Precision Teaching: Theories, Implementation and Research

Exactness Teaching: Theories, Implementation and Research Tiffany Elmore Prologue to Precision Teaching Exactness Teaching (PT) has been applied in numerous settings and has been enormously fruitful in expanding learning execution in students with a wide-scope of capacities (White, 1986). It is a methodology that estimates whether an instructional technique is effective in accomplishing learning objectives. It centers around legitimately discernible conduct, screens the recurrence of the conduct acted in time and dissects the conduct on a uniform visual showcase called a Standard Celeration Chart (SCC). Exactness Teaching doesn't figure out what educational programs ought to be educated however offers an efficient methodology with respect to the instructional strategies to apply (White, 1986). It puts together the educational plan with respect to the child’s execution, at the end of the day, the student knows best (Lindsley, 1971). The learner’s progress determines if the program is suitable for the student or if changes should be made to the program. So as to measure a learner’s progress, the objective conduct should legitimately perceptible. For instance, perusing a book out loud can be legitimately seen to decide the reader’s aptitude level of the words and appreciation. Nonetheless, there has been some ongoing help for utilizing Precision Teaching on inward practices. Despite the fact that, it has been demonstrated to be successful in diminishing sentiments of despondency (Kubina et al., 2006), it is broadly utilized on discernible conduct. In Precision Teaching, a learner’s execution depends on conduct recurrence which is the normal number of reactions during every moment of the appraisal time frame (White, 1986). Conduct familiarity is that blend of exactness in addition to speed of reacting that empowers students to work proficiently and successfully in their regular habitats (Binder, 1996). Exactness alone isn't the best measure of learning movement as it might show slanted improvement in execution. Basically, by just surveying the precision of a learner’s reaction, an improvement in the learner’s execution isn't genuinely reflected in light of the fact that the reactions might be right yet the absence of speed in giving those reactions additionally shows an absence of authority. Recurrence is estimated by tallies every moment. The speed of a learner’s execution of reacting and the exactness of the reactions demonstrates the student has either aced the material, as such, accomplished familiarity, or the advancement has slowed down and the instructional program must be modified. Familiarity applies three learning results related with familiar conduct: Retention, continuance and application (Binder, 1993, 1996 as refered to by Kubina, Morrison Lee, 2002). Maintenance is the capacity to play out the conduct after the intercession is ended. Without maintenance, the student loses the capacity to play out the conduct. Perseverance is the capacity to play out a conduct at a predefined level over a length of time (Binder, unpublished doctoral paper; Binder, 1996, Binder, Haughton Van Eyk, 1990 as refered to by Kubina, Morrison Lee, 2002). For students who need continuance may think that its hard to perform practices inside a 30-second or 1-minute stretches and may eventually quit playing out the ideal practices. Application is applying some component of a conduct to the whole conduct. For instance, on the off chance that the student experiences issues in essential composing strategies, at that point the use of expanding familiarity with composing spelling words rapidly can't be accomplished. The advancement of a student is recorded on a visual presentation called a Standard Celeration Chart (SCC). The graph is known as a standard celeration diagram since it generally delineates pace of progress or progress in a standard way, paying little mind to the underlying recurrence of the conduct (White, 1986). The SCC uses a proportion scale which implies that all adjustments in execution will be estimated in equivalent proportions paying little mind to where they are set apart on the graph. The adjustment in recurrence from 1 to 2 is a similar proportion as 50 to 100 on the SCC. The outlines shows whether there is an increasing speed, deceleration or no adjustment in conduct. At the point when a conduct recurrence pairs, or moves from 1 to 2, it is viewed as a â€Å"times 2† increasing speed. In like manner, when a conduct is divided, or moves from 2 to 1, it is viewed as a â€Å"divided by 2† deceleration (Lindsley, 1990a). Usage of Precision Teaching Five stages are associated with the execution of Precision Teaching: (1) select an undertaking, (2) set