Early diagnosis of autism and impact on prognosis Essay Example for Free

Early diagnosis of autism and impact on prognosis Essay Autism and IQ Introduction Early diagnosis of autism and impact on prognosis: a narrative review   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fernell, Eriksson and Gillberg (2013) based the study of the individuals affected by ASD on the magnocellular theory. The theory’s main constructs include that the people suffering from the disorder will have impaired magnocellular transmission networks and that the impairment is the cause of their problems in the processing of information on movement and motion. The theory also explains the problem as one, where results from the abnormal nature of magnocellular neural networks and a variety of sensory systems, unlike in the case of other similar conditions like dyslexia. The main constructs of the theory used by the authors of the article are based on the malfunctioning nature of the networks that guarantee that the working of the human brain is effective and optimal. The main constructs explored under the theory incorporated into the study are related in a variety of ways.Theyinclude the neurodevelopment deficiencies found in the brains of these individuals are the main cause for the impairment of the individual’s social instinct.The article draws on the behaviors that are manifest from the nature of these individuals, to conclude that the impairment of brain networks lead to socially instinctual deficiencies, for example,slowness in flicker-pedestal evaluations. In real life situations, the individual is not able to indicate the appearance of the different squares.Fernell, Eriksson and Gillberg (2013) contended with the premise of the theory that the effects seen arise from physiological underdevelopment of the brain. They also offered the explanation that impaired development or underdevelopment is caused by a variety of medical deficiencies. Based on the research done in a five-year period, they highlighted that there is a wide variety of causes, including the developmental deficiencies, early detection and trials to correct the issue and the effects of treatment. The effects explored included the impairments seen in the social functionality of the child and the outcomes of the treatment plan. For example, one of the effects explained was that there is little evidence of effective results arising from early interventions (Fernell, Eriksson Gillberg, 2013). The article explored a variety of variables that are either moderating or mediating, depending on their nature and levels, including being epileptic and the fragility of the x syndrome. In the working out of the various constructs, the researchers controlled for the outside factors and variables, and reached the conclusion that there is littl e effectiveness in the early intervention models developed. From the study of the meta-analyses of the studies published by Pub Med in last five years. The researchers found some information showing that the adoption of early intensive treatment led to the successful correction of the problems found in children suffering from ASD. The interpretation of the findings was that more study was needed to explore the link between the impaired development of the networks and the intensity of behavioral corrections. Based on the article’s area of study as well as its findings, some information gaps were exposed, including those on whether the mediating variables of epilepsy among others could hold the key to the positive outcomes. The effects of the mediating factors should be explored further, so as to find out whether it will be necessary to develop a new theory incorporating them (Fernell, Eriksson Gillberg, 2013). The main constructs explored under the theory incorporated into the study are related in a variety of ways.Theyinclude the neurodevelopment deficiencies found in the brains of these individuals are the main cause for the impairment of the individual’s social instinct.The article draws on the behaviors that are manifest from the nature of these individuals, to conclude that the impairment of brain networks lead to socially instinctual deficiencies, for example,slowness in flicker-pedestal evaluations. In real life situations, the individual is not able to indicate the appearance of the different squares.Fernell, Eriksson and Gillberg (2013) contended with the premise of the theory that the effects seen arise from physiological underdevelopment of the brain. They also offered the explanation that impaired development or underdevelopment is caused by a variety of medical deficiencies. Based on the research done in a five-year period, they highlighted that there is a wide variety of causes, including the developmental deficiencies, early detection and trials to correct the issue and the effects of treatment. The effects explored included the impairments seen in the social functionality of the child and the outcomes of the treatment plan. For example, one of the effects explained was that there is little evidence of effective results arising from early interventions (Fernell, Eriksson Gillberg, 2013). The article explored a variety of variables that are either moderating or mediating, depending on their nature and levels, including being epileptic and the fragility of the x syndrome. In the working out of the various constructs, the researchers controlled for the outside factors and variables, and reached the conclusion that there is little effectiveness in the early intervention models developed. From the study of the meta-analyses of the studies published by Pub Med in last five years. The researchers found some information showing that the adoption of early intensive treatment led to the successful correction of the problems found in children suffering from ASD. The interpretation of the findings was that more study was needed to explore the link between the impaired development of the networks and the intensity of behavioral corrections. Based on the article’s area of study as well as its findings, some information gaps were exposed, including those on whether the mediating variables of epilepsy among others could hold the key to the positive outcomes. The effects of the mediating factors should be explored further, so as to find out whether it will be necessary to develop a new theory incorporating them (Fernell, Eriksson Gillberg, 2013).