Virginias Role in the American Revolution essays

Virginias Role in the American Revolution essays For the next half-century these products of the golden age served as leaders successively in the War of Independence, in the formation of a new nation based on the new principles of the inalienable rights of man, and in governing the republic during its formative years (Dowdey, 337). The American Revolution spanned about 20 years. During these 20 years the colonists of America worked for independence from their mother country, Great Britain. Virginia contributed leaders, politicians, military commanders, congresses, and held battles on their soil. Virginia gave the most important contribution during the American Revolution. Virginian politicians and leaders proved vital to the American Revolution; leaders such as, Patrick Henry, Thomas Jefferson, and Richard Henry Lee. In March 1775, Patrick Henry gave his renowned Give me liberty, or give me death! speech (Stokesbury, 57). This speech helped spark revolution fever among the colonists. Henry attended the Virginia House of Burgess. He was also known for his exhilarating and rousing speeches, which sparked the Southern Colonies. Henry preached anti-British rule slogans, during and prior to the Stamp Act and Townsend Acts, Whether of not Patrick Henry was a demagogue . . . he exerted a new kind of popular appeal, and he had used this appeal to advance himself to a position of military power. . . (Dowdey, 345). Patrick Henry served a key position in the independence of America. Thomas Jefferson was given the duty of writing the Declaration of Independence. He wrote it in two days and had it reviewed and proofread by Benjamin Franklin and John Adams. Jefferson borrowed many ideas from John Locke, a famous English philosopher. In the first sentence of the second paragraph of the Declaration of Independence it states: We hold these truths to be self-evident: that all men are created equal; that they are endowed by their crea...

Creating Behavior Goals for Early Intervention Programs

Creating Behavior Goals for Early Intervention Programs Managing difficult behavior is one of the challenges that makes or breaks effective instruction. Early Intervention Once young children are identified as needing special education services, it is important to begin to work on those learning to learn skills, which importantly, include self regulation. When a child begins an early intervention program, it is not uncommon to find that parents have worked harder to placate their child than to teach them the desired behavior.   At the same time, those children have learned how to manipulate their parents to avoid those things they dont like, or to get the things they do want.    If a child’s behavior impacts his or her ability to perform academically, it requires a Functional Behavioral Analysis (FBA) and a Behavior Intervention Plan (BIP) by law (IDEA of 2004.) It is wise to attempt to identify and modify behavior informally, before you go to the lengths of an FBA and BIP. Avoid accusing parents or whining about behavior: if you gain the cooperation of parents early on you can avoid another IEP team meeting. Behavior Goal Guidelines Once you have established that you will need an FBA and BIP, then it’s time to write IEP Goals for behaviors. Write you goals positively as much as possible. Name the replacement behavior. Instead of writing â€Å"Zachary will not hit his neighbors† write â€Å"Zachary will keep hands and feet to himself.† Measure it through interval observation, noting the percentage of 15 or 30 minutes with hands and feet free behavior.Avoid preachy, values freighted words, especially â€Å"responsible† and â€Å"accountable.† When discussing with the student â€Å"why† feel free to use these words, such as â€Å"Lucy, I’m so happy you’re being responsible for your temper. You used your words instead!!† Or, â€Å"James, you’re 10 now, and I think you’re old enough to be accountable for your own homework.† But goals should read: â€Å"Lucy will tell a teacher or peer when she is angry and count to 10, 80 percent of the day (interval objective.) â€Å" â€Å"James will return completed homework 80% of days, or 4 out of 5 days.à ¢â‚¬ (frequency objective.)There are basically two kinds of objectives as noted above: interval and frequency goals. Interval goals are measured across intervals, and imply an increase of replacement behavior. Frequency goals measure the number of occurrences of a preferred or replacement behavior during a time period. The goal of behavior goals should be to extinguish, or eliminate, undesirable behavior and replace it with appropriate, productive behavior. Focusing on the target behavior may reinforce it and inadvertently make it stronger and more difficult to eliminate.   Focusing on the replacement behavior should help extinguishing the behavior. Anticipate an extinction burst before behavior improves.Problem behavior is not usually the result of reflective, thoughtful choices. It is usually emotional and learned- because it has helped the child get what he or she wanted. That doesn’t mean you shouldn’t talk about it, talk about the replacement behavior and talk about the emotional content of good behavior. It just doesn’t belong in an  IEP. Examples of Behavior Goals When prompted by the teacher or teaching staff, John will line up, keeping hands and feet to himself in 8 of ten opportunities as documented by teacher and staff in three of four consecutive days.  In an instructional setting (when instruction is presented by the teacher) Ronnie will remain in his seat for 80% of one minute intervals over 30 minutes as observed by teacher or teaching staff in three of four consecutive probes.  In small group activities and instructional groups Belinda will ask staff and peers for access to supplies (pencils, erasers, crayons) in 4 out of 5 opportunities as observed by teacher and teaching staff in three of four consecutive probes.