Saturday, March 21, 2020

Double Click for TListView

Implementing On Item Click / Double Click for TListView Delphis TListView control displays a list of items in columns with column headers and sub-items, or vertically or horizontally, with small or large icons. As do most Delphi controls, the TListView exposes the OnClick and OnDblClick (OnDoubleClick) events. Unfortunately, if you need to know what item was clicked or double clicked you cannot simply handle the OnClick / OnDblClick events to get the clicked item. The OnClick (OnDblClick) event for the TListView is fired whenever the user clicks the control - that is whenever the click occurs somewhere inside the client area of the control. The user can click inside the list view, BUT miss any of the items. Whats more, since list view can change its display depending on the ViewStyle property, the user might have clicked on an item, on an item caption, on an item icon, nowhere, on an item state icon, etc. Note: the ViewStyle property determines how items are displayed in the list view: the items can be displayed as a set of movable icons, or as columns of text. ListView.On Item Click ListView.On Item Double Click To be able to locate the clicked (if there is one) item when the OnClick event for the list view is fired, you need to determine what elements of the list view lie under the point specified by the X and Y parameters - that is the location of the mouse at the moment of click. The TListiews GetHitTestInfoAt function returns information about the specified point in the list view’s client area. To make sure the item was clicked (or double clicked) you need to call the GetHitTestInfoAt and react only if the click event occurred on an actual item. Heres an example implementation of the ListView1s OnDblClick event: //handles ListView1s On Double Click procedure TForm.ListView1DblClick(Sender: TObject) ; var   Ã‚  hts : THitTests;   Ã‚  ht : THitTest;   Ã‚  sht : string;   Ã‚  ListViewCursosPos : TPoint;   Ã‚  selectedItem : TListItem; begin   Ã‚  //position of the mouse cursor related to ListView   Ã‚  ListViewCursosPos : ListView1.ScreenToClient(Mouse.CursorPos) ;   Ã‚  //double click where?   Ã‚  hts : ListView1.GetHitTestInfoAt(ListViewCursosPos.X, ListViewCursosPos.Y) ;   Ã‚  //debug hit test   Ã‚  Caption : ;   Ã‚  for ht in hts do   Ã‚  begin   Ã‚  Ã‚  Ã‚  sht : GetEnumName(TypeInfo(THitTest), Integer(ht)) ;   Ã‚  Ã‚  Ã‚  Caption : Format(%s %s | ,[Caption, sht]) ;   Ã‚  end;   Ã‚  //locate the double-clicked item   Ã‚  if hts [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] then   Ã‚  begin   Ã‚  Ã‚  Ã‚  selectedItem : ListView1.Selected;   Ã‚  Ã‚  Ã‚  //do something with the double clicked item!   Ã‚  Ã‚  Ã‚  Caption : Format(DblClcked : %s,[selectedItem.Caption]) ;   Ã‚  end; end; In the OnDblClick (or OnClick) event handler, read the GetHitTestInfoAt function by providing it with the location of the mouse inside the control. To get the location of the mouse related to the list view, the ScreenToClient function is used to convert a point (mouse X and Y) in screen coordinates to local, or client area, coordinates. The GetHitTestInfoAt return a value of THitTests type. The THitTests is a set of THitTest enumerated values. The THitTest enumeration values, with their description, are: htAbove - above the client area.htBelow - below the client area.htNowhere - inside the control, but not on an item.htOnItem - on an item, its text, or its bitmap.htOnButton - on a button.htOnIcon - on an icon.htOnIndent - on the indented area of an item.htOnLabel - on a label.htOnRight - on the right side of an item.htOnStateIcon - on a state icon or bitmap associated with an item.htToLeft - to the left of the client area.htToRight - to the right of the client area. If the result of the call to GetHitTestInfoAt is a subset (Delphi sets!) of [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] you can be sure the user clicked on the item (or on its icon / state icon). Finally, if the above is true, read the Selected property of the list view, it returns the first selected item (if multiple can be selected) in the list view. Do something with the clicked / double clicked / selected item ... Be sure to download the full source code to explore the code and learn by adopting it.

