Laziness Essays and Research Papers

Instructions for Laziness College Essay Examples

Title: Discussion Comment

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Essay Instructions: I NEED 150 WORDS COMMENT OR RESPONSE TO THESE DISCUSSION ( 1 & 2)
DISCUSSION # 1
1 ) I believe that healthcare is a privilege that many Americans have worked hard for. To make healthcare universal would not only produce a certain laziness in people because they don't have to work for it, but it would make our country even more in the red as far as deficit is concerned.

The answer according to Hilary Clinton and Barak Obama is to raise taxes of the small business in order to contribute to the cost of a universal healthcare, I believe this to be wrong, because no small business is going to survive if they have to pay more taxes. This seems to be a trend, that the small businesses pay and the rich large corporations get another tax break.

The lesser of the three evils, I would have to go with John McCain. I don't completely agree with what he's saying, but health insurance should be like any other insurance that we obtain, that is, premiums should be paid, a deductible should be met, and universal healthcare is not the answer.

My personal opinion is that the candidates are giving us the run around on yet another issue. I do believe that health insurance should be more affordable, but not be given to people. I think that with a universal health care, the quality of medical care would fall slightly, also..
Posted by Tue Apr 15 19:42:31 2008
Thread: And what about the people who can't work? Not out of laziness but out of necessity? Because they are injured or disabled, yes there is some government funded healthcare for them, but anyone who thinks that provides complete and comprehensive coverage is naive.
Posted by Wed Apr 16 09:19:28 2008
Thread: Mary,

I work in an environment that I see people who are disable abuse the system everyday. It makes me sick. What upsets me the most is that the govt provide all types of services for diabled people and they go and wash it down the drain by shooting up heroin and cocaine. When did we become such a lazy society who expects things to be handed to them for free. What happened to the good old fashion "hard work" never killed anyone.

Posted by Thu Apr 17 16:28:25 2008
Thread: Annette:

I Completely agree with what you're saying. If a person is disabled, that is such a broad spectrum. I think that it would benefit the government more to do check ups and home visits with the "disabled". My father in law is retired/disabled from the Ironworkers because he fell and broke 22 bones in his body at one time, and he pays to have health coverage in addition to Medicare. Hard work seems to be a thing of the past, and our government is going bankrupt because of it. I was at the FIA office with my girlfriend once because her dad is in a nursing home and he gets Medicaid. We were sitting in the waiting room, and in walks this woman with a fur coat, nails done, wearing an outfit that I couldn't afford on a months income (did I mention that she got dropped off in a Cadillac Escalade?). She was bragging to her friend about how she got Medicaid to pay for her tummy tuck...


DISCUSSION # 2
2) On NPR today the program "Sick Around the World" was mentioned. It was on Frontline (PBS television program) that actually aired tonight. The program disucsses the nationalized health care systems of five other democratic countries: UK, Japan, Germany, Taiwan, and Switzerland. It sounded interesting and although I missed it on TV tonight it is available online: http://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/ and is very worthwhile to watch. While no system is perfect there is a lot to learn from these other countries and that reform is possible.

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Title: response

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  • Document Type: Research Paper
Essay Instructions: First 2 page:

Flow is a theory of immersion that many of us have experienced but have not necessarily recognized or reflected upon. Watch this video, read the attached pdf which is a brief article and then discuss your reactions to both and explore how you have (or have not) experienced flow and it's value in a creative endeavor. Share your reactions to what the value of flow may be in the context of the course called Advanced Research Methods.

Here is the link for the video.
http://www.youtube.com/watch?v=fXIeFJCqsPs

Here is the link to the article(read all the article)
http://www.psychologytoday.com/articles/199707/finding-flow

When you write please state what you are talking about the video or the article.(make citations) Please write it clear.

Last page: Respond to these comments seperately(what you think etc but be positive)(if you have anything to add to their comments you can also state them)
ROXANAS COMMENTS:
Csikszentmihalyi's article talks a lot about being focused while achieving a goal. Hence, this exact feeling when one is able to enjoy even the smallest accomplishments - is what I understood happens to be the flow. Throughout my entire life I remember asking myself questions like 'what is happiness?', 'is it a stable feeling, or just an impulse that is not dependent on anything?', and the more I was pondering upon it, the more I was coming to the conclusion that it is more of an impulse that one creates for himself or herself. That also can be described as being in an ecstatic condition, when suddenly you look at things in another way, you begin to float, just like yogis teach us to do. This condition leads one to positive and somewhat sudden thoughts, just like doors to something different and inexperienced. Likewise, in the Ted talk he tells that in an ecstatic state, which means standing to the side of something, really leads to the condition of alternative reality that one really likes. When transforming daily routine into something new and goal-oriented - that is when a person can enter the flow. However, I must say, that in order to enter that state, one has to invest moral strengths and lift the spirit, because it is always the hardest to start. Also, laziness, can be a great barrier in being able to experience flow. People tend to get used to daily boring rituals because they do not like to take risks. Being a one's own comfort zone all the time delays human's development (cultivation) and big achievements. For that, in order to overcome laziness, a person has to be high-spirited and motivated. Motivated by what? All sorts of things that are called inspiration. Mihaly talks about great civilizations and what they left for us to see, which are mostly temples and different art expressions, all created under some motivation which was caused the ecstatic state. That is why, inspiration which is a spontaneous feeling forces one to float, visit alternative realities, and feel suspended existence. It leads one to focus on things he or she is inspired to do, entering the flow state respectively.
Another way of looking at the flow state can be described as looking at things differently. Even the smallest daily ones, that are as though as in alternative reality, which are perceived better and easier. In other words, one that begins to change his or her attitude towards basic daily problems, starts to take them easier and in a more 'challenge excepted' manner and accepting life as it is - can change the hierarchy of priorities and thus putting things, that were once tragic and bad, aside. This leads to a goal oriented feeling that can become enjoyable thus be a part of the flow.

