The Three Little Pigs. James, sit still Essay Example for Free

The Three Little Pigs. James, sit still Essay My first graders took a seat on the carpet for our first story time, and I began to read, The Three Little Pigs. James, sit still. The children looked around. Was the books title Three Little Pigs James Sit Still? They realized I was talking to one of their classmates, who was rolling on the floor. I continued, The first little pig built his house of†¦James, stop wiggling, stop touching that. What should have been a simple task of reading the book, showing the pictures and stopping to discuss each problem the pigs faced was becoming increasingly difficult. I read on, trying to ignore the disruptions. CRASH! The chair James had been rolling under had fallen over and knocked a crayon box off of my desk. The loud noise interrupted the story and the children complained, James, Miss Gigout cant even finish a page. Youre messing up the story. Miss Gigout, does he have to be in our class? James pulled the chair off himself as the crayons rained down from the desk. His face burned deep red and he began to cry. He turned his back to the class, trying to pick up the mess hed caused, and I felt his shame. A special student. In the first hour and a half of our first day of school I saw clearly that James had the classic symptoms of Attention Deficit Hyperactivity Disorder (ADHD). He was inattentive, lacked concentration, stared into space, was impulsive and hyper. When James mother arrived to pick him up after school, we talked about his behavior. She informed me that James had indeed been diagnosed with ADHD but was not taking any type of medication because the family just couldnt afford it. I realized that something had to be done; I couldnt ignore his behavior, hope for the best and basically let this little boy fall through the cracks for the next nine months of school. A style versus a disorder. For the next few days I researched ADHD, trying to find a solution for our problem. I read books, searched the Internet, talked with the nurse at our school and to one of our special education teachers. No one seemed to really know how to teach a student with ADHD. They knew the symptoms and what type of medication to give, but really had no advice in the area of teaching. Richard Restak asserts in The New Brain (Rodale Books, 2003) that ADD/ADHD isnt so much a disorder as it is a cognitive style. With this in mind, through much trial  and error, I found my way through the next nine months. Along the way I came up with these suggestions to keep in mind when one has a James in the classroom: 1.Set a consistent daily schedule. The most important trick I found to work was keeping James on a regular schedule. By being consistent with our class schedule, James could regulate his day. He learned to watch the clock and tell just how much longer he had to sit still while I read. He knew how much time he had left to finish his assignment and what the clear consequences were if he did not finish. I found that by setting these clear consequences and rewards for his behavior, both good and bad, there were no miscommunications and he became responsible for his actions. Any time the schedule changed, I discussed the changes with James ahead of time so he was aware some things would be different that day. 2.Limit distractions around the students work area. James desk was slightly turned away from the rest of class to cut down on distractions. I didnt move his desk completely away from the other desks; I didnt want him to feel shut out or different. When it came time to work he could turn his desk away if he felt he was having trouble concentrating. On some days he had a hard time concentrating even if his desk was turned to the wall, but sitting on the floor close to my desk or in the classroom library would help him stay on task. I also had James keep only the necessary supplies at this desk; getting up for additional supplies gave him the opportunity to take a break, walk around and get rid of a little bit of energy. Sometimes James would stand while he worked at his desk; as long as the standing wasnt distracting to anyone around him, I let him do so. 3.Explain directions at least twice and have the child repeat them. I would tell the class the directions for an assignment, retell the directions to James one-on-one, then have him repeat the directions to me. By making sure James had three opportunities to get directions, he had a better chance of finishing the task. As the year progressed and projects got more detailed, I would explain two directions first; when those steps were complete we would discuss the rest of the task. I tried to keep the directions simple, limiting them to one or two tasks at a time. 4.Give silent cues that only you and the child know. Story time seemed to be the hardest task for James. He had to sit still on the carpet with his classmates and try to focus on what I was reading. I found that by asking James to sit close to me while I read I could give him a signal – a small tap on the shoulder or a little cough – to get his attention and bring him back to concentration. Even while working, these subtle cues would call him back without letting the rest of the class know I was talking to him. 5.Limit the amount of work given at one time. Instead of giving James a worksheet with 25 addition problems, I gave him five problems at a time. Hed finish those five, then take a break to get a drink of water or walk around, then come back for five more. Sometimes not all of the problems would be finished, but at least he worked without being frustrated and I didnt have to continually remind him to get busy. 6.And most importantly, be positive! With James it was important to focus on the effort, not the end-product. Praising him for completing part of a worksheet, even though some of the answers were wrong, gave him a sense of pride and made him try even harder. As we entered May, James had learned to read, add, subtract and even write paragraphs. He went from missing recess all week due to conduct to missing five minutes of it every few weeks for an occasional outburst. Eventually the students in my class noticed a change in James behavior and wanted to be friends with him. He was happier in school and more eager to learn. He no longer felt the embarrassment of being in trouble or not being able to control his actions. I did my best to embrace James cognitive style rather than fight it. I took the time to work in a partnership with James on his concentration instead of restricting him to what works for other children, which was far more rewarding for us both.

