ktmeng/mec huggingface dataset:
Topic: family

It is also shown in A Nightmare on Elm Street through Nancy’s mother Marge. Film critic Seiboid points out that this film is “about the sins of the parents”. In particular it was Marge’s, past with Freddy Krueger that drove him to target her daughter. Marge reveals to Nancy, that she, among the other parents of the neighborhood set out to kill him years prior. That it was her specifically, who shot him. “No one could…kill him good and proper except” for Marge. While these actions went against the law, the parents believed it was just. That in order to protect their children they must rid the world of the evil known as Freddy Krueger. However, it had the opposite effect. Nancy still became a target. Marge did attempt to protect Nancy by barring up the windows to provide security. Yet as the film progressed Marge’s character regressed. Unable to withstand the truth of the situation Marge became “an alcoholic desperate to escape reality”.
Topic: family

In the end, she failed to provide care and support for her daughter. It was the mother’s past decisions that came back to haunt her child. Bp3 Both Scream and A Nightmare on Elm Street had only one dysfunctional mother. Hereditary, on the other hand, had two dysfunctional mother figures. This film follows a tale of two “selfish women who sacrifice their family,”  Annie’s mother and Annie herself. Like Maureen from Craven’s Scream. Annie’s mother has already passed away and is first introduced at a funeral. She was a secretive woman who had “private rituals, [and] private friends”. The private life that she kept separate from her family is revealed to be associated with a cult that plans on sacrificing Annie’s children.
Topic: family

While it was Annie’s mother who first planted the seeds of ruin it was ultimately Annie who led to deaths of both her children, Charlie and Peter. Charlie’s death was not caused by Annie alone. However, Annie was the one who first placed Charlie in the life or death situation. If Annie didn’t force her daughter to attend a party then she would have never have had the allergic reaction that eventually led to her death. The death of Charlie causes tension between Annie and her son Peter, for her son was there at the time of Charlie’s death, unable to save her. This is where Annie reveals how she is unfit to be a mother. In a dramatic dream sequence, she screeches at Peter, that she “never wanted to be mother”.
Topic: family

Although she quickly corrects herself and assures him that she loves him “the sentiment she divulges comes from a place of naked honesty”. Deep down Annie truly never wanted to become a mother regardless if she loves her children or not. Her guilt quickly eats away at her sanity as she becomes increasingly desperate to see her daughter once more. Desperate enough to follow in her “mother’s craft and [hold] a séance that dooms her family”. The seance eventually causes the death of Peter, her husband, and even herself. Her selfishness and inability to cope caused her to fail as a mother. She was unable to protect her children and was unable to provide care and support for them in their times of need. These horror films show the importance of motherhood and the consequences a dysfunctional mother can have on her child. That a mother’s decisions will always impact their child.
Topic: family

Friendship is highly entertaining especially with all the adventures to get life on the desired path. The entertainment is used in many comedic shows to create a welcoming, relatable tone with the audience. The two comedic shows, Friends and How I Met Your Mother compare the, main idea of the shows, the character’s personalities, and whom the humor is directed towards. The shows value friendship and growing up. The shows have different main topics. The main ideas are friendship and romance.
Topic: family

At the coffee shop, they talk, update, and gossip about their lives. The show captures each of them at work, and shows the positives and negatives of each of the friend’s jobs. The show is told with no narrator because the audience just watches their lives. It takes place mostly in the present with a few flashbacks here and there. On the other hand, How I Met Your Mother centers on the story of Ted Mosby, the main character, meeting the mother of his children.
Topic: family

For example, Ted gets a butterfly tattoo because he was drunk and out with this wild girl. The dermatologist removes the tattoo and he ends up falling for her. The show hints that she could be the mother until she leaves Ted at their wedding. There are constant symbols that are brought up to tease the audience to see if the next women he encounters will be the mother. The whole show is told in first person from an older Ted Mosby. The show is all told in a past tense causing some of the story lines and timing to get mixed up in the midst. The main topics for story telling and the friendships are slightly similar, but the characters are more similar.
Topic: family

Next, both of the shows have characters that fit in either the easy-going or uptight personality. In the show Friends, the main characters that fall under the easy-going category are Joey, Phoebe, and sometimes Rachel. These main characters go with the flow and do not worry about problems that much. An example of this is Joey and Phoebe do not care much about what people say about them. They are not very smart, but they are great with people and make people laugh. Rachel is a pushover and goes with the simple decisions. The uptight characters are Ross, Monica, Chandler, and sometimes Rachel as well. These characters want control and freak out over the simple things. Monica has to be the best chef, so when she gets a bad review she takes a simple cooking class to show off her skills. Ross wants to be right for every topic. Rachel wants situations to go according to her plan or she gets upset.
Topic: family

