Jargon Usage in Intervention Essay Example for Free

Jargon Usage in Intervention Essay The independent variables in the study are the intervention description (jargon vs. no jargon) and group (teachers vs. undergraduate), while the dependent variable was their scores in the Treatment Evaluation Inventory (TEI; Kazdin, 1980a). The case used in this study was about a boy named Michael who has a habit of leaning back in his chair and unfortunately experience hurting himself due to accidental falling for several times The subject of this study took the test in their respective classes. The researcher explains to them briefly the objective of the research. The test kits were distributed to them, they read the direction and completed a profile sheet; TEI was used to rate the intervention. The test takes 15 minutes to finish. The scores of the test were examined using analysis of variance (ANOVA) and independent t test. Based on the result, there were significant differences between the teachers and students’ overall acceptability rating. The teachers rated the jargon description of time-out as significantly more acceptable than the no jargon description, while the result of the test of the undergraduates revealed that there were no significant differences between the jargons versus the no jargon intervention description The result of this result thus contradicted some of the former researchers. Some of them were as follows: 1. Significant higher ratings of teachers for the jargon versus non jargon. It was mentioned in the review some former researchers from Hall Didier, Kazdin and Cole, and Watt et. al. (as cited in Hyatt, Tingstrom Edwards, 1991) regarding the difficulty and negative influence encountered by third party (parents, teachers and ward personnel) in using jargon intervention description. Outcome of this research was reverse because the teachers favor more using jargons and it has positive influence on them. 2. No difference in judgment between low experienced teachers and high experience teachers. The difference between the result of the test and the research of Witt and company (as cited in Hyatt, Tingstrom Edwards, 1991) and the researcher said that this maybe due to the difference in the method they use in treating the variables understudy. Other result of the test revealed that: 3. For undergraduates on this study – they have found out that jargon versus no jargon description in intevention is not an issue for the undergraduates. It doe not matter to them whether which of the two approach is use in the intervention description. The acceptability ratings also revealed that both upperclassmen and underclassmen favored both intervention descriptions. It also revealed that they respect the intervention description whether it uses technical or non-technical language and the outcome of the intevention is still the same for their opinion. The researchers of these study pointed out that their research has its limitations that might one way or the other affect the result of the test and they were as follows: 1. Generalizability to classroom interventions other that time-out (Hyatt, Tingstrom Edwards, 1991) 2. Jargons other than behavioral (Hyatt, Tingstrom Edwards, 1991) 3. Teachers not seeking additional educational past the bachelor’s degree. (Hyatt, Tingstrom Edwards, 1991) 4. Relative Effect of jargons versus other variables like teachers time expenditure, theoretical orientation and intervention agent on intervention acceptance (Hyatt, Tingstrom Edwards, 1991) The researchers recommended further additional studies to support this study. The use of variables is recommended a. Regular and special education teachers in school setting b. Jargon’s influence on acceptability to a behavioral assessment c. Design, evaluation and acceptance of behavioral intervention for Children. References Hall, C. W. , Didier E. (1987) Acceptability and Behavioral Treatment: Review of Variables that influence treatment selection. Professional Psychology: Research and Practice. In Hyatt, S. P, Tingstrom, D. H, and Edwards, R (1991) Jargon Usage in Intervention During Consultation: Demonstration of a Facilitative Effect. Journal of Educational and Psychological Consultation. 2(1) 49-56