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dawson and colleagues (2010) did a randomized study exploring the effectiveness of the ESDM model of treatment. The ESDM is a developmental model of treatment based on behavioral interventions and is intended to lessen the severity of the effects of the toddlers suffering from ASD. The mediating and moderating areas explored through the study included the age of the children, which ranged from 18 to 30 months. The independent variables of the study included the delivery of ESDM model of treatment, and the dependent variable beingchecked towards theory development was the reduction in the severity of the ASD condition. The theory under exploration was the empathizing-systemizing theoretical model. The main position of the theory is that the children suffering from ASD get fewer scores in adaptive behaviors like empathy as compared to their peers (Dawson et al., 2010). The theory is based on the outlook that the effects of autism limit a chi ld’s ability to adapt to social situations and their environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main constructs of the theory include the systematized nature of social functionality, sensory manipulation, and the working of motor-based systems. The relationship of the constructs is that the impairment in the development of the brain leads to the reduced effectiveness of the autistic child. The cause of the phenomena includes the impairment in the development of the brain. The effects include the low levels of emotional ability (empathy), sensory manipulation including tapping; and motor manipulation like rocking. The mediating variables included the ages of the children and were not demonstrated to have any effect on the effectiveness of the treatment (Dawson et al., 2010). In the operationalization of the constructs, the study used a study group and a control group. The study split the sampled children of ages ranging from 18 to 30 monthsinto two groups (control and study).In addition, it delivered the ESDM treatment over a two-year period and demonstrated that the method yielded results.The study adopted a statistically comparative study of the children’s standardized scores. The study showed that the treatment was effective, and the study contributed to the advancement of the theory that the developmental effects can be reduced. The results of the study could widen the scope of the theory among others as many have maintained the position that treatment does not yield results(Dawson et al., 2010). Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Warren and colleagues (2011)based their study on the theory of applied behavioral evaluation. The main constructs of the theory include that the principle that child learning can be utilized to improve the affected behavioral areas, through behavioral learning. The implications of the principle are that, despite that it may be impossible to solve the problems completely; it is possible to reduce the severity and develop behaviors that reduce their adversity. The relationship between the constructs is based on the outlook that behaviors are learned and that the impaired behavioral areas can be improved through specificallytargeted learning. The learning that is effective for different individuals is often different, depending on the severity of the ASD in the different areas of underdevelopment. The causes in a relationship include the impairments of the children’s brains, and the effects of behavioral training. The mediating factors explored in the study include the outlook of the behavioral training and its effectiveness. The aspects taken into account as determinants of the effectiveness of the process include the team that administers the behavioral training. In the operationalization of the constructs, the study explored the study explored the modeling based on the early start Denver system. The study entailed the review of the literature that explored the field during the years spanning from 2000 and 2010. The study was mainly a literature review of the studies done, in the past, in the area. The study did not apply any statistical analyzes, due to its nature. The findings of the study included that the Lovaas-based model of treatment, among a few other early intensive training for behavioral development, improved skills like language, cognitive abilities, and social behaviors. The interpretation of the results was that early interventionism is useful in countering or lessening the severity of the impacts of ASD. Autism spectrum disorders: an overview of diagnosis andtreatment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brentani and colleagues (2013) based their exploration of the problem of ASD and the corrective measures employed to address it, on the developmental milestones of children aged between 0 and 3.The article started by exploring the wide array of developmental impairments that resemble ASD, including a Heller’s syndrome.It emphasized that they all result from the faulty or compromised working of the child’s brain systems(Brentani et al., 2013). The effects of ASD explored include the abnormality of social engagement, creative play, and language skills. The major constructions explored by the authors in the review included the diagnostic models used, main areas of evaluation, the scales and tools for evaluating the problem and the information generated through epidemiological treatment models. In exploring the wide array of constructs, the authors