Issues That Impact Individuals On The Autistic Spectrum

Issues That Impact Individuals On The Autistic Spectrum The purpose of this essay is to discuss the issues that impact on individuals on the autistic spectrum with regards to assessment, intervention, support and inclusion. Autism Spectrum disorder is a complex developmental disability which affects language and communication, social interaction, and flexibility of thought and behaviour. These areas, known as the triad of impairments (Wing Gould, 1979), vary significantly between individuals and children and young people with a range of intellectual abilities can be affected. There may also be accompanying sensory issues, for example to touch, smell, noise, taste or visual stimuli. Although there are wide ranging differences, individuals on the spectrum all have some level of difficulty in social interaction, social communication and imagination. Although the prevalence of ASC is hard to establish, it was recently estimated that it affects approximately 60 in every 10,000 children (Chakrabarti Fombonne, 2005). The additional support needs of children and young people with ASC varies widely. It is possible for some individuals to achieve very well and with limited additional support can access the full curriculum. Others may require specific interventions and strategies to help them learn and develop. Early identification and assessment of a childs additional support needs in relation to ASD is important so that the planning of educational provision and parental support can be facilitated. Assessment is crucial to meeting the needs of any child and for children on the spectrum it is even more important as educational targets should be based on an accurate assessment profile. There is no standard educational assessment or approach as any strategies put in place should consider a childs individual learning style and impact of their autism as well as environmental factors, otherwise the outcome could be inadequate or even detrimental. situation Individual assessment of children with ASD should be based on careful observation and identification of areas which require further investigation. Discussion with parents is vital, as their perspectives and difficulties at home may differ considerably from that of adults in the education setting. Other professionals may be involved to augment the information gathered as collaboration is necessary for the process to develop. The analysis of this information can then be compiled to form a holistic profile. The staged intervention process to identification, assessment and review, is embedded in sound educational practice. Staff plan strategies based on assessment, apply them and review the results in terms of progress made by the child or young person. A child in my care, John, was noted at approximately 2 years of age to be non-verbal. His play was solitary and repetitive. A stage 1 Support Plan was put in place to encourage him to develop sharing, turn-taking and simple co-operative play. He was encouraged to use early communication skills, such as pointing, gesturing and any attempts at spoken language. Following further concerns regarding his lack of communication skills he was referred to a Speech Therapist and he and his mother attended Learning to Talk programme. 2 A Stage 2 Support Plan was put in place as John would only allow one adult to share his space, he would move to different areas of the nursery but resisted attempts of interaction from other adults or children in the room and his play remained solitary and restricted to his favourite toys. Using play based intervention similar to the DIR/Floortime Model (ICDL 2000), and using his interest in cars, staff encouraged John to spend a few minutes at free play sharing his toys. Eye contact was established and he pointed in order to draw attention . Advice was sought from Short Term Advice and Response Team (START), due to ongoing concerns with speech and language and social interaction. They advised putting a photo timetable in place to help John manage and predict his day. A Stage 3 Support Plan was set up and John was referred to the Pre-school Assessment Team (PRE SCAT) for input from Educational Psychology and a Preschool Language and Communication Resource. John attended this resource 3 days per week as well as nursery 2 days per week with input from an Educational Psychologist. He was then referred to the Autism team for assessment. His first spoken words appeared at 4  ½ years. John deferred entry to school for one year. His transition to school was very intensive, visiting regularly to spend time with his class teacher, support staff and to build awareness of his surroundings. John has made significant progress but continues to find changes to his routine difficult to cope with as well as an inability to initiate and sustain interaction with peers. He now attends mainstream school 2 days per week and special school 3 days per week as well as After School Care in my establishment. This outcome would have been unlikely without the support and successful collaboration of staff, other agencies and professionals. 