Firstly, Niffenegger makes use of continuous present tense to convey an atmosphere of panic and urgency in the text. – She further emphasises this via inputting a lexical set of dynamic adjectives; as the reader constantly sees Henry moving and doing physical actions such as: “I sprint”, “I reach” and “I get up”. The use of superlative: “Supremely” at the start of the extract immediately creates an atmosphere of high intensity for the reader. Asyndetic listing in “Tile icy under my feet, gooseflesh and all my hairs standing up.” Shows how Niffenegger has purposely not used ‘syndetic listing’. – This has the effect of making the reader read the extract quicker, therefore emphasising Henry’s urgency and desperateness in the text.
Repeating the word blood stresses that thing have turned into havoc and also builds dramatic tension which the protagonist “cannot pass” Using this helps create pace and creates an image into the readers mind that there has been a violent affair but this could also mean family blood. This could be interpreted as a disagreement within the family about the protagonist's decision however, the
Bradbury is sure to include this criticism to emphasize the destruction that an oppressive society has on the children. ▪ Example: Montag’s concern over Clarisse’s treatment at school shows his growth as a responsible, independent thinker. He understands that socialization among children is very important, although in this society that is not allowed. Bradbury’s critical voice comes through in Montag’s voice and actions. --------------------------------------------------------------------------------------------------------------------------- FORMAT FOR BODY
She shows Atticus gradually becoming more nervous through punctuation, for example "Don't just stand there, Heck!". By using an exclamation mark to suggest that Atticus is shouting, Lee shows to the reader that he is growing increasingly more anxious. This builds up a sense of danger, and creates tension for the reader, as we too become uneasy and fearful of what might happen next. This is also effective as it is one of the rare moments in the novel when Lee shows Atticus being nervous, which makes the passage more alarming as atticus is
Children are exposed to situations of terror and horror during wars, such experiences that may leave traumatic impacts upon the children. We fear for our children and do what we can to protect them at all costs as the parents are depicted in the Freedom of Fear
xxx. Generalized anxiety disorder: persistent excessive worry over uncontrollable negative events, like health, finances, work, etc. They have apprehensive expectation and feel the need to control everything. xxxi. Panic disorder: recurrent, unexpected, uncued panic attacks.
Running Head: DETAIL REVIEW OF COERCION THEORY A Detail review of coercion theory of conduct disorder: Reinforcement of aversive behavior and reciprocal relationships In its most basic form, coercion theory (Patterson, 1982; Patterson, Reid, & Dishion, 1992; Reid, Patterson, & Snyder, 2002) is a model of the behavioral contingencies that explain how parents and children mutually “train” each other to behave in ways that increase the probability that children will develop aggressive behavior problems and that parents’ control over these aversive behaviors will decrease. These interchanges are characterized by parental demands for compliance, the child’s refusal to comply and his or her escalating complaints, and finally the parent’s capitulation. In this paper, coercion theory will be further reviewed in its two main divisions—the reinforcement of aversive behavior; and the reciprocal relationships of social interaction. Classical methodology supporting this theory, their limitations, and the recent research addressing these limitations will then be discussed. Reinforcement of aversive behavior According to Patterson and Snyder (2002), the basic paradigm involves negative reinforcement and may also involve positive reinforcement.
However, in this post I will focus and discuss the violence in these urban schools. I will also elaborate as to why some children act out, what things trigger their actions as well as ways to assist with preventing or assisting with those actions. PTSD Some intellectuals state that Post-Traumatic Stress Syndrome (PTSD) is often times the cause of some children acting out. These children identified with PTSD appear to be triggered by their socialization process. PTSD is often times considered a war veteran’s syndrome.
Describe ways in which children and young people can experience prejudice and discrimination (give examples) There are many ways in which children can experience prejudice and discrimination, and at such young ages, and as there is so much pressure on children to behave a certain way or look a certain way there can also be prejudices or bullying against them if they don’t, it’s imperative that all staff are vigilant when it comes to bullying or discrimination as acting quickly can get the situation under control and stop it escalating to something much worse. Prejudice and discrimination comes in many forms, and children can be discriminated just the same as adults either due to sex, race, religion, culture, height, weight, special educational needs, social background, sexual orientation, these are called protected characteristics As well the list above there are also different ways that a child or young person could be discriminated against, such as direct discrimination or indirect discrimination. Direct Discrimination is when children and young people are unable to access services (activities, national curriculum) due to their race, religion, gender, disability for example, a girl being told she can’t play football for the football team because it’s a boy’s game. Indirect Discrimination this can be much harder to spot and some people do not even realise they are doing it sometimes, but indirect discrimination normally occurs when for example, A school instigates a policy that no jewellery should be worn. A young woman of the Sikh religion is asked to remove her Kara bangle in line with this policy, although the young woman explains that she is required by her religion to wear the bangle.
Behavioral theory states that people act aggressively because, as children, they modeled their behavior after the violent acts of adults. When they get older, they become antisocial. As a child when they were awarded for doing things, they thought it was good and it became habitual and the behavior that is punished becomes extinguished. A sub branch of behavioral theory is social learning theory. They act violently when people pick on them, threaten them, or they are exposed to direct pain.