Chandler gets very uncomfortable in social situations if he has no control over it. In the show, How I Met Your Mother has the same categories. The easy-going main characters are Robin, Barney and sometimes Marshall. Barney goes to the bar every day and tries to find any girl to be with. Barney goes with the flow and moves on if his pick up lines do not work. Robin does not worry too much about problems and prefers to drink and relax them away. Marshall goes with the flow when he listens to his wife and with family. The uptight characters are Ted, Lily, and Marshall. Ted tries so hard to find the perfect wife and job. He even freaks out multiple times because it takes so long for him to find someone to be with. Lily is a kindergarten teacher and when anyone gets in her way, she takes something that they value highly.
Topic: family

Marshall is uptight with his job. He is a lawyer and is very strict on himself. Although the main characters share alike characteristics, the core of the humor is different between the shows. Lastly, the heart of the humor for the shows is unalike. One show focuses more on friendships, daily life, and wanting to grow up while the other is romance, daily life, and not wanting to grow up. In Friends, the show focuses mostly on the relationships the friends share with each other. It shows how they act with one another and the way they feel towards each other. For example, Ross and Rachel break up because Ross was with another girl while they were on “a break” splitting the group up.
Topic: family

The rest of the friends had to choose whom they wanted to hang out with. They also are shown to wanting to grow up so they can avoid these problems and have structured lives. They want to get better jobs, start families, and settle down. It is shown through a character’s constant marriages and divorces, Chandler and Monica’s marriage, and Rachel having a baby. In How I Met Your Mother, it focuses a lot on their love lives. The show displays how the character Barney is a player, Robin and Ted have chemistry, and Marshall and Lily always are together. The continuous stories that lead Ted to his wife incorporate all of the actions in his friend’s lives during this time period.
Topic: family

Although the How I Met Your Mother friends’ love lives are important, the friends do not want to grow up. They constantly spend time together and enjoy just having to worry about themselves. The drama picks up when Lily and Marshall have kids, Robin focuses on her career, and Ted finally shows how he found his wife. The story leads to more drama and the splitting of friendships. Both of the shows take the simple topic of growing up and make it relatable to different types of people.
Topic: family

In the shows Friends and How I Met Your Mother, the shows take the idea of growing up and mix it with different types of humor to connect with the audience. The humor appeals to the audience because it is relatable and heart warming. The story telling and characters let the audience feel comfortable because they are not overwhelmed with the topics. The show topics are interesting and down to earth. The show’s main purpose, main character’s personalities, and main humor topics relate to the idea of growing up. Growing up is more enjoyable with loving friends by one’s side.
Topic: family

Have you ever thought about moving to a forgin country and leaving everything you love behind? Would you stay faithful to God and others even after facing many hardships? Would devote your entire life to serving God and the poor? Well, that just how mother Teresa got her name. Mother Teresa’s real name was Agnes Gonxha Bojaxhiu but most people know her as just Mother Teresa. She was born in Skopje Macedonia on August 26, 1910 into an Albanian heritage. Her father was a local businessman who died when she was only eight years old.
Topic: family

While she was there she joined the Loreto novitiate in Darjeeling. Eventually, she became a Loreto nun on May 25, 1937. In the 1930s and 40’s she was a teacher in St. Mary’s Bengali Medium School. On February 1, 1965 Pope Paul VI Granted decrees of praise to the congregation raising pontifical right. In 1979 she was awarded the Nobel peace prize. After that, She returned to calcutta in 1997. She helped the poor in calcutta by starting 158 Missionaries of charity foundations and she taught a school for children. She helped many people who couldn’t help themselves.
Topic: family

One of the worst, most horrifying acts of the 20th century was the Hindo, Muslum riots of Calcutta. This also happened while Mother Teresa was helping the poor in Calcutta. It lasted several days in August of 1946, where a range from 5,000 to 20,000 were killed. In weeks and months afterward both sides still attacked each other in different Indian cities and states. The Hindu, Muslum riots were the exact opposite of Peace and justice. Peace is like being non-violent, being kind and not fighting with others. Justice is showing respect being fair and equal toward others. They go together because to have peace you have to have justice too. Two key themes she showed were caring
Topic: family

She also had a priority to give to the poor and vulnerable because she showed great mercy for the poor by devoting her entire life to helping them. After traveling the world to help others by opening new houses and forming new communities in South Africa, Albania, Cuba, and Iraq where there was a war going on, she developed different health problems she went back to Calcutta Mother Teresa sadly died on September 5 ,1997 at 9:30 in Calcutta. But she did Many great things for the world and making it a better place for everyone. She changed many people’s lives in all her work for the poor. Maybe someday you and the people she helped can too.
Topic: family