3 The current legislative framework of The Education (Additional Support for Learning) (Scotland) Act 2004 requires schools to meet the needs of all children by helping parents, carers and pupils with ASD understand their strengths and challenges and put strategies in place to support their learning. All children have an equal right to access a broad and balanced curriculum with supports adapted to their needs based on continued assessment, intervention and review. Interventions should have a proven track record of success and allow ongoing evaluation in order to support the continued development of the child or young person. In research conducted by Hunt, Soto, Maier, Doering (2003), a Unified Plans of Support (UPS) team was studied. Children who had a UPS team meeting once a month to assess and re-evaluate existing plans increased in measured test scores. For a child or young person with ASD, the social curriculum is just as important as the academic curriculum. Assessment should consider social and communication skills e.g. social interaction, language and communication, self awareness, independence, play and imagination and emotional understanding. The assessment process should identify key areas for setting educational and future targets. These targets should not be solely academically based. In order to meet the needs of an individual with ASD, there needs to be a balance between purposeful self help and life skills and academic achievement.. 4 The National Autism Plan for Children (NAS, 2003) encourages multi-disciplinary assessment and proposes that family contribution including the childs developmental history and environment and observations from other settings are included. Multi-agency involvement in the assessment process is recommended by the Scottish Intercollegiate Guidelines Network, as it may identify different aspects of ASD and aid accurate diagnosis.'(Assessment, diagnosis and clinical interventions for children and young people with autism spectrum disorders, SIGN 2007). Although diagnosis of an ASD is ultimately the responsibility of health professionals it is not made in isolation and information should be obtained from a wider multi-agency team including parents/carers, speech and language therapists, teachers and educational psychologists. The Psychological Service can contribute to the Getting it Right for Every Child initiative, which focuses on the needs of the child and aims to streamline processes in order to deliver appropriate services thereby helping the child or young person fulfil their full potential. Other appropriate agencies e.g. health and social work services offer advice on and assist in particular and future interventions and strategies. (Educational Psychology Assessment in Scotland, 2005). Input from a Speech Language therapist is usually necessary in order to support children and young people with difficulties in communication skills as well as issues involving eating and drinking. An occupational therapist can assist with c o-ordination and movement difficulties and self-help skill such as washing, dressing and toileting. 5 Willing participation (Henneman E.A., Lee J.L. Cohen J.I. 1995) and a high level of motivation (Molyneux 2001) are central to effective interprofessional collaboration. This involves developing, planning, monitoring and evaluating mutually agreed targets and combining the knowledge and expertise of professionals (Cook G., Gerrish K. Clarke C. 2001) to assist joint decision making based on shared professional opinions (Russell and Hymans 1999, Stapleton 1998). Unless individual practitioners are aware of the role, performance and professional boundaries of others they may not be able to make an effective contribution to any planned strategies. (Bliss J., Cowley S. While A. 2000). Following assessment, an individualised educational programme (IEP) should be developed. Most children will need specific targets and the assessment process will have identified areas of difficulty for the pupil. These can then be prioritised and tackled by setting realistic, specific targets. The IEP should be reviewed regularly and progress against previous targets monitored. There are some children whose additional support needs include one or more complex factors which are likely to continue for more than one year. If they require significant support to be provided by an education authority and one or more appropriate agencies, a Co-ordinated Support Plan (CSP) which is a legal document, is compiled. The CSP focuses on supporting the child to benefit from set educational objectives and assists in the co-ordination of services such as education, health and social work. It should be monitored and reviewed regularly, at least every 12 months. In future, the Scottish Government wants each child to have just one plan covering all their support needs, provided by health, education and social work , in line with Getting it Right for Every Child (GIRFEC ). 