reviewed the studies exploring ASD and the different variables. The relationship b etween the constructs includes that some contribute to the development of ASD The relationship between the constructs includes that some contribute to the development of ASD andothers are the outcomes(Brentani et al., 2013). The causes covered by the study include drugs administered for symptom control and the scales used to evaluate the problem and their effects on the management of the problem. There are no mediating or moderating constructs, but the dependent constructs include the change of the symptoms of ASD. The study was mainly a review of theliterature; therefore, it did not employ any research methods. Using the outcomes of the study, there was no information reported on the recovery of the subjects covered by the study after they were subjected to the corrective and management-based treatments. Further, the study gave the impression that it is necessary to develop multi-professional teams in the exploration of the problem of ASD. In addition to its engagement with management or treatment models (Brentani et al., 2013). Autistic spectrum disorders: Diagnostic and Therapeutic challenges in Mexico   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marquez-Caraveo and Albores-Gallo (2011)explored the nature of ASD, which are developmental impairments that affect three areas, including the skills of communication, interactive skills in social settings and motor movements. The study explored in the article is based on the developmental theory of mind blindness. The theoretic model that emphasizes the blindness of the mind, is based on the concept that the autism of a child is initially noticed by parents. Among the other people within the social circle of the child as early as when they are as young as 12 months of age.The theory highlights that the areas of cognitive and interactive development that are impaired include the child’s ability to observe the behavior of another and then adjust in response. One example of real-life experience that demonstrates this area of weakness is that you will find the autistic child looking outside the window, but they will notice little on th e view outside the window. In exploring the theory, the researchers highlighted that less than 38% of families seek medical advice, even after noticing the developmental deficiencies that give evidence of ASD. The researchers also highlighted the necessity of training health and educational service providers, on the developmental course of social communication and interactions as well as language acquisition. By developing the experience and the knowledge needed to discover the problems of the children, they will report the condition before it escalates to levels that are more adverse. The theory highlights that the areas of cognitive and interactive development that are impaired include the child’s ability to observe the behavior of another and then adjust in response. One example of real-life experience that demonstrates this area of weakness is that you will find the autistic child looking outside the window, but they will notice little on the view outside the window. In exploring the theory, the researchers highlighted that less than 38% of families seek medical advice, even after noticing the developmental deficiencies that give evidence of ASD. The researchers also highlighted the necessity of training health and educational service providers, on the developmental course of social communication and interactions as well as language acquisition. By developing the experience and the knowledge needed to discover the problems of the children, they will report the condition before it escalates to levels that are more adverse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major constructs explored in the study included the discovery of the symptoms of autism, the instruments for assessing the problem, and the psychosocial treatments that can be used to address the problem. The relationship between the various constructs is one that demonstrates a continuum model.This is where the observation of symptoms should lead to the use of dedicated tools to study the problem and initiating psychosocial treatment to reduce the severity of the problem.The cause variable is the symptoms of ASD. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatm ent and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatment and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatment and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. References Brentani, H., de Paula, C., Bordini, D., Rolim, D.,  Sato, F.,  Portolese, J., Pacifico, M.,  McCracken, J. (2013). Autism spectrum disorders: an overview of diagnosis and treatment.Rev. Bras. Psiquiatr.   35 (Supl. 1), S62-72. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.Pediatrics, 125 (1), e17-23. Fernell, E., Eriksson, M., Gillberg, C. (2013). Early diagnosis of autism and impact on prognosis: a narrative review. Clin Epidemiol, 5, 33-43. Marquez-Caraveo, M., Albores-Gallo, L. (2011). Autistic spectrum disorders: Diagnostic and Therapeutic challenges in Mexico. Salud Mental, 34, 435-441. Warren, Z., McPheeters, M., Sathe, N., Foss-Feig, J., Glasser, A., Veenstra-VanderWeele, J.A. (2011). Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders. Pediatrics,127(5), e1303-e1311. 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Superconductivity Essay -- essays research papers

