Article Critique Essay Example for Free

Article Critique Essay The thought that peer exclusion is correlated with children’s classroom achievements and adjustment has been hypothesized since the 1930’s. Much research and empirical evidence for such hypotheses have since been collected, and seem to agree with the premise of the correlation. Peer acceptance is the main measurement of this study. In contrast with other types of peer relationships, peer group acceptance, or rejection, is strongly connected with academic readiness and achievement. This article focuses on peer sentiments and its effect on children’s adjustment. It differs from past studies in that its approach is to measure non-observable feelings about classmates, rather than only the observable interactions. The article begins by outlining past research, and developing a premise for the study from those previous studies. The main study that this research builds upon is that of a 2001 study by Eric S. Buhs and Gary W. Ladd, who also conduct this study along with Sarah L. Herald. The premise of the study, based on the 2001 study, is that once classmates express negative feelings and actions upon a peer, those feelings and actions act as a visible marker for further rejection by the larger peer group, and the rejected child as well; as a result, the rejected peers are flagged by their peers, and are left out of classroom interactions, and as a consequence, the rejected child’s learning is impacted ultimately leading to lower levels of achievement (Buhs, Ladd, and Herald, 2006, p. 2). The prior 2001 study found that â€Å"early peer rejection was negatively related to later achievement and that this association was partially mediated through peer maltreatment and declining classroom participation, respectively† (Buhs et al. , 2006, p. 2). The authors developed a hypothesis that built upon their previous study. Their hypothesis was stated as, â€Å"it was hypothesized that prolonged peer maltreatment increases the probability that children will disengage from classrooms (or the school context) and that increasing disengagement impairs children’s achievement. Thus, it was predicted that longer rather than shorter histories of peer maltreatment, after controlling for contemporary exclusion or abuse, would mediate the link between early peer rejection and later classroom disengagement† (Buhs et al. , 2006, p. 3). The authors further state that their purpose for conducting this study was to bridge the gap between the limitations of the previous study (it was only a one year study that attempted to predict students future outcomes) by conducting a more comprehensive longitudinal study over a six year period (kindergarten through fifth grade). Methodology The research study constructed six variables to measure the children with. They include, peer group acceptance/rejection, peer exclusion, peer abuse, classroom participation, school avoidance, and achievement. Peer group acceptance/rejection was conceptualized to mean â€Å"the extent to which individuals were liked/ disliked by classroom peers,† and operationalized by sociometric ratings that were collected from peers during kindergarten. One problem with this operationalization is the ability to comprehensively scale the true feelings of one peer toward another, especially during younger years. Scales, questionnaires, and observations might be too incomplete to capture the true meaning behind the dynamics of peer to peer interactions. Another issue is of how to evaluate separate peer groups. Many times classrooms encompass only a selection of developed peer groupings throughout the grade, and might be unfairly balanced toward one group. An example of groupings would be defined by the terms, â€Å"popular,† â€Å"punk,† or â€Å"nerds. † The research might be biased toward one group, if only because they were over represented in a class room. The variable Peer Exclusion was conceptualized as â€Å"the extent to which children were the target of peers’ nonaggressive rejecting behaviors, including behaviors such as ignoring, avoiding, or refusing to associate with them in the classroom context† (Buhs et al. , 2006, p. 3). The Variable Peer Abuse—the second form of peer mistreatment—was conceptualized to mean â€Å"the extent to which children were recipients of classmate’s aggressive and harassing behaviors† (Buhs et al. , 2006, p. 3). These two variables contained indicators to distinguish between chronic peer abuse, and situational peer abuse. Again, the issue that arises is the effectiveness of these measures. The interactions between childhood peers are complex, and can change daily. The variables Classroom Participation, and School Avoidance were used to measure disengagement from the classroom environment. A large issue with this is how to distinguish individuals who might be avoiding class as an outcome of separate circumstances. If poor participation and avoidance was only observed from the angle of peer interactions, then this view is biased toward the study. The study is seeking a correlation, and if outside factors aren’t controlled for, then they will biasly effect the results of their study. A child’s family life, neighborhood, economic status, innate ability, among other factors, could influence all of the variables that this study examines. The last variable, Achievement, was defined as â€Å"the accuracy with which children could solve progressively more advanced reading, mathematics, and spelling problems on an individualized achievement test† (Buhs et al. , 2006, p. 4). The issue that comes to mind with this variable is the way it uses tests to gauge â€Å"achievement†. Some students fare better on tests than others, while some students take time to develop adequate test taking skills. Another problem is how to control for separate curriculums in different classrooms, and the quality of what is being taught. Data (From the text) Buhs et al. , 2006, p. 5 Participants The data used in this investigation were gathered from a total sample of 380 children (190 girls These children were followed longitudinally from age 5 (kindergarten) to age 11 (fifth grade31 kindergarten class rooms across 10 schools, and by the fifth-grade data collection period, children were in 162 different classrooms across 32 schools. The sample contained nearly equal proportions of families from urban, suburban, or rural midwestern communities, and the sample’s ethnic composition was 17. 4% African American, 77. 1% Caucasian, 1. 6% Hispanic, and 3. 9% â€Å"other. † Family incomes were distributed as follows: 10. 9% of the sample reported total household incomes from $0 to $10,000, 10. 9% reported incomes from $10,000 to $20,000, 12. 6% reported incomes from $20,000 to $30,000, 12. 6% from $30,000 to $40,000, 12. 9% from $40,000 to $50,000, and 40. 3% reported incomes above $50,000. Results The study reports it’s results as, â€Å"peer group rejection is predictive of a range of chronic, negative peer behaviors that may alter both the social environment of the classroom and children’s adaptive responses within that context across the elementary school years. † (Buhs et al. , 2006, p. 11). It suggests that the facet of peer exclusion leading to reduced participation, and ultimately delayed achievements needs further study. It goes on to say that with further study, and thus more knowledge, an empirically based intervention program can be developed. Conclusion It can be argued that to have a complete understanding of the ever evolving and complex world of the social interactions in a school environment is close to impossible. The authors came into their study with a set premise, and expectations of the outcomes, and have seemed to found what they were searching for. The question becomes, how valid are the author’s findings, and can they be applied in a general manner across learning environments. I believe studies that look at complex interactions between children over several years, such as this study, might have too many outside interactionary forces that could effect the data and results. Works Cited Buhs, Eric S. , Ladd, Gary W. , and Herald, Sarah L. (2006). Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children’s Classroom Engagement and Achievement?. journal of Educational Psychology 2006, Vol. 98, No. 1, 1–13.