Buddhism Essay -- essays research papers fc

The origin, traditional Buddhism began in the 6th century BC with the historical personage born Siddhartha Gautama, but better known by a variety of titles including Shakyammi, Tathagata, or most commonly Buddha, the enlightened one. The legend of the Buddha’s life has acquired plenty of variations and embellishments over the years, but the basic facts are accepted as traditional, including the dates of his birth and death (563-489 BC by Western reckoning, 624-544 according to Sri Lankan tradition). The story of Buddha’s birth is encrusted with myth and fable as that of any God-figure in human history. For instance, he is said to have issued from his mother’s womb stating that his cycle of rebirths was about to end. Again, some Buddhists devoutly accept the fables as we in the west accept Christmas narratives, while others choose to focus on the truths beneath the myths. We do know with some certainty that the Buddha was born to a royal family in northern India, in the foothills of what is now Nepal. Siddhartha Gautama led a sheltered existence in the court of his father, Shuddhodana, the king of the Shakya clan, who shielded him from any knowledge of human suffering or religions of the time. Soon after his birth a soothsayer named Asita predicted that he would become either the emperor of all India or if the "Four Passing Sights" should come to pass he would renounced the world and would become the greatest spiritual leader the world has ever known. Shuddhodana, Gautama, a member of the warrior-ruler caste, preferred the royal vocation and provided his son with three palaces located so that his son would not experience the dramatic seasonal changes. He placed at his son disposal anywhere from 10,000 to 40,000 dancing girls to keep his mind firmly rooted in the "real" world. He also gave orders that his son should never see t he sick, the aged, dead bodies, and nor should a monk be allowed near his son. But, as so often happens when manipulative fathers groom their sons to take over the family business, Siddhartha rebelled. At 16 he married a beautiful young princess named Yasodhara, by whom he fathered a son, Rahula. Over the ensuing years Gautama, was shielded from the facts of the real world. But legend states the gods intervened with what is now called the "Four Passin... ...He then continued to meditate for a total of 49 days, for it was at this time all Buddhist down through the ages believed, Gautama, first experienced Nirvana: the goal of Buddhism; it means freedom from karma; extinction of all craving; the realization of the true nature of the mind. This is the closest thing in Buddhism to the western world’s idea of salvation, the ultimate goal of all religious faiths. Traditionally, the accounts were committed to writing in Sanskrit and in Pali, a Sanskrit derived Indian dialect within 100 years of the Buddha’s death, but modern scholars places the dates closer to the 2nd and 1st century BC. The written records of his sermons and dialogues are known as sutras. Unlike other major religions of the world the concept of a divine being, as in, Hinduism’s Atman-Brahman, Judaism’s Yahweh, and Islam’s Allah, Buddhism does not proclaim any worship of any god. Buddhist believes that the divine being, per say, is not something you believe in, or worship, or can describe but instead something you experience. Bibliography 1. http://buddhism.about.com/ 2. http://www.buddhanet.net/ 3. http://en.wikipedia.org/wiki/Buddhism

Anticipatory Socialization

Graduating high school students usually get very excited when they finally realize that they are going to college soon. Anticipatory socialization can take place in this kind of situation, since anticipatory socialization is a process or condition wherein an individual prepares to accept new norms, values, attitudes, and behaviors in a certain place or event. Looking back, I was filled with an overwhelming sense of excitement and anticipation when I realized that I was about to leave high school and get a taste of college life.I tried to visualize the campus, my future professors, classmates, and other things that I would be seeing in college. Choosing a college was quite difficult, so I did a lot of research in the internet and asked several friends about their opinions on which university is the best to study and get my degree. When I was able to choose a school, I gathered information through the internet about the campus, the different courses that the school offers, and the requ irements for applicant students.I took time to look at the college’s website and see all the information that will be helpful, such as the location of the school, facilities, curriculum, and all the information or details that can be seen in the college website. I took the opportunity to visit the school so that I would be able to see it for myself and make an impression whether I was going to like it there or not. I asked different people that I know about the school and the culture inside. It was fun getting varied information and feedback from them.I even learned about the style of clothes that most people wear to that school, so I made a mental note of shopping for clothes before I start going to that college. I was able to set my expectations already in college, and it made me feel ready to accept everything, whether it was a positive or negative thing. It was also because of my expectations that I felt excited instead of nervous about joining a new environment and start ing a new chapter of my life. Thus, anticipatory socialization greatly helps individuals in adapting, making necessary adjustments, and evaluating whether or not a certain thing suits him or her.

