Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People Essay Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle Yes but. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already used to kids. There was mostly (95%+) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh but that was over the fenced area at the Pre-Ks. 1.B.03 Teaching staff are consistent and predictable in their    physical and    emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were needy constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize childrens work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to childrens    positive initiations,    negative emotions, and    feelings of hurt and fear    by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to   differing abilities,   temperaments,    activity levels, and    cognitive and    social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support childrens competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by    providing physical comfort and    needed care.    Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to childrens questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support childrens development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them   enter into,   sustain, and   enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them    identify feelings,   describe problems, and    try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are    socially reserved or withdrawn and for   those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom   rules,   plans, and   activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about   their own and   others emotions. They provide opportunities for children to   explore a wide range of feelings and the different ways that those feelings can be expressed. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizingà ¢Ã¢â€š ¬Ã‚ ¦again, seems age dependent. 1.E.04 Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children   social,   communication, and   emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staff instructors throughout facility. 1.F.02 Teaching staff help children manage their behavior by guiding and supporting children to persist when frustrated. play cooperatively with other children. use language to communicate needs. learn turn taking. gain control of physical impulses. express negative emotions in ways that do not harm others or themselves. use problem-solving techniques. learn about self and others. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, mostly saw positives toddlers visible absorption and understanding are limited. 2.A.04 The curriculum can be implemented in a manner that reflects responsiveness to   family home values, beliefs, experiences, and    language. Fully met? (circle): Yes Yes, but No Evidence/comments: At this age, childrens developmental skills in language are so limited, that curriculum does not directly address. 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions. includes both indoor and outdoor experiences. is responsive to a childs need to rest or be active. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. Saw evidence in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including   gender,    age,    language, and    abilities. Materials and equipment provide for childrens safety while being appropriately challenging. encourage exploration, experimentation, and discovery. promote action and interaction. are organized to support independent use. are rotated to reflect changing curriculum and to accommodate new interests and skill levels. are rich in variety. accommodate childrens special needs. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster    social,    emotional,    physical,    language, and    cognitive development and    that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.11 The schedule    provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:    play,    self-initiated learning,    creative expression,    large-group,    small-group, and    child-initiated activity. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.A.12 The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.B.01 Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them. facilitate their social competence. facilitate their ability to learn through interacting with others. Fully met? (circle): Yes Yes, but No Evidence/comments: All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges. 2.B.02 Children have varied opportunities to recognize and name    their own and    others feelings. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited vocabulary and I saw little negative acting out between the children. 2.B.03 Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.B.04 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructors and staff were very attentive, but not smothering even in the infant rooms. 2.B.05 Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Children have varied opportunities to interact positively, respectfully, and cooperatively with others. learn from and with one another. resolve conflicts in constructive ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above, but I saw almost no conflicts. 2.B.07 Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited development of toddlers means this is not fully utilized yet. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. Fully met? (circle): Yes Yes, but No Evidence/comments: Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development. 2.D.01 Children are provided with opportunities for language acquisition that align with the program philosophy. consider family perspectives. consider community perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, toddler limitations, but within program posted guidelines. 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. Fully met? (circle): Yes Yes, but No Evidence/comments: As above. 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions. communicating needs, thoughts, and experiences. describing things and events. Fully met? (circle): Yes Yes, but No Evidence/comments: As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding. 2.D.04 Children have varied opportunities to develop vocabulary through   conversations,   experiences,    field trips, and    books. Fully met? (circle): Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book stage though there was a reading time assigned. 2.D.05 Children who are nonverbal are provided alternative communication strategies. Fully met? (circle): Yes Yes, but No Evidence/comments: All the children were variously verbal. 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy). daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes. access to durable books that enable independent exploration. experiences that help them understand that pictures represent real things in their environment. Fully met? (circle): Yes Yes, but No Evidence/comments: Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items. 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: Items belonging to a child are labeled with his or her name. Materials are labeled. Print is used to describe some rules and routines. Teaching staff help children recognize print and connect it to spoken words. Fully met? (circle): Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. see and touch different shapes, sizes, colors, and patterns. build number awareness, using objects in the environment. read books that include counting and shapes. Fully met? (circle): Yes Yes, but No Evidence/comments: Children encouraged and a wide range of these items available through the facility. 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. Fully met? (circle): Yes Yes, but No Evidence/comments: Available but children not yet showing real interest. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment. discover that they can make things happen and solve simple problems. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, throughout the facility 2.H.01 The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in use for this age group. 2.J.01 Children are provided varied opportunities to gain an appreciation of   art,   music,   drama, and   dance in ways that reflect cultural diversity. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress. 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials. Fully met? (circle): Yes Yes, but No Evidence/comments: This was well constructed with large chalk, crayons, craft paper, etc. 2.J.03 Infants and toddlers/twos have varied opportunities to express themselves creatively by    freely moving to music and    engaging in pretend or imaginative play. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to    art,    music,    drama, and    dance. Fully met? (circle): Yes Yes, but No Evidence/comments: As contained in the schedules but still limited for the toddlers. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Fully met? (circle): Yes Yes, but No Evidence/comments: Really not allowed yet in this age group. 2.K.01 Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. Fully met? (circle): Yes Yes, but No Evidence/comments: Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including    identifying sources of food and   recognizing,   preparing,   eating, and   valuing healthy foods. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, plenty of signage for this, but age limited. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their   classroom,    home, and    community. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto 2.K.04 Children have opportunities to practice safety procedures. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto. Was glad to see children either helping to open doors or avoiding closing doors. 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of    self and    others. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructor were great about letting the children be free to do so. 2.L.02 Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in   culture,    family structure,    ability,    language,    age,   gender in non-stereotypical ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, but same as general comments: children not yet old enough for these concepts, directly. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. Fully met? (circle): Yes Yes, but No Evidence/comments: NA 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. Fully met? (circle): Yes Yes, but No Evidence/comments: NA some very limited church related community chats. 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an