Ambrose Bierce’s short story “An Occurrence at Owl Creek Bridge” demonstrates the lesson that people need to spend as much time with their family as possible. The character, he seems to have some regrets not spending as much time with his family as he probably would like to. He seems to think a lot of them too. He just wants to see them one last time. His house seemed large, probably because of what they were growing crops wise I guess, and because of the time period that they are living in.
Topic: family

Sometimes bridges will represent transitions in literature. Only because they are used as natural connectors, joining pieces of land together. The hanging is probably another form of symbolism. Some other symbolism from owl creek bridge is the driftwood, as the driftwood makes its way downriver, represents both his unattainable freedom and himself as he begins dreaming his own escape in the water. At first, the driftwood catches his eye from thoughts of his wife and children. But later, it becomes an extension of himself, as Farquhar imagines floating in the water as though he is driftwood. The driftwood also indicates his slanted sense of time. As he looks down, he sees the water moving really fast beneath him, then sees the “dancing” driftwood.
Topic: family

He thinks about his family almost the entire time. The Owl Creek bridge suggests connection and transition. Confederate forces or sympathizers had presumably destroyed the bridge in an attempt to prevent the North from advancing deeper into enemy territory. With the important artery restored by Union forces. The Union’s war effort once again gained momentum in northern Alabama, ushering in the ultimate defeat of the Confederacy and bringing an end to the Civil War. Ironically, the target of his sabotage attempt becomes the platform on which his execution is staged. By sabotaging the bridge, he was attempting to erode order and connection, just as he erodes order by fantasizing, in the final moments of his life, about disconnecting himself from his physical body. So, this could suggest that he himself was a confederate sympathizer.
Topic: family

The bridge also serves as an intermediary space, joining the creek’s opposite banks—it is neither one side nor the other, but a connection between them. Similarly, the bridge joins life and death for Farquhar. As Farquhar “escapes” into the water, the bridge suggests a transitional psychological space between fantasy and reality. So, either all of this is a dream, or he really dies. “He looked a moment at his ‘unsteadfast footing,’ then let his gaze wander to the swirling water of the stream racing madly beneath his feet. A piece of dancing driftwood caught his attention and his eyes followed it down the current. How slowly it appeared to move! What a sluggish stream!” This is where it seems that his mind is thinking about how, if able he should escape. This is a powerful quote, because to other people are just drifting wondering with what could have been. Where they should have gone, or how things should continue on in life.
Topic: family

‘Death is a dignitary who when he comes announced is to be received with formal manifestations of respect, even by those most familiar with him.’ This could mean that we all know that we are going to die, we just don’t know when. “As these thoughts, which have here to be set down in words, were flashed into the doomed man’s brain rather than evolved from it the captain nodded to the sergeant. The sergeant stepped aside.” (Bierce) This could mean that his thoughts are just happening at random, trying to figure out what’s going to happen. While the soldier’s minds already know what’s about to happen. A story of what could happen, what should happen, and what they know is going to happen. In the end it seems that nothing could have changed no matter what kind of day dream he was having.
Topic: family

He still would have died, no matter what escape idea would’ve popped in his head. And he still would, have thought about his family. Because in the end he still missed them and loved them. His mind kept thinking of solutions on how to get out of the predicament that he was in, no matter how. And even if he untied the ropes, he probably wouldn’t have enough time to jump into the water before being shot. Considering how close the soldiers were standing behind him. So, it seems his mind didn’t want to think about him about to die, it wanted him to think how he can escape pretty easily.
Topic: family

The data was collected in two ways: qualitative classroom observations and quantitative classroom observations. The observation of each child occurred on a separate day. Each child was observed from the time the child entered the classroom until the child fell asleep during the naptime. The two types of child observations were conducted at the same time by two observers. The quantitative observer inscribed child and teacher behaviors on a specific behavioral checklist. The quantitative observer checked the frequency of child and teacher behaviors like how often teacher assists the child and how often child refuses by saying “no.
Topic: family

The purpose of the study was to examine the associations of preschoolers’ emotion knowledge and socially appropriate behavior to peer likability. There were a large group of children who participated in two-time points to understand children’s social adjustment. 46 boys and 42 girls aged between 41 and 77 months participated in the first time point of the study (T1). All children were registered in four classes in a preschool of Rome. Four teachers who have 21 to 25 years of teaching experience also joined the study. In the second period (T2), one year after the first period (T1), children who continued at the same school were evaluated. There were 26 boys and 22 girls aged from 53 to 83 months participated in the second session of the study. There are three hypotheses in the study. The first hypothesis is children’s emotion recognition and situation knowledge in T1 positively associated with children’s socially appropriate behavior in T2. The second hypothesis is emotion recognition might be more strongly linked to socially appropriate behavior in younger age group than situation knowledge.
Topic: family

