The Concept of E-government and its Critics Free Essay Example, 1500 words

By moving governmental procurement to the Internet, it has managed to complicate the supply chain, therefore leading to the need for more database storage ability and more information technology support. This example is a useful illustration of one of an important issue relating to e-government. In the United States, e-government has created a need for internal organizational changes that demand decentralization, rather than its traditional top-down leadership hierarchy. In a decentralized structure, decision-making is filtered throughout the organization instead of a vertical structure where choices are made at the higher executive levels. A decentralized organization is more flexible, has better response times, is more innovative, and tends to build higher employee morale, more commitment and higher levels of productivity (Melitski, 2003). Combining services in a country with many different governmental systems and agencies, the United States has created the need for more communic ations between various government groups and the systems to support them that cannot necessarily be managed independently. Also in the U. S., there is a phenomenon known as islands of automation, describing interoperability problems with many different software packages. We will write a custom essay sample on The Concept of E-government and its Critics or any topic specifically for you Only $17.96 $11.86/page This can be a big problem in satisfying the citizens; giving them the perception that e-government cannot easily serve their needs.

The Honest to Goodness Truth on Cultural Critique Essay Topics

The Honest to Goodness Truth on Cultural Critique Essay Topics What You Don't Know About Cultural Critique Essay Topics When it has to do with writing an argumentative essay, the most significant point to do is to select a topic and an argument which you can really get behind. This sentence can form the start of your cultural identity essay. Additionally, it is dependent on the special college subject. EssayTopicGenerator is a web site which will be of a wonderful support to those seeking for creative essay topics. Prepare your geography research paper step-by-step, and brilliant results are ensured! After you finish introducing a particular topic, close the introduction with a superb thesis statement. The website is not difficult to navigate and it takes not more than a moment to create the essays for your demands. Descriptive essays are known as essays that paint an image with the usage of colorful words. Deciding on your topic isn't that easy. When selecting a topic for an important essay make sure you take a topic it is possible to deal with. Argumentative essay topics are so important since they are debatableand it's important to at all times be critically considering the world around us. This sort of paper could also inspect the simple fact that every generation doesn't seem to know the next. Your environmental paper might have an empirical or theoretical strategy, together with qualitative or quantitative one. Change them depending on your requirements. An introduction is an important part of your bit of writing. Be conscious of the size it must be and begin writing the narrative essay outline. A study in glaciology may look to examine polar ice sheets, for instance, dependent on the satellite data in addition to current information supplied by geographic databases. There is a vast number of evaluation essay examples that are especially created for specific purposes. The great thing is that there's lots of literature on the epic already in place. When you're attempting to begin your research paper you want to get a very good outline and form some critical suggestions for research topics. One of the greatest methods to find out how to create critical thinking is to maintain an open mind. The very first thing which you should do in the practice of figuring out how to compose a book critique is to think about the type of book that you're working on. Facts, ultimately, will always win out against how folks are feeling at a specific moment. Write about the very first time you remember meeting someone from a culture aside from your own. Some men and women live their lives based on their religion while some don't think you should factor that into decision making in regards to determining rules for everybody. You might also need to appear at a number of the videos on YouTube where homeless men and women describe their lives. This topic implies discussing the part of the country in the formation of a nation's history, and the part of the increased idea (in this instance, religious) in forcing the nation to take a particular direction. Another reason is to observe how well students argue on various views and demonstrate understanding of the studied subject. The student may also narrate regarding their failures throughout life and the way they got around them. Cultural sensitivity is the consequence of the acquisition of understanding of your very own cultural identity and that of others. Therefore, you can go over the Great Depression and the way that it predisposed the additional evolution of American history in conditions of economic, social and labor factors. To begin with, select the subject for investigation. After that, write about the effect of those changes. A Secret Weapon for Cultural Critique Essay Topics It is really rather simple to compose an essay on culture since it can be about your own culture. The culture offers solution to the important problem that's faced to community. Unique cultures define family in various ways. They have different type of buildings. If you don't understand how to do this, read the culture essay example. It isn't a secret that films reflect culture of distinct nations. If you really need to narrow your subject, you might write about a particular individual, like a musical artist who focuses on society or culture. Geography is among the biggest reasons people have interesting and distinct cultures. Language is the main cause of culture. It is one of the most important forms of material culture, without language there is no concept of culture.