MELODYS COMMENTS:
Goals lead to actions, along with series of reactions to inevitable or disruptive changes, to be finally achieved. The clearer the goals, the more the possibilities of enjoying the state of “flow,” which, according to Mihaly Csikszentmihalyi, is the “state of effortless concentration and enjoyment.” One needs to live at the moment and outside of oneself to feel the elation of flow that’s exulted above happiness.
It’s at that moment when I was writing about Alice, a woman in my own short fiction, that I felt I could become her, someone that’s inscrutably capable of loving and hating life at the same time; and precisely at that prolonged moment, I lost all tracks of space and time. Devoid of all things in the world that brought noises and disruptions, I could face my inner chaos alone and organize and form them to a story. Through this solitude, I was able to gain the entry to a parallel world, a purer self, which allowed me to immerse in the serenity of my own being.
This is how I see “flow.” It is not an ending point. It is, in itself, not a goal to achieve. However, it can be reached when one focuses on doing the current task without distractive thoughts. Only through this concentration, one can be outside of his/her worldly existence, thus as if living in another world with no ordinary confines of time and space. With this carelessness, flow can be easily achieved even during the completion of the simplest tasks.
With the world full of distractions, people rarely have chance to contemplate or even sit and do one thing with intense concentration.

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References:

Csikszentmihalyi, Mihaly. "Finding Flow." Psychology Today. Psychology Today, 1997. Web. 2 Feb. 2013. .

Csikszentmihalyi, Mihaly. "Flow, the secret to happiness." YouTube. 2004. Web. 2 Feb. 2013. < http://www.youtube.com/watch?v=fXIeFJCqsPs>.

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Title: I written Essay I review correct upgrade guidelines Structuring presenting assignment The information shows format present assignment Part 1 A Contextual Enquiry This enables investigate identify issues feel impact chosen subject child area education chosen focus study

  • Total Pages: 5
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Essay Instructions: I have written my Essay and I need someone to review, correct and upgrade as the guidelines below:


Structuring and presenting the assignment.

The following information shows the format in which you will present your

assignment;

Part 1 A Contextual Enquiry

This enables you to investigate and identify issues which you feel have an impact on

your chosen subject (child) and the area of education on which you have chosen to focus

your study. It should include a critical appraisal of relevant and current literature. This

will then lead your research in the correct direction.

During the contextual enquiry you need to collect information about your chosen

subject, which may be from personal observations, conversations (informal interviews)

with colleagues, historical data i.e. documentation held about the child. The outcomes

from this investigation should lead you into the area on which to carry out a Literature

Review and allow you to formulate a research question or hypothesis.

Introduction sets the scene and says what it is that your particular assignment sets out

to show. This will include an overview of information collected during the contextual

enquiry and will introduce the reader to your chosen subject and focus of study.

The Literature Review should demonstrate that you have critically appraised a

selection of readings covering the theoretical research related to the topic. If your study

relates to a particular aged child there may be theory which applies here but not to other

ages.

There may be conflicting writings that present opposing views. In this section you are to

pr?cis work you have found and make general comments, but be critical of what you

have read rather than just reporting it. Do not start to apply it to your particular case at

this time. That will come in the analysis section. It is not a competition to see how much

you can include so be selective and certainly, on the scale of what you are doing, you

will not be able to cover everything from all aspects.

(see the extract on the next page from Alan Bryman)University of Sunderland

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EDE 314 Experiences of Teaching and Learning updated August 2012University of Sunderland

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EDE 314 Experiences of Teaching and Learning updated August 2012

Part 2 Practitioner Research

In this section you carry out a more in depth piece of research focused on your research

question or hypothesis.

The Methodology should give a brief overview of the data collection methods chosen

e.g. observation, questionnaire, interview with parents (or some combination of these).

For reliability and validity it is wise to use at least 2-3 different methods of data

collection. You may even be able to triangulate your methods which would increase the

validity of the data.

Try to be specific and select the most suitable methods, rather than listing all. Most

importantly say why you have chosen them and how you set up the research. You may

take it as read that we know the merits of different ways of collecting data, but what we

want to be told is why you feel that the ways you have chosen suit your situation best,

(what the merits and demerits are in your instance).

Data collection and Outcomes You should be able identify the outcomes from your

data collection methodology. You need to record the information on your particular

study that you have collected. Do not go into details but do a pr?cis of the most

significant aspects that have come out of the work you have done. You will not have

sufficient wordage to list everything but you do need to give details of the most

important parts that you feel warrant recording. This should not be a transcript but just a

statement of the main elements. You can, should you choose to do so link Data

Outcomes directly to Data Analysis.

Data Analysis in terms of related theory should show your consideration of the data,

selecting that which you wish to use from that which you do not and intertwining and

underpinning it with the theory therefore making a whole cohesive argument. Here it is

crucial to show how your reading of the theory connects with the data you have. This

aspect is often the area where students fall short and therefore has a negative impact on

the overall mark.

What is being expected of you in this module is a demonstration of the ability to show

you can identify literature that informs you about a particular context or event and can

collect information in the field then make an interpretation between these two elements

as an educationalist. NB not relating the theory to the practice is a major flawUniversity of Sunderland

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EDE 314 Experiences of Teaching and Learning updated August 2012

The Conclusion should reflect whether or not the research question or hypothesis has

been addressed and if relevant discuss possible ways forward. Any statements or

judgements made should be underpinned and supported with reference to material read.

Work should be appropriately referenced according to the Harvard Reference

System. The definitive guide is called 'Cite them Right' and is available here: Harvard

System/Cite them Right.

Should you encounter any problems with accessing the library, please contact

libraryhelp@sunderland.ac.uk preferably providing a screen shot of any errors or

problems.

NB For your assignment what is important is that there is evidence of data being

collected and some theoretical analysis being applied to it. There should be strong

reasoning coming out from the work for any connections you make between the data

you have collected and the theory that you have identified in your literature search.

It is realized, that with a small scale piece of work, such as this the quality achieved in

terms of reliability and validity may be suspect. However, for the assignment, provided

you can demonstrate that you have an understanding of the major concepts and can

support your views with evidence that will be sufficient.