a point (3) check and instruct, (4) build up a learning picture and (5) choose what to do (McGreevy, 1983). The initial step of usage is choosing an errand for the student to learn. An errand has five sections: (1) a development that can be tallied regularly every day, (2) an including period, (3) a right/erroneous pair, (4) a learning channel set, and (5) a development that is â€Å"hard to do† (p. II-1). A development is a discernible, physical development, something that the student is doing. To ensure the development happens regularly, the student ought to have 8-10 learning openings for every day (p. II-5). On the off chance that the development is excessively hard, at that point the development can be changed to a cut back, a stage back or an apparatus development and, on the other hand if a development is too simple it can switched to a jump up development (p. II-11). A cut back is a littler development of the first development. A stage back is a simpler development than the first development. An instrument development is the essential body development required to play out the first development. A jump up development is a development that is more enthusiastically to perform than the first development. An including period is measure of time went through every day checking the development (p. II-12). The period ought to be sufficiently long so the development can happen in any event 8-10 times. The tallying time frame ought not be long to such an extent that it demonstrates hard to tally the development. Be that as it may, modifications can be made if the tallying time frame is excessively long or too short to even think about counting the development. Essentially, Kubina and Yurich (2012) fused these two sections into their investigation PT. They recommended that the initial step of PT is pinpointing. Pinpointing applies centering detectable conduct and estimating conduct dependent on recurrence. Consider the Dean Man decide that states in the event that a dead man can do it, at that point it isn't conduct. The thought is that any straightforwardly detectable conduct ought to include some physical development. For instance, rather than watching a youngster sitting still in a seat, the instructor can watch the occasions the kid gets out the seat. A right/inaccurate pair includes tallying the right developments and wrong developments (McGreevy, 1983, p. II-15). Rather than concentrating on dispensing with a development without including a substitution development. For instance, as opposed to diminishing shouting, it best for the student to build talking in milder voice. A learning channel set blueprints the info channel (got) and yield channel (sent). The info can differ from hearing, contacting, seeing, smelling, and so on and yield can incorporate saying, composing, doing, pointing, and so forth. The learning channel sets â€Å"tells [others] how we are showing a task† and â€Å"reminds us that are numerous ways for a [learner] to get familiar with a similar development (McGreevy, 1983, p. II-18). In conclusion, the development must be difficult to for the student to perform (p. II-20). The goal is to get familiar with another undertaking as opposed to chipping away at recently learned errands. By choosing undertakings that are difficult to do, the student, furnished with adequate learning openings, will ideally accomplish more revises and less amends after some time and at last reach or approach the point. The subsequent stage in executing exactness instructing is to set a point (p. III-2). The point is last picked goal of the exhibition likely accomplished by a high recurrence of right reactions and low to zero recurrence of off base reactions. It is important that students figure out how to perform right developments in a brief, smooth and unequivocal way. On the off chance that the student is experiencing issues arriving at point, it might be important to change the manner in which the development is instructed, change the learning channel or change the development as demonstrated above as a stage back, smooth back or device development. The third step in actualizing exactness instructing is to tally and educate (p. IV-1). This means requires checking the right and mistaken reactions and showing the errand to the understudy (p. IV-1). A development is found out when the student comprehends what the right and wrong reactions are. Each undertaking will be tallied and instructed day by day until the student arrives at point or the learning picture mirrors a requirement for change. The fourth step in executing exactness instructing is to build up a learning picture. Using the Standard Celeration Chart, the outlines shows the right and wrong reactions gave day by day by the student (p. V-1). The