Child Observation Free Essays

PSY 122 Child Growth and Development *Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts; *a total of 4 separate observation papers*) NAEYC Standards and Supportive skills: Standard 1 Promoting Child Development and Learning a Knowing and understanding young children’s characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessment Supportive Skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2: Observe a different child in 2 new area/activities* Part 2: *Observation 3: Observe a group of children inte*racting in one of the following *area/*activities* Observation 4: Observe another group of children interacting in a different area/activities* *Areas/Activities include: PSY 122 Child Growth and Development Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper # 4 REMEMBER: To use pseudonym (not real name) Describe what the child (ren) are doing and saying (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. We will write a custom essay sample on Child Observation or any similar topic only for you Order Now e. â€Å"That little boy was bad. †). Kids Towne day care is located in an industrial park in Branford, CT. It currently has 75 children enrolled. Inside, the daycare is broken up into class rooms by age. On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 2:1. Around 8:00am, I began watching the entire group of children. The structure of their day begins at 8:00am with â€Å"circle time. † Miss Sam, the teacher of the preschool room, announces to the children â€Å"Circle time! † I watched as they all came running. â€Å"Sit on a letter. † Miss Sam instructs the children. In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. â€Å"I want J† says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. â€Å"Its chilly outside today† she tells the students. â€Å"Mommy made me wear my jacket but I didn’t want to. † Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. â€Å"The wheels on the bus go round and round†¦Ã¢â‚¬  sing the children. I notice that one girl is not singing. She is sitting with her legs crossed with her elbows on her knees and her head down. When the song finishes, Miss Sam asks Meghan, â€Å"What’s wrong? † â€Å"I have a headache Miss Sam. † â€Å"Well, maybe you’ll feel better after we make our monster puppets? † Meghan didn’t answer. â€Å"Who wants to make monster puppets? † asks Miss Sam. â€Å"Meeeeeeee! † several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink† said one of the little girls. â€Å"Mine too† said another. I watched as the children worked on their puppets. â€Å"Roarrrrrrrr† said one boy who was coloring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/Interpretations: Section III: Theorist: Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)’s behavior and development. How to cite Child Observation, Essays Child Observation Free Essays Child Observation Background The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. We will write a custom essay sample on Child Observation or any similar topic only for you Order Now His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him). The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs. Observation Dan’s mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has trouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor. Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone. Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud after his mother had left. With her gone, he engaged in private speech when he came to a word he did not know, or a subject he was unfamiliar with. His conversations with himself were very similar to those he had with his mother. About ten minutes after his mother had left, Dan began looking over at me occasionally, but only for a second before going back to his reading. When he was unsure of a word, he repeated it several times before moving on. His reading grew gradually quieter until I could not always make out the words. At one point, he came across a word that he did not know and began reasoning to himself as follows: â€Å"This must be an English word†¦although I speak English, so maybe it’s from a different country†¦ or maybe they only use it in England. † Dan looked at me several times as he attempted to reason through this, but did not ask me for help. After that, he closed the book and looked around the room. He pulled a rock the size of a large marble from his pocket, and began brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, palm facing his right hand. I should note that he did not appear to be trying to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it straight up in the air, leaving his hand out, but not moving it at all as the rock fell past it. At this point Dan looked at me for about five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studying. I answered that I was just writing something for school and that he was not distracting me at all. He said that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He said it allowed you to put different wigs and clothes on different people and that he really liked it a lot. He went on to say that it was â€Å"a lot of fun, but it’s not here anymore so someone must have took it. I don’t know who took it though. † He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was â€Å"a really cool book. † He then started reading it aloud, looking over at me occasionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment. Interpreting