It should not just be a description of what has been observed. If that is all that you do

then the mark will be very low. Keep in mind that this is university level 6 work and as

such should have a significant amount of analysis, synthesis and evaluation present.

By the time you get to the writing of the assignment for this module you will already

have completed EDE 208 and will have received feedback on that so you should have a

clear idea of a number of requirements including the style of writing that is appropriate

for an academic piece of work in Education.

Clearly you will all have your own way of writing and literary style. We don?t wish to

alter this but when you are presenting a piece of academic research you must make sure

that you write concisely by giving facts but then going on to offer some justification for

what you say. It is rarely just a descriptive piece that is required but nearly always

something that shows analysis and evaluation.

Try to avoid being humorous and casual. Certainly avoid using sexist, racist or other

discriminatory language. By all means relate a funny situation, if it is relevant, but it?s University of Sunderland

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EDE 314 Experiences of Teaching and Learning updated August 2012

not a piece that is written for entertainment. It?s a serious account that is setting out to

demonstrate your capacity intellectually, so write it with some degree of gravity and try

to be persuasive in what you say. You need to try to convince anyone who reads your

work of the authority and credibility of what you claim.

If you follow the structure suggested above where you have an introduction at the start

and a conclusion at the end with all the other parts in between, you will be able to write

it as a ?story? talking about what you have done and why you have done it.

READING 2.4

Please ensure that you read pages 195-196 Research Methods in Education in Cohen

et.al (2007) on ?writing a research report?. This section of the book is about historical

research. Some of you may use documents and such information as a source of data,

others may not, but it is worth reading for everyone as it lists a number of problems

often found in student?s reports and these apply to much more than just historical

research. Click on the link below to access the library.





Qualitative versus quantitative

It is more than likely that you will, for this assignment, use qualitative methods although

there is no reason why you should not use a quantitative one if that matches the

requirements for your study best. So that you have some idea of the two read the

following paper. The recommended readings in the module guide will also give you

more details of the two aspects of research methodology if you wish to go into more

depth.





Data analysis

You are at liberty to choose to collect either qualitative or quantitative data but the latter

is normally involved with much larger studies than this. You have already read a paper

that discusses these two ways of working. The following concentrates on the qualitative

aspects but if you feel that you really want to do a quantitative piece of work then you

should do it although this part of the work in this module will not cover quantitative

methods.





The importance of showing the relationship between theory and practice

You will have seen in the criteria for this assignment that you must relate theory to the

data you have collected. Part of your assignment will be a literature search in which you

have sought to find sources of literature that relate to the topic you have chosen.

Doubtless this search has thrown up a considerable amount of information that has been

interesting to you and you have had to be selective in choosing some while leaving

others out. To be able to round off the case study you need to write about the data you

have collected and show how the theory you have read about in the literature connects

with what you have seen. Of course in doing this you will need to express your own

attitudes to show why you have made these judgements.

For example you have collected data on the subject of your study. Let?s say this was

about how your observation of a child?s particular behaviour, in the way they talk to an

adult, which you feel demonstrates a key element of their development and you now

relate that to a learning theory or to a theory of maturation which you have read about.

In doing this you will comment on WHY YOU think it applies.

In the readings you did earlier the point was made that you are going to generalise about

what you have seen for yourself and in how you believe the theory that you have read

applies to your data and that this is dangerous if sample size is small. Clearly in the

terms of this assignment, where you are only asked to take one subject,that is

particularly dangerous but that is accepted by us to be the case and you should not

worry too much about it. It makes it more important that you give some indication of

why you feel the theory and data connect and although this will be subjective it will be

sufficient for this piece of work.University of Sunderland

15

EDE 314 Experiences of Teaching and Learning updated August 2012

In an early part of these notes it was mentioned that you should aim in your writing up

to tell ?a story? about what you have done. The article on the next page reinforces this

notion and also talks about how literature can be viewed by a researcher.

Extract taken from ?Social Research Methods? by Alan Bryman p498 (in case you

missed it the first time)University of Sunderland

16





The importance of showing the relationship between theory and practice

You will have seen in the criteria for this assignment that you must relate theory to the

data you have collected. Part of your assignment will be a literature search in which you

have sought to find sources of literature that relate to the topic you have chosen.

Doubtless this search has thrown up a considerable amount of information that has been

interesting to you and you have had to be selective in choosing some while leaving

others out. To be able to round off the case study you need to write about the data you

have collected and show how the theory you have read about in the literature connects

with what you have seen. Of course in doing this you will need to express your own

attitudes to show why you have made these judgements.

For example you have collected data on the subject of your study. Let?s say this was

about how your observation of a child?s particular behaviour, in the way they talk to an

adult, which you feel demonstrates a key element of their development and you now

relate that to a learning theory or to a theory of maturation which you have read about.

In doing this you will comment on WHY YOU think it applies.

In the readings you did earlier the point was made that you are going to generalise about

what you have seen for yourself and in how you believe the theory that you have read

applies to your data and that this is dangerous if sample size is small. Clearly in the

terms of this assignment, where you are only asked to take one subject,that is

particularly dangerous but that is accepted by us to be the case and you should not

worry too much about it. It makes it more important that you give some indication of

why you feel the theory and data connect and although this will be subjective it will be

sufficient for this piece of work.University of Sunderland

15

EDE 314 Experiences of Teaching and Learning updated August 2012

In an early part of these notes it was mentioned that you should aim in your writing up

to tell ?a story? about what you have done. The article on the next page reinforces this

notion and also talks about how literature can be viewed by a researcher.

Extract taken from ?Social Research Methods? by Alan Bryman p498 (in case you

missed it the first time)University of Sunderland

16

The importance of showing the relationship between theory and practice

You will have seen in the criteria for this assignment that you must relate theory to the

data you have collected. Part of your assignment will be a literature search in which you

have sought to find sources of literature that relate to the topic you have chosen.

