A Study of No Child….
The famous brilliant title of “No Child…” from Nilaja Suns’ book, hints at the Bush Administration’s No Child Left Behind educational policy, children, and poorly performing public schools everywhere. Nilaja Sun is an accomplished American actress and Teaching Artist. These concurring pairs show the importance of teachers in support of proficient education standards. Additionally, it makes the reader question what the dot dot dot is referring to. This is a one-women play, where Sun exhibits her passion for individuality, progressively transforming her self into several characters effortlessly. Although the dot dot dot is not answered early on, by the end of the play one can speculate their own opinions. One would argue
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In particular, it is satisfied with too little” (English 2). However, “No Child...” offers insight of everyday struggles, the failing public school system, it also provides evaluation of implementing lost privileges, and social inequality in New York. For example, Sun becomes the school principal Mrs. Kennedy threatening to take away the students privileges for not wanting to participate in the play. Sun identifies conflict in the public school system, in "No Child" relating to the No child Left Behind …show more content…
In a interview Fowler asked, "How does "No Child..." Relates to the No Child Left Behind Law? Sun addressed the question, broadcasting the lesson presented within the play. According to the author, "In the end, the audience falls in love with the kids and the teachers and realized how much work teachers have today. And hopefully they 'll be able to finish the phrase, "No Child..." With whatever it meant to them (Fowler 3). As a result, critics claim that it 's a relatable play that 's inspires teachers to incorporate live theatre in lesson plans. Roth suggests that "No Child..."use meta-theatre and intertext to debate how to build a good society and to stage theatre 's possibilities for re-imaging self, community, and civics" (Roth 61 1). In contrast, the No Child left behind act focused on extensive standardized test to measure success while Sun illustrated the importance of live theatre and the effect on troubled individuals and communities within the public school system. One student in particular, the class leader, Jerome played a significant role in the play. For example, he challenged Ms. Sun in the beginning of the play resisting her idealistic request for live theatre. One would suggest that he was one of the characters most influenced by the expertise of Ms. Sun and the play along side of the other characters. He later found interest in doing
Gwynne Dyer titled his article “Anybody’s Son Will Do” because he claims that almost anyone can become a marine. The best candidates for a marine are young males who are about eighteen years old. It is best if they are enthusiastic and naive, so that they can easily be motivated to kill and destroy enemies. Since it is easy for trainers to brainwash and manipulate young men, there is a high demand for young men in the marines. Although some may not be strong, that does not seem to matter much to the instructors because it is more important that young men are able to kill (Dyer 212-215). In addition, Dyer writes, “Drill instructors create the illusion that basic training is an extraordinary challenge, one that will set those who graduate apart from others, when in fact almost everyone can succeed” (Dyer 216). This means that the real challenge
This is a lesson that is still relevant today. Though the acting and dialogue seem to appeal to an older audience, young viewers can still enjoy and learn from this play. Prejudice, suspicion, and thoughtlessness are as prevalent as ever. For any problem, humans will look for a scapegoat. The War on Terror seems to bring similar feelings as those around during the Cold War.
In the landmark case Tinker v. Des Moines Independent Community School District (1969), John Tinker and his siblings decided to openly protest the Vietnam War by wearing black armbands to school (Goldman 1). The school felt that their efforts to protest the war disrupted the school environment. “The Supreme Court said that ‘in our system, undifferentiated fear or apprehension of disturbance is not enough to overcome the right to freedom of expression.’ School officials cannot silence student speech simply because they dislike it or it is controversial or unpopular” (FAQs 2). What about theatrical performance? Should certain plays not be performed at school because of inflammatory content? Theatrical performance plays a significant role during various years of a child’s youth, but, alone, has one central aim that allows for tolerance and multifariousness within the “salad bowl” United States. High school theatre arts curriculum’s purpose is to develop appreciation of the doctrines, perspectives, principles, and consciousness of diversified individuals in distinctive epochs throughout history as conveyed through literary works and theatre. If theatre has this sort of impact, why does the school administration, teachers, parents, even the state government, infringe upon the student body’s First Amendment rights? Schools should make no policy that would chastise a student for speaking their mind or expressing oneself, unless the process by which they are expressing themselves meddles with the educational methods and the claims of others. If a student threatens another student under “the right” of being able to speak freely, one would hope a school would take immediate action before potential harm occurs. The First Amendment clearly states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” In reference to students and a school environment, the definition of freedom of speech and expression becomes very unclear as to what they can and cannot say.