the Observation The first thing that struck me about Dan’s behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards kids several years older than he. I knew going into the observation that Dan was highly gifted, and combining that with his physical disability, it made sense that he would be an avid reader and , relative to the other kids his age, a very advanced one. This proved to be true. Gambrell (1994) says that a child who is motivated to learn will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was reading. Many kids read because they have to, and they learn so that they will get an â€Å"A† in school; Dan was reading and learning for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject areas than do their peers (Gottfried Gottfried 1996). This study went on to say that â€Å"From the early years through adolescence, children who are identified as gifted evidence superior persistence, attention, curiosity, enjoyment of learning and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dan’s apparent motivation to read. Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a child’s being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by social interactions, which further increase his desire to read. Dan obviously demonstrated this through the conversation he had with his mother while reading. After his mother left, Dan made frequent use of Vygotsky’s private speech (overt verbalizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem solving tasks, questions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning. Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he simply looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right. Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and panic attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why; perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance. References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children; Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289 How to cite Child Observation, Papers Child Observation Free Essays string(139) " result she has been sent to the principal’s office on two occasions for defying her teacher because she believed her teacher was wrong\." ?-1Observer: Michelle StanleyDate of Observation: 3/2/10 Fictitious Name of Child: AbbySetting: Bed room and living room Child’s Age: 3 years and 10 monthsPhysical Description of Child: When I walked into the house Abby was wearing her princess Belle dress-up gown. Her hair is bright blonde, down lloose and knotted, her eyed are blue, her skin is pale and her cheeks are rosy. Time Observed: 4:00pm – 4:10pm Behavior Observed: Upon entering the house Abby politely took my jacket and hung it up on a chair. We will write a custom essay sample on Child Observation or any similar topic only for you Order Now She then ran up the stairs and asked me to come see her dollhouse. She identified every little thing in her dollhouse as she was showing it to me. She showed me the â€Å"windows†, â€Å"stove†, â€Å"soap†, â€Å"mantel†, â€Å"rockwing chairs†, and the â€Å"shower head, where the water comes out so everyone is clean†. She then began to play with two cats, according to her â€Å"the mama and the daddy cats†. She made a deep voice for the â€Å"daddy cat† and an extremely high pitched voice for the â€Å"mama catâ€Å". She made up an elaborate story about the â€Å"mama cat† having to go on an adventure to find the â€Å"baby cat†. While telling this tale she used words such as â€Å"excited† and â€Å"surprised† in the right context. Time Observed: 4:10pm – 4:20pm Behavior Observed: When Abby became bored with her dollhouse and cats she moved on to her Disney Princess Barbie’s. She introduced me to each princess, â€Å"Belle†, â€Å"Ariel†, â€Å"Snow White†, and â€Å"Cindyrella, her favorite princess†. After telling me all of their names she showed me all of the outfits that they wear and explained to me when and why they wear them. When she began playing with her Snow White Barbie she dressed her in her â€Å"cleaning clothes† and started to sing â€Å"Hi-Ho, Hi-Ho, it’s off to work we go†. This line was followed by her attempt to whistle. After finishing her singing she asked me if I wanted to see her â€Å"special doll†. I told her yes, and she came up to me and said â€Å"Be careful she is porcelain and very fragile. † She then struggled to lift herself onto her bed. Time Observed: 4:20pm to 4:30pm Behavior Observed: Abby then began playing with fairy dolls. She showed me one fairy that she called â€Å"the fairy of forgiveness†. She then made up a dialogue, at the end a doll apologized, and the fairy forgave her. Immediately after this scene ended she headed back downstairs to the living room with ease and began drawing pictures and writing her first and last name. In doing this she accidentally got marker on her face. Her mother responded to this by saying â€Å"Well, don’t you look beautiful. † Abby took this literally and when her mother was not paying particularly close attention she went into the bathroom to finish beautifying herself. She came back out with pink marker scribbles all over her face. Her mother then went to take the marker away before any more damage could be done and Abby began to make whimpering noises and complained. She was quickly reprimanded by her mother. Interview with the Abby’s Mother On what date was Abby born? Abby was born