6 The physical environment can be difficult to cope with for children with ASD mainly due to sensory difficulties and problems with central coherence. ( Happà ©, F., Frith, U. 2006). It is important for children with a communication impairment to ensure that realistic adjustments are made to limit as many obstacles to learning as possible, for almost any other special need, the classroom only becomes disabling when a demand to perform a given task is made. For the child with autism, disability begins at the door. Hanbury (2007). The environment should be as tidy and free of clutter as possible to reduce the level of anxiety and confusion. Structure and consistancy can reduce stress and in some cases challenging behaviour. Difficult or challenging behaviour is not a part of an autistic spectrum disorder, but it is a common reaction of pupils with these disorders, faced with a confusing world and with limited abilities to communicate their frustrations or control other people. (Jordan Jones 1998). Individual class or group charts may be required as most children on the autistic spectrum respond well to visual timetables. A planned programme taking account of the needs of the childs sensory and processing difficulties should be undertaken as stressful situations can create challenging behaviour (Waterhouse 2000). Speech and language programmes that have been correctly prepared can help improve a childs comprehension and increase their vocabulary which in turn will enhance their social communication skills and correct problems with intonation or articulation (Howlin 1998). The Individuals with Disabilities Act (IDEA), proposes that children with ASD should be educated in as open and inclusive an environment as possible. Although this legislation is necessary and does protect a childs rights to the best education possible, it can create difficulties for teachers. 7 Classroom sizes have been reduced and employment of teachers has been cut. Inclusion laws require teachers to educate children at many different developmental stages. Children with ASD require a variety of teaching strategies in order to meet their individual needs. According to Cumine, Leach Stevenson (1998), many teachers feel they have not received training to instruct children with these kinds of learning disabilities. Strosnider, Lyon, Gartland (1997) state that teachers feel under pressure in carrying out educational plans due to lack of time to collaborate with other professionals and the shortage of special education teachers. Major gaps in training have been recognised at every level and across all sectors and services. It was estimated that half (54%) of teachers who work in this field have little (34%) or no (20%) ASD training. Obstacles cited are release of staff, lack of suitable training and funding (Scottish Government Publication 2009). There are several educational theories associated with ASD. Dr. Bryna Siegels (1996) idea of reinforcement, is that the teacher takes the time to determine a childs main interest. She can then request and reinforce the required behaviour using the object of interest as an incentive. Another teaching technique is applied behaviour analysis and discrete trial training (ABA/DTT). Siegel (2003) describes ABA/DTT as a science that studies how principles of behavioural conditioning can be applied to learning. Siegel suggests that learning can be broken down into small steps, which can be built on each other, and this ultimately will lead to the overall concept. ABA/DTT is highly recommended for children with autism. Shores (2002) research explains the difficulties ASD children have with sensory perception and how they can be helped by using ABA/DTT. It is challenging for a child with ASD to make sense of the different experiences occurring throughout the school day and by applying ABA/DTT this allows the child to focus on smaller quantities of information giving them the opportunity to complete an assignment rather than becoming overwhelmed. 8 The relationship between curriculum and social education can also cause confusion. If a child is placed in a group for project work it is possible he would be so overcome by the social aspect that he would find it extremely difficult to focus on the curriculum aspect. Strosnider, R., Lyon, C., Gartland, D. ,(1997) recognize this overlap as academic, physical and interpersonal skills are all areas of difficulty for the ASD child. Strosnider, et al., (1997) compiled The Academic, Physical and Interpersonal Inclusion Plan (API Inclusion Plan). This plan helps teachers to use brainstorming strategies for each of these areas and is particularly useful if there is no availability of a special needs teacher to collaborate with. Kluth (2003) suggests that the learning environment is itself a strategy. In constructing the best environment Kluth (2003) suggests