Superconductivity INTRODUCTION We've all heard about superconductivity. But, do we all know what it is? How it works and what are its uses? To start talking about superconductivity, we must try to understand the how "normal" conductivity works. This will make it much easier to understand how the "super" part functions. In the following paragraphs, I will explain how superconductivity works, some of the current problems and some examples of its uses. CONDUCTIVITY Conductivity is the ability of a substance to carry electricity. Some substances like copper, aluminium, silver and gold do it very well. They are called conductors. Others conduct electricity partially and they are called semi-conductors. The concept of electric transmission is very simple to understand. The wire that conducts the electric current is made of atoms which have equal numbers of protons and electrons making the atoms electrically neutral. If this balance is disturbed by gain or loss of electrons, the atoms will become electrically charged and are called ions. Electrons occupy energy states. Each level requires a certain amount of energy. For an electron to move to a higher level, it will require the right amount of energy. Electrons can move between different levels and between different materials but to do that, they require the right amount of energy and an "empty" slot in the band they enter. The metallic conductors have a lot of these slots and this is where the free electrons will head when voltage (energy) is applied. A simpler way to look at this is to think of atoms aligned in a straight line (wire). if we add an electron to the first atom of the line, that atom would have an excess of electrons so it releases an other electron which will go to the second atom and the process repeats again and again until an electron pops out from the end of the wire. We can then say that conduction of an electrical current is simply electrons moving from one empty slot to another in the atoms' outer shells. The problem with these conductors is the fact that they do not let all the current get through. Whenever an electric current flows, it encounters some resistance, which changes the electrical energy into heat. This is what causes the wires to heat. The conductors become themselves like a resistance but an unwanted one. This explains why only 95% of the power... ...vious afterwards. It's as if the train was "surfing" on waves of voltage. THE MAGSHIP Another interesting application is what is referred to as the magship. This ship has no engine, no propellers and no rudder. It has a unique power source which is electromagnetism. The generator on the boat creates a current which travels from one electrode to another which go underwater on each side of the ship. This makes the water electrically charged. This only works in salt water because pure water would not conduct the current. The magnets which are located on the bottom of the ship would produce a magnetic field which will push the water away making the ship move forward. There are a lot of problems related with that. The magnetic field could attract metallic objects and even other ships causing many accidents. CONCLUSION As time goes by, transition temperature, critical field (maximum magnetic field intensity that a superconductor can support before failing), current capacity and all other problems are improving slowly. But, at least they show that we are moving in the right direction. A lot of people are getting interested in that field since it promises a lot for the future.

K+12 Curriculum

A Brief Overview of Progressive Education During most of the twentieth century, the term â€Å"progressive education† has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed â€Å"child-centered† and â€Å"social reconstructionist† approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term â€Å"progressive† arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at â€Å"reforming the entire school system of America. â€Å" Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to â€Å"scientific† techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development–â€Å"the most living and essential parts of our natures,† as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to â€Å"build a new social order† and published a provocative journal called The Social Frontier to advance their â€Å"reconstructionist† critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's I Learn from Children (1948), and Carlton Washburne's What is Progressive Education? 1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the â€Å"eight-year study,† demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities. Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of â€Å"nongraded† schools (introduced in the late 1950s), Theodore Sizer's network of â€Å"essential† schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists. Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a â€Å"postmodern† age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.

A Good Man Is Hard For Find And Everything That Rises Must...

Flannery O’Connor, undoubtedly one of the most well-read authors of the early 20th Century, had many strong themes deeply embedded within all her writings. Two of her most prominent and poignant themes were Christianity and racism. By analyzing, â€Å"A Good Man is Hard to Find† and â€Å"Everything that Rises Must Converge,† these two themes jump out at the reader. Growing up in the mid-1920’s in Georgia was a huge influence on O’Connor. Less than a decade before her birth, Georgia was much different than it was at her birth. Slaves labored tirelessly on their master’s plantations and were indeed a facet of everyday life. However, as the Civil War ended and Reconstruction began, slaves were not easily assimilated into Southern culture. Thus, O’Connor grew up in a highly racist area that mourned the fact that slaves were now to be treated as â€Å"equals.