Doubtless this search has thrown up a considerable amount of information that has been

interesting to you and you have had to be selective in choosing some while leaving

others out. To be able to round off the case study you need to write about the data you

have collected and show how the theory you have read about in the literature connects

with what you have seen. Of course in doing this you will need to express your own

attitudes to show why you have made these judgements.

For example you have collected data on the subject of your study. Let?s say this was

about how your observation of a child?s particular behaviour, in the way they talk to an

adult, which you feel demonstrates a key element of their development and you now

relate that to a learning theory or to a theory of maturation which you have read about.

In doing this you will comment on WHY YOU think it applies.

In the readings you did earlier the point was made that you are going to generalise about

what you have seen for yourself and in how you believe the theory that you have read

applies to your data and that this is dangerous if sample size is small. Clearly in the

terms of this assignment, where you are only asked to take one subject,that is

particularly dangerous but that is accepted by us to be the case and you should not

worry too much about it. It makes it more important that you give some indication of

why you feel the theory and data connect and although this will be subjective it will be

sufficient for this piece of work.University of Sunderland

15

EDE 314 Experiences of Teaching and Learning updated August 2012

In an early part of these notes it was mentioned that you should aim in your writing up

to tell ?a story? about what you have done. The article on the next page reinforces this

notion and also talks about how literature can be viewed by a researcher.

Extract taken from ?Social Research Methods? by Alan Bryman p498 (in case you

missed it the first time)University of Sunderland

16

EDE 314 Experiences of Teaching and Learning updated August 2012

CONCLUSION

This completes the work you have to do in preparation for the assignment. Having

looked at the important aspects of a case study it is essential that you again look at what

is said about the assignment and the criteria associated with it in the module guide,

before you begin your actual case study work. To be successful in this module you must

ensure that you do what is asked for in the guide and make sure that you take note and

act upon the points listed in the criteria.



My Essay is the following:

What behavior modification stregites can be established to improve J. progress?
The reason I choose J is because I can relate with him; we are both Christians living in a foreign Muslim country. J. is eleven years old boy from Jordan, his parents and him are currently leaving in Bahrain for almost two years now. The school I work and J. is currently attending is Naseem international school, is a PYP program, bio lingua, all of the lessons are taught in English language and they have some periods of Arabic lessons per week. The majority of the kids in the school are Muslims, any other religion is minority, the majority of the pupils attending this school are Bahrainis, the rest nationalities are Saudis, Lebanese, Jordanians, very few South Africans and other Middle East or the Arabian Gulf countries. The teachers that teach J. are a mixture of nationalities between Arabs, South African and Europeans.
To gather the information for J school progress and behavior, I used different research methodologies from most of the teachers that teach or taught J in Naseem International School. One of the methodologies I used to collect information about J was with unstructured interviews of the various teachers and the school counselor that deal with the pupil, in different stages during a six weeks period. Unstructured interview ?is an open situation, having greater flexibility and freedom. As Kerlinger (1970) notes, although the research purposes govern the questions asked, their content, sequence and wording are entirely in the hands of the
interviewer. This does not mean, however, that the unstructured interview is a more casual affair, for in its ownway it also has to be carefully planned. Page355Cohe ?.The choose of unstructured interview will have more open ended questions and freedom for the interviewer to expresses their opinion and observations they of J. Where?The structured interview is one in which the content and procedures are organized in advance. This means that the sequence and wording of the questions are determined by means of a schedule and the interviewer is left little freedom to make modifications. Where some leeway is granted to the interviewer, it too is specified in advance. It is therefore characterized by being a closed situation. Page 355 Cohen? so there for will have less freedom to identify the behavior and learning problem of J.

On further note I constructed non directed and focus interviews with the pupil am investigating in different stages of the six weeks research period. The non-directed interviews ?was used to elicit highly personal data from patients in such a way as to increase their self-awareness and improve their skills in self-analysis. By these means they became better able to help themselves page 378 Cohen?that is the reason will help J identify the issue of his behavior and learning problem and modified in a more constructive way. Where the focus interviews I will be ?????Using this analysis as a basis, the investigator constructs an interview guide. This identifies the major areas of inquiry and the hypotheses which determine the relevant data to beobtained in the interview.The actual interview is focused on the subjective experiences of the people who have been exposed to the situation. Their responses enable the researcher both to test the validity of the hypotheses, and to ascertain unanticipated responses to the situation, thus giving rise to
further hypotheses. Fromthis it can be seen that the distinctive feature of the focused interview is the prior analysis by the
researcher of the situation in which subjects have been involved.page379cohen??this is the reason I chose this type of interview. Also the focus of the interview will help to understand and confirm the learning and behavior problem of J. prior of the unconstructive interviews. The outcomes of the various teachers and councilor opinions on the issues, it will be identified in the case study. Another method I used to collect data about J is through naturalist and participant observations method in a period of six weeks. The reason I chose the particular method is because the ?Participant observation is often combined with other forms of data collection that, together, elicit the participants? definitions of the situation and their organizing constructs in accounting for situations and behaviour ...Such immersion facilitates the generation of ?thick descriptions?, particularly of social processes and interaction, which lend themselves to accurate explanation and interpretation of events rather than relying on the researcher?s own inferences. The data derived from participant observation are ?strong on realityPage 405 Cohen?The particular observation methodology will help to collect a more honest significant context and more real outcome about J. learning and behavior issues. Also I collected primary source of historical data of his grades, disciplined slips, progress repost, and parents? phone calls records.