Womens Freedom during Chinas Revolutionary Period Essay -- Asian His

Women's Freedom during China's Revolutionary Period During the revolutionary period in China from 1921 to 1934, although there were undercurrents of an actual feminist movement, according to Kay Ann Johnson in Women, the Family & Peasant Revolution in China, women’s progress resulted more as a necessity of the war than the leadership’s commitment to emancipate women. Furthermore, when tension arose between men and women, the leadership usually appeased men over women. By not discussing the mentality of the political parties and the dynamics of the war, Hughes and Hughes’ critique lacks an explanation of the underlying motives that drove these parties to sometimes support women and other times reject women’s interests. Hughes and Hughes explain that â€Å"male educators and members of the KMT now proclaimed Chinese women emancipated† (H&H 237). However, Johnson’s critique paints quite a different and more complex emancipation. The philosophies of the Chinese Communist Party (CCP) reflected undertones of feminist thought and consideration. The CCP’s ideology developed in the early twentieth century as a result of a radical intellectual movement in urban areas composed of disillusioned students and professors. The CCP did recognize women’s progressive demands and desires for equal rights. In 1922, at the Second National Congress, the Party established the Women’s Department which aided women’s revolutionary political activity (Johnson 41). The Manifesto of the Second Congress responded to women’s groups such as the Woman Suffrage Alliance and the Alliance for the Women’s Rights Movements by including objectives such as â€Å"the limited right to vote for all workers and peasants, regardless of sex, [and] protect... ...ower in the war. Thus, it is difficult to assess whether women did attain emancipation since emancipation under such a politically charged atmosphere seems rather tainted. In addition, when conflict arose between men and women, politics usually supported male interests. Hughes and Hughes do not fully illustrate the complex motives that drove these parties to either support or abandon women’s interests in order to maintain political unity. Thus, it is problematic to only read Hughes and Hughes critique because it lacks an in-depth discussion of the complex dynamics during the revolution. Works Cited Hughes, Sarah Shaver and Brady Hughes. Women in World History: Readings from 1500 to the Present. Vol 2. New York: M.E. Sharpe Inc., 1997. Johnson, Kay Ann. Women, the Family and Peasant Revolution in China. Chicago: The University of Chicago Press, 1983.