an aspect that needs to be considered is that of sounds. He uses the familiar example of nails on a chalk board sending a chill down the spine Kluth (2003) states that to a child with ASD every day sounds can have a similar effect. Kluth (2003) promotes the importance of a teacher assessing noise levels and putting strategies in place to exclude excessive noise such as allowing the child to listen to soft music with headsets during class times or using earplugs. Children should be prepared ahead if there are to be changes in their routines, to avoid excessive anxiety. Ozonoff, et al., (2002), elaborate on the suggestion of visual signs for the ASD child. Their research claims that visual instructions and schedules help the child to feel more secure and less stressed so the mind can direct its attention to learning. All of these stress factors must be taken into consideration when assessing which strategies and interventions would be beneficial to the child or young person with ASD. According to Williams (2001), reducing stress and worry, ensuring the environment is predictable and minimizing transitions is crucial to delivering an effective education for the child with ASD. 9 Having considered the environment, other strategies require to be put into place. An approach to education widely used is the Treatment and Education of Autistic and related Communication-handicapped Children program. It is referred to as TEACCH. Ozonoff, Dawson, McPartland (2002) describe this method as a way to build upon the ASD childs memory strengths as many children have the ability to remember large quantities of information on subjects they are interested in. Cumine et al., (1998) indicate that TEACCH has 4 main elements. These include modifying the physical environment, setting visual schedules for the daily activities, verbal explanation of the expectations of type and length of work and verbal and visual presentation of instructions. Strategies used are designed to address the difficulties faced by children with ASD, and be adapted to their needs. TEACCH methodology is embedded in behaviour therapy on the basis that there are underlying reasons, such as lack of understand ing of what is expected of the child or what will happen to them next or sensory under or overstimulation, for their challenging behaviour. By addressing these communication difficulties, the child will be able to express his needs and feelings by other means. In line with Dr Bryna Siegel (1996) Shevitz, Weinfeld, Jeweler, Barnes-Robinson (2003) suggest a program that achieves the concept of maximizing childrens strengths as well as increasing self esteem by using their preoccupation with a favourite item or topic of interest. Social behaviours are necessary for achieving good educational standards as well as successful playground interaction. Myles and Simpson (2001) have entitled this aspect of education The Hidden Curriculum. This includes the basic how tos of living, which are not apparent to children with ASD. Knowing what is appropriate or inappropriate conversation may be foreign to an ASD child. 10 Teachers should be prepared to educate themselves on effective strategies in order to support children with ASD in collaboration with other professionals, support staff and the wider community and agree on appropriate interventions.. Inclusive classrooms give children the opportunity to have their intellectual ability challenged and fostered and it should be the responsibility of all teachers to do whatever is necessary to help these children to achieve success. Inclusion is more than a set of strategies or practices, it is an educational orientation that embraces differences and values the uniqueness that each learner brings to the classroom. (Kluth, 2003. p. 23-24). In conclusion, the increasing focus on early identification and effective intervention is a continual challenge but every child needs to be assessed, have a plan established addressing areas of weakness, and most importantly have a teacher who believes in him and has the desire to learn, implement new strategies and work effectively in collaboration with other professionals and agencies for successful inclusion. This in turn will hopefully give the child with ASD the outcome he needs and deserves. 