Ms. C. is one of the first teacher that I interviewed about J. behavior and learning problems, the methodology that is been used to identify the problem of the pupil is unstructured interview. The interview took place in her form class at Naseem International School and was approximately thirty minutes long, on November the 8th 2012. The reason I chose Carlin is because she was J first teacher in Naseem School; she was his form teacher the first year he arrived in the school. The goal of the interview was to identify the behavior and learning problems of J. Ms.Carlyn in her interviewed she pointed out some key factors. As she told me that his parents strongly believe that the social issue that J is experiencing is because he is Christian in a Muslim school and that is why for them the kids do not be friended him appropriately. The teacher rejects this theory from the parents and she told me that they are using it as an excuse or his son. Another key factor Carlyn mention in her interview is that when they had a meeting with the father of J. regarding an incident between J. and S. a fellow class mate of J. the father defended his son by saying that his is Christian that is why the children do not approach him. Ms. Carlyn mentioned that J. does not interact well with other children in his age. Also in his learning development, class participation and homework J approaches this subject with laziness, as Ms. C. describe. In the lesson Ms. Carlyn mentioned that has low motivation, he gets easily distracted and his does not have good self-management. Another issue of his behavior the interviewer witnesses is fights during break time between his classmates and J. Also she notice that he retaliates with a lot of aggression as she quotes ? the punishment does not fit the crime?.
The other teacher I interviewed was Mr. M. drama/ music teacher, his been teaching the student since he arrived in Naseem International School. The interviewed took place in the music/ drama room of the current school at November the 12th, the interviewed was approximately thirty munities long. The methodology I used was unstructured interview, the subject that was discussed was the behavior, participation and interaction of J. and his classmates and the teacher during the music/ drama lesson. The teacher is male, Irish origins and had been teaching in the school for almost eight years. Ms. M. observed that J. is a sensitive and emotional, he creates the feeling around him that does not feed in. The teacher mentioned that the participation of J. in the drama/ music lesson is very poor and he is not great communicator in the lesson. Also Mr. M. observed that one particular student in the class called S. during his lesson has been teasing J. and he has been encouraging other students do follow his example. Another point Mr. M. pointed out is that J. has a temper and he does not try to be friendly with other students. The teacher said, that the students are giving J. hard time during the lesson therefor J. in many occasions he refuses to group he other students. Furthermore Mr. M. mentioned that J. has not been warm to other students and his attitude is very antisocial during his lessons. The interviewer told me that J. does not know how to make friends and he holds back from other students. He repels against his classmate and makes himself be an outcast.
The next person that I interviewed regarding J was the I.T. teacher in Naseem International School; he is currently teaching the pupil since September. The interviewed took place in the I.T. room at the current school at 16th of November 2012, it was approximately thirty munities long. The methodology I used was unstructured interviewed, to understand and identify J. social and behavior issues. The subject that was discussed during this thirty munities was the problems that J. is currently facing during the lessons and the social problem between his fellow students. The social issue that the I.T teacher observed during the lessons with J. was between a fellow student called S., apparently S. creates problems for J. during I.T., most things that J. says in the class S. is repeating it in an insulting way. During the I.T. lesson J. is befriended and helps a smaller physically boy than him, it seems to be his only friend during the I.T lesson as Mr. O. mentioned. The I.T. teacher does not have any particular problems with his behavior or performance in his lesson.
The next person I interviewed regarding J. was naturally the school counselor, she has been dealing with the pupil for all the time he attended the school. The methodology I used for this interviewed was non unstructured interviewed, it took place in the office of Ms. Y. on the 18th of November, the interviewed lasted 30 munities. The objectives that we discussed during the interview was the behavior of J., any pastoral insistence, or any more information she observed or gathered of J social and behavior problem. The counselor believes that J. is a sensitive, well-mannered child and when he makes an agreement he sticks with it. One incident that the counselor witnesses was J. in break time was playing in his hand with his necklace, S. his fellow class mate of J. saw him sitting alone and pushed violently the necklace out of his hand, the result of the S. behavior drove J to pushed him away. When the insistent happened the school councilor had a called the tow boys in her office for an interview. In this meeting the student S.brought fake witness to support his case and he claimed that J. provoke the fight with S. and J started the fight. Also S. claimed that he just trip by mistake and the reckless drop. Because of the fake witnesses Ms. Y. could not defend J. all thought she claims it was not J. fault and but S, Also stated in her interviewed that the local Bahrainis are provoking J. to create problems for him, as she stated the other students do this for him because he is not Bahraini.The counselor told me that he is not aggressive like everybody thinks but gets provoke by other students. J. She believes that J is very clever and quite, the other kids see this about him and want him to get in treble, so they provoke him. The father of J. he strongly believes the issue arises because he is Christian in a Muslim school Ms. Y. stated in her interview.
In another interview I had with ms. Y on the 2nd of December regarding J. she mention of another incited that happened in the school. Three fellow students of J M., B. S. do not really like him. They planed to make him angry as she said. They asked J. to play with the three boys football, when he agreed, the three boys took the ball and thought strongly on J. face. After this action one of the three boys B try to take the ball from, but J. was just trying to go out of the football cage. In this instant that J was trying to open the door of the football cage to free himself, B. pretended that he hide his eye on the door. A. then took the ball from J. and he was trying to make J to chase him. As soon as J frees himself he went straight to Ms. Y with a red mark on his face as she noted. The councilor believes that J is a gentleman, with manures but his only down fall is his laziness. The punishment of the other children was just an apologize to J.
Further person I use unstructured interview methodology was J English, Math and OUI teacher, Ms. Jo, she is been teaching him since September. The interview took place in her classroom at Naseem International School at the 8th of November, it lasted around ten munities. The objective of the interview to mention any resent insistences of J, in this interview Ms. J. pointed an instanced that happened the day of her interview, J. she gave him a progress report for not bringing his homework again. After she called the Mom the issue with completing the homework it improved for a while. On a second interviewed with Ms. J. in her form class that lasted thirty minutes on the 18th of November. The objective of the interview was the behavior and social issues she observed with J. during her lesson and break time. The she mention of another insistent that happened that day. J had an assessment to make with three activates, thought hi did only tow of the activities and his excuses was ?I don?t know ?. He got a progress report still he did not brought back the assigned homework. Also Ms. J is claiming that his work is very messy, J. is lucking of concentration and listening skills, all though if he likes the assignment then his attention is improved. One of the mean issues she pointed out is that J has problem in following instructions.
The Arabic teacher of J. and his currently the form teacher of this year is Ms. M., the methodology I used to gather information about J is unstructured interview. The interview took place in Naseem International School in her form class at 20th of November, the interview was approximately thirty munities. In this interview was discus the behavior or social issues J. may be having in her lesson. Ms. M has no behavior problems with the student, all thought it can come across as lazy. She mentioned that J has issues with handing in his homework complete, although his performance in the Arabic lesson with Ms. M. as she recall the level is high. Another thing she mentioned in her interview is that J is not doing his homework and he wants a mark without doing the work.
The key interviewer was J itself; I interviewed him a few times during the period of six weeks. The first interview took place in the art room of Naseem International School on October 24th. The objective of the interview was to understand the root of J behavior and social issue in the school environment. In the interview J told me that he was born in Jordan form a Christian Jordanian family, when he was seven years old they moved from Jordan to Bahrain. The first four years he was attending AMKS another school in Bahrain that as he declares was easier than Naseem School. He came to Naseem tow years ago and he finds grade six rather difficult and as he said? is a lot of information?. He admits that he was lazy the first month of school and as the year pass by this feeling of laziness didn?t really change. When he was asked why he is lazy, he responded that is a lot of new things this year and is a very hard year for him in education, last year was a bit easier, as he marks. His excuse when he was asked why he doesn?t try to do his homework he responded that he has too much homework and doesn?t have the time to finish everything. Also another key thing he reveled in his interview is that he believes that the punishment for pastoral issues in the school in Jordan was more savior where in Naseem School in Bahrain they are more relax with the punishments. He told me in his interview that he doesn?t real like Bahrain; he goes in the summer to Jordan where he still has his friends and must of his relatives. The student in his class room S. he is trying to make him angry and tempt him to fight. Also when he goes to study in his room he pretends he is studying but he plays in his room.
On a second interview on December the 13th that took place in the It room. J stated that his Mam took all his toys out of the room because he received a progress report on the 12th of December, for not turning his homework his excuses to me that day was that he was studying for an Arabic test until really late and he did not had time to do his homework. He likes to play brain games on the computer and his relationship with his parents and sister is good as he describes. Also he told the problems with s and the two other boys in his class room still continues, this time he mention that he had problems with S. since the grade 5. The only time that S. relax from provoking J. was when he broke his arm. Another thing that came up in our interview was that his mother and father ask him to save pocket money, must things he buys them form his saving hi has.
If we have a closer look on the progress reports between the months of November and December in all four of them, the main issue is that J was inadequately to bring his homework. All of the progress reports were issued form Ms. J his English, Math and UOI teacher, other aspect that raised in the progress reports was that his in not responsible and he waste time during lessons. Also the two discipline slips for J form October are both issued from Ms. Y. the school counselor. The first one form 9/10/2012 is about not wearing the correct uniform after consistent warning that various teacher had given to J about the subject. As the councilor stated in this discipline slips he show that he is not principled and caring. The second discipline slip is from 21/10/2012 form Ms. Y. again and stated that he was involved in a fight.
Based on the interviews above and the discipline slips and progress reports the majored of the teacher had issue from J because his not delivering his homework in several occasions. He is been involved in many fights between his fellow class mates specifically three local boys mention above, in a several insistence. The majored of the teachers had issues with J attitude in the lesson, several complaints about his laziness, effort in the lesson, listening skills, participation and self-management. All thought the Arabic teacher and the It teacher had no issue in the classroom participation and behavior. All thought the Arabic teacher did mention that she had issues with J and bring the appropriate home work. All thought the parents seem caring with the mother specifically to the action of hiding J toys so he could concentrated more at home to do his homework. Also their attitude for J to save money to buy his thing they proved a sense of the value of money.

