Answer: 3. Punishing behaviour that deviates from the terminal behaviour
Explanation: shaping procedure is the process of reinforcing successively closer approximations to a desired terminal behavior. It usually starts by reinforcing a behaviour that the individual already has and in some way related to the terminal (desired) behaviour; this is the first approximaion. After this is strengthened, the reinforcement is extinguished and then the next behaviour which is a closer approximation is strengthened and eventually extinguished.
This process continues with each approximation closer to the terminal behaviour until the terminal behaviour is achieved. For every step or approximation, the previous reinforcement has to be extinguished in order to move the process closer to the end goal, which is the terminal (desired) behaviour.
According to the biological perspective, generalized anxiety disorder is: <span> linked to an imbalance in several neurotransmitters in the nervous system
For example, when a normal person's perceive a stranger as a potential friend or simply someone with no impact on their lives, the brain of the people with anxiety disorder will tell them that the stranger is a threat for them </span>
Answer:
The Constitution of Bhutan (Dzongkha: འབྲུག་གི་རྩ་ཁྲིམས་ཆེན་མོ་; Wylie: 'Druk-gi cha-thrims-chen-mo) was enacted 18 July 2008 by the Royal Government of Bhutan. The Constitution was thoroughly planned by several government officers and agencies over a period of almost seven years amid increasing democratic reforms in Bhutan. The current Constitution is based on Buddhist philosophy, international Conventions on Human Rights, comparative analysis of 20 other modern constitutions, public opinion, and existing laws, authorities, and precedents.[1] According to Princess Sonam Wangchuck, the constitutional committee was particularly influenced by the Constitution of South Africa because of its strong protection of human rights.[2]
A. Active Voice
Since Nicole is dreaming, the <em>verb</em> would make it an Active Voice, since the subject (<em>Nicole</em>) of the sentence is the one doing the action expressed by the verb.
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