patterns of the diagram build up the learning picture. The learning picture shows how rapidly the reactions are expanding or diminishing and predicts whether the student will accomplish point. The last advance in executing accuracy instructing is to choose what to do (p. VI-1). When a learning picture has been uncovered, a choice can be made with regards to whether to proceed with the present program or roll out an improvement. On the off chance that the student isn't learning or not adapting rapidly enough, it might be important to make changes to the development (for example a cut back), the checking time frame (for example increment 10 seconds to 20 seconds), the learning channel set (for example see-write to see-say), the point (i.e can be brought down), or how the undertaking is educated (for example exercises, untimed practice). Accuracy Teaching in Research Accuracy Teaching has been applied in an assortment of settings and situations. It has demonstrated helpful in improving familiarity with students everything being equal and all learning capacities. Exactness Teaching has been executed in proficient situations just as homeroom settings. In 2002, Binder examined the familiarity execution in a client call focus. In the wake of going to a FluencyBuilding works

Americas Fallen PastimeHow Baseball Players Have Damaged a National Institution essays

Americas Fallen PastimeHow Baseball Players Have Damaged a National Institution expositions How Baseball Players Have Damaged a National Institution Baseball fans are anything but difficult to please. Give them a warm summer day, a virus drink, and their preferred group in the main part of the flag race and they feel like rulers. Watch them re-think the administrator as he pulls the groups pro pitcher for the youthful fireballer. Hear them out cheer as he strikes out the rivals slugger with the bases stacked, making sure about the success. Watch them do it once more the following day. Who is the best player ever? Ty Cobb? Darling Ruth? Ted Williams? Mickey Mantle? Ken Griffey Jr.? Should the assigned hitter be abrogated? Ought to Pete Rose be in the Hall of Fame? Approach them for their preferred baseball snapshot of the past and get ready to have your ear talked off. More seasoned fans may pick Bobby Thompsons Shot Heard Round the World, which caught the 1951 National League flag for the New York Giants over the Brooklyn Dodgers, or Willie Mays over-the-shoulder, back-to-the-plate catch to loot Clevelands Vic Wertz of an extra-fair hit in the 1954 World Series. To some degree more youthful fans may take Carlton Fisks unhinged waving as his match dominating homer in Game 6 of the 1975 World Series clanked off of Fenway Parks left field foul shaft or the strength of Johnny Bench, Joe Morgan, Tony Perez and the remainder of the Big Red Machine during the mid-1970s. The most youthful may call up Baltimore shortstop Cal Ripken Jrs triumph lap around Camden Yards subsequent to obscuring Lou Gehrigs apparently unbreakable successive games streak or the energy of St. Louis Mark McGwire and the Chicago Cubs Sammy Sosa as they persistently sought after Roger Maris single season grand slam record. Take baseball at its most straightforward, its perfectionist, and it tends to be practically strict. Baseball fans just request one thing consequently. As Braves fan William Correa argues, I know baseball ha... <!

Join SIPA Students of Color for their annual Career Summit COLUMBIA UNIVERSITY - SIPA Admissions Blog

Join SIPA Students of Color for their annual Career Summit COLUMBIA UNIVERSITY - SIPA Admissions Blog From SIPA Students of Color: SIPA Students of Color would like to extend an invitation to those of you who may be interested in attending next weeks 2nd Annual SIPA Students of Color Career  Summit  entitled, A New Generation of Economic Empowerment and Political Activism. This half-day seeks to highlight the entrepreneurs, activists and organizations on the front line of the fight to empower and uplift marginalized communities at home and abroad. Also in attendance at the event will be members from our student org partners including Women in Leadership, Gender Policy Working Group, Spectrum, Technology and Innovation Student Association and the Human Rights Working Group. Please have a look at  the Eventbrite for an updated schedule, a  list of participating  organizations and employers and more general information. If you are interested in attending for the whole half-day, just for the luncheon or just one panel specifically, that is totally fine. We just ask that you respond to this email here so we can make sure that you are registered on the Eventbrite, free of charge. This will help us better anticipate capacity issues throughout the day.