Comparing the Qur’an and the Torah :: Compare Contrast Comparison Essays

Comparing the Qur’an and the Torah Contained in the many intricate and poetic Surahs of the Qur’an are retellings of a number of famous stories of the Hebrew Bible, known to Jews as the Torah, Prophets, and Writings. However, the Qur’an’s account of the lives of certain biblical characters often differs in significant ways from the Jewish version. While a believer in the divine nature of the Qur’an may claim that differences in facts stem from distortions of G-d’s message as recorded in Jewish holy books, both Muslims and non-Muslims might agree that the differences in emphasis are intentional. A more cynical observer might claim that the Qur’an changed the known Bible stories to suit its purposes. By choosing to include certain parts of a famous story and leaving out others, the story itself takes on a very different significance. Occasionally, the Qur’an will also discuss parts of the story which are entirely left out of the Torah, in which case a Muslim may clai m the Torah did not deem those facts important for its own reasons. A cynical observer would claim the Qur’an made these additions to make its own message clearer. In the discussion that follows, I will often talk of what â€Å"the Qur’an intends,† or what â€Å"the Torah means to say† on a topic. It should be understood that I am not ascribing human attributes to inanimate books, but rather that I am intentionally avoiding the conflict inherent in naming the author of these books. Depending on one’s tastes, one could understand the Qur’an’s intention to be either Muhammad or Allah’s intention. Likewise, â€Å"the Torah means to say† could really be understood as what either Moses or G-d means to say. Either way, the important point is that somebody thought through the stories and decided on which words were worthy of being included in the holy texts and which were not. One of the underlying assumptions of this paper is that the stories were written down the way we find them today for a reason, and this paper intends to shed light on some of those reasons. Although the points where the Torah and Qur’an disagree on basic facts may be controversial, these facts can often profoundly change the overall character of a story. Rather than making a value judgment as to which story is better or more likely, I will simply present these differences along with a discussion on how they impact the meaning and purpose behind the story.