Thursday, March 5, 2020

Best Guess on the Year ‘Romeo and Juliet’ Was Written

Best Guess on the Year ‘Romeo and Juliet’ Was Written Although there is no record of when Shakespeare actually wrote Romeo and Juliet, it was first performed in 1594 or 1595. It is likely that Shakespeare wrote the play shortly before its premiere performance. But while  Romeo and Juliet  is one of Shakespeares most famous plays, the storyline is not entirely his own. So, who wrote the original Romeo and Juliet and when?   Italian Origins The origins of Romeo and Juliet are convoluted, but many people trace it back to an old Italian tale based on the lives of two lovers who tragically died for each other in Verona, Italy in 1303. Some say the lovers, although not from the Capulet and Montague families, were real people.   While this may as well be true, there is no clear record of such a tragedy occurring in Verona in 1303. Tracing it back, the year seems to be proposed by the City of Verona Tourist Site, most likely in order to boost touristic appeal.   Capulet and Montague Families The Capulet and Montague families were most likely based on the Cappelletti and Montecchi families, which did exist in Italy during the 14th century. While the term family is used, Cappelletti and Montecchi were not the names of private families but rather local political bands. In modern terms, perhaps the word clan or faction is more accurate. The Montecchi was a merchant family that competed with other families for power and influence in Verona. But there is no record of a rivalry between them and the Cappelletti. Actually, the Cappelletti family was based in Cremona. Early Text Versions of Romeo and Juliet In 1476, the Italian poet, Masuccio Salernitano, wrote a story titled Mariotto e Gianozza. The story takes place in Siena and centers around two lovers who are secretly married against the wishes of their families and end up dying for each other due to a tragic miscommunication. In 1530, Luigi da Porta published Giulietta e Romeo,  which was based on Salernitanos story. Every aspect of the plot is the same. The only differences are that Porta changed the names of the lovers and the setting location, Verona rather than Siena. Also, Porta added the ball scene in the beginning, where Giulietta and Romeo meet and has Giuletta  commit suicide by stabbing herself with a dagger rather than wasting away like in Salernitanos version. English Translations Portas Italian story was translated in 1562 by Arthur Brooke, who published the English version under the title The Tragical History of Romeus and Juliet. William Painter retold the story in prose in his 1567 publication, Palace of Pleasure. It is most likely that William Shakespeare read these English versions of the story and was thus inspired to pen Romeo and Juliet.

Monday, February 17, 2020

The changes in medieval italian society and the papacy Essay

The changes in medieval italian society and the papacy - Essay Example He spent most of his time working the land, and trying to grow enough food to survive another year. Social activities were important also, every citizen in a medieval town were expected to attend fairs in the town square (Life during the Middle Ages). Medieval weddings, also one of the important events, were a whole town activity. Women were largely confined to household tasks such as cooking, baking bread, sewing, weaving, and spinning. But some medieval women held other occupations such as blacksmiths, merchants, and apothecaries (Life during the Middle Ages). Medieval diets lacked vitamins A, C and D and were not high in calories. The only positive part of these diets, were that they were somewhat "heart-smart;" low in fat and high in fiber. But the medieval world was usually a very hungry one. (Life during the Middle Ages). The Catholic Church was the main source of education. Every cathedral and monastery established a school to provide free education to every boy who had the intelligence and the perseverance to follow a demanding course of study. Medieval students often sat together on the floor, scrawling notes from lessons using a bone or ivory stylus on wooden tablets coated with green or black wax (Life during the Middle Ages). ... The political instability brought about by the barbarian invasion, made the Church as the only sought institution that provide good guidance and learning source. During that period, the popes have the two very effective tools to consolidate power in their office: excommunication and interdict. Excommunication was the first weapon. Catholics believe salvation depends on perpetual sacramental observance. Cutting a communicant off from the sacraments means one loses salvation. When the pope excommunicated a believer there was really "no hope" (Church History). The Interdict served as the pope's second weapon. What excommunication was to individuals, the interdict was to an entire nation. A papal interdict would suspend all public worship and withdrew the sacraments. After the interdict went into effect, Citizens usually pressured their rulers to repent or abdicate (Church History). Changes in the Medieval Italian Society and their Causes The Rise of Feudalism. The barbarian invasions of Italy and the rest of Europe left a power vacuum. The power vacuum is then filled by feudalism. In the feudal system, the king awarded land grants or "fiefs" to his most important nobles, his barons, and his bishops, in return for their contribution of soldiers for the king's armies. At the lowest echelon of society were the peasants, also called "serfs" or "villeins." In exchange for living and working on his land, known as the "demesne," the lord offered his peasants protection (What was it really like).Changes in Attitudes Towards Women. During the period, Women were usually treated as property. Passion was considered sinful to 11th and 12th century moralists, but these ideals were slowly being worn away with the rituals