on April 27th, 2006 two months premature. Was Abby born with any disorders? She was born with Patent Ductus Arteriosus (PDA), or in simpler terms with a hole in her heart that caused a heart murmur. At birth she was also plagued with a low level brain bleed. Thankfully, both of these conditions cleared up on their own. Was Abby fussy as an infant? As an infant she was not fussy and in fact was always smiling†¦ not much has changed today. Was she breast fed or bottle fed? Abby was breast fed until four months when she began having cereal and baby food. When did she first roll over? She first rolled over when she was around 12 weeks old, but after that she was not very active. When did she start crawling? She never really crawled around. She would scoot a little bit, but she went right from scooting to standing. The reason Abby did not crawl is because she has weak upper trunk muscles (this is common in premature children). Basically, she has â€Å"loosey goosey† arms and struggles in simple tasks such as carrying her backpack and lifting herself onto her bed. She may one day need physical therapy for this but as of right now she participates in activities such as swimming and using the monkey bars on a play set. She is also always made to carry her bags, and once or twice a week she and her father have fake push up competitions. As a result of her weaker upper trunk she may one day have trouble in fine motor skills, such as forming her letters, but so far she has developed normally. When did she begin walking? Around 1 year, she began to walk. What percentile is Abby in for height and weight? Abby is in the 50th percentile for weight for kids her age and in the 98th percentile for height. What have you done for daycare throughout the years? From birth until September of 2006 Abby remained with me at home. When I finally returned to work Abby’s primary care giver was her father, he stayed home with her from September of 2006 through December of 2006. She was then placed in the care of her aunt’s daycare from December of 2006 until August of 2008 as she then began Preschool at Precious Gems Learning Center. How is Abby doing academically? She can recognize and write all of her letters, knows how to spell her first and last name, can recognize and write simple words such as â€Å"mom† and â€Å"dad†, can recognize numbers up through ten and can count up to about thirty. Has she received any evaluations from her learning center? Yes, two. She has earned the highest possible marks in almost all subject areas. Has she ever had any behavioral problems? She is sassy and knows her own mind, as a result she has been sent to the principal’s office on two occasions for defying her teacher because she believed her teacher was wrong. You read "Child Observation" in category "Observation essays" As far as the many aspects of physical development go Abby is right on track for the most part. According to the interview with her mother she is tall for her age (98th percentile) and she is of average weight (50th percentile). Her body shape and structure have changed the way they were supposed to, meaning that she has burned off almost all of the fat that she carried during infancy, and her arms and legs have lengthened so her body looks more proportionate. In looking at brain growth and sensory development Abby seems to be ahead of her age group. While most preschoolers focus on the initial letters of words and guess at the rest Abby is able in many instances to sound the word out. In observing her write her first and last name I noticed that she was actually sounding the letters out, most children her age are unable to do that. In the health and wellness aspect of Abby’s physical development she is a bit behind her peers. I noticed while we were playing in her bedroom that she had great difficulty hoisting herself onto her bed. While the most serious health problem of her peers is a runny nose, Abby suffers from those weak upper trunk muscles. When gross motor skills are concerned I noticed that Abigail was ahead in certain areas, like descending the long stairway in her house. The majority of the time it is not until the age of five that children can descend a long stairway alternating feet, but I observed that Abby could, this could be because of her reliance on her legs as her main support since she was very young. When fine motor skills are factored in there are also some ways that Abby is ahead of her age group. For instance she can copy letters and short words, as I observed during the short time that she was writing and drawing with the marker, these abilities do not usually develop until closer to the age of five. After all that I observed I would say that Abigail is right on track to meet future developmental milestones. Cognitively, from what I observed, Abigail seems without a doubt to be just as knowledgeable as those her age and in many areas she surpasses her peers. The ways in which she is most like children her age are that she is extremely egocentric, meaning that what she says is right no matter what and she is able to count in a systematic manner. For example, in speaking to her mother I learned that Abby was sent to the principal’s office twice because she believed she was right and that her teacher was wrong. Also, according to her mother she is able to count up through the number 30. Verbally, I believe she surpasses most children