Reading about the inequality and discrimination against mothers, especially unmarried mothers, in the Motherhood Manifesto made we flip from cover to cover of the book to see when this book was last updated. I was horrified to see it was 2006. Kiki, the single mother of two who was looking for a job in Pennsylvania in 1989 and asked repeatedly the same two questions during her interviews literally made me angry. How could an interviewer be allowed to ask personal questions such as are you married and do you have kids? I was appalled just as I would have been if he had asked her what her race, religion, and sexual orientation was. It’s all in the realm of not appropriate and discriminatory. Laws are changing constantly; I know that when being
The discussion of children and school also gives well meaning of an organized and well-balanced village the people have put together, one the average parent would want their children raised in. “They tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands (p.445).” The thought of children playing also illustrates of a positive outlook for the rest of the story, a sense of happiness.
‘Some idea of a child or childhood motivates writers and determines both the form and content of what they write.’ -- Hunt The above statement is incomplete, as Hunt not only states that the writer has an idea of a child but in the concluding part, he states that the reader also has their own assumptions and perceptions of a child and childhood. Therefore, in order to consider Hunt’s statement, this essay will look at the different ideologies surrounding the concept of a child and childhood, the form and content in which writers inform the reader about their ideas of childhood concluding with what the selected set books state about childhood in particular gender. The set books used are Voices In The Park by Browne, Mortal Engines by Reeve and Little Women by Alcott to illustrate different formats, authorial craft and concepts about childhood. For clarity, the page numbers used in Voices In The Park are ordinal (1-30) starting at Voice 1.
As I grow up, I comprehend how much I can relate to the movie Parenthood. Although it 's not an exact replication of the movie I still have many instances that I can apply to my family. My family’s life is definitely the roller coaster because we have times of tremendous happiness, but also times where we struggle and find it burdensome to love one another. I don’t only have hardships in my regular family, but also in my extended family. For example, my uncle Victor did not mature as much as the rest of my father’s brothers. He didn’t go to college and has had complications with gambling, and struggles with keeping a steady job. This can relate to Larry Buckman because he was under some of the same circumstances and asked his parents for money.
First, with all the money that is being put into public education, it needs to be distributed evenly. If public schools had similar resources and capabilities, students wouldn’t need to travel far to get a good education and this would solve many problems. An example of this from the film is when a Mother is speaking about her child’s experience at an open discussion. She talks about how her student loves music and music is taught at a one public school and not the other. Money is being distributed unequally and kids are being taken of opportunities that they could have a passion for. Another aspect that I agree with is that for things to change for the better in the future, everyone needs to get involved. Kids in these unfortunate situations can only do so much to speak up for themselves but it will only get them so far. Most of the students aren’t even able to vote yet so it is important the country as a whole is aware of these problems and learn about how to help. Students from everywhere need to feel that they are valued so they have the chance to
The No Child Left Behind Act was passed in 2001. It was not written by teachers, educators, or parents, but by legislators who did not have experience in education. The act was written because the government felt that students were not proficient enough in basic skills, such as reading level, fundamental math skills, as well as other subjects. The writers believed that every person should have the same education, which would produce the same outcome in each child. NCLB changed school curriculums to focus on their standardized tests, which would ultimately evaluate how well the teachers, school districts, and students are performing. Arne Duncan, an American education administrator, believes that “…NCLB holds all students to the same, challenging standards…” is the best way to explain the program in an unbiased perspective. To put it more harshly, “No Child Left Behind is a test-and-punish scheme that fails to deal with real problems in schools,” says Michelle Rhee, a chancellor in Washington, D.C. “[It] ends up dumbing down educational quality.”
In his article that analyzes The No Child Left Behind Act of 2001, Kahl is aware of the fact that ...
As students in a Structure & Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at least a bachelor’s degree, have full state certification or licensure, and have demonstrated competence in their subject areas (US Dept. of Education).
“Désirée’s Baby” by Kate Chopin shows the importance of knowing who you genetically in aspect to who your ancestors are. In the story “Désirée’s Baby” we learn about the heartbreaking story of a woman and her husband preparing for the best celebrating moments of their life, welcoming a child into the world. Once the healthy baby boy is born and is a couple months old, Désirée’s husband Armand begins to question Désirée about who the true father of the baby is because of the child’s skin tone. Out of anger Armand evicts his wife and son from their home and burns all of their belongings. While destroying Désirée’s belongings he finds a letter from his mother stating, “But, above all,” she wrote, “night and day, I thank the good God for having
life in the mid to late twentieth century and the strains of society on African Americans. Set in a small neighborhood of a big city, this play holds much conflict between a father, Troy Maxson, and his two sons, Lyons and Cory. By analyzing the sources of this conflict, one can better appreciate and understand the way the conflict contributes to the meaning of the work.
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.