. A., Helton, G. B. , Watson, P. J. (1982). Self-monitoring effects in a four-year-old child:An ecological behavior analysis. Journal of School Psychology, 20, 57-64. II. Time Delay A. What is time delay? Time delay is a strategy that focuses on weaning the use of prompts during teaching and educational practices and is most often used with students who have Autism Spectrum disorders. When instructing someone who has a particular learning disability, sometimes he or she needs additional prompting right after the material has been presented; this could include least-to-most prompting, simultaneous prompting, etc. There are two types of time delay; progressive and constant. Progressive time delay takes the immediate additional help given to particular students and lessens it each time material is taught. The time in between the original presentation and the additional help is lengthened as a child gets more comfortable learning and proficient. Constant time delay occurs when a teacher gives no time between the original instruction and the added prompt, then continually lengthens that amount of time when proficiency strengthens (Neitzel, J). B. How do we know that Time Delay is effective? In order to be used in schools for students with Autism Spectrum disorders, time delay had to be researched numerous times and found to be an evidence based practice. The National Professional Development Center on ASD has defined what they mean by â€Å"evidence based practice† to mean that it includes â€Å"randomized design studies, single-subject design studies, and combination of evidence. † Randomized design studies must include two experimental group design studies and they must be conducted by highly qualified researchers. Three separate investigators must have also conducted five high quality single-subject design studies. Once this is all done, the evidence from both must be combined to see allow researchers to see if time delay works in real life settings with ASD (Time Delay). C. When should a teacher use time delay? Time delay is a great strategy for a teacher to use when a student in her class has an Autism Spectrum disorder. It has been found that it is most effective when used with children and youth rather than older students, regardless of cognitive level and expressive abilities. According to the evidence listed above, time delay is very effective during the specific ages of 6-11. Teachers can instruct these specific students effectively on a variety of material using time delay such as academics, play/leisure, language/communication, and also social skills. It is important that all of this teaching be done in clinical environments, though, because that was where the studies were done and showed improvement (Neitzel, J) . D. What does a teacher need to do to implement Time Delay? There are multiple steps that a teacher must work his or way through in order to implement the time delay strategy. Both progressive and constant time delay procedures involve the same three steps of implementation; a cue and target stimulus, learner response, and feedback or consequence. Without all three of these components, time delay cannot be an effective strategy to use in the classroom while teaching students with Autism Spectrum disorders. The target stimulus, also called the antecedent, is what a teacher wants the student to respond by doing when posed with the cue. The cue is a signal that helps the student figure out what behaviors he or she should be exhibiting. When trying out the time delay strategy, it is important to keep the cues consistent so that the student knows what is expected of him or her during every activity. Learner response, the second necessary component of time delay, is the behavior that teachers want the student to pick up on. The feedback is the reinforcement of a behavior. Positive feedback when a student does something correctly is essential for that behavior to become consistent. On the opposite end, negative feedback when something is done incorrectly is just as important so a student knows to try to behave a different way. This â€Å"negative feedback† is known as a correction procedure and involves a constant repetition of the cue and prompts necessary for the student to exhibit the correct behavior (Neitzel, J Worley, M). Knowing the broad steps for implementing time delay, a teacher must also know the specifics. There are multiple steps that one must go through in order to effectively use the strategy. Step one is identifying the skill or behavior and define them in an observable measure and identify it as wither a discrete task or a chained task. A teacher must also then define learner response behaviors so that they can easily be identified as either correct or incorrect. Next, a teacher needs to determine a students current skills. After this is determined and recorded, an educator must select the target stimulus and cue and clearly explain this to the child, and then do the same with the controlling prompt. Next, reinforces must be identified and the response interval should be decided upon (Neitzel, J. Worley, M). E. How does a teacher know if Time Delay is working? Just as with any teaching strategy, the way to tell if Time Delay is working is to compare student ability before and after the delay is implemented. Before a student is introduced to this strategy a teacher can instruct a student on anything in particular and record the amount of correct and incorrect responses. After this data is recorded, it would be important to introduce time delay and instruct the child on the correct responses, stimuli, etc. Once that is all introduced, the teacher could teach material and again keep track of correct and incorrect responses. If the amount of incorrect responses decreases and the amount of correct responses increases, there is a very good chance this change is due to the implementation of time delay. F. Where can a teacher find more information on Time Delay? Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. Ledford, J. R. , Gast, D. L. , Luscre, D. , Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103. Liber, D. B. , Frea, W. D. , Symon, J. B. G. (2008). Using time delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. G. Time Delay Bibliography. Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. , Wolery, M. (2009). Steps for implementation: Time delay. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Time delay. (2010). National Professional Development Center on ASD, Retrieved from http://autismpdc.fpg. unc. edu/sites/autismpdc. fpg. unc. edu/files/TimeDelay_Steps_0. pdf Mnemonics A. What is Mnemonics? Mnemonics are devices used to help people remember and recall things that are somewhat hard to remember on their own. Put simply, the job of a mnemonic is to make the difficult task of memorization a little bit simpler. Using mnemonics helps to combine a presentation a person is comfortable with information that needs to be remembered; the association between the presentation and the information makes recall easier (Bringham, R Bringham, M). There is a link between new information and prior knowledge in the presentation of a mnemonic, and often they employ both visual and acoustic cues. There are many different types of mnemonics. The keyword method works very well with new information, and is directly tied to something that a student already knows. For example, if there is a vocabulary word that a student is trying to learn that sounds like a word they are already familiar with, they can associate the two words together to remember the one they do not know. This association can be made with a picture, or just by memory. Another mnemonic method is the peg-word method. Peg words are similar to keywords but they are known for their rhyming proxies for numbers to help students remember numbered or ordered information. A third mnemonic is known as letter strategies, including acronyms and acrostics. An acronym is a words whose individual letters can represent elements in lists of information. Acrostics are sentences whose first letters represent the information that needs to be remembered (Scruggs Mastropieri, 2002). There are also mnemonics for remembered how to spell, such as pictures with specific letters decorated. B. How do we know that Mnemonics are effective? There have been numerous evidence based research studies done to prove the effectiveness of mnemonics. These studies have shown that students taught material mnemonically have had a significant amount of more success than those students who were not taught in tis way. A specific study was done by Forness, Kavale, Blum and Lloyd in 1997 that concluded that for special education students, instruction using mnemonics showed the most positive results (Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. 1997). Building off of these findings, other studies on special education have been compiled and summarized to show that the average child with a learning disability scored 43% correct, while the average mnemonically taught student scored 75% correct (Mastropieri Scruggs, 1989). Also, classroom teacher applications of mnemonic techniques have suggested that these strategies are very effective in inclusive classrooms, in some cases raising the performance of students with learning disabilities to that of the normally achieving students (Mastropieri, Sweda, Scruggs; 2000; Uberti, Scruggs, Mastropieri, in press). C. When should Mnemonics be used? The fantastic thing about mnemonics is that they can virtually be used whenever, with any student in any subject. This strategy has been experimentally validated in english vocabulary, foreign language vocabulary, earth science, physical science, U. S. history, world history, letter recognition, math facts, and spelling. Moreover, it has been experimentally validated that mnemonics not only works in all of these subject areas for average students buy for students with learning disabilities as well. Mnemonics are also appropriate to use with students of any age, ranging from Kindergarten to college. Younger students typically do not have to recall the same amount of facts that are required of those older than them, but they are still useful in learning things such as the alphabet (Levin, 1993). Thus, this strategy is a great one for teachers to use frequently whenever large amounts of information are presented that must be remembered or recalled (Bringham, R. Bringham M. 2001). D. What does a teacher need to do to implement Mnemonics? Mnemonics should be used by all teachers when introducing information that must be remembered and there are certain ways to go about doing so. At first, the teacher should be the leader of mnemonics and should directly guide the students into coming up with specific ways to remember information. When a teacher is directly involved with every step of creating a mnemonic it is called maximum support. As students become more proficient in using mnemonics, though, it is important for the teacher to take a few steps back and let them go on their own. Once a certain level of proficiency is met, a teacher moves on to intermediate supports. Now, a teacher is still there if needed but most of the responsibility is turned over to the students and their peers to create and use mnemonics. After this step, a teacher can allow students to work on mnemonics independently. Following these steps help to not overwhelm students, and to help them to learn how to use the strategy on their