The last hypothesis is the socially appropriate behavior would be an important mediator in the relationship between emotion knowledge and peer likability. The data was collected by preschool teachers who completed an evaluation scale of children’s socially appropriate behavior during T1 and T2. The responsibilities were conducted independently for each child in a preschool’s quiet room. To evaluate children’s emotion recognition teachers used the AKT measure. Children were asked to identify four emotions: happy, sad, angry, and afraid. Children also were instructed to make a facial expression that teacher stated. Teachers used a sociometric procedure to determine peer likability. First, each child observed individual pictures of the child’s classmates and then the child classified pictures of his or her classmates into one of three boxes identified by a sad face (dislike), a neutral face (average), and a happy face (like). The finding of the study displayed that only early emotion recognition was positively correlated to preschoolers’ socially appropriate behaviors after one year. Children who were able to recognize emotions and more likely to contribute socially appropriate behavior since children who can distinguish facial expressions of emotion were able to read peer’s cues and to react to others’ needs. Consequently, children who cannot read others’ facial expressions might have a hard time to make friends and have aggressive behaviors. I selected this study because I wanted to know the importance of teaching emotions and feelings to children. I learned from many classes that children often have a difficult time to understand feelings and to express the emotions. Therefore, I wonder how emotion knowledge affects peer relationship.
Topic: family

in drawing or coloring are sometimes troublesome. Preschoolers love drawing and making a mess around the classroom, so I thought iPad drawing is a good substitute. However, after I read the article I changed my mind that drawing should be done on the piece of paper with paints or crayons. The study showed that drawing on the physical paper is more beneficial for children’s learning and development. The drawing in iPad maintained children’s mark making activities, but it restricted children’s fine motor skills. The drawing should be conducted in an old fashion way, paper and color paints or crayons.
Topic: family

The second article “Teacher-Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings” showed me the importance of teacher-child interactions. I am currently working in a preschool as a teacher assistant. When I read the article, I deeply understand why there is less conversation or interaction with children. The work at preschool is busy and stressful because one adult has to observe multiple children at once. Yet, I cannot agree to make a situation to have low interactions with children. Children go to preschool to learn words, behaviors, and interactions. This study will support me to picture how the teachers should be acting in the classroom, especially during the mealtime. The last study “The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability” informed me the meaning of teaching emotions to preschoolers. I believed that teaching emotions help children to understand their feelings. But it also leads to becoming a success in peer relationships. I am going to start to improve my preschoolers on emotion knowledge because these skills play a significant role in developing children’s socially appropriate behavior and success in peer relationships.
Topic: family

Authors use literary devices to enrich a story to move the action along. Three commonly used devices are a quest, the weather, and symbolism. Joel and Ethan Coen show their mastery of all three in their Academy Award-nominated film, “O Brother Where Art Thou,” an adaptation of the epic poem, “The Odyssey,” by Homer. In Chapter One of “How to Read Literature Like a Professor,” Thomas Foster explains that a quest is broken into five parts. A quester, a place to go, a stated reason to go there, challenges and trials en route, and a real reason to go there.
Topic: family

Joel and Ethan Coen set Ulysses Everett McGill, Pete Hogwallop, and Delmar O’Donnell out on a quest to get a hidden stash of money from a robbery pulled off by Everett, which is supposedly the reason why he is in prison, according to Everett. The trio must break out of the chain gang to reap the profits of the coveted treasure because the state is flooding the exact whereabouts of the money. Everett convinces both of his companions to join him on his quest.
Topic: family

Along the way, it’s clear the three convicts want a chance at a new life. Everett convinces Pete and Delmar to help him win his wife over at a Homer Stokes gala campaign dinner by performing a song that the trio had recorded earlier in the quest. Stokes recognizes them as the people who interfered with Stokes’ own Ku Klux Klan meeting. He demands the Soggy Bottom Boys, their stage name, be arrested. The crowd literally rides him out of town on a rail after he reveals his racist views, and incumbent candidate Pappy O’Daniel pardons the boys for their crimes. They will get that second chance at life. Now that Everett’s ex-wife has agreed to get married to him, Everett must find the wedding ring left in his cabin, thus creating another quest in the story. The boys arrive at the cabin, only to find their graves dug out and the sheriff ready to hang them. To everyone’s surprise—except maybe Everett‘s— the whole place is flooded. A ring is found amongst all the floating debris in the water. Turns out that it is the wrong ring, and that he still needs to find the real one to get married. Chapter One of “How to Read Literature Like a Professor” explains the five parts of a quest. “O Brother Where Art Thou” has three questers, which covers part one, a quester.
Topic: family