Dangerous Driving And The Effects On Youth Essays -- essays research p

Dangerous Driving and The Effects on Youth   Ã‚  Ã‚  Ã‚  Ã‚  In today's society, dangerous driving is criminal and is also considered to be deviant. There are different levels of dangerous driving, all of which have different meaning to different people, some are considered part of the social norm and others are considered to be deviant. Speeding for example is considered to be a norm of society. Everyone speeds and this is not considered a problem which needs societies immediate attention, however there is a line which changes speeding from being a criminal offense to a deviant offense. The following analysis will provide a descriptive summary of the functionalist perspective, the social control theory and the power control theory.   Ã‚  Ã‚  Ã‚  Ã‚  These theories have been applied to a news story in which two young teens from Dartmouth, Nova Scotia, Renee and Danielle Orichefsky, were killed in a dangerous driving accident. The driver was Ralph Parker, a twenty year old man from Halifax who lost control of his sports car as he attempted to make a turn on the corner where the girls were sitting. This article involves the day of Mr. Park's conviction, the reaction of the girls' parents and also the reaction of Mr. Park's mother.   Ã‚  Ã‚  Ã‚  Ã‚  The problem of dangerous driving as viewed from a theoretical standpoint can easily be identified with the social control theory. The control theory questions not what motivates individuals and society in general to indulge in societal deviant behaviour but rather examines what is within the structure of a society that causes individuals to conform to social laws. A social control theorist would argue that it is social pressures that prevent people from acting out in deviant manners; otherwise people would act upon inborn animal impulses. In this case, Mr. Park it seems felt the need to drive his sports car very fast and dangerously because it catered to his instinctive need for excitement. If Mr. Park had been thinking about the possible consequences of killing two young girls, he may have decided to slow down and be a little more careful. This is because murder is a deviant act in our society and committing murder would not be socially acceptable. Thus it can be concluded that that the structure and organization of society is very influential in determining the conduct of ind... ... to exist. A man who drives slowly and with caution is portrayed as a wimp. A power control theorist would say that this young man was playing on the â€Å"natural â€Å" male instinct to drive in this manner and have some fun.   Ã‚  Ã‚  Ã‚  Ã‚  Risk taking, which is the another factor is very relevant to this case because Mr. Parker took a risk in driving dangerously. The irony in this case is that people who speed or drive recklessly do not see the danger of killing people as the big risk when they are offending. They are more concerned with the risk of being caught by the police for the crime that they are committing. Someone who is driving recklessly knows the consequences of having an accident, but they may not be important to that person at the time of their action which is deviant.   Ã‚  Ã‚  Ã‚  Ã‚  Formal state of control considers that opportunities to deviate are more restricted for females than males. The freedom to take risk is given to boys, this may have been the case in Mr. Parker's family, he (it is assumed) did not have a father figure and took direction from his mother. A power-control theorist would argue that women give more freedom to their sons.

Qualitative Analysis-Part 2 Anions Essay

Chloride Solution + 0. 1M AgNO3 =white precipitate formed, very fine texture. Iodide solution + 0. 1M AgNO3 =yellow/white precipitate formed, cloudy texture. Silver Chloride + ammonium hydroxide = white precipitate forms, slowly begins to disappear. Adding HNO3 the reappearance of a white precipitate began, indicating the presence of the chloride. SO4 solution + 0. 5mL of BaCl2-CaCl2 = heated for about 10minutes, fine white precipitate throughout test tube. 5drops of 6M HCl + SO4 = no change indicating no reaction took place, confirming that sulphate is not present in solution. Unknown Substance: When testing for carbonates, little to no reaction took place indicating no presence of carbonates. While testing for Chloride and Iodide, my solution reacted with sulphric acid and a yellow-ish colour change took place. No reaction took place when added to hydrochloric acid or barium hydroxide. Sulphate was tested for and no reactions or changed underwent, confirming that it is not present in the solution. Ammonium hydroxide was not needed due to Ag not being present in solution. Iodide present, upon liberation of CH2Cl2 solution, red-ish/brown colour change along with 2 separate layers forming. Discussion: In wastewater and drinking water today, there are many ions and anions alike that we make come into contact with and have to test for. These tests allowed me to get a first hand experience on testing for certain anions in a known and unknown substance. It is important to be able to detect substance in solutions, known tests are designed to allow one chemical react with another chemical to confirm the presence or absence of anions. By running a series of reactions, it provides a clear understanding of what chemicals are present in what solutions. This then allowed me to test for unknown anions in an unknown solution. These tests are important because it could cause the plants to change the processes that are taken to clear and purify our water. Conclusion: My solution was present with Iodide after running a series of experiments. It is known that a red/brown colour change will partake and two layers will form. Both of these things took place confirming what was mentioned above. Questions: 1. What is an ion? An ion is an atom or molecule that undergoes change. 2. What is a polyatomic anion? A polyatomic anion is a charged ion made up of 2 or more atoms covalently bonded. 3. What products are produced when an acid like H2SO4 reacts with a carbonate like CaCO3? Why is this type of reactions so important for the fresh waters of southern Ontario? H2CO3 and CaSO4 would be produced, this type of reaction is important to the fresh waters of southern Ontario because this allows for better for vegetation which helps keep the water clean. 4. What is a quantitative analysis? How does it differ from a qualitative analysis? A quantitative analysis is the detection of the presence of chemical elements in an unknown substance as to where qualitative analysis used to separate