Bandura s Social Learning Theory Essay - 714 Words

Introduction I chose the Bandura’s Social Learning Theory Scavenger Hunt, because social learning theory is widely used in daily life and vary easily to be found around us. Bandura’s Social learning theory is an extension of behaviorism that emphasizes the influence that other people have over a person’s behavior (Berger, 2014, p. 28). To apply this theory, I observe people and environment around me for three days and try to find the relationships of people’s behaviors. I observed classmates’ activities during the class. When I went to my friend’s house, I also played with her daughter and found some examples. Course Concepts Application Concept 1 During the microbiology class, we needed to make some media for our experiments. No one had done this procedure before. The professor showed us a YouTube video. In that video, there was a woman making media. She calculated how much powder she would use, and then weighted by balance. Then she added the powder to the flask and added 250mL distilled water. Finally, she mixed the solution with magnetic stirrer. The process of our observations of her behavior is modeling. Modeling is observing the behavior performed by others (S. Anderson, personal communication, September 14, 2016). We had never experienced the process before. In order to learn this behavior, we first modeled it. We have information of how to do it. Concept 2 Attention is a significant step of the cognitive process. Attention determine what is selectivelyShow MoreRelatedBandura s Social Learning Theory969 Words   |  4 Pagesthat make the most sense in the world. Something like the social learning theory was overlooked. But it has provided such great insight as to why we do certainly in our lives. Bandura’s theory has paved the way to many studies and has open our minds to the possibility that we affect each other in a way we would not imagine. I believe that this theory can shape a lot of people s lives. I agree with Albert Bandura’s social learning theory by modeling and in this paper, I will present an argumentRead MoreBandura s Theory Of The Social Learning Theory952 Words   |  4 PagesDr. Albert Bandura, who is the creator of the social learning theory, suggest that individuals learn by examining others. Bandura’s theory is conceivably one of the most instrumental theory regarding learning and de velopment. Bandura’s approach to the social learning theory is that we learn by observing and modeling the actions of those who are close to us. Bandura also suggested that our internal feelings and perceptions helps us to learn through our cognitive behavior. Social learning additionallyRead MoreBandura s Theory On Social Learning1734 Words   |  7 PagesC1 Bandura s theory is based on social learning. He emphasises the importance of observing and modelling the behavior, attitudes and emotional reaction from others. Children from large families or children who attend day care may do this a lot, they will always be observing other children or their siblings behavior, attitude or emotional reactions even if they don’t intend to. . In society, children are surrounded by many influential models, such as parents within the family, characters on children’sRead MoreAlbert Bandura s Social Learning Theory1340 Words   |  6 PagesIntroduction Albert Bandura’s Social Learning Theory is a theory that includes development theories in order to understand how children learn. Bandura’s theory is based on how people can learn by observing others, how internal mental states influence people, and how learning something does not change one’s behavior every time. Bandura was able to find out that people learn by three observational models. The first model is the live model which includes observing how someone demonstrates the behaviorRead MoreAlbert Bandura s Theory Of Social Learning1404 Words   |  6 Pages Albert Bandura s (1986) theory of social learning emphasizes the role of learning by observing and imitating models and allows us to understand aggression. Bandura identified four steps by which this learning occurs: â€Å"the first is simply that a particular type of behavior of a model catches our attention. Second, we store a mental image of such behavior in memory. Thirdly, a particular kind of situation leads us to convert that memorized behavior into action; And finally, if the behavior is reinforcedRead MoreAlbert Bandura s Social Learning Theory1503 Words   |  7 PagesBandura’s Social Learning Theory with Piaget’s Cognitive Theory. compare and contrast Albert Bandura’s Social Learning Theory with Piaget’s Cognitive Theory. How applicable is the Social learning Theory to the Zambian Educational system. Both Albert Bandura and Jean Piaget were psychologists who contributed greatly in the field of psychology. This implies that there are some similarities and differences between Albert Bandura’s Social learning theories with Piaget’s cognitive theory. On the otherRead MoreBandura s Social Learning Theory And Attachment Theory1260 Words   |  6 PagesQuestions 1: Social Learning Theory and Attachment Theory Bandura’s social learning theory and Bowlby’s attachment theory. Each of these theories has similarities and distinctions regarding the mechanisms that underlie the impact of child abuse. This essay will examine these competing theories to determine which mechanisms are most strongly supported for families at high risk for child abuse and/or neglect (Begle, Dumas Hanson, 2010). Social Learning Theory Social learning