12 References Anderson, W., Chitwood, S., Hayden, D. (1997). Negotiating the Special Education Maze. Bethesda, MD: Woodbine House, Inc. Bliss J., Cowley S. While A. (2000) Interprofessional working in palliative care in the community:a review of the literature. Journal of Interprofessional Care 14: 281-90. Chakrabarti, S. Fombonne, E. (2005), Pervasive Developmental Disorders in pre-school children: Confirmation of high prevalence. American Journal of Psychiatry, 162(6), 1133-1141 Cook G., Gerrish K. Clarke C. (2001) Decision-making in teams: issues arising from two UK evaluations. Journal of Interprofessional Care 15: 141-51. Cumine, V., Leach, J., Stevenson, G. (1998). Asperger Syndrome A Practical Guide For Teachers. London, England: David Fulton Publishers. Hanbury, M. (2007) Positive Behaviour Strategies to Support Children and Young People with Autism. London: Sage. Happà ©, F., Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, pp. 5-25. Henneman E.A., Lee J.L. Cohen J.I. (1995) Collaboration: a concept analysis. Journal of Advanced Nursing 21: 103-9. Howlin P. (1998) Children with Autism and Autistic Spectrum Disorders. A Guide for Practitioners and Carers. Chichester: J. Wiley and Sons. Jordan, R. Jones, G. (1999) Meeting the Needs of Children with Autistic Spectrum Disorders. London: David Fulton. Kluth, P. (2003). Youre Going To Love This Kid! Teaching Students with Autism in The Inclusive Classroom. Baltimore, MD: Paul H. Brooks Publishing Co. Molyneux J. (2001) Interprofessional teamworking: what makes teams work well? Journal ofInterprofessional Care 15: 29-35. Myles, B., Simpson, R. (2001). Understanding the Hidden Curriculum: An Essential Social Skill for Children and Youth with Asperger Syndrome. Intervention In School Clinic, 36 (5), 279-291. Ozonoff, S. PhD., Dawson, G. PhD., McPartland, J. (2002). A Parents Guide to Asperger Syndrome High-Functioning Autism. New York, NY: The Guilford Press. Russell K.M. and Hymans D. (1999) Interprofessional education for undergraduate students. Public Health Nursing 16: 254-62. 13 Shevitz, B., Weinfeld, R., Jeweler, S., Barnes-Robinson, L. (2003). Mentoring Empowers Gifted/Learning Disabled Students to Soar! Roeper Review, 26 (1), 37-48. Shore, S. (2002). Understanding the Autism Spectrum-What Teachers Need To Know. Intervention in School Clinic, 36 (5), 293-305. Siegel, B. (1996). The World of the Autistic Child. New York, NY: Oxford University Press. Siegel, B. (2003). Helping Children with Autism Learn. New York, NY: Oxford University Press. Stapleton S.R. (1998) Team-building: making collaborative practice work. Journal of Nurse-Midwifery 43: 12-8. Strosnider, R., Lyon, C., Gartland, D. (1997). Including Students with Disabilities into the Regular Classroom. Education, 117 (4), 611-622. Waterhouse S. (2000) A Positive Approach to Autism. London: Jessica Kingsley. Williams, K. (2001). Understanding the Student with Asperger Syndrome: Guidelines for Teachers. Intervention in School Clinic 36 (5), 287-298 Wing, L. Gould, J. (1979) Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification, Journal of Autism and Developmental Disorders, 9 11-29

Selfishness and Comment Shows Rufus

In the book Kindred, there are many characters that are interesting. One reason this is true, is because the book forwards through time very fast and we see many characters go from infantile to grown adult. One character that changed throughout the story was Rufus Weylin. His development was incredibly interesting because the story somewhat revolves around what he does or what is happening to him. We see him as a very young child to a twenty five year old adult. In this story, Rufus is the most interesting because he develops from a young impressionable child, to a selfish man influenced highly by the antebellum South and other things.First off, when we get the first glimpse into Rufus the boy he is burning his drapery to get attention from his father. He then mentions how he had also burned a barn. Here, we can already tell that Rufus likes to be heard, get his way, and when he doesn’t his reaction is way too exaggerated. He also is already influenced by what he sees around h im. He says to Dana, â€Å"You have to say it†¦ young master†¦you’re suppose to. † Dana responds, â€Å"No. † Rufus grips her arm and says, â€Å"Yes! † This reaction Rufus displays to Dana shows his influence of slave owning times and his inability to accept rejection.Although, when Dana says, â€Å"Rufe, don’t burn anything else. † He responds with, â€Å"I wont. † This indicates that he can take direction from another person and someone who is black, and this leads you to think that maybe he can learn to take direction and possibly change his ways. When Dana returns to the Weylin plantation with Kevin Rufus says, â€Å"Does Dana belong to you now?†¦ wife!†¦ niggers can’t marry white people! † This reaction shows that Rufus was indeed fitting into his society’s way of thinking and the mere idea of their marriage was insanity.However, as Dana returns again Rufus was indeed changing. This time he was trying to be with Alice, a black girl he had grown up with. As a child Rufus had this girl as his friend, but Rufus was now turning into his father, trying to take a black woman to bed with him. He had gone from a boy hating his father to a young man becoming him. Alice said, He tried to get Judge Holman to sell Isaac south to keep me from marrying him. † This also shows that Rufus is growing into a selfish young man with rash reactions. Similar to when he was a child.Though a lot of his reactions now hurt the ones he loves. He said to Dana about Alice running away, â€Å"Jail. A good whipping. Then they’ll sell her. † â€Å"She’ll be a slave? † â€Å"Her own fault. † This is a good example of his rash harshness. Even though at many points in the story Rufus seems awful, he still has some humanity in him. When asked if he would ever sell anyone like his father he responds, â€Å"I don’t know. I don’t think so. † Th is one comment shows Rufus may be some things but heartless isn’t one of them. In fact, Rufus seems to constantly yearning for someone’s love.When Alice was being healed Rufus says this time has been great because Alice hasn’t hated him. Although Rufus does hit Alice later when she doesn’t show him love. This shows that Rufus will not be rejected by anyone. His love for Dana even drives him to hold a gun to her and yell, â€Å"You’re not leaving!