Monday, February 3, 2020

Core concepts in ethics Essay Example | Topics and Well Written Essays - 2000 words

Core concepts in ethics - Essay Example There will be some practical examples which will be used to illustrate each point in order to come up with conclusions on the relative strength of each idea. Deontology V Teleology Deontology is derived from a Greek word, 'deon' which means 'duty' (Morrison, 2009 p18). As a concept in ethics, deontology is a lense through which the need to do good or the right thing can be defined. Deontology suggests that the obligation to do what is right is our duty (Lipert-Rasmussen, 2005 p15). This means that ever human being must do what has right as a matter of responsibility and not as some kind of effort to go beyond normal. What is right is a duty and everyone has to do it. On the other hand, teleology is based on the premise that â€Å"what determines rightness or wrongness is solely on the basis of the estimated outcome of the act itself† (Hitchcock et al, 2009 p142). In other words, teleology suggests that the results of a person's actions determine whether those actions are right or wrong. This means that under teleology, actions are not wrong in themselves, but their outcome is what makes them right or wrong. The supporters of the school of thought of teleology argue with the popular phrase 'the end justifies the means' (Peil, 2009 p77). On further analysis, it can be said that deontology involves a set of universal and absolute rules that people ought to follow at all costs. However, teleology involves judging actions on the basis of their outcomes rather than a set of ideal standards. In terms of similarities, the two concepts are meant to define what is right and what should guide us to measure actions (Dyer, 1988 p51). In other words, they are both interested in finding a justification of morality or the role that morality plays in the human society. Thus, for instance, we all know that lying is wrong. But what makes lying wrong? That is what both concepts attempt to answer. However, the departure point in the two concepts lies in the fact that each of the concepts provides a different explanation for each concept. Whereas deontology argues for universal and absolute concepts with two extremes either right or wrong and no in-between, teleology states that something might not be right but the end might justify it as a good thing and vice versa (Maness, 2007 p8). Using the example of lying, supporters of deontology would say that lying is wrong. The reason for telling the lie can never negate this effect. So irrespective of the reason for telling the lie, a person is guilty. On the other hand, teleology states that lying might not be right. However, there are some situations where a lie can be justified by what it brings to the world. Thus for instance we can examine the case of a married man with a sensitive position in society and teenage children who has one casual affair with another woman not his wife. If this man comes to his senses after the affair and comes to a consensual agreement with the woman he cheated with that they should not see each other again and he prepares to change his ways and a small piece of evidence comes up and he is questioned by his wife or social group, he might have two options. Option 1 will be to confess to his wife or social group and ask for forgiveness [absolutism, universalism and deontology: BECAUSE IT IS WRONG TO LIE]. Option 2 might be to weigh the consequences of telling the truth and then decide to lie if the lie will bring bigger gains to the stakeholders involved [relativism, utilitarianism and teleology] Each of the