Essay about A rose for emily character analysis - 616 Words

Pity for Emily nbsp;nbsp;nbsp;nbsp;nbsp;In the short story A Rose for Emily, by William Faulkner there is a very interesting character. Her Name is Emily Grierson and she is a rich southern gentile. All her life it seems that she was raised at a standard that was above the rest. By living such a secluded and controlled life it set her up for the happenings in her future. nbsp;nbsp;nbsp;nbsp;nbsp;When her father passed away she had nobody to tell her what to do and how to act. This was very devastating and she had a hard time dealing with change. So much so that she wouldnt let the police take the body of her father out of the house for three days after his death. The only thing that was constant in her house was the slave†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;By losing this father figure she was left to fend for herself and was virtually helpless. When she finally found a male that showed some interest and emotion, she was attached to them. That’s where Homer Barron comes into the story. He would visit Emily and go for Sunday drives with her. When Homer told Emily that he must move on she found herself on the verge of loneliness once again. If Homer would leave it would be two men that have left her. When she realized that he was about to leave she poisoned him and would keep him forever. nbsp;nbsp;nbsp;nbsp;nbsp;In her mind she had the one thing she needed most, companionship. Even if it was a dead corpse, it was stilling something. In the end of the story when the book states, â€Å"We saw a long strand of iron gray hair,† it was obvious that she sought refuge from the world in that bed with Homer. However twisted that may sound it showed how desperate she really was. That is the pint in the story where things really change. If you look back on her life and how everyone in town abandoned her, you really have strong feelings for her. You feel sorry that she was left to fend for herself without any idea of what to do. She did what she felt she had to do, and in her mind it was all right. nbsp;nbsp;nbsp;nbsp;nbsp;The author wrote this story as a literary genius. There is an extreme level of suspense that leaves you wantingShow MoreRelatedCharacter Analysis of Emily Rose in a Rose for Emily726 Words   |  3 PagesThe character Emily Rose in A Rose for Emily is considered a static character because; her traits throughout the story do not change. In the story she is deemed as quiet, inhuman and, even mad. However, through further inspection; there are characteristics displayed throughout the story that can possibly prove that Emily was a dynamic character. Throughout the piece Emily changes both mentally, socially and physically. Miss Emily, the main character of this story, lives for many years as a recluse;Read MoreA Rose For Emily Character Analysis1269 Words   |  6 Pages A Rose for Emily William Faulkner’s, A Rose for Emily, is an account from an eye witness’ perspective of the life and dilemma of a noble woman belonging to the bankrupt aristocratic family in the late nineteenth century. It’s a tale of a woman who due to her seclusion at the hands of her father and severe critique by the society turns into a mentally unstable person. The character of Emily is intriguing in its stubbornness of defying the changes around her. She is set in her ways and unwillingRead MoreA Rose For Emily Character Analysis934 Words   |  4 PagesAt first sight, the work â€Å"A Rose for Emily† by William Faulkner looks like the story of a woman, Emily, who was molested by an entire city. For example, the moment when the new generation requires the payment of taxes even though Emily’s family had reached an agreement with the previous city government to skip this payment. At that point, I really felt sorry for Emily. However, as the story progresses we see that Emily deserved the repudiation of the inhabitants of the city because she acted in aRead MoreEssay on Emily Character Analysis of A Rose for Emily928 Words   |  4 PagesMiss Emily Up Close In the short story of A Rose for Emily, the main character illustrates a disturbed individual that doesnt want to separate herself from a deceased loved one. Everyone knows what its like to loose a loved one, but the town of Jefferson had no idea how hard Emily had taken death until they unraveled her deep, dark secret. People knew what it must have been like to be Emily. They knew the type of life she had lived and felt bad for the way her father had kept her all coopedRead MoreCharacter Analysis of Emily Grierson in A Rose for Emily by William Faulkner757 Words   |  3 Pagesthis was a salute ... to a woman you would hand a rose† (Outà ³n 63), this is how William Faulkner is quoted when explaining the meaning for the title of his short story, â€Å"A Rose for Emily.† In his short story, Faulkner summarizes the life of a forsaken woman, whom, while heavily respected by her town, is also quite pitied. Faulkner works to give the reader a sense of empathy towards his character while he describes the tragedy that is her life. Emily Grierson, is eventually found to not be the onlyRead MoreCharacter Analysis in A Rose for Emily by William Faulkner1255 Words   |  6 PagesA Rose for Emily by William Faulkner is located in Jefferson, a small Southern town during the post- Civil War era. The story revolves around the eccentric and catastrophic events of Miss Emily Grierson’s life. At a first look, Miss Emily seems like a lonely woman with little self-confidence and low self-esteem, which is due from her father’s upbringing. There had to be some kind of neglect by her father because he made her lived such a sheltered life. He made her think that nobody was good enoughRead More Character Analysis of Emily Grierson in A Rose for Emily by William Faulkner555 Words   |  3 Pages Emily Grierson, referred to as Miss Emily throughout the story, is the main character of A Rose for Emily, written by William Faulkner. Emily is born to a proud, aristocratic family sometime during the Civil War; Miss Emily used to live with her father and servants, in a big decorated house. The Grierson Family considers themselves superior than other people of the town. According to Miss Emilys father none of the young boys were suitable for Miss Emily. Due to this attitude of Miss EmilysRead More Wiliam Faulkners Emily Rose Character Analysis Essay examples654 Words   |  3 PagesAll Roses Are Red Unreasonably determined to exert one?s own will is the definition of the word stubborn. William Faulkner is a southern writer who focuses in his work on human experiences and behavior influenced by the South, the Civil War, and the post Civil War effects. In Faulkners, A Rose for Emily, Faulkner constantly depicts Emily as a stubborn character, especially stubborn about changing her way of life. Faulkner uses subtle clues from diction and description as well as obviousRead More Narrative Worth in A Rose for Emily Essay1298 Words   |  6 Pagesâ€Å" A Rose for Emily†, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to ac count for her behaviors and the unknown details of her life, Emily GriersonRead MoreA Rose for Emily by William Faulkner712 Words   |  3 Pagesunity. Symbolism in â€Å"A Rose for Emily† is use in a variety of ways for example Miss Emily she represent the monument and mental illness, mental illness because she killed her own husband.Another character that had symbolism is Homer Barron he represents more than just a simple character, he represents insensitivity because he dint care about another people. An explanation of characters and objects that we have seen in the short story â€Å"A Rose for Emily.† The character Emily herself is a symbol of