He is lazy, get distracted easy and likes to talk. He does not do homework, get laid in school 30 minutes.
He gets bullet by students.
The parents defend him a lot. One of the teachers believes his parents are not responsible.
Also must of his class mate are darker skin from him he is the only white.
What J. told me in an unofficial interview is that he prefers his countries. He believes the disciple stragites in the school in Bahrain are not stick enough. The school in Jordan was much stircker than here for discipline student. Also he prefers the environment in Jordan, his mum had deferent job, she was a comedian. His best friend sis their and must of his relatives.
J is been a victim of bulling from some rich kids in the school. We need to acknowledge the character of the environment and the life style of the Arabs to understand the behavior of the bullies in the school.
His English teacher told me in unofficial interview that his father label him
The student I picked has social issues.
His teachers claim that he is very lazy in the classroom and get distracted easy
him English and Maths.
Also he is not Bahrain like the majorid of the
J. is a grade six student in NaseemInternation School in Bahrain. J. moved to Bahrain two years ago, he was born in Jordan from Christian Jordenian parents, The first time he moved form Jordan he was only nine years old after a couple of years in Bharain he moved back to Jordan again. Then he moved again from Jordan to Bahrain two years ago.
Bahrain is a Musalim country and the government is Monarchy. Is a very small island comparing to Jordan and the people of Bahrain are fairly darker than Jordanians.
The general problem the teacher are experiencing with J. is his lack of concentration and he does not bring home work.
Also I have to mention that he has bulling problem from the other kids in his class. Is three students local Bahrainis in his class that create problems for him during break and in the lessons. Some times they bully him fiscal, some timestyssing him in the classroom.
The popular three kids of grade six the great like a vendetta forwards this student
The methods I choose
Class observation
J. gets distracted easy, he likes to talk to the people around him and not do his work. All thought he is very helpful as a monitor in the classroom. For him to concentrate he needs to have no distractions. And attention

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In an unstructured interview with his IT teacher on 16th November, 2012, that lasted 30 minutes, the teacher reiterated that J. had social problems that apparently made him unpopular with other students especially student S. The student created a lot of problems for J. during IT lessons. S repeated virtually everything that J. said in an insulting manner. He only has one physically small boy as a friend in the entire I.T class. The teacher had no problems with his behavior or performance in his lesson.