† In her everyday life in Georgia, O’Connor encountered countless ci tizens who were not shy in expressing their discontent toward the black race. This indeed was a guiding influence and inspiration in her fiction writing. The other guiding influence in her life that became a major theme in her writing was religion. Flannery O Connor was born in Savannah, Georgia, the only child of a Catholic family. The region was part of the Christ-haunted Bible belt of the Southern States. The spiritual heritage of the region profoundly shaped O Connor s writing as described in her essay The Catholic Novelist in the Protestant South (1969). ManyShow MoreRelatedGood Man Is Hard And Find And Everything That Rises Must Converge By Flannery O Connor926 Words   |  4 PagesNightingale. The stories â€Å"Good Man Is Hard to Find† and â€Å"Everything That Rises Must Converge† both stories written by the author Flannery, O’Connor are stories that implies how the morality and immorality affects the social lives. The story â€Å"Good Man Is Hard to Find† by Flannery O’Connor is a story that define what the word â€Å"Good† is, but everybody has a personal opinion of what’s good or not. In contrast, the other story by Flannery O’Connor â€Å"Everything That Rises Must Converge† implies how the immoralityRead MoreParkers Back by Flannery OConnor1146 Words   |  5 Pagessignificance of Flannery O Connor s Parker s Back can seem at once cold and dispassionate, as well as almost absurdly stark and violent. Her short stories routinely end in horrendous, freak fatalities or, at the very least, a character s emotional devastation. Flannery O Connor is a Christian writer, and her work is message-oriented, yet she is far too brilliant a stylist to tip her hand; like all good writers, crass didacticism is abhorrent to her. Unlike some more cryptic writers, O Connor was happyRead MoreFlannery OConner and the use of grotesque character in Good country people and a good man is hard to find1226 W ords   |  5 Pagescentury writing (Holman 61). Almost all of O Connor s short stories usually end in horrendous, freak fatalities or, at the very least, a character s emotional devastation. People have categorized O Connor s work as Southern Gothic (Walters 30). In Many of her short stories, A Good Man Is Hard To Find for example, Flannery O Connor creates grotesque characters to illustrate the evil in people. Written in 1953, A Good Man Is Hard To Find is one of O Connor s most known pieces of work and hasRead MoreFlannery OConnor Essay988 Words   |  4 PagesFlannery O’ Connor’s method of writing is extraordinary with the right amount of religion. She writes in a way in which the reader can easily comprehend. Nonetheless, let us first discuss her short story â€Å"A Good Man Is Hard to Find,† in this particular piece of writing O’ Connor gives us a sense of irony and suspense throughout the reading. One can easily recall when the family was passing by the beautiful scenery of Georgia and the grandma had made a racist remark of a Negro child standing in frontRead MoreCritical Analysis Of Flannery O Connor s Good Country People 1787 Words   |  8 PagesA Critical Character Analysis of Flannery O Connor s â€Å"Good Country People†, â€Å"A Good Man is Hard to find†, Everything That Rises Must Converge. You can never forget the time you re living in because the past is the past and it will never come back. So to adjust your philosophy and creativity in fashion to the time you re living in is the most important thing. - Donatella Versace In each of Flannery O’Connor’s stories there is a very different perspectives in the stories also in theRead MoreFamily, By Flannery O Connor1803 Words   |  8 Pagesauthor named Flannery O’Connor. â€Å"A Good Man is Hard to Find†. It was about a dysfunctional family who encounters a criminal named â€Å"The Misfit†. The grandmother which is the main character is very judgmental towards others and sometimes her own family at times. This story starts off with a disagreement on where to go for a family trip, but they decide on going to Florida for the family trip after a while of arguing. On this trip, it showed what type of family they are. They talk about everything with oneRead MoreSummary Of Things That Rises Must Converge By Flannery O Conner2247 Words   |  9 PagesTyler Shumaker Eng 206 9am MWF November 25, 2014 Dr. Sykes â€Å"Flannery O’Conner† Human conflict is going to happen in the world no matter the situation. It is sought out to resolve these matters without tragic aftermath, but in some cases that cannot be so. Flannery O’Conner writes two short stories â€Å"Everything that Rises Must Converge† and â€Å"A Good Man is Hard to Find† using characterization, setting, and irony to show the racial and egotistic ways of the 1950s and 60s in the South. The theme of raceRead MoreReview Of O Conner 1350 Words   |  6 Pagesread multiple stories by Flannery O’Conner, there are many similar qualities in the works. O’Conner pays special attention to the realistic detail and finds the truth that lies beneath the surface of language and self image. She often uses violence that shocks the reader to uncover this truth. Although different in each work, she is able to incorporate a moment of grace in A Good Man is Hard to Find, Good Country People, and Everything That Rises Must Converge. O Conn or consistently produced fictionRead MoreEffectiveness of Juvenile Incarceration1357 Words   |  6 Pages11/18/10 Research Paper â€Å"A Good Man Is Hard To Find† by Flannery O’Connor who is a Southern American novelist and short story writer, O’ Connor’s career expanded in the 1950sand early 60s, a time when the South was dominated by Protestant Christians.O’Connor was born and raised a Catholic. She was a fundamentalist and aChristian moralist whose powerful apocalyptic fiction is focused in the South.Flannery O’Connor was born March 25, 1925 in Savannah, Georgia. O’ Connorgrew up on a farm with herRead MoreA good man is hard to find2182 Words   |  9 PagesThe Use of Religion in Flannery O’Connor’s â€Å"A Good Man is Hard to Find† Flannery O Connor is a Christian writer, and her work shows Christian themes of good and evil, grace, and salvation. O’Connor has challenged the theme of religion into all of her works largely because of her Roman Catholic upbringing. O’Connor wrote in such a way that the characters and settings of her stories are unforgettable, revealing deep insights into the human existence. In O’Connor’s Introduction to a â€Å"Memoir of Mary