Part two is a place to go. Originally, they set out to find the stashed money, but then seek out Everett’s ex-wife and eventually a specific wedding ring. Next is a stated reason to go there. They travel to the money to get rich and live a fruitful life, seek out Everett’s wife to save his marriage, and search for a specific wedding ring for Everett to get married. Step four of a quest is the challenges the questers face en route to the place. The Soggy Bottom Boys encounter a lack of money, a bank robber, the Ku Klux Klan, the siren ladies, salesman Big Dan Teague, and a new fiancé, all while evading the authorities. The last step is a real reason to go there. Pete and Delmar were told by Everett that they were on the way to find a stash of money he had hidden, but the true reason to break out was to stop his ex-wife from marrying someone else. “O Brother Where Art Thou” is a textbook example of a quest according to “How to Read Literature Like a Professor.”
Topic: family

According to chapter ten of “How to Read Literature Like a Professor,” weather is a plot device used to inject feeling and mood into the story. “O Brother Where Art Thou” uses weather for that exact reason. In the opening scenes, Elliot, Pete, and Delmar escape from the chain gang and catch a ride with an older blind man. The weather is sunny and warm, to illustrate feelings of hope and happiness. Throughout a major chunk of the movie, the weather is sunny and inviting. There are times that Joel and Ethan Coen insert bad weather to enhance a frightening and scary scene. When Pete is captured and interrogated by the sheriff, a thunderstorm rolls in. It gives a gloomy feeling to the scene. The sheriff describes it as “God’s own mercy.” Joel and Ethan Coen have the Soggy Bottom Boys sing “You are my sunshine” towards the end of the movie. Another song, “Keep on the Sunny Side,” plays more than once, emphasizing that the sunny side of life is preferable to the dark and stormy side. After the boys encounter the siren ladies and are convinced that Pete was turned into a toad and later killed, they pass by a chain gang in the back of a truck.
Topic: family

Everett sees Pete chained up, swinging away at rocks with his pickaxe, but he decides it must be a hallucination from the hot weather. The hot weather works against the boys, as possibly they could have broken out Pete right there in then but instead drive right past. When the trio goes to the cabin to retrieve a wedding ring so Everett can marry his ex-wife, the sheriff is waiting there with three nooses and three graves. It looks like the end of the road for the boys, but as Elliot is praying for a miracle, the flood comes through and saves them. The water is their savior, bailing them out of trouble. It is like the story of Noah’s Ark and how the whole world is flooded and only Noah’s family and a variety of types of animals are spared by God. The weather gives “O Brother Where Art Thou” some flavor and helps move the action along.
Topic: family

Symbolism provides multiple interpretations of one thing within a story. Chapter Twelve of “How to Read Literature Like a Professor” says that things that can have only one meaning are considered allegories. Allegories help create symbols in a literary piece. The use of symbols allows writers to convey meaning to the audience. The most noticeable symbols in “O Brother Where Art Thou” are water, fire, nooses, and cans of Dapper Dan. Pete and Delmar both get baptized in water while on their quest. It symbolizes rebirth and the cleansing of their sins. The water made Pete and Delmar feel better about themselves. After stumbling upon a Ku Klux Klan meeting, the first thing that meets their eyes is the big burning cross that all the Klan members are dancing around. They were set to hang an African American man, Tommy Johnson. The burning cross represents bigotry and hell on earth. Nooses make multiple appearances during the movie, whether it be for Tommy Johnson or Pete, Delmar, and Everett. A noose represents death and racial terrorism. Nooses are notoriously known for being used the most during executions during the 1900s and farther back. Elliot is the pretty boy out of the three. His dapper dan pomade only furthered enhanced his looks. Dapper dan symbolized Everett’s vanity. Symbolism in “O Brother Where Art Thou” enriches the story and intrigues viewers to further understand what Joel and Ethan Coen intended for the symbols to mean.
Topic: family

In “How to Read Literature Like a Professor,” by Foster gives us an idea of what to expect from a quest, weather, and symbolism in a movie or piece of literature. The author gives all of the information that the audience receives. The author impacts everything that the audience is given, but the reader or viewer interprets what the writer has presented. Joel and Ethan Coen’s insert multiple quests into “O Brother Where Art Thou,” as well as riveting uses of weather and symbolism as the plot played out. The Coen brothers credit their Jewish heritage for their writing style and how they create plots for a movie. They love to have ambiguous endings so that the audiences can draw their own conclusions. Their love for an ambiguous ending is shown in “O Brother Where Art Thou” as Everett is told he found the wrong ring and has to find the right one to tie the knot with his lady. This leaves people wondering whether he does eventually get married. All in all, “O Brother Where Art Thou” is a perfect example of how authors can use the quest, weather, and symbolism to manipulate a story to their liking.
Topic: family