Hid Essay

The confusion that confronts Keith Houck as the hired consultant is mainly from and by the mission statement and the attitude of H. I. D. managers. There seems to be progress spearheaded by the H. I. D. President but managers seem and indeed they are so pessimistic apart from the Human Resource Director Karen Setz. The President is very positive and has achieved a lot by meeting the goals of expansion during the five years that he has been in the company. The development during Bill’s time and his immense driving force are good indicators that H. I. D. s far able to formulate its strategic plans and goals. If I were Keith Houck the Consultant, I could have asked very many questions ranging from work ethics to what every individual department has achieved and further question what are the goals of each department. For H. I. D. to formulate its plans and goals it needs an overhaul of its managers except the Human Resource Director Karen Setz who has a vision with a positive mind of expansion. But before the overhaul the President should ask managers who may not feel to meet the set goals to resign. This will be easy for the president to inject new blood (delivering Managers) into the company. If I were Bill Collins the H. I. D. President I could have clearly indicated and or designated roles of each manager and set targets to be reached within a given time frame agreeable by all departmental managers. However, other factors that I could put into play are like teamwork, regular assessment of the progress of set goals and plans. Teamwork is another factor that will enable any management to monitor and motivate the workers. This will ensure among other things no idle time during the usual working ours. There should be an active and enthusiastic team leader who cheers up fellow workers and listens to them during good times and bad times. Team leaders in many organizations have proved to boost efficiency to higher levels notwithstanding sometimes hard times. This is the point where networking of skills is demonstrated fully. Solving arising discrepancies, complaints and problems will done right here in the team. Workers to be involved in everyday changes and participate in the changes they demand (Gratton, Hailey and Truss 1999).

The Wiz essays

The Wiz essays In this very updated version of the well beloved childrens classic The Wizard of Oz, movie watchers are transported to a world of music, neat special effects, eye-popping costumes, and a fantastic retelling of the tale of the wonderful wizard of Oz. The Wiz is one of the best African American musicals ever made because it has a great cast of actors and actresses, it has hidden symbolism that relates to African American life, and the choice of music adds power to its message. This musical depicts the struggle of black life through song and rhythm, two aspects of African American culture. It is a remake of The Wizard of Oz with the same story, same characters, and an added twist of soul. The cast of The Wiz is composed of many talented people. Legendary soul mega star Diana Ross plays the 34-year old kindergarten teacher better known as Dorothy. Diana Ross is known for her many songs as well as her career as the lead singer of the trio The Supremes. The King of Pop, Michael Jackson plays the part of the brain needy Scarecrow. His dancing skills and smooth voice bring this character to life. Lena Horne, jazz songstress extraordinare, plays Glinda the Good. Horne is one of the greatest jazz singers of this era. Nipsey Russell, one of the 70s blaxploitation actors, plays the part of the Tinman. Comedian Richard Pryor plays the Wiz. His comical actions give life to this character. Quincy Jones, one of the well-known songwriters of his time, co-wrote the movies soundtrack, along with Nick Ashford and Valerie Simpson, husband and wife soul duo. This collaboration of acting and musical talent makes The Wiz a magical experience of story and song. African American culture is defined within the underlying themes of this musical. For example, the name of the Lion is Fleetwood Coupe de Ville, whi...

Red Chief Writing

Red Chief Writing Free Online Research Papers Dear Sam, I truly think that Red Chief needs to leave. Red Chief is physically violent, he’s driving me mentally insane, and I’m doing all the work while your not helping at all. This is your last chance. I’ve gone through thick and think with you, but I wont take this much longer. I really think you should listen to me and consider why Red Chief should leave. Red chief has got to be the most violent youngster I know. You saw him throw a brick at me. That brick hit me in the eye. You saw that too. I don’t understand how that didn’t clue you in that he’s violent. Along with the brick he also hit me with a rock behind the ear. He also put a red hot boiled potato on me and then mashed it with his foot. But I think the worst was that he tried to scalp me with a knife. He wasn’t lying when he said the night before he was going to scalp me. Aside from being physically violent, his mental issues are driving me mentally insane. He was threatening to hit me with a rock half the size of coconut. He kept me up at night with his threats. He’s making me exhausted. He kept me up at night for three hours reaching for his rifle, screeching â€Å"hiss pard† into my ears. I need my sleep Sam. You know me, I’m a grump in the morning if I don’t get enough sleep. Another thing. It’s tiring having a child sit on your back for ninety miles while you’re crawling on your hands and knees. It’s exhausting trying to keep him entertained. This child has no off button on him. Finally, I took care of him the whole time we were here. You never spent any time with him. So you wouldn’t know any of this. You wouldn’t know that he wants to stay with us. No. The whole time you were trying to get rid of him while I was putting up with him. Seriously I don’t think that anyone is going to pay 15,000 dollars to take back this little ball of evil. I know I wouldn’t. Like I said. This is your last chance. It’s me or him. You and I, were like two peas in a pod. Were family. If you want to keep me, Red Chief has go to go. I will not put up with him any longer. And I’m completely serious. Please take this into consideration. I would hate for you to lose me, and I would hate to lose you. Sincerely, Bill Research Papers on Red Chief WritingWhere Wild and West MeetNever Been Kicked Out of a Place This NiceThe Hockey GameEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XPersonal Experience with Teen PregnancyHip-Hop is ArtCapital PunishmentUnreasonable Searches and SeizuresTrailblazing by Eric Anderson