†¦ Damn you, you’re not leaving me! † Rufus’ need for his way and only his way continues when his father passes away. He says, â€Å"you let him die?†¦ You let him die†¦damn you to hell, you let him die!†¦ you just let him die. † His repetition shows his irrational behavior.He doesn’t take into account that Dana has just saved his life and there was nothing to do for Tom Weylin. Rufus continues to show his selfish behavior mixed with his plantation upbr inging when he sends Dana to the fields to work as punishment. His ultimate step into becoming a plantation owner was with his father passing, and now he was far from the person that said he would never sell a slave. His authority is really noticeable when he says, â€Å"You walk away from me, Dana, you’ll be back in the fields in an hour!†¦ Don’t you ever walk away from me again! At this point his threats aren’t him whining like when he was a child, he meant it. Rufus’ character develops a lot near the end of the book as we realize his feelings toward Dana all to clearly. In the middle of the night he approaches Alice and Dana and says, â€Å"You really are only one woman. Did you know that? † Rufus had Alice for his physical needs and Dana for his emotional. We start to see that Dana wasn’t just his friend; he needed to have her, no matter what. His jealously became clear when he sold the slave Sam for just speaking to Dana.He said, â€Å"He wanted you†¦he wanted you. † He then says to Dana, â€Å"Your so much like her, I can hardly stand it. † Rufus’ relationship with Dana had gone from friendship and understanding to Rufus wanting more and he aimed to have it. When we see that Rufus was allowing his son to call him daddy finally it was reminder of his humanity. We see that in some ways he was still good, and not racked with intense emotions. However, his humane side diminishes slowly with his irrational wants, desires and need for affection.Rufus’ character is interesting because of his development throughout this novel. In some ways it was radical and in others it was not. As a child he seemed to react too strongly in situations, like he does throughout his life. As a child you think he may change and not let his times control the way he thinks, but as he becomes an adult it’s obvious the South and his father have a big effect on him. In the end, Rufus’ selfishn ess, dominance, possession, and jealousy outweigh his sincerity, ultimately leading to his demise.

How to Make Ice Spikes in Your Freezer

Ice spikes are tubes or spikes of ice that shoot up or off at an angle from a container of frozen water, such as a bird bath or bucket in the winter. The spikes resemble an inverted icicle. Ice spikes form rarely in nature, but you can make them in your own freezer quite simply and reliably. Heres what you do. Key Takeaways: Ice Spikes Ice spikes are rare natural formations that are produced when water freezes at just the right rate to push ice formation above the water surface.The spikes are most likely to form in pure water, such as water purified by distillation or reverse osmosis.Ice spikes reliably form in ice cube trays in freezers. While not every ice cube will form a spike, each tray should contain at least one or two. Ice Spike Materials All you need is water, an ice cube tray, and a freezer: Distilled waterIce cube trayFrost-free freezer (ordinary home freezer) Its important to use distilled or reverse osmosis purified water. Ordinary tap water or mineral water contain dissolved substances that may prevent the water from forming spikes or reduce the number of spikes that are formed. You can substitute a bowl or cup for the ice cube tray. Plastic ice cube trays are nice because they contain several small compartments, meaning you have a quick freeze time and several chances for spikes. Plastic ice cube trays are preferred for this project, but its unknown whether its the tray material or the size of the cubes that improve the effect. Make Ice Spikes Its easy! Simply pour the distilled water into the ice cube tray, set the tray in your freezer, and wait. You can expect about half of the ice cubes to contain ice spikes. An ordinary ice cube tray freezes in about 1-1/2 to 2 hours. The spikes degrade and soften over time since most home