In an unstructured interview with Ms. Y, the school counselor, in her office on 18th November that lasted for 30 minutes, she pointed out that J. was a sensitive well mannered child who stuck to agreements he made. She maintained that J. was always on the receiving end because his classmates, who are predominantly Bahrainis, are naturally provocative while J. was not aggressive. She made such observation based on an incident when during break time play student S. violently pushed a necklace out of J's hand. This provoked J. into pushing student S. away. When the two of them were called into the counselor's office, student S. brought a fake witness to support his case. The witness claimed that J. provoked S. into a fight. Student S. claimed that he just tripped by mistake and this made the necklace to drop. The fake witness made it difficult for Ms. Y to defend J. despite the fact that she knew that it was not J's fault. She observed that J. is very clever and quiet and that's why he was provoked quite often. She affirmative that J. situation was aggravated by the fact that he was a Christian learning in a Muslim school, sentiments that J's father also believed in. She also pointed out that J. was provoked by his fellow students because he was not a Bahraini.

In another interview with Ms. Y on 2nd December, 2012, she opined that M, B,

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Title: SEE EXAMPLES

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Essay Instructions: It is to be at least 1,000 words long, five paragraphs. You will choose your own topic. There are many suggestions throughout the book so far in your activities sections, if you need help with an idea. Recall all that you learned in English 100 about argument essays, and now add what you have learned from the Mayberry text in the first three chapters.

One restriction on topics: Do NOT write a topic on a religious subject or use a religious argument to support a thesis. This is always a sensitive subject, and since faith is defined as belief in something unseen, it is difficult to argue.

At the top of your essay, below your name and assignment name, you will classify (as to Factual, Causal, Recommendation and so on) and write your Claim. Claims are discussed in Chapter 3-for arguments sake-5th edition, so read that prior to beginning the essay (it is this week's reading). Then, you will double space and continue with your intro and the rest of your essay.
Note: The term is CAUSAL, as in cause and effect, NOT CASUAL, as in not formal. If you use a causal claim, make sure it is spelled correctly.

Example:
Your Name
Eng 102 Essay 1
Claim (Causal): If Ralph Nader had not been campaigning for the Presidency, Al Gore would have easily won the election in 2000, even in the electoral college.
PLEASE DON'T PICK THIS CLAIM. IT IS ONLY AN EXAMPLE! YOU WILL REPEAT THE CLAIM AT THE END OF THE INTRO AS YOUR THESIS.
SAMPLE 1
Ronald Koval
Claim (Causal/Recommendation): Young children who are held responsible for household chores develop key traits necessary to their future performance and well being.
My three children wake up each morning like any other children in America with the thoughts of school on their minds. Among the early priorities of eating breakfast and getting dressed, they have a list of household chores for which they are responsible. They make their beds, clean up their rooms, wash their breakfast dishes, and feed the cats. This takes them about fifteen minutes to complete if they work on the chores together. The benefits that accompany chore lists give children the sense of responsibility. Having children do some of the menial jobs in the house save the parents from having to spend time doing them. Children who spend time doing chores have less idle time, which is where mischief and laziness creep in. Young children who are held responsible for household chores develop key traits necessary to their future performance and well being.
Parents are saddled with the brunt of the responsibility when it comes to making sure their children develop certain character traits and don't fall in the pits of less desirable ones. A systematically family planned chore list, with rewards and penalties, can be a great benefit in helping develop virtuous traits. Chores help children learn responsibility when they are assigned tasks. They know the rewards and punishments and learn to do the chores on their own. According to Ambrose Robinson, co-author of the book How To Raise An MVP, "responsibility is much more than doing chores or being obedient. It means caring about how your actions make other people feel and understanding why rules are important." By completing tasks and earning these rewards, they will grow in self-confidence and self-worth. This growth in confidence alone can help them when it comes time to handle bigger projects later in life. A child must first be shown how the job is supposed to be done. He can't be faulted for not doing a thorough job if they were not shown the correct procedure. Robinson states "children need to learn household basics for proficiency in selecting the right tool for the job. All my children learned to become self-sufficient at an early age." This falls in line with the Old Testament passage from Proverbs 22:6, "Train a child in the way he should go, and when he is old he will not turn from it." Children will learn personal accountability when the job doesn't get done, and they have to suffer the consequences, leaving no one to blame but themselves. Children will seek the rewards of doing a commendable job. Whether their earnings are of monetary value or free time privileges, rewards should always be accompanied with praise.
In addition to the positive work ethics learned by children, parents will also benefit from chore lists. In a lot of homes today, both parents are forced into the workforce, yet the list of chores around the house is still the same. Parents spend weekends and late nights trying to keep up with what there wasn't time to do during the work week. As a result, children must then sacrifice time with their parents because the parents still have a 'to do' list to tackle. Children mature at an early age and can handle more responsibility than we assumed at their age. Making children responsible for the menial tasks around the house can alleviate the added pressure on their parents and free up some time. This time can in turn become 'family time' as parents and children share the free time they've earned from pitching in together. Parents' 'to-do' lists are therefore shorter, and parents are less stressed about what else they have to do. This 'free' family time becomes an additional reward for all to enjoy, making family members grow closer together. Working together as a family to get the work done brings a sense of family pride.
Another benefit is that children stay busy if they have chores to do. Children given the responsibility of chores will have less idle time, which is the devil's workshop, so to speak. A manageable list of chores combined with studies, sporting activities, hobbies, music, and limited free time gives a child a sense of balance. Balance in a child's life keeps him from becoming a couch potato or a menace to the neighborhood. Robinson explains, "I'd always give the children things to keep them busy and out of trouble. I'd tell them they either had to do their studies or I'd find another chore." Having free time can be a reward children earn from completing chores on their own. Instead of just being able to do what they want, when they want, they are required to earn it. The responsibility they learn from doing chores can bleed over into other aspects of their lives, such as time management and self motivation. Children become familiar with the amount of time it takes to do a certain job. Keeping a child busy, not through meaningless tasks, but a well thought out and manageable chore list, can help prevent a generation of idle minds and bodies.
Although chore lists may lead to questions of possibility and practicality, there is no need to fear them. They are not a feat only trained professionals should attempt, but a manageable tool that any parent can use. Children learn countless lessons and valuable life skills through chore responsibilities. It can give them a boost emotionally. The adjusted free time this plan would produce could allow families to enjoy more time together. Time spent on chores and other constructive activities means less time for mischief and laziness. It doesn't take constant harping and threats for this to work. It will work simply if the entire family develops the plan together and is committed to it completely. Parents who love their children and want the best for them should be able to see the lasting benefits a plan like this could bring. Considering the benefits versus the detriments, it is hard to imagine why a structured chore program isn't a part of every family's life.