theory suggests thatRead MoreAlbert Bandura s Social Learning Theory1323 Words   |  6 PagesAlbert Bandura’s Social Learning Theory has aided in the understanding of human development. Humans are a unique set of individuals who continue to evolve in nature. They are social beings and interactions make up a significant part of their daily lives and general nature. My interest in this theory comes from my tendency to observe others. It’s fascinating to see how people are going to react to situations that come their way and how they develop from it. People tend to learn from others as wellRead MoreAlbert Bandura s Social Learning Theory1737 Words   |  7 PagesTheory of Social Learning Albert Bandura’s social learning theory posits that observation is a major constituent of behaviour development (Bandura, 1978). Observation models include attractiveness, status and perceived similarities. The imitation of behaviour is determined by the outcome of the observation model (Bandura, 1978). There is a high probability of behaviour imitation when the observed behaviour is reinforced on condition that the reinforcement is appealing to the observer. However, ifRead MoreHow To Be an Active Leaner in a Group Environment 1639 Words   |  7 PagesThis essay aims to highlight the various ways in which to be an active learner in a group environment, I will be doing this by using different theories and relevant experiences of both myself and others. It will specifically focus on the Bandura’s social learning theory and situated learning by Lave and Wenger. The essay itself will consist firstly of a Literature review where I will be using third party sources for sup port, next there will also be a critical analysis section which will further develop

Unwind Teen Book Review

Unwind is a dystopian thriller by Neal Shusterman that follows three teens on the run from a government that believes â€Å"unwinding,† or body harvesting, is an alternate solution to abortions and unwanted teens. Unwinding is also a choice for extremely religious families who want to tithe one of their teens. Although controversial in topic, this disturbing novel inspires deep thought about organ donation, abortion, and one’s personal right to make decisions regarding his or her body. This book is recommended for mature teens. Story Overview After America’s Second Civil War between the pro-life and pro-choice factions, a compromise was reached and called The Bill of Life. In this bill, any teens between the ages of 13-18 who are troublemakers, a ward of the state, or a tithe could be â€Å"unwound†. In other words, their bodies could be harvested for organ donation in order to give others the opportunity for a better quality of life. To be unwound was to continue â€Å"living† through another human being. Connor, Risa, and Lev are three teens who are scheduled to be â€Å"unwound†. Connor is seventeen and according to his parents a troublemaker. Risa is sixteen, a talented pianist and a ward of the state, but she isnt talented enough for them to keep her alive. Lev is thirteen and the tenth child of a religious family. He is proud to be a Tithe until an opportunity to run away is presented and his church pastor tells him to run. Through unusual circumstances, the three teens find one another, but Connor and Risa are separated from Lev and are taken to the Graveyard, a hiding place for teens on the run. Eventually, all three are captured by the police and are escorted to the Happy Jack Harvest Camp. Now their goal is to find a way to escape and survive until they turn eighteen. Eighteen is the magic number, and if a teen on the run can survive until that golden age, he or she will no longer be a target for unwinding. Author Neal Shusterman Neal Shusterman is an award-winning author who has been writing books and screenplays for more than twenty-five years. When asked about his purpose in writing Unwind Shusterman responded, â€Å"Unwind intentionally does not take a side on any issue. My point was to point out the fact that there are two sides on all of these gray-area issues, and that’s part of the problem. You have to look at it from a different perspective.† For more information about the author and his writing career, read Spotlight on Neal Shusterman. The Unwind Dystology Unwind is Book One in the Unwind Dystology. The complete Unwind Dystology includes the books Unwind, UnWholly, UnSouled and UnDivided. All the books are available in hardcover, paperback, e-book, and audio editions. Review and Recommendation Unwind is a classic study on the value of human life and personal choice. Who owns our bodies? Does the government have the right to determine whose life is more valuable over another? Although the storyline seems  extreme, it is not unlike other classic novels such as 1984 and A Brave New World where the individual, in this case, teens, become subordinate to the state. However, in this story, the three teens are determined to fight back. Without a doubt, Unwind is a disturbing read, but it is a thinking read. Questions about personal rights, especially teen rights, government power, and the sanctity of life flow through your mind as you read. Reading this book puts a new spin on organ donation and gives readers the opportunity to wrestle with difficult topics and think about their personal convictions on emotionally charged subjects. The publisher recommends this book for ages 13 and up. (Simon and Schuster, 2009. ISBN: 9781416912057) Source â€Å"Interview with Author Neal Shusterman.† YA Highway.