her age. She uses such words as â€Å"surprised† and â€Å"ecstatic†, and forms such sentences as â€Å"Be careful my doll is porcelain and very fragile. †, while most children her age form sentences like â€Å"Can I put my head in the mailbox so the mailman can know where I are and put me in the mailbox? †. Abigail is definitely on track to meet all of her cognitive milestones. Socially Abby seems to be at the same level as her peers. During psychosocial development it is important that Abby develop a sense of initiative. She is able to do this by dressing up in her dress-up Princess Belle attire. Also, much like her peers her play is mostly functional. Functional play is anything that is repetitive, such as playing with dolls and cars. She played with dolls almost the entire time that I observed her. Emotionally she seems to be doing well too. She understands the concept of forgiveness and how other people might feel about something as a result of her actions. She shows this through her dialogue with the doll and the fairy. This dialogue shows that she has begun to develop a sense of empathy, as most kids her age do. Another example of how Abby is on target emotionally is how she behaved when she was reprimanded for drawing all over her face. At first, Abby tried to cry and complain her way out of the situation, but as soon as her authoritative mother explained to her that her behavior was unacceptable, and described why it was unacceptable Abby said sorry and gave her mother the marker. This shows that Abby can regulate her own behavior affectively, as most children with authoritative parents her age can. In having the opportunity to observe Abby for only thirty minutes, there are two theorists that come to mind when analyzing her behavior: Erik Erikson and Jean Paiget. Erikson believed that children aged 3 to 6 went through a stage of psychological development that involved initiative versus guilt. Children within this age group discover ways to initiate their actions and on the opposite side can feel guilt from their actions and thoughts. When Abby decided to draw with marker on her face she initiated her own actions and when she realized it was wrong and apologized she felt guilt. Piaget claims that those ages 2 through seven develop language skills, symbolic thinking and egocentric thinking. Though I did not experience any type of symbolic thinking, I did experience egocentric thinking and her language skills. Abby is definitely in the preoperational stage, she is like a sponge taking in new vocabulary words on a daily basis, as she showed by using words like â€Å"porcelain† and â€Å"fragile†. Also, the episode in the classroom described by her mother shows that she is very egocentric, and is unable to see anyone else’s view point besides her own as right. It was extremely important that I observe Abigail in her own house because this is the setting in which she is most familiar. The more familiar the setting, the more likely she was to act and behave normally. I definitely believe that in observing her in her natural setting I obtained accurate information of the way that she is developing. How to cite Child Observation, Essays Child Observation Free Essays Sexuality OR Gender issues (20pts. ), Grading Rubric is posted on D2L. Choose one: Sexuality: Interview a person for whom his/her sexuality was an issue in the school context. We will write a custom essay sample on Child Observation or any similar topic only for you Order Now * The interview must take place either in person or on the phone: Not via email. State how you conducted the interview within your paper. * Provide a pseudonym for interviewee’s name to maintain confidentiality. * How does this person identify him/herself sexually? * What was his/her experience in school? In what ways did students/teachers help/hinder their learning experience? * What places at school are least safe and why? Provide details on what type of incidences happen there. * Is there a way teachers/schools can better protect the safety of students? What recommendations does your interviewee have for future teachers? * Reflect on your findings. Write at least one half page. * This interview should be written in essay format, stating the question and answer within the paper. * Summarize the interview and add reflection. Essay should be at least 750 words. Gender Issues: Observe a classroom or a Sunday school class (ages must be between the equivalent of 1st-12th grades) for 20 minutes during a time when students are asked to participate in discussion and there is no control device being used. * Document how many students are in the class. * State how many there are of each gender. * What is the activity that you are observing; what is being taught? * How many times are female and male students called on in a period of 20 minutes? Provide numeric count. * Document whether the teacher varies the type of questions/affirmations/comments/gestures according to gender. * Document whether the teacher uses noticeably distinct gestures or body language when interacting with one gender or the other. * Reflect on your findings. What thoughts do you have about this experience and what measures will you take to ensure gender equity? Write at one half page. * Summarize the observation and add reflection. Essay should be at least 750 words. AA#3 Sexuality or Gender Issues How to cite Child Observation, Essays