At first, I was responsible for small things like holding him or reading him stories. I was initially annoyed by my newfound family responsibilities, but seeing the smile on his face after I would do something small like play peekaboo with him gave me so much joy. By the time Sam turned three and I was entering high school, I was looking after him for 3-4 hours a day while my mom was away. I would play with him, read with him, draw with him and even scold him. I was practically his third parent.
Topic: family

While I have tried to do a lot for Sam, I feel he has inadvertently returned the favor by teaching me lessons that could never be learned in school. He taught me to slow down and appreciate the little things in life: something as simple as a smile goes a long way. He taught me that to be a leader I must set good examples. My dad always said that if I work hard and do well in school my brother will follow my lead and do the same. I have seen this firsthand since my brother always seems to want to add and subtract when I am working on my calculus homework and now he wants to learn how we can talk to computers. Most importantly, Sam taught me that even during the most tragic parts of life it is absolutely necessary to not lose hope. While facing adversity is tough, life may bring you an unexpected angel.
Topic: family

When I was told about this assignment, and what I had to do, I had no idea what I would write my paper on. I have lots of experience with many different things, like music and softball, yet I still didn’t know what to do at all. Then, I thought of my younger brother, and I had a perfect idea. I have years of experience dealing with him, and I feel that I could most definitely write a paper on how to deal with a younger sibling.
Topic: family

Use the golden rule (treat others the way that you want to be treated) – This is always a good idea and a good way to go about life, but if your younger sibling doesn’t treat you this way, then there is no reason why they should deserve the golden rule applied to them I have a friend who would never tell on her brother when he snuck his phone into his room and stole candy, but when she would do similar things, this younger brother would go running to their parents and tell everything.
Topic: family

It also depends on what your parents would qualify as a “tattling worthy.’ If your parents become upset when you tattle on your sibling over a little thing, then tread carefully. However, if your parents don’t care, then take the chance to tattle on your sibling at every reasonable opportunity. This will build you up in the eyes of your parents and make you seem more trustworthy while making your sibling seem like a deceitful troublemaker.
Topic: family

The youngest child is the favorite child – This is, in my experience, almost never true. The younger sibling is the one who thinks that they can get away with anything, and sometimes they do, and sometimes they don’t. If you, as the older sibling, generally listen to what your parents say and sneak around what they don’t say in a well-planned way, your younger sibling will be framed and you will be seen as an angel. The younger sibling hasn’t been around as long and doesn’t know how to perfect a lie and make it believable.
Topic: family

Research done by Childwise in 2015 showed that kids aged five to sixteen spend an average of 6.5 hours using technology screens each day (Habyts, “5 Shocking Facts About Screen Time and Kids Health”). Children are using technology constantly which is negatively affecting their health. Young people who should be perfectly healthy are giving themselves problems with their eyesight, weight, and, and sleep. What they are using technology for is even more alarming. Video games and social media are consuming kids lives and they can brainwash children by introducing them to violence and inappropriate images.
Topic: family

These problems could be anything from unhealthy weight gain to straining the eyes to even mental health issues. Some argue that kids who do not use technology are more at risk for depression because they will not be accepted by their peers (Dotinga, “Are Smartphones Helping or Harming Kids’ Mental Health?”). This is far from the truth because of the numerous other problems that are linked to technology and are also associated with depression and anxiety. For example, research has proven that teenagers who watch more than 5 hours of TV daily are 5 times more likely to be overweight than teens who watch 0 to 2 hours (“Why to Limit Your Child’s Media Use”).
Topic: family

Another huge concern is the effect that the use of technology has on eyesight and hearing. Researchers are looking into this “blue light” and have concerns that with continued exposure, the retina, the thin layer at the back of the eye and light-sensitive cells, could be damaged (Calderone, “Is Technology Harming Kids’ Eyes and Ears?”). A ton of kids who used to have near perfect vision end up needing to get glasses due to technology use. Finally, researchers have seen changes due to screen use in children’s brains. This is concerning because the study done by the National Institutes of Health showed that the brains’ of ten-year-olds who classified as heavy screen (seven-plus hours a day of use) users showed thinning in the brain’s cortex. Although researchers are unsure of what this could mean for the children, they know that the thinning of the cortex normally occurs later in adolescence (The Times, “Mum, Dad, Get off Your Phone! Take Charge of Your Screen Time”). Overall, there is much to be concerned with regarding how technology and screen use affect young people’s health.
Topic: family