Learning and Memory Biology vs. Society Free Essays

There has been much debate about the nature of human’s intelligence.   Questions arise from the matter.   Is the way you think and learn inherited, or as the nature side of the debate argues, biological?   Or is the way you think influenced by outside forces, or as the nature side of the debate argues, societal?   This paper aims to present the points of view of each side of the argument. We will write a custom essay sample on Learning and Memory: Biology vs. Society or any similar topic only for you Order Now    At the end of the paper, the author gives not just a summary of what has been presented but also an integration of the two views that gives the more believed perspective nowadays.   From this point on, the society that is referred to in the title is the environmental factors and biology is the genetic factors. During the last twenty years, genetics has moved from a relatively difficult to understand sub-field of biology to one of its most well funded segments.   Over these twenty years, there has been an explosion of genetic discoveries.   Nevertheless, more and more questions pop out from our minds regarding genetics.   One of these is the question: How does genetics research fit with our existing notions of us as humans? Recently, there have been an increasing number of researches that prove that cognitive abilities such as learning and memorizing are determined by genes.   That is, that our intelligence is hereditary.   Our human knowledge and cognitive processes are passed on from our parents.   Nature theorists believe that our cognitive abilities are the product of â€Å"a unique web of interactions among genes† (Lickliter and Honeycutt 461). These nature theorists believe that when we were born, our intelligence and everything that we know of are already part of ourselves because of our genes.   That is, they believe that â€Å"Nature is everything, nurture nothing† (Gopnik).   Leamnson and Betz (as cited in McMahon) argue that learning is a biological process as much as respiration or circulation is.   McMahon further explains that cognitive abilities such as thinking, learning and memorizing take place when biochemical reactions occur across synapses which then form the neural networks. While some researchers agree to the fact that genetic and environmental factors both play an important part in our cognitive development, they still believe that genes take the primary part in influencing our thinking, learning and memorizing abilities.   In their study, Genetic and Environmental Influences on the Development of Intelligence, Bartels et al. found that as the child grows up, the genetic influence on his intelligence increases while environmental factors decrease influence to his cognitive ability.   Thus, they conclude that â€Å"genetic influences are the main driving force behind continuity in general cognitive ability† (Bartels et al. 247). On the other side of the debate are the nurture theorists.   These theorists believe that environmental factors have a more significant part in sharpening our cognitive processes.   These nurture theorists believe in John Locke’s philosophy that when we were born, our minds are in blank states or as they call it tabula rasa. That is, when we were born, we do not know anything.   We only acquire knowledge, that is, we only learn as we experience the world around us.   That is, as Gopnik puts it, â€Å"nurture is everything, nature nothing.†Ã‚   Locke believed that we learn through experience. James Flynn, a NZ-based political scientist, found that after World War II, the average IQ in all countries increased which he claims is due to environmental effects.   Ulric Neisser explains further that this is because children are increasingly exposed to sophisticated visual images such as ads, posters, videogame and television in contrast to the methods of learning before the world war.   This suggests that the children’s cognitive abilities are influenced by the environment (Gopnik). Recently, however, there are an increasing number of researchers who believe that intelligence is influenced by both genetics and environmental factors.   There is no dominant factor; both play an equal role in the development of human intelligence.   Lickliter and Honeycutt describe the developmental systems theory (DST) that believes in the power of both genetics and environment to influence our cognitive abilities.   According to this theory, our cognitive abilities cannot be determined by genetics or environmental factors alone. As Lickliter and Honeycutt explain, â€Å"development is seen as a self-organizing†¦process in which pattern and order emerge and change as a result of complex interactions and relations among developmentally relevant resources both internal (including genes, but also cells, hormones, organs) and external to the organism (and not from some set of prespecified instructions)† (Lickliter and Honeycutt 462).   In contrast to the solely nature theorists, DST argues that genes and the mere passing of it to a child is not a sufficient explanation or cause of an individual’s learning and memorizing.   That is, although genes and environment both play an important role to the cognitive development of human beings, we cannot separate them and consider them as independent causes. The nature vs. nurture debate is likely to continue on but unlikely to be resolved to the satisfaction of those who strictly believe that intelligence is solely nature caused or nurture caused.   However, recently both environmentalists and behavior geneticists have called for the matter to have be ended by echoing Anastasi’s call to emphasize more on the question â€Å"How?† rather than â€Å"How much?† in the study of heredity and environment. Works Cited: â€Å"Nature Vs. Nurture in Intelligence†.   2005. November 20 2007. http://wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html. Bartels, M., et al. â€Å"Genetic and Environmental Influences on the Development of Intelligence.† Behavior Genetics 32 (2002): 237-49. Gopnik, Alison. Nature vs. Nurture. 2004. Lickliter, Robert, and Hunter Honeycutt. â€Å"Evolutionary Approaches to Cognitive Development: Status and Strategy.† Journal of Cognition and Development 4 (2003): 459-73. McMahon, Graham Peter. â€Å"Getting the Hots with What’s in the Box: Developing Higher Order Thinking Skills within a Technology-Rich Learning Environment.† Curtin University of Technology, 2007.    How to cite Learning and Memory: Biology vs. Society, Essay examples