William Faulkner s A Rose For Emily And Charlotte Perkins...

The women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. Although both stories have similarities, there are also differences in their paths that have led to their mental breakdowns. During the Victorian era, women were considered weak and emotional. In Gilman’s The Yellow Wallpaper, the narrator is being treated as a child by her husband. He is dismissive of her worries and â€Å"assures friends and relatives that there is really nothing the matter with one but temporary nervous depression† (Gilman 956). She was not happy with the decision to remove herself from society, but her husband felt it would be the best choice for her. She does not go against her husband because he is a doctor and knows what is best for her. His decision is also supported by her brother who is also a physician. He has restricted her every move, so that she can rest and get well. The isolation the narrator feels has contributed to her mental decline. She is unable to â€Å"stir without special direction† (Gilman 957) from her husband. Emily Grierson chose to isolate herself from family and the community even after her father’s death. The narrator’s choice wasShow MoreRelatedWilliam Faulkner s A Rose For Emily A nd Charlotte Perkins Gilman s The Yellow Wallpaper890 Words   |  4 Pageswomen cannot have their autonomy. In William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper, both of them are elaborating the women under patriarchy either father or husband, moreover, revealing the tragedy form under this authority. In A Rose for Emily, Faulkner depicts a young woman that was rigorous controlled by her father. After her father’s demise, she was still manipulated by this invisible power. In The Yellow Wallpaper, Gilman portrays a woman who was kept byRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. At first glance, these stories do not seem to have much in common; they have been written through opposite perspectives, one neglects to be chronologicalRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in solitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaperà ¢â‚¬ Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman And A Rose For Emily895 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situationsRead MoreComparison of William Faulkners A Rose for Emily and Charlotte Perkins Gilmans The Yellow Wallpaper815 Words   |  3 PagesThe two short stories â€Å" A Rose for Emily† and â€Å"The Yellow Wallpaper† are two very similar but at the same time very different. The main characters Emily Grierson, from William Faulkners A Rose for Emily, and the narrator, from Charlotte Perkins Gilmans The Yellow Wall-Paper, are both in the same boat that many women were placed in the late 1800’s and the early 1900’s. Both of these two stories were written in a generation that women were looked downed upon and made to feel less important thanRead MoreCriticalpaper And A Rose For Emily1653 Words   |  7 Pageswomen were pressured to fit into their societal roles. Both Charlotte Perkins Gilman and William Faulkner wrote stories inspired by those nineteenth-century social issues. E ven though Faulkner wrote his story, â€Å"A Rose for Emily†, 40 years after Gilman’s story, â€Å"The Yellow Wall-paper†, both stories portray several types of nineteenth-century social issues accurately. Because of their knowledge about these social issues, Gilman and Faulkner were able to portray the main characters’ struggles. Both mainRead MoreThe Yellow Wallpaper3202 Words   |  13 PagesEnglish 1302 22 November 2011 Main Character’s Outsider Theme In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†, the narrator, Jane, is struggling to deal with her depression that she is suffering in a confined room that her husband, John put her in. John believes that this will cure Jane and make her better from her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husbandRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman1356 Words   |  6 Pagesstimulation will be reciprocated within the mind of the inhabitant. â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman in 1892, depicts a young, unnamed woman who is suffering with post-partum depression. In this time period, the treatment of mental illness typically did more harm than good as electroshock therapy, and the rest cure were the classic treatments of choice. Similarly, William Faulkner, the author of â€Å"A Rose for Emily†, written in 1930, gives the reader an inside look upon an elderlyRead MoreThe Cask Of Admontillado, By Edgar Allen Poe And The Yellow Wallpaper Essay1987 Words   |  8 Pagesauthority (Fisher and Silber). To better understand the role of fixed gender expectations, we will analyze four short essays namely: Eudora Welty’s â€Å"A Worn Path†; Edgar Allen Poe’s â€Å"The Cask of Admontillado†; William Faulkner’s â€Å"A Rose for Emily† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper.† All these essays except Edgar Allen Poe’s â€Å"The Cask of Admontillado,† describe the lives of women protagonists in different environments which influence how they act in an era when women played second fiddle William Faulkner s A Rose For Emily And Charlotte Perkins... The origin of patriarchal control was defined by the productivity that men are stronger than women, so they acquired an ability to hunt in order to support the society. Indeed, these had improved the status of men. To date, patriarchal control is prevalent and still a profound issue that women live to be obedient and serve men, especially in late nineteenth century American society in which women cannot have their autonomy. In William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper, both of them are elaborating the women under patriarchy either father or husband, moreover, revealing the tragedy form under this authority. In A Rose for Emily, Faulkner depicts a young woman that was rigorous controlled by her father. After her father’s demise, she was still manipulated by this invisible power. In The Yellow Wallpaper, Gilman portrays a woman who was kept by her husband in a room with yellow wallpaper where she feel revulsion to stay in. Eventually, lose her mind. Both stories have their victims, obviously, the female characters are the victims of the patriarchal control. In both stories, Emily and Jane was approaching tragedy step by step, because the devastated of social, sexual/physical, and psychological oppression came from the patriarchal control. One of the reasons leading their devastation is the social oppression by the dominating male figures. In A Rose for Emily, Emily was born in a noble family which mean she stands above everyone.Show MoreRelatedWilliam Faulkner s A Rose For Emily And Charlotte Perkins Gilman s The Yellow Wallpaper1466 Words   |  6 PagesThe women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. Although both stories have similarities, there are also differences in their paths that have led toRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. At first glance, these stories do not seem to have much in common; they have been written through opposite perspectives, one neglects to be chronologicalRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in solitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaperà ¢â‚¬ Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman And A Rose For Emily895 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situationsRead MoreComparison of William Faulkners A Rose for Emily and Charlotte Perkins Gilmans The Yellow Wallpaper815 Words   |  3 PagesThe two short stories â€Å" A Rose for Emily† and â€Å"The Yellow Wallpaper† are two very similar but at the same time very different. The main characters Emily Grierson, from William Faulkners A Rose for Emily, and the narrator, from Charlotte Perkins Gilmans The Yellow Wall-Paper, are both in the same boat that many women were placed in the late 1800’s and the early 1900’s. Both of these two stories were written in a generation that women were looked downed upon and made to feel less important thanRead MoreCriticalpaper And A Rose For Emily1653 Words   |  7 Pageswomen were pressured to fit into their societal roles. Both Charlotte Perkins Gilman and William Faulkner wrote stories inspired by those nineteenth-century social issues. E ven though Faulkner wrote his story, â€Å"A Rose for Emily†, 40 years after Gilman’s story, â€Å"The Yellow Wall-paper†, both stories portray several types of nineteenth-century social issues accurately. Because of their knowledge about these social issues, Gilman and Faulkner were able to portray the main characters’ struggles. Both mainRead MoreThe Yellow Wallpaper3202 Words   |  13 PagesEnglish 1302 22 November 2011 Main Character’s Outsider Theme In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†, the narrator, Jane, is struggling to deal with her depression that she is suffering in a confined room that her husband, John put her in. John believes that this will cure Jane and make her better from her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husbandRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman1356 Words   |  6 Pagesstimulation will be reciprocated within the mind of the inhabitant. â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman in 1892, depicts a young, unnamed woman who is suffering with post-partum depression. In this time period, the treatment of mental illness typically did more harm than good as electroshock therapy, and the rest cure were the classic treatments of choice. Similarly, William Faulkner, the author of â€Å"A Rose for Emily†, written in 1930, gives the reader an inside look upon an elderlyRead MoreThe Cask Of Admontillado, By Edgar Allen Poe And The Yellow Wallpaper Essay1987 Words   |  8 Pagesauthority (Fisher and Silber). To better understand the role of fixed gender expectations, we will analyze four short essays namely: Eudora Welty’s â€Å"A Worn Path†; Edgar Allen Poe’s â€Å"The Cask of Admontillado†; William Faulkner’s â€Å"A Rose for Emily† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper.† All these essays except Edgar Allen Poe’s â€Å"The Cask of Admontillado,† describe the lives of women protagonists in different environments which influence how they act in an era when women played second fiddle