Sunday, January 26, 2020

Child Sexual Abuse Case Management

Child Sexual Abuse Case Management Rape: Child Sexual Abuse Deirdre F Smith Social Work and Criminal Justice A violent crime is a  crime  in which an offender uses or threatens force upon a victim. This entails both crimes in which the  violent  act is the objective, such as murder, as well as crimes in which violence is the means to an end, such as robbery. Violent crimes may, or may not, be committed with weapons. Depending on the jurisdiction, violent crimes may vary from homicide to harassment. (Violent Crime) Rape falls into the category as a violent crime. Rape is a type of  sexual assault  usually involving  sexual intercourse  or other forms of  sexual penetration  initiated against one or more individuals without the consent  of those individuals. The act may be carried out by physical force, coercion, abuse of authority or against a person who is incapable of valid consent, such as one who is unconscious, incapacitated, or below the legal age of consent. The term rape is sometimes used interchangeably with the term sexual assault. (Rape) It is commonly believed that rape only happens to women and children, but this is false because it can also happen to men. Rape is not about sex, but about power. One out of every six American womenhas been the victim of an attempted or completed rape in her lifetime. 17.7 million American womenhave been victims of attempted or completed rape. The Average number of rapes that occur annually in the United States is 89,000. Men make up 3% of the total rapes. Children under the age of 12 make up 15%.There is still 60% of rapes never reported and 95% of college rapes are also never reported. There are 47% of rapes that have occurred while both the victim and perpetrator had both been drinking. Victims of rape are more likely to suffer from depression, post-traumatic stress disorder, abuse alcohol and/or drugs, and contemplate suicide. (Who are the Victims?) The rape of a child is referred to as child sexual abuse. Child sexual abuse is a form of  child abuse  in which an adult or older adolescent uses a child for sexual stimulation. Forms of child sexual abuse include asking or pressuring a child to engage in  sexual activities  (regardless of the outcome),  indecent exposure(of the genitals, female nipples, etc.) to a child with intent to gratify their own sexual desires  or to intimidate or  groom  the child, physical sexual contact with a child, or using a child to produce  child pornography. The  American Psychiatric Association  states that children cannot consent to sexual activity with adults, and condemns any such action by an adult: An adult who engages in sexual activity with a child is performing a criminal and immoral act which never can be considered normal or socially acceptable behavior. Rapes can occur in either the perpetrators or victims’ home, in a vehicle, outdoors, in a bar, or anywhere. Sometimes it can occur in the home that both the victim and perpetrator share, because most people are raped by someone they know including a spouse. Since rape or sexual assault is under reported only about 3% of rapist will ever spend a day in jail. (Rape Statistics, 2014) Under federal law, the punishment for rape can range from a fine to  life imprisonment. The severity of the punishment is based on the use of violence, the age of the victim, and whether drugs or intoxicants were used to override consent. If the perpetrator is a repeat offender the law prescribes automatically doubling the maximum sentence. A person who has committed such offenses gains the label as a sex offender. Once you are given that title you will forever carry that label. Even upon release of incarceration, one still must register as a sex offender with local law enforcement and follow specific guidelines which includes, informing law enforcement if you move and update any information. You will be placed in a public database where your status is automatically known. Children who have been sexually abused may feel guilty, ashamed, or confused so, they may not tell anyone. There are symptoms that you can look for they may tell you that a child is being sexually abused. The symptoms include withdrawal from friends or activities, may become aggressive, changes in school behavior and attendance, depressed, and attempt to runway or commit suicide. There can also be physical signs of sexual abuse such as, Sexual behavior or knowledge thats inappropriate for the childs age, pregnancy, sexually transmitted diseases (STDs), trouble walking or sitting, or sexually abusing other children. (Child Abuse Symptoms) Children who have been abused sexually are 25% more likely to experience teen pregnancy. The effects of child abuse are also that they begin drug and/or alcohol use, commit violent crimes, become depressed, and have low self-esteem. Some may actually become abusers themselves. They develop psychiatric disorders that carry on into their adulthood. Some will become involve in abusive relationship and some become promiscuous. As adults they may even take jobs as prostitutes. (Rape Statistics, 2014) As a social worker, working with sexually abused children you may experience conflicts between personal values and professional values. There are certain standard you must adhere to according to the NASW when dealing with adolescence. Standards for the Practice of Social Work with Adolescents: Standard 1. Social workers shall demonstrate knowledge and understanding of adolescent development. Standard 2. Social workers shall demonstrate an understanding of and ability to assess the needs of adolescents; access social institutions, organizations, and resources within a community that provide services for adolescents and their families; and advocate for the development of needed resources. Standard 3. Social workers shall demonstrate knowledge and understanding of family dynamics. Standard 4. Social workers shall demonstrate acceptance of and contribute to the development and maintenance of culturally competent service delivery. Standard 5. Social workers shall possess or have access to specialized knowledge of the legal, regulatory, and administrative requirements and resources for youths and their families. Standard 6. Social workers shall strive to empower adolescents. Standard 7. Social workers shall advocate for an understanding of the needs of adolescents and for resources and cooperation among professionals and agencies to meet those needs. Standard 8. Social workers shall participate in multidisciplinary case consultation across