Norse Runes, Divination, and Jackson Square an Example of the Topic History Essays by

Norse Runes, Divination, and Jackson Square At first, it would seem that Norse runes would have nothing in common with Jackson Square. After all, Norse runes have their history as far back as the fourth century in Norway and Jackson Square is firmly rooted in modern day New Orleans. What connects the two is the aspect of pination. Runes, once their usefulness as a part of a written language ended, were useful for their magical properties. However, the Elder Futhark runes have undergone a dramatic transformation during that time, which I find interesting. In this essay, I will briefly explain the original form and purpose of the Elder and Younger Futhark runes, their evolution into modern pination tools, and the way that the psychic readers of Jackson Square use them. Need essay sample on "Norse Runes, Divination, and Jackson Square" topic? We will write a custom essay sample specifically for you Proceed A Brief History of Norse Runes According to the American Museum of Natural History, runes have no clearly traceable history. The museum website states that the name rune suggests this, given its meaning, mystery, which comes from the Gothic root runa (par. 1). The figures were originally carved into stone or wood, a task that was made easier by their straight lines (American Museum of Natural History [AMNH] par. 2). I believe that this connection with the natural world may have been seen as an aid to pination, given that the early readers assigned them names and powers that were associated with natural creatures and items, not manufactured items. During my research, I found a list of the Elder Futhark runes. This list included pictures, as well as their names, meanings, uses, and the Latin letters and elements that they corresponded with. I was interested to learn that some runes represented more than one letter, either independently or in combination. For example, a rune that resembles a lesser than caret, Kenaz, represents the letters K, C, or Q. It is up to the inpidual reading the text to decide the proper letter being associated with, if such a distinction existed. In addition, a rune that resembles a modified P, called Thurisaz, represents the letter combination th (Meanings 1).Runes were never intended to support or represent a spoken language; instead, they were used solely as a written language or as symbols on their own (AMNH pars. 2-3). The Elder Futhark set of runes consist of a common set of 24 runes had spread across northern Europe, based on Etruscan and possibly Greek and Latin origins (AMNH par. 1). These 24 runes had only one case and, like the horizontal words in word search puzzles, were not read in any set direction (AMNH par. 1). Runes were eventually replaced by the Latin alphabet as the Christian church broadened its reach across Europe. The Elder Futhark runes remain in use in New Age practices today (AMNH par. 4). Divination Todays New Age practices have precedent; as early rune casters used the runes to predict the future. They linked the runes to specific gods and meanings (AMNH par. 3), laying out the runes in certain patterns to foretell events. Paul Rhys Mountfort notes that: The Runes contain a blueprint or road map to the Northern Mysteries, and, above and beyond their fortune-telling role, a kind of initiation into a profound cultural tradition. By using the Runes, the reader can not only access this unique wisdom tradition but also participate in its contemporary revival. It is an interesting observation; however, I think it lacks validity, since so little is truly known about the original, traditional use of runes. Even Mountfort acknowledges that the origin of the Elder Futhark runes is unknown, although he theorizes on its origin being from the north of Italy and associated with the Germanic tribe that were in the region (19). Mountfort explains that the runes are each assigned one of several values: gods and other supernatural beings, nature, animals, and actions. He also theorizes that the magical characteristics of an earlier primitive Swedish script may have influence the development of the Elder Futhark (21). The use of runes in pination probably didnt take place until the age of the Vikings, although Mountfort expresses the opinion that pination may have been one purpose for their being created (57). Two things are certain, however. First, the runes are connected by names and meanings to the Norse myths. Second, the runes are connected to the natural world. And, according to Mountfort, the runes are relevant even in todays world. He states that by applying their meaning to the actual contours of our present-day lives, we ensure that not only the Runes but also these attendant tales take on a powerful, contemporary relevance (57). Nature and the