Looking further into children’s technology use, there is tons of inappropriate content and unsafe people on the internet that kids are exposed to. Some people claim that the parent’s should be responsible for controlling what their kids use devices for. Although parents should be aware of what their children are doing online. Kids are spending several hours a day using devices, making monitoring their every click nearly impossible. Kids can easily find themselves on inappropriate sites, images, or videos, and sometimes not even intentionally (Del, “Technology: The Dark Side of Using Technology”). The even scarier issue is that social media is set up perfectly for sex offenders to target and exploit children, even on games that may appear safe. Recently Anthony Thomas, a forty-one-year-old man, was accused of using the popular video game Fortnite to meet and victimize twenty minors. With multiplayer apps like this, coming in contact with and taking advantage of kids is easy for men like Anthony to do anonymously. On top of this, research has shown that exposure to alcohol, tobacco use, and sexual behaviors through social media can cause kids to get involved with such things at an earlier age.
Topic: family

The inappropriate content on the internet is endless and easily available to kids, putting their innocence and safety at risk. Finally, technology use creates destructive habits for kids and is very much an addiction. Spending several hours a day sitting, hunched over, looking at a screen is not what humans were made to do. The majority of us know that this is not healthy, but kids are easily addicted and simply can not stop picking up their ipads and phones constantly. Research has come out saying that American teenagers averagely spend 9 hours each day using media and that is not including school or homework. An Oxford University study done in 2017 by Professor Andy Przybylski founded that four hours a day using screens and technology was the right amount for 15 years old (Del, “Technology: The Dark Side of Using Technology”). Most teens are spending way more than this recommended amount and people are left wondering why. Is there any good reason people need to spend all that time using phones and social media? There really should not be and with websites like Instagram and Netflix, kids are wasting their lives away mindlessly watching things on their phones. A study came out where almost 60 percent of parents admitted that their teens were addicted to technology and the majority of teens agree with their parents (Del, “Technology: The Dark Side of Using Technology”).
Topic: family

Kids know that they are addicted and no one knows how to stop it, not even the kids themselves. In conclusion, children’s technology usage should be limited in order to protect them from health problems, inappropriate content, and destructive habits. The health problems caused by technology use are endless. When kids are constantly complaining about back pain, headaches, and fatigue the answer to fixing these problems should seem easy. Spend less time on technology. On top of that, there is so much out on the internet that could emotionally harm children. Finally, technology addiction is a very real issue and kids can not control themselves. The amount of time kids spend on devices needs to be limited. What happened to playing outside and getting exercise? Kids a forming terrible habits that are becoming impossible to break. The majority of people claim themselves that they could not live without their phones. These objects that are held in people’s hands almost constantly are way more harmful than most people think of.
Topic: family

The purpose of this paper is to examine the results of parental involvement in a child’s academics. Celebrated Doctor and Director, Dr. Joyce L. Epstein made massive contributions to the early childhood education field with her research on the six types of involvement. The six types of involvement that she supports and are later discussed in this paper are parenting, communication, volunteering, learning at home, decision making, and collaborating with the community. Each type of involvement has different practices which result in different outcomes for the students, parents, and teachers.
Topic: family

By providing workshops, video tapes, parent education courses, and trainings, parents can learn more about important parenting skills and child development at different ages and grade levels (Parenting, 2006, para. 2). If educators want a large attendance to such events it is encouraged that programs provide a welcoming environment to families who want to have participation in the program-family relationship (Halgunseth, 2009, p.8). When parents are supplied with this knowledge, it is likely that they will apply what they have learned and as a result, they may have many positive outcomes.
Topic: family

Teachers are responsible for communicating with families about school programs and student progress through effective school-to-home and home-to-school communications (Epstein et al., 1997). The communication that occurs between these parties can influence the success of the student involved (Halgunseth et al., 2009, p. 14). Family members are viewed as important “sources of knowledge on their children’s development and learning styles” (Halgunseth et al., 2009, p. 13). By establishing a solid foundation of appropriate communication between the teacher and parent or parents, it should make it easier for teachers and parents to discuss the student’s academic standing and personal well-being.
Topic: family

According to Epstein and fellow researchers (1997), some sample communication practices include “conferences with every parent at least once a year with follow-ups as needed, language translators to assist families as needed, and folders of student work sent home weekly or monthly for parent review and comments.” Additionally, distributing newsletters to families once a week or once a month would ensure that they are informed of what lessons the teacher plans on addressing in the upcoming week or month or what the class has just completed (Communicating, 2006, para. 1). But there are challenges that will be met at this time. Language differences pose a threatening barrier between teachers and families. This is why teachers must make all “memos, notices, and other print and non-print communications clear and understandable for all families” (Communicating, 2006, para. 4).
Topic: family