agencies that provide services to adolescents and their families. Standard 9. Social workers shall maintain confidentiality in their relationship with youths and of the information obtained within that relationship. Standard 10. Social workers shall assume an active role in contributing to the improvement and quality of the work environment, agency policies and practices with clients, and their own professional development. (NASW Standards for the Practice of Social Work with Adolescents, 1993) Treatment of child sexual abuse is a complex process. Orchestration of treatment in the childs best interest is a genuine challenge. Moreover, it is often difficult to know how to proceed because there are so few outcome studies of treatment effectiveness. When working with children it may be difficult because of lack of support from the family. Establishing trust with the child may be difficult. One of the reasons sexual abuse treatment is such a challenge is that it occurs in a larger context of intervention. Therefore, coordination is of utmost importance and ideally is provided by a multidisciplinary team. Treatment issues are then handled by the team as part of overall intervention. The following issues are the most important of those the team should consider at this stage of intervention: separation of the child and/or the offender from the family, the role of the juvenile court, the role of the criminal court, the treatment plan for the family, visitation, and family reunifica tion. (Child Welfare Information Gateway) Case management decisions are often provisional; that is, they are based on what information about the family members and their functioning is available when decisions are made. Treatment is often a diagnostic process. The positive or negative responses of family members to treatment determine future case decisions. Outcomes of court proceedings can impinge upon and alter case management decisions and treatment. (Child Welfare Information Gateway) Before you can give a child a treatment plan you have to consider should the child remain a part of the family, do the courts have a role in the case, and is there a question of visitation? This is actually where the conflict of person and professional values arises. You may feel that if the child was sexually abused at home, they should never be allowed to return. Professionally, reunification with the family is the goal if at all possible. The task of the therapist is to make victims feel whole and good about themselves again. Work, mentioned above, that addresses the issue of self-blame is helpful. However, so are interventions that help children view themselves as more than merely victims of sexual abuse. Normalizing and ego-enhancing activities, such as doing well in school, participating in sports, getting involved in scouts, or helping a younger victim, can be very important in victim recovery. (Child Welfare Information Gateway) Treatment options include group therapy, individual treatment, and family therapy. Group therapy is generally regarded as the treatment of choice for sexual abuse. However, usually groups are offered concurrent with other treatment modalities, and some clients may need individual treatment before they are ready for group therapy. Individual treatmentis appropriate for victim, offender, and mother of victim (as well as for siblings of victims and survivors). As a rule, an initial function and a major one for individual treatment is alliance building. All parties have to learn to trust the therapist and come to believe that change is possible and desirable. The members of this triad may have different levels of commitment to therapy, with the victim usually the most invested and the offender the least. Family therapyis the culmination of the treatment process and is usually not undertaken until there has been a determination that reunification is in the victims best interest. (Child We lfare Information Gateway) The reason I chose to this topic is not because a family member or a friend sexually abused me, but at the age of 17 I was raped by seven guys who I did not know. I did not say anything after it occurred because I felt like it was my fault. I was somewhere I shouldn’t have been and my parents didn’t know. In a way I thought of it as punishment for being disobedient. Afterwards, I had become angry, aggressive, and rebellious. I would run away from home because I caused all types of problems there. At that time I was in college, but of course I quit going. I began cutting myself and I showed other emotions other than anger. Finally, after trips to the Detention Center my mother finally took me to St. Dominic Mental Health. My therapist tried to talk to me, but of course I refused to talk. He told my mother I had sociopathic symptoms, because I showed no emotions and would not open up. After those attempts I was still acting out. She finally took me to a place called Our House Shelter. It was a runaway shelter. There I had group therapy and individual therapy. That’s where I found my help. It was a social worker named Ms. Tara who reached me. I have a great mother because she knew something was wrong with me and tried everything she could to help me. She could’ve given up on me but she didn’t. She still doesn’t know what happened to me and chose not to tell her. She was just happy to have her daughter back to normal. I have seen a couple of the guys throughout the time, but I have heard most of them are in jail or dead. Do I regret never telling? Yes, because I could have stopped someone from experiencing what I did. Because of that situation and the fact that I’m here has made me stronger. References Child Abuse Symptoms. (n.d.). Retrieved November 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/child-abuse/basics/symptoms/CON-20033789 Child Welfare Information Gateway . (n.d.). Retrieved November 2014, from U.S. Department of Human Health Services: https://www.childwelfare.gov/pubs/usermanuals/sexabuse/sexabusef.cfm NASW Standards for the Practice of Social Work with Adolescents. (1993). Retrieved November 25014, from National Association of Social Work: http://socialworkers.org/practice/standards/sw_adolescents.asp Rape. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Rape Rape Statistics. (2014, July 8). Retrieved November 2014, from http://www.statisticbrain.com/rape-statistics/ Violent Crime. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Violent_crime Who are the Victims? (n.d.). Retrieved November 2014, from RAINN: https://www.rainn.org/get-information/statistics/sexual-assault-victims