own so that when they move to a different class or school they can take their knowledge of mnemonics with them and continue to use them. E. How does a teacher know if Mnemonics are working? The purpose of mnemonics is memorization so the best way to test if the strategy is working is to frequently question and test students on the information that they are supposed to be learning using the mnemonics. Some students might already know the information or might have guessed, so it is also important to ask them how they remembered the answer they gave. This way, a teacher can easily see if it is the mnemonic helping them recall the information or if it is something else entirely. Students, too, can alert a teacher as to whether or not the strategy is working by simply saying mnemonics are helpful to them specifically or not. F. Where can a teacher find more information about Mnemonics? Mastropieri, M. A. , Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Prentice Hall/Merrill. (Chapter 8, Attention and Memory) Mastropieri, M. A. , Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books. Brigham, F. J. , Scruggs, T. E. , Mastropieri, M. A. (1995). Elaborative maps for enhanced learning of historical information: Uniting spatial, verbal, and imaginal information. Journal of Special Education, 28, 440-460. Bulgren, J. A. , Schumaker, J. B. , Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research Practice, 9, 2-11. G. Mnemonics Bibliography Bringham, R. , Bringham, M. (n. d. ). A focus on mnemonic instruction. (2001). Current Practice Alerts, (5), Retrieved from www. dldcec. org/alerts/ Scruggs, T. , Mastropieri, M. (n. d. ). Teaching tutorial: Mnemonic instruction. (2002). Division for Learning Disabilities , 1-26. Retrieved from www. teachingLD. org Mastropieri, M. A. , Scruggs, T. E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111. Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9. Mastropieri, M. A. , Sweda, J. , Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research Practice, 15, 69-74. Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235-244. Task Analysis A. What is task analysis? Task analysis is a learning strategy that involved breaking a learnable skill into smaller steps that are more manageable for students who need it (Franzone 2009). This strategy is something that is used by every single person at least once in their life, even if done so unconsciously. It is the only way to ever really learn complete processes, for example you have to walk before you can run. By breaking skills into smaller chunks, we all eventually learn specific tasks as if they are second nature and learn to not have to follow the original steps posed. It is necessary, though, to express the different parts that make up the whole (the skill being learned) until absolute mastery has been achieved (Grove 2012). B. How do we know that task analysis is effective? There are certain criterion that strategies have to meet before they can be used in schools, including in the special ed classroom. Task analysis meets these requirements and has been tested and proven in numerous evidence based practices. To be considered evidence based practice for people with Autism Spectrum disorder, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies, single-subject design studies, and then a combination of evidence. High quality randomized design studies are categorized by the absence of critical design flaws that create confounds and the demonstration of experimental control at least three times in each study (Horner, Nathan, Odom, Rogers) . When should a teacher use task analysis? Task analysis is a strategy that can be used very effectively with children who have an autism spectrum disorder, no matter their cognitive level and expressive communicative skills. Children from preschool age to high school age have shown through studies that task analysis works and is an effective practice for older learners as well. It is also a good practice to use when teaching educators how to interact and teach their students with autism spectrum disorders. Task analysis has been proven to help all of these students in multiple areas. There are ways to use task analysis to teach in a school setting, in a classroom (inclusive or not). Also, there is evidence that it works in home and community settings. For instance, teaching a child with a significant disability how to complete regular everyday tasks such as brushing teeth, brushing hair, showering, etc becomes more easily possible if you employ task analysis (Franzone 2009). D. What does a teacher need to do to implement Task Analysis? In order to implement a task analysis in a particular classroom, a teacher must follow a set of steps. Step one is to identify the target skill. This step involves targeting a specific skill that is to be learned by the student with Autism Spectrum disorder. To do this, an educator must use the learner’s Individual Education Plan/Individual Family Service Plan goals. The skill should consist a series of discrete steps, so as to make learning it a bit easier. For example, washing dishes is an acceptable skill to target. Turning on a sink or preparing, serving and cleaning up dinner would be either too simple or too hard. Step two involves identifying the prerequisite skills of the learner and the materials needed to teach the task. Step three is breaking the skill into components. This is the step where true task analysis really begins; where the skills are actually broken up into steps. Next, a teacher needs to confirm that the task is completely analyzed in order to sure no step is left out because it would compromise the entire activity. Step five involves determining how the teacher will actually teach the skill. Last, intervention must be implemented and progress must be monitored so that changes can be made if need be. E. How does a teacher know if Task Analysis is working? Before task analysis is implemented, it is important for teachers to closely monitor the student in question to see the skills they have the most trouble with. Keeping record of this will help to see if any bounds in learning have been made once the strategy has been put in place. Observation is key, before and after implementation, and if it is done carefully and cautiously enough a teacher can directly see the impact of the strategy after a student has learned the skill he or she was asked to learn. F. Where can a teacher find more information on task analysis? Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40-55. Browder, D. , Trela, K. , Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. Hagopian, L. , Farrell, D. , Amari, A. (1996). Treating total liquid refusal with backward chaining and fading. Journal of Applied Behavior Analysis, 29(4), 573-575. Liber, D. , Frea, W. , Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Luscre, D. , Center, D. (1996). Procedures for reducing dental fear in children with autism. Journal of Autism and Developmental Disorders, 26(5), 547-556. G. Task Analysis Bibliography Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Grove, A. (2013, August 08). Bright hub: Task analysis in special education. Retrieved from http://www. brighthubeducation. com/special-ed-learning-disorders/25800-how-task-analysis- Horner, R. , Carr, E. , Halle, J. , McGee, G. , Odom, S. , Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Nathan, P. , Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford University Press. Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child Adolescent Psychology, 37(1), 8-38. Szidon, K. , Franzone, E. (2009). Task Analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional Behavior Analysis What is functional behavior analysis? A functional behavior analysis is a variety of methods to identify and define behaviors that need to be changed. It is the process of gathering and analyzing information about a specific student’s behavior and accompanying circumstances in order to determine reasons behind certain behaviors. These strategies help teachers identify interventions that will help to reduce these behaviors and help develop appropriate ones to fill the place of the ones being reduced. Functional behavior analysis relies on a number of techniques and strategies to identify the reasons behind each behavior and to help IEP teams select the interventions that are to be used. It should be integrated throughout the process of developing, reviewing, and revising a student’s Individualized Education Plan (McIntyre, 2001). How do we know that Functional Behavior Analysis is effective? Functional behavior analysis has been researched multiple times by different qualified researchers and has been found to show promising results in student achievement the vast majority of the time. Studies have been conducted multiple times to rule out any researcher error and students have shown drastic differences from before the strategy was implemented to after it was done. It is also important to note that Functional Behavior Assessment has obviously been proven effected in that it has become a part of national legislature, the Individuals with Disabilities Education Act. As stated in the act, it is mandatory that a student with known behavior problems be supported with this strategy (Jordan, 2006). When should a teacher use Functional Behavior Analysis Often times Functional Behavior Analysis is implemented on students with severe cognitive or communication disabilities such as autism (McIntyre, 2001). Even though this is so, ff ever there is a time that teachers become concerned about particular student with a disability, it is required by law (IDEA) to implement the functional behavior assessment process so that they can determine why the child in question is acting in such a way. This strategy helps to identify why a particular behavior occurred, and in determining this, a teacher can then begin to create interventions that will help the student avert from that negative behavior and replace it with a good behavior. It is important that teachers intervene with positive behavioral actions before the problem behaviors occur if at all possible. What does a teacher need to do to implement Functional Behavior Analysis? IDEA does not ever specifically define how a functional behavior analysis should be implemented, and often it depends on the needs of every specific child. There are, though, very specific steps that must occur in order for the strategy to work. First, a teacher must identify the behaviors that need to be changed, or at least the most serious of multiple strategies. In identifying the behaviors it is imperative to determine when and where they occur and when and where they do not. This will allow a teacher to try to determine the triggers for that specific student. After the behavior(s) are identified, a teacher must collect data on the specific child’s performance in many different ways, and have as many sources possible. After all of this data is collected and recorded a hypothesis needs to be developed as to what could be the cause of these specific behaviors based on the data collected. This helps predict where the teacher needs to target the change that will be made. Next, as with any other experiment, the hypothesis must be tested. Using positive interventions, the child’s specific team makes changes as needed to there Individualized Education Plan or Behavior Intervention Plan. After all of this is done the interventions need to be evalua.