freezers are frost-free and will blow warmer air over the spikes. How It Works Pure water supercools, which means it remains liquid past the ordinary freezing point. When it starts to freeze at this lower temperature, it solidifies very rapidly. The freezing process starts at the edges of the container because the nicks, scratches, and imperfections allow for nucleation of the ice crystals. Freezing continues until there is only a hole near the middle of the container, which contains liquid water. Ice is less dense than liquid water, so some of the crystals float to the top and are pushed out, forming a spike. The spike grows until the water is frozen. There are two reasons why ordinary tap water or mineral water are less likely to form ice spikes. The first reason is that this water tends to freeze at its regular freezing point. This is a much slower process than freezing from the supercooled state, so solidification is more likely to be homogeneous or occur throughout the ice cube all at once. If there isnt a hole in the ice, the ice spike cant grow. The other reason is that contaminants or impurities in the water become concentrated in the liquid as the water freezes. Researchers believe solids become concentrated at the growing tip of an ice spike and inhibit further growth. Ice Spikes in Nature Ice spikes are relatively common in ice trays in home freezers. However, the phenomenon is uncommon in nature. Sometimes ice spikes are seen in frozen bird baths or pet water dishes. In these containers, water freezes relatively quickly, just like in a freezer. However, ice spikes also occur (rarely) in large bodies of water, such as lakes or ponds. Ice spikes have been observed on Lake Baikal in Russia. In 1963, Canadian Gene Heuser reported ice spikes on Lake Erie. Heusers spikes were extremely large, measuring 5-feet in height and resembling telephone poles on the lake. Most natural spikes resemble inverted icicles. However, inverted pyramids sometimes occur. Other shapes are ice candles, ice vases, and ice towers. Spikes are usually a few inches long, but structures several feet high sometimes form. Ice spikes formation, Lake Baikal, Siberia, Russia. Olga Kamenskaya/Nature Picture Library / Getty Images Sources Burt, Stephen (March 2008). Ice candle. Weather. 63 (3): 84. doi:10.1002/wea.212Hallet, J. (1959). Crystal growth and the formation of spikes in the surface of supercooled water. Journal of Glaciology. 103 (28): 698–704.Lederer, Samuel.  The Effect of Chemical Additives on Ice-Spike Formation. Caltech.

The Significance Of Character Names In The Lottery By...

In a short story that was written by Shirley Jackson, The Lottery, is a short literature that discussed an annual lottery draw that took place in a small New England town. In the literature, Jackson presented the event that took place in the small town very summer time of the year, in which one random villager get chosen and to be stoned to death by the people in the village. As Jackson stated in her short literature, the lottery has been practiced in the small village for over seventy years by its town people (Citation). In this research paper, the project will present the symbolism that Jackson indicated in the story, the usage of each character’s name, objects, the literature location setting and the intention of the lottery, and†¦show more content†¦Another example, the citizens of the town who participates in an annual lottery drawing each year got no consequences from participating in it. For instance, the irony of Tessie Hutchinson life when in the beginning of the story, she presents herself with a nonchalant attitude toward the result from the lottery. However, Tessie Hutchinson becomes dismayed and distraught when she realizes that she will the one who sacrificed herself. Her final words in the story are the evidence of her own hypocrites, not just for her nonchalant attitude, but also for her willingness to sacrifice her own daughter life (Yarmove, 1994). Secondly, the objects that are presented in Jackson literature not only represent the symbolized meaning to the annual lottery but also the religious perspective to the event. Jackson stated in the literature, the children in the small town have already started collecting rocks before the lottery took place. Each of these children picked the smoothest and roundest rocks; the reason behind this rock picking is because the jagged and knife-like rocks would likely kill the lottery winner faster than the smooth one. Also, the smooth rocks would grant the lottery winner a slower and painf ul death during the murderous event, and that the children of the village would easily follow their elderly footsteps. Another object that presented in the literature is the black box that the old man Warner and his assistant, Mr. Graves drew the lottery from.Show MoreRelatedCreative Use of Symbolism and Irony in Shirley Jacksons The Lottery576 Words   |  3 PagesA lottery has always provided a sense of hope and adventure to people, but the lottery takes on an entirely different significance in Shirley Jackson’s â€Å"The Lottery†. The story takes place in a village of roughly three hundred people. Everyone in the village gathers at the center to take part. One representative from each family comes up, to take a piece of paper from an old, black, wooden box. 