natural world seem to be the farthest thing from the minds of todays piner, however. Although early rune casters certainly had rituals, ritual devoid of meaning seems to be part of learning about using the runes today. Paxson recommends rune groups that sound more like study groups than religious groups. Thee group members use the same book and also have a notebook in which to take notes on discussions, collect handouts, record the results of inpidual work [. . .] (Paxson 18). Diane Paxson then goes on to discuss scheduling and dress. She recommends dressing appropriately, which might help the rune caster shift into a Norse mode of consciousness (20). What this mode of consciousness is supposed to be, Paxson does not explain. However, she does go on to recommend her own book, called Germanic Costume, which contains illustrations of, and patterns for, such clothing. Although the Paxsons book soon moves into discussion of the runes themselves, the first part of the book seems to make rune casting into playacting, robbing the rituals of a lot of their legitimacy. Jackson Square The Tarot card readers and amateur psychics that once littered the majority of Jackson Square are largely gone now, first cleared out by a prominent member of the New Orleans City Council member, Jacquelyn Brechtel Clarkson, and then by Hurricane Katrina. As the city rebuilds, the readers will filter back; as long as there are tourists to provide tips, artists, readers and street acts will be a part of that city. What I found most interesting about these alleged psychics was that, although the Jackson Square readers are considered something of an unsavory element by some, even they are pided on who should be permitted to set up in the Square. It is clear to me from Glynn Wilsons article that Clarkson has a personal mission to prevent certain people from using Jackson Square. The people of whom she approves appear to be artists and tourists. In addition, Clarkson at least tolerates the restaurateurs and shop owners, and perhaps even the tour guides, although all of these people do little more than lend a pedestrian air to the site. In the past, Clarkson passed ordinances that prevented the readers from setting up tables for their trade (Wilson par. 2) and replaced the old benches in the Square with new ones that had center armrests, intended to prevent people from stretching out on them (Wilson pars. 12-13). Clearly, Clarkson feels that the Jackson Square readers are charlatans. The readers on Jackson Square primarily read Tarot cards and palms; however, some of them use runes on request. The readers who use runes sometimes use the commercially available set of ceramic runes. Unlike the early rune casters, it is rare to find a hand-carved set among the Jackson Square readers. Interestingly, however, the runes have undergone yet another transformation. In many cases, rune readers use rune cards, which are Tarot-style cards with depictions of the runes inscribed on them. In these cases, the runes have been transformed from living stone or wood to either commercially processed and artificial stone or printed slips of cardboard coated with plastic. In neither case is these things particularly original, nor are they in tune with the universe, since they are identical to every other manufactured set. In addition to these limitations, the meaning behind the runes have changed. Modern meanings have been assigned to the traditional runes by todays neopagans, moving the runes even further from the world and from the stories that they are intended to represent. Personal Observations and Conclusion The Norse myths have always fascinated me, ever since I was able to read and even partly understand them. The myths explained the natural world, just as the Greek and Roman myths did, so that the early cultures were able to make sense of the things going on around them. Even though I understood that there were no eight-legged horses and that a sprig of mistletoe could not swear to do no harm to anyone, young, old, or otherwise. But the stories spoke to me, just as they must have to the original listeners. The Norse myths seem to have been forgotten in the practice of using runes in pination today. Even if a person accepts the idea of psychics having real talent for predicting the future, many of the readers in Jackson Square today are more successful in reading people than they are much else. They are, in fact, better at pining hints from the people at their tables than they are in pining the secrets of the runes. I think that it is disturbing that so many things in our world have changed from their original form. However, few things seem to have changed as much as the runes and their original meaning. Originally, the runes were part of these stories and part of the world; now, however, you can actually print rune cards at home using computer software. Far from being part of the natural world, todays runes reflect the artifice of the modern world. If pination were ever possible in the past, I think that even the ancient rune casters would agree that it would not be possible today, given the lack of connection with the myths that drive their meanings. Works Cited American Museum of Natural History. The History of Runes. 29 May 2007. Mountfort, Paul Rhys. Nordic Runes: Understanding, Casting, and Interpreting the Ancient Viking Oracle. Rochester, VT: Destiny, 2003. Paxson, Diana L. Taking Up The Runes: A Complete Guide To Using Runes In Spells, Rituals, pination, And Magic. York Beach, ME: Red Wheel-Weiser, LLC, 2005 Wilson, Glynn. Battle of New Orleans Pits Artists against Psychics. Dallas Morning News. 25 May 2003. http://www.southerner.net/fast/dntexlaquarter.html>.