Saturday, January 18, 2020

Book review

The Soviet people thought after the war, their lives would get better but Stalin Hough if they wanted more, they would rebel. He did what he could to not let them want more than what they had. 2. In the summer of 1948, Stalin ordered a blockade of West Berlin The Cold War Powering 1 . Feeling that the future peace of the world would depend upon relations between the united States and Russia, FED devoted much thought to the planning of a United Nations, In which, he hoped, International difficulties could be settled. . Hiss was accused of being a Soviet spy in 1 948 and convicted of perjury in connection with this hare in 1950. It is very likely that he was innocent. Chapter 26 1 . Why did relations between the United States and Soviet Union deteriorate after WWW? P. 782-791 The USSR was based on a communist system and wanted to spread communism all over the world. The united States was based on a capitalistic democracy and wanted to prevent communism. 2. Why did Truman have Limited s uccess In Implementing his domestic agenda? P. 92-800 Congress rejected Trauma's proposal for call rights, a medical lobby blocked he plans for a universal health care program, his concentration on foreign policy rather than domestic didn't help, and there was a wave of anticommunism that weakened liberal and leftist forces. 3. How did the Korean War shape American foreign policy in the sass? P. 800-805 The Korean War shaped American foreign policy in the sass by showing the American people, and the rest of the World that communism would be militarily opposed. Chapter 27 1 . How did Eisenhower domestic polices reflect his moderate political vision?P. 811-815 He resisted expanding the governments power. Eisenhower, the 34th president of the United States, obtained a truce in Korea and worked incessantly during his two terms to ease the tensions of the Cold War. I infer that he felt the need to end the war, during the war 3. How did technology contribute to changes in economy, substan tiation, and the growth of the Sun Belt? P. 821-827 4. Why did American consumption expand so dramatically in the sass and what aspects of society and culture did it influence? P. 827-832 Americans after WWW 2 entered an era of prosperity and affluence.This general well-being can be most Leary seen in the mass consumption of consumers goods fueled by television and the housing boom. The middle class benefited the most 5. What were the goals and strategies of civil rights activists in the sass? P. 832-836 The goals of the civil rights movement were meaningful civil rights laws, a massive federal works program, full and fair employment, decent housing, the right to vote, and adequate integrated education. The right to vote was passed and placed in the bill of rights (1 5th amendment) in 1870 part of the reconstruction era.So during ass's during the civil rights movement the right to vote was not one of their goals because it was already in effect for African Americans to vote. Chapter 28 1 . Why did Kennedy believe that engagement in Vietnam was crucial to his foreign policy? P. 877-884 Anticommunism, the red threat, expansion of communism in Asia were all part of his foreign policy at the time. The initial engagements in Vietnam were to stop the spread of communism. It was a policy of containment of communism. Kennedy feared that if Vietnam fell so would the rest of the Asia 2.Why did massive amounts of airport and ground troops fail to bring U. S. Victory Vietnam? P. 884-888 3. How did the Vietnam War shape the election of 1968? P. 888-893 LB] refused to run for re-election; he was burned out. The nation wanted (and needed) an experienced â€Å"get the Job done† president. Nixon promised to deliver! The country believed him. And he delivered 4. What strategies did Nixon implement to bring American involvement in Vietnam to a close? P. 893-901 Optimization. Its goal was to create strong, largely self-reliant South Vietnamese military forces. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents.

Friday, January 10, 2020

The Hidden Facts About Essay for College Application Samples Uncovered by an Old Pro

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