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On a summer day in a small town in the short story, â€Å"The Lottery†, Jackson takes advantage of the peaceful environment and adds a convolutedRead MoreAnalysis Of The Lottery By Shirley Jackson1226 Words   |  5 PagesName: Instructor: Course: Date: Significance of Mr. Summers’ Character in The Lottery by Shirley Jackson In the short story, The Lottery, Jackson applies Mr. Summers’ character to highlight his significant role in the village’s life as a whole and more particularly in the lottery. It is also significant to note that the character is also a deep irony in relation to the plot of the story. Mr. Summers is the most notable figure and an important person of all the people who manage the lottery. The lotteryRead MoreSymbolism in the Lottery1391 Words   |  6 PagesShirley Jackson#8217;s, #8220;The Lottery#8221;, clearly expresses her feelings concerning traditional rituals through her story. It opens the eyes of readers to properly classify and question some of today#8217;s traditions as cruel, and allows room to foretell the outcome of these unusual traditions. #8220;The Lottery#8221; is a short story that records the annual sacrifice ceremony of a fictional small town. It is a detailed narrative of the selection of the person to be sacrificed, aRead MoreThe Shock Value Of Jackson974 Words   |  4 PagesThe shock value of Jackson in The Lottery is not only widely known, but it is widely felt. Her writing style effectively allows the reader to pass a judgment on themselves and the society in which they live. Also In The Lottery Jackson is making a comparison to human nature. It is prominent in all human civilizations to take a chance as a source of entertainment and in this chance taken in the lottery, something is both won and lost. The Lottery by Shirley Jackson, is a short story about an annualRead MoreHunger Games versus The Lottery Essay932 Words   |  4 PagesThe Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) are both popular pieces of seemingly like, popular literature. Rituals and rules come into play strongly in both stories. In comparing The Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) I find that both stories focus strongly on their annual rituals of sacrifice with a scapegoat. The Lottery (Jacks on, pg 163-170) and The Hunger Games (Collins, 2008) have a ceremony, a formal event that brings theRead MoreShirley Jacksons The Lottery888 Words   |  4 Pageson greater meaning because of what they represent: themselves, but also a condition, feeling, or manifestation of something of great importance to a character. It is also possible, however, for symbolism to expand in a way that actually provides the foundation of a work, and this is the case in Shirley Jacksons â€Å"The Lottery.† In essence, Jackson has something disturbing to say about humanity and the force of tribal ritual. To that end, she creates a world that is itself wholly symbolic, evenRead MoreComparing and Contrasting The Rocking Horse-Winner by Hawthorne and The Lottery by Jackson738 Words   |  3 Pagestherefore no one spoke it. Just as no one ever says: â€Å"We are breathing!† in spite of the fact that breath is coming and going all the time.} Pg 236 paragraph 6. â€Å"The Lottery† By Shirley Jackson {A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. â€Å"All ready?† he called. â€Å"Now, I’ll read the names-heads of families first-and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turnRead MoreThe Lottery By Shirley Jackson880 Words   |  4 Pagesâ€Å"The Lottery† is a fictional short story written by Shirley Jackson is a that signifies the obeying rules and tradition, as well as being rebellious. This all suggests that their not so lucky â€Å"lottery† is a conventional ceremony. The story centers on a small town on the town’s day of their once-a-year Lottery. The significance of the town Lottery is to ensure their belief to sacrifice in order to be given a plethora of rain to obtain a good farming season the coming year. The story focuses aroundRead MoreLuisaldo Mendiola. Professor Price. Engl 1302 Nt6. Research2132 Words   |  9 PagesLuisaldo Mendiola Professor Price ENGL 1302 NT6 Research Essay April 21, 2017 Tradition and the Sheep A Critical Analysis of Shirley Jackson’s â€Å"The Lottery† Traditions are common part of culture and religion in the world today; almost everyone has a tradition that they follow. The traditions you practice can be new and only just have started with your generation or the generation before yours. The traditions could also have been old, spanning many generations before your generation and your parents’