Genres of Literature Essay

Genres of literature are important to learn about. The two main categories separating the different genres of literature are fiction and nonfiction. There are several genres of literature that fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. Examples from both the fiction and nonfiction genres of literature are explained in detail below. This detailed genres of literature list is a great resource to share with any scholars. Types of Nonfiction: Narrative Nonfiction is information based on fact that is presented in a format which tells a story. Essays are a short literary composition that reflects the author’s outlook or point. A short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative. A Biography is a written account of another person’s life. An Autobiography gives the history of a person’s life, written or told by that person. Often written in Narrative form of their person’s life. Speech is the faculty or power of speaking; oral communication; ability to express one’s thoughts and emotions by speech, sounds, and gesture. Generally delivered in the form of an address or discourse. Finally there is the general genre of Nonfiction. This is Informational text dealing with an actual, real-life subject. This genre of literature offers opinions or conjectures on facts and reality. This includes biographies, history, essays, speech, and narrative non fiction. Nonfiction opposes fiction and is distinguished from those fiction genres of literature like poetry and drama which is the next section we will discuss. Genres of Fiction: Drama is the genre of literature that’s subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action. Poetry is verse and rhythmic writing with imagery that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. This genre of literature is for exciting pleasure by beautiful, imaginative, or elevated thoughts. Fantasy is the forming of mental images with strange or other worldly settings or characters; fiction which invites suspension of reality. Humor is the faculty of perceiving what is amusing or comical. Fiction full of fun, fancy, and excitement which meant to entertain. This genre of literature can actually be seen and contained within all genres. A Fable is a story about supernatural or extraordinary people Usually in the form of narration that demons trates a useful truth. In Fables, animals often speak as humans that are legendary and supernatural tales. Fairy Tales or wonder tales are a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Science Fiction is a story based on impact of potential science, either actual or imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short Story is fiction of such briefness that is not able to support any subplots. Realistic Fiction is a story that can actually happen and is true to real life. Folklore are songs, stories, myths, and proverbs of a person of â€Å"folk† that was handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical Fiction is a story with fictional characters and events in a historical setting. Horror is an overwhelming and painful feeling caused by literature that is frightfully shocking, terrifying, or revolting. Fiction in which events evoke a feeling of dread in both the characters and the reader. A Tall Tale is a humorous story with blatant exaggerations, swaggering heroes who do the impossible with an here of nonchalance. Legend is a story that sometimes of a national or folk hero. Legend is based on fact but also includes imaginative material. Mystery is a genre of fiction that deals with the solution of a crime or the unraveling of secrets. Anything that is kept secret or remains unexplained or unknown. Mythology is a type of legend or traditional narrative. This is often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods. A body of myths, as that of a particular people or that relating to a particular person. Fiction in Verse is full-length novels with plot, subplots, themes, with major and minor characters. Fiction of verse is one of thegenres of literature in which the narrative is usually presented in blank verse form. The genre of Fiction can be defined as narrative literary works whose content is produced by the imagination and is not necessarily based on fact. In fiction something is feigned, invented, or imagined; a made-up story. The Oxford English Dictionary is a great place to consult for any further definitions of the different genres of literature explained here.

Why A Bank Serves A Geographic Area - 1524 Words

If a bank serves a geographic area that extends substantially beyond a state boundary, the bank must delineate separate assessment areas for the areas in each state. If a bank serves a geographic area that extends substantially beyond an MSA boundary, the bank must delineate separate assessment areas for the areas inside and outside the MSA. PERFORMANCE TESTS AND STANDARDS The Regulatory Agencies evaluate a bank’s CRA performance under various standards depending on whether the bank is a large or small banks, is a wholesale or limited purpose bank, or is operating under a strategic plan. CRA ratings are publicly available. Therefore, a poor rating may have an effect on a bank’s reputation. There is no monetary fine or other direct†¦show more content†¦A large bank is graded on each of the tests as Outstanding, High Satisfactory, Low Satisfactory, Needs to Improve, or Substantial Non-compliance. The three grades are then melded into a single grade for the bank. A high rating under one of the tests can offset a low rating on one of the other tests. Lending Test In assessing a bank’s lending activities, the Regulatory Agencies review the following information: †¢ Lending activity: The number and dollar amount of home mortgage, small business, and small farm loans in the bank’s assessment area(s). The general standard is that 80% in number and dollar amount of a bank’s loans should be in its assessment area(s). This number is not a regulatory requirement; it is more of an industry best practice. If the number is less than that, the bank has probably been too restrictive in defining its assessment area. †¢ Geographic distribution: The geographic distribution of a bank’s mortgage, small business, small farm, and consumer loans including: o The proportion of lending in the bank’s assessment area(s); o The dispersion of loans across the bank’s assessment area(s); and o The number and amount of loans in low , moderate-, middle-, and upper-income areas in the bank’s assessment area(s). †¢ Borrower characteristics: The demographics of the bank’s borrower’s including: o Mortgage loans to low-, moderate-, middle-, and upper-income individuals; o Small business and small farm loans to small businesses and small farms