The Ending Of Anna Karenina Essays (606 words) -

The Ending Of Anna Karenina The ending of Anna Karenina As we saw at the end of the novel Anna Karenina, Anna ends her tragic life by throwing herself onto the tracks underneath an oncoming train, while begging God for forgiveness during that time. The way Annas life ended symbolized the rise and fall of her life put together into one incident that took place on the subway. Anna, who at one point was a very prominent woman in the Russian Society, now lived a sad and dreadful life of misery. By reading at the end, it became very obvious that Anna had by far reached her lowest point in life. Her social problems with Vronsky, Karenin, as well as her other surroundings leave her old and alone. Could all of this been prevented? Sure. Could the Russian Society not have the fall that they had? Sure. However, each situation, whether it was Anna, or the Russian Society, each made choices that decided their eventual fate. In the end, the scripture Vengeance is mine, I will repay, showed itself to be the most important quote in the novel. Anna, just like Russia, were both equally successful. Anna was a popular woman in Society, Russias upper class were very wealthy and prosperous. Overtime, each made costly decisions that sent themselves into trouble. Anna had her problems with her infidelities, while the Russian Society had problems controlling how much money they spent. Eventually, Anna personality changes completely due to her looking at society in a different light and vice versa. Some members of the Russian Society, had to give up the good life, in exchange for a paying job to help payoff debts accumulated by sheer ignorance and a willingness to spend but not pay. The theme of the novel was based solely on choice. The theme of choice was the starting point of the novel that built into other facets of the story. From the first few pages of the novel where Oblonsky has an infidelity with Dolly, but shows no remorse for his actions. That situation was circled around the two main marriages in the novel between Levin and Kitty, as well as Anna and Karenin. As the novel continued, we saw the Russian aristocracy throw their money completely away to the point of bankruptcy and debt. The aristocracy made their decision to continue to live the wealthy life, only worrying about eternal presentation. The Russian aristocracy lived a dual life. On one hand, parts of the aristocracy tried to present themselves as people who did not have a worry in the world and just lived life easy, where in reality, they were suffering inside with the same problems as most of the common people that lived there during that time. Anna was the central figure in the novel, hence the title Anna Karenina. Annas ups and downs were magnified due to her being that central figure that the novel focused on. From her marrige to Karenin, to infidelities with Vronsky, to the end where she throws herself onto the train, the entire focus of the novel centered around her and her life. The importance of her fall signified the fall of Anna, as well as Russia. Russia, for the most part, took that exact same fall. It was a fitting conclusion to a novel which showed the ups and downs of most, if not all the characters in the novel. I agree with Tolstoy, the way the story ended was a fitting conclusion. Why change it if it were true. Bibliography Anna Karenina, Leo Tolstoy-1950 English Essays

Collecting Data for the Problem Behavior

Collecting Data for the Problem Behavior When you are writing an FBA (Functional Behavior Analysis) you will need to collect data. There are three kinds of information you will be choosing: Indirect Observational Data, Direct Observational Data, and if possible, Experimental Observational Data. A true Functional Analysis will include an Analogue Condition Functional Analysis. Dr. Chris Borgmeier of Portland State University has made a number of helpful forms available online to use for this data collection. Indirect Observational Data: The first thing to do is to interview parents, classroom teachers and others who have had ongoing responsibility for supervising the child in question. Be sure that you give each stakeholder the functional description of the behavior, to be sure it is the behavior you are seeing. You will want to explore instruments for collecting this information.  Many questionnaire formats evaluative forms are designed for parents, teachers and other stakeholders to create observational data that can be used to support student success.   Direct Observation Data You will need to determine what kinds of data do you need. Does the behavior appear frequently, or is it the intensity that is frightening? Does it seem to occur without warning? Can the behavior be redirected, or does it intensify when you intervene? If the behavior is frequent, you will want to use a frequency or scatter plot tool. A frequency tool can be a partial interval tool, that records how frequently a behavior appears during a finite period. The results will be X occurrences per hour. A scatter plot can help identify patterns in the occurrence of behaviors. By pairing certain activities with the occurrence of behaviors, you can identify both antecedents and possibly the consequence that is reinforcing the behavior. If the behavior lasts a long time, you may want a duration measure. The scatter plot may give you information about when it happens, a duration measure will let you know how long a behavior tends to last. You will also want to make an ABC observational form available for any people who are observing and collecting the data.  At the same time, be sure you have operationalized the behavior, describing the behaviors topography so each observer is looking for the same thing.  This is called inter-observer reliability.   Analogue Condition Functional Analysis You may find that you can identify the antecedent and consequence of behavior with direct observation. Sometimes to confirm it, an Analogue Condition Functional Analysis would be helpful. You need to set up the observation in a separate room. Set up a play situation with neutral or preferred toys. You then proceed to insert one variable at a time: a request to do work, removal of a favored item or you leave the child alone. If the behavior appears when you are present in a neutral setting, it may be automatically reinforcing. Some children will hit themselves in the head because they are bored, or because they have an ear infection. If the behavior appears when you leave, it is most likely for attention. If the behavior appears when you ask the child to do an academic task, it is for avoidance. You will want to record your results, not only on paper but perhaps also on a videotape. Time to Analyze! Once you have collected enough information, you will be ready to move on to your analysis, which will focus on the ABC of the behavior (Antecedent, Behavior, Consequence.)