The roles of Japanese woman in early twentieth century Essay

The roles of Japanese woman in early twentieth century - Essay Example In his Readers Guidebook to Japanese Literature (1999), J. Thomas Rimer concedes the common understanding of Ariyoshi as one of the highest quality of post-war Japanese female writers but claims that that explanation is insufficient since it is unable to define or put forward the variety of her prodigious talents. Unfortunately, minimal of Ariyoshis literary production, comprising of over one hundred brief tales, books, plays, musicals, and a melodious script, has been translated into English. Translated pieces consist of an assortment of brief stories released in the Japan Quarterly, a four-act play, and The Kabuki Dancer , first posted in Japanese in 1972 , under the title of Izumo no Okuni, and in English, in 1983. It is a fictionalized biography of Okuni, the seventeenth-century priestess-dancer at the Grand Shrine in Izumo whom Ariyoshi credits as the founder of Kabuki Theatre. The tale is an effective depiction of the lifestyles of three family lines of ladies associated with one another by blood in the Meiji, Taisho and Showa durations. The time period 1898 to 1955 is represented by the writer as a time of exceptional interpersonal and ethnic transformation, which contributed to †¢far achieving adjustments in the family process of Japan, its customs, beliefs and traditions; and she provides the various ways whereby the main women figures while trying to deal with these modifications turn out to be important to the narrative of Ki no Kawa (Ariyushi 12). The tale is developed around Hana, daughter of the Kimoto family and spouse of Matani Keisaku of the Kaiso state located in the bottom touches 9f the River Ki. Ariyoshi employs the analogy of the river to characterize the persona of Hana who as a lady of imaginative and prescient vision and credibility imparts dynamism and prosperity to the lifestyles of all people around her irrespective of her own dissimilarities with them, significantly

Module 12 Essay Example | Topics and Well Written Essays - 500 words - 2

Module 12 - Essay Example Our friendship therefore was weakened and others emerged. Nevertheless, high school was totally a new environment. New friends came up and I had t make hook ups with new friends. All those we could share the same classes, same units and dorms became my intimate friends. Specifically, my closest friends were my classmates whom we shared cubes and classes. As the days passed by, and approached choice of future careers, friends changed as well. Those whom we shared common ideas before had unique careers hence different units pursue. Hence I found new friends too. When we finished high school, we got different grades, and we joined different universities and colleges to pursue different careers. Everybody went on his way to pursue his/her career. This weakened further the friendship and other new friends sprout up. From my middle school till now, friends have changed. My first friends and my current friends are totally different. From the dynamics of friendship, it is evident that friendship change very often and it is rare to get a long lasting friend whom you start from pre-school to university. Friends are subject to choice of careers in life and line of profession. Those whom you share things in common become your closest friends and those whom you have nothing much to share are distant automatically. Maintaining alive friendship is not easy. It is volatile and more often it has rewards and punishments. Indeed to appreciate somebody’s strengths and weaknesses calls for sacrifice. In essence, people have different personalities and to accept them to influence your life is challenging. According to social exchange theory, friendship is driven by decisions. Both parties are responsible for one another and entirely depend on each other. However, costs and rewards associate with decisions made. Usually, I dedicate my precious time to my friends. This time we could use to chat and implement constructive ideas