There are various ways families can volunteer and become involved with their child’s school. Not all volunteering opportunities should require parental attendance at school sponsored events (Barbour, 2001). Various volunteering opportunities should be made available to parents who are interested in becoming involved. In addition to attending school events, fundraising activities, and chaperoning field trips (Rous, Hallam, Grove, Robinson, & Machara, 2003), parents can support schools by giving their time and resources in other ways such as, fixing playgrounds, cleaning, donating toys, art supplies, furniture, and more (Cochran, 2007). Constructing a survey every year to identify interests, talents, and availability of volunteers may enhance parental involvement (Volunteering, 2006, para. 2). Educators and administrators have to understand volunteers’ schedules and be flexible so that “all families know that their time and talents are welcomed and valued” (Volunteering, 2006, para. 3).
Topic: family

Availability may vary from family to family since families are different than one another and even if the majority of volunteers have similar availability, educators and administrators need to actively work together to create a schedule that is suitable for each person. There could be cultural accommodations that need to be made for individuals to be able to participate in an event, such as accommodations regarding the food, time or location, of the event, and/or the suggested or required dress to be worn during the event. Quiocho and Daoud (2006) stated that parent participation does more than just help influence their young child’s “academic achievement and social development, but it can also help to dispel teacher biases and help make families feel more comfortable within the program.”
Topic: family

Since the parent’s role is to be the child’s primary caregiver, it results in them also being their primary teacher and, likewise, their home is the child’s first classroom (Barbour, 2001). The time a student spends at home is valuable learning time. Some examples of implementations that can be done include involving families “with their children on homework and other curricular-related activities and decisions” and including family members “as participants in school decisions, and develop parent leaders and representatives” (Epstein et al., 1997). When parents are provided resources and activities that relate to the lessons being taught in school, then families feel more connected to their child and to the program (Halgunseth et al., 2009, p. 13).
Topic: family

Teachers should continue to foster these positive feelings by actively seeking further implementations. Additionally, Bradley, Corwyn, Burchinal, McAdoo, and Garcia Coll (2001) discovered that stimulation from home-learning and parental responsiveness were significantly related to the motor and social development, language competence, and achievement test scores. The results of this study were noticed across poverty levels and different ethnic groups for children birth to age 13 (Bradley et al., 2001). That means that what parents are teaching at home, regardless of their economic status, impacted the development and achievement of their child.
Topic: family

The Center on School, Family, and Community Partnerships at Johns Hopkins University defines decision making as “a process of partnership to share views and take action toward shared goals for school improvement and student success, not a power struggle” (Decision Making, 2006, para. 4). Schools, parents, and educators all have a say in which practices will help students achieve important developmental goals. That is why including family members “as participants in school decisions, and develop parent leaders and representatives” (Epstein et al., 1997) should be emphasized by educators and their superiors. Families should be involved in making decisions related to both their own child’s education and the early childhood education program as a whole. Decisions regarding on going, collaborative goal-setting of children’s outcomes between teachers and families would be included in discussion with families (Halgunseth et al., 2009, p. 16). Family members play a significant role with assisting teachers by supplying them with knowledge about their children’s development and their learning styles (Halgunseth et al., 2009, p. 13).
Topic: family

Reaching out to the community and becoming involved is critical for success. It could be a challenging task at times because there are barriers people will face in the community. These barriers include communication barriers, cultural barriers, and/or biases. Luckily, it is possible for programs to limit these barriers by being involved in the community. By working together, families can create a partnership with schools (Collaborating with the Community, 2006, para. 4). Accommodations can be made, if needed. This could mean requesting a translator to assist with communication or learning basic words from other languages.
Topic: family

Actively working to learn more about the different cultural backgrounds of the children they serve and hiring staff with similar cultural and language backgrounds as the children in the program would be other implementable actions (Halgunseth et al., 2009, p.9). If the teachers are encouraged to interact in the community, there is a possibility of positive results (Halgunseth et al., 2009, p.9). A collaborative effort from all parties is needed during these times. If the community and the teachers are able to get together and connect, the connection will foster a positive future for students.
Topic: family

If there’s any moral question I would like to ask my parents, there is one question for which I already knew the answer. Do you owe your parents your life? Should you be in debt to them your whole life because they gave birth to you? In Eastern Asian countries, is it the child’s duty to take care of their parents when they grow up. It is well-known and considered ungrateful if you were to take off and live your own lives, without any concern about your parents.
Topic: family

The central moral of all this conclusion comes from the idea that life is the most precious thing that anyone can have, and our parents gave it to you; they gave birth to you, and it is your duty to return the favor as soon as you can take care of yourself, physically, emotionally and financially. In more conservative families, whose moral values still linger from ancient generations, is it mandatory that you must listen to the elders, because they have the most experiences, and hence are the wisest when it comes to life choices.