Sample 2
TERRORISM: WHAT DO WE TELL OUR CHILDREN?: Charlotte Wagner
Claim omitted to save space.
This past week was an extremely difficult one, not only for Americans in the United States and throughout the world, but for many other families affected by the tragic events taking place in Washington, DC and New York City. The scenes depicted on every major network television station were horrifying. They were hardly a topic for family discussion. Parents all over our country were at a loss to explain such frightening, violent headlines to each other, let alone try to explain to their children. Despite the awkwardness and aversion to expose children to such devastation, this is precisely the time to face their questions head-on, with as much truthfulness and compassion as can be mustered in such a chaotic, terrifying time.
Children need to be able to have unwavering, absolute trust in their parents. They need to know that they can go to a parent with any problem they may have, no matter how uncomfortable the situation may be to discuss. Without such open communication, our children will have great difficulty dealing with their feelings in a positive, healthy way. They could develop unhealthy and inappropriate reactions to all kinds of challenges in their lives as a result of not being able to process fearful, angry, sad, or even violent feelings of their own.
Schools, churches, or sports groups may be good settings to begin to approach our children with questions about their feelings about the events taking place this week. Sometimes children feel more at ease in these environments with only their friends and a trusted advisor or perhaps a coach. It may even be possible to set up a special forum involving school or church groups just to talk about their reactions and their fears.
Even more important than discussing fears and reactions is the change that must take place to begin to turn this demented terrorist mentality into one of compassion and acceptance of diversity. Americans can no longer imagine that this criminal, violent lifestyle cannot touch their own. Citizens of the United States can no longer dismiss these occurrences on foreign soil as someone else's problem, far removed from our daily routine. This week's despicable actions have struck fear in the heart of every American. The mighty United States has now been counted as a victim of terrorism on a huge scale, even bigger than other countries where we see acts of terrorism daily on our evening news. It somehow seemed so far away. That was before September 11, 2001. American lives will never again be the same. Even if security slips back into complacency at our airports or international borders, September 11 will always loom in the minds of Americans, and the first time a ?foreigner? is seen acting in a way that may be construed as suspicious, the terror will spring up again. The first time a large crowd is gathered, the news media will make reference to the fact that terrorism is a possibility, and the terror will spring up again. The first time there is an aviation accident, the terror will spring up again. When there is an influenza outbreak, someone will bring up the point that it may not be a virus at all, but perhaps chemical warfare. Is the water supply safe? Is the atmosphere tainted? Are terrorists waiting for Americans to gather at churches or schools so they will have greater opportunity to affect a larger number of people? The terror will continue to spring up again and again. How do we protect our children? What do we tell them?
We can't live in such a tumultuous world. We must fervently begin to reeducate our children to embrace diversity and accept other cultures. We must teach our children that every human being has as much a right to be here on this earth as they do. We must teach them to live without fear. Instead, they must live with courage and a sense of equity and charity for every living thing on this planet. Without that respect for life, the human race is in great danger of annihilation. This week could easily be the beginning of the end of life on our planet, and in fact the end of the planet itself. If we don't quickly and inexhaustibly reverse the hatred that causes horrendous acts of violence and cowardice that the human race continually inflicts on its own members, we could be looking at a very speedy end to all life on this earth.
Our children deserve the truth. They don't need to be presented with every gruesome detail, but they need to know the gravity of the predicament our governments have created. They need to reverse years of prejudice, hatred, bigotry, and small-minded thinking. We need to step up to this challenge. When our children ask us what really happened on September 11, we need to be truthful. We can't protect them from man's atrocities; they are too great. This does not by any stretch of the imagination mean we should excuse this criminal behavior. It simply means we need to let the children know there are things that exist in our society that we have allowed to continue for too long. We need to leave a legacy for our children that we know will endure because it is right and fair. We owe our children, grandchildren, and their children and grandchildren a chance to live decent lives. The first step to leaving that to our children is to live that way ourselves. We can't possibly expect our children to change the course of the future or change a long held prejudice when we can't bring ourselves to start that process first. The horrendous events that took place on Tuesday seem to scream to every American in the world that we are due for a change. It needs to start with us. It needs to start right now, today, in our homes, our workplaces, our schools, and most importantly our hearts and minds. There must be consequences for the lawless, thoughtless, cowardly acts that took place. We need to be sure the consequences are something our children and future generations can live with, both figuratively and literally.

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insurance.net/2011/05/29/experiencing-difficulties-because-of-business-travel/

Glass, Shirley. (2003). Not 'Just Friends': Rebuilding Trust and Recovering Your Sanity After

Infidelity. Free: New York, NY.

Martin, Stephen and Victoria Costello (2011). "The Long-Distance Marriage." Huffington Post.

"Military Divorce Rates Studied" (2007). Retrieved from military.com.

Nielsen, Mark R. (2005). "Couples Making it Happen: Marital Satisfaction and What Works for Highly Satisfied Couples." Being Together, Working Apart: Dual-Career Families and the Work-Life Balance. Ed. Barbara L. Schneider. Cambridge: UK. 196-217.

Scott, Andrea (2002). "Communication Characterizing Successful Long Distance Marriages."

LSU: Louisiana.

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