Worksheet Essay Example

Topic one

Q1. When the child is named among the Chewong it is identified by that name within the settlement. The child also becomes a member of the society through naming. However, the name does not specify the gender of the child. If case a baby dies before naming, it will never receive mortuary rites since it has not been recognized as a member of the society.

Q2. The children require a high level of hygiene. Taking preservation of their nail and hair may not be hygienic and may spread some diseases to such children. The ruwai concept also discourages children from being washed e.g. from the river. This may discourage parents from washing their kids. The children are also separated from other members of the society and this may reduce the chance of interacting and knowing other members of the society.

Q3. According to chewong, the human is stable, unlike the children. Just like the superhuman is stable in relation to the human. Since the children are not independent therefore they do not qualify to be humans. However being a child is a process of development into a human. One will become a human when he/she is married and bears their first born. By then they become fully responsible for their child and therefore qualify to be humans.

Q4. Howell gathered the information from the fieldwork. Following ignorance by many researchers concerning cognitive development Howell decided to get to the fieldwork among the Chewong community. Her main interest to conduct the fieldwork was to study the Chewong’s meaning of human being. Howell conducted her fieldwork on a section of the Eastern Chewong. This is evidence that she conducted a fieldwork.

Q5. It is interesting that children among the Chewong community are not viewed as human. Do they have their rights as human beings? In the case of mistreating children will human right apply in their case? The newly born infants are not also part of the society until they are named. Will members of the society appreciate or celebrate newborn child? Is the newborn a source of joy to the extended family or only to the nuclear family?

Q1. In the Japanese preschool, the children are taught how to experience, how to present and how to respond to their feelings. The educators mostly focus on the feeling of loneliness. This will ensure that the children are brought up having the ability to interact with others and this will ensure that they are able to express their dependency needs.

Q2. The children are taught that it is important to control their emotions. Ideal persons have emotions but they are in a position to control them. In the case of conflict, they are able to look for a solution. The class children are therefore able to intervene in case their colleagues are involved in any form of physical fights.

Q3. Teacher Morita avoids intervening in conflicts among girls in her class so that she can give the entire class community a chance to experience emotions and also the class a whole should hold responsibilities of events that happens in their class. The teacher intervening in conflict resolution denies the class community a chance to be responsible for their colleagues. The children will also be in a position to get a range of social interactions and emotional experiences through such through such nonintervention. The children are not in a position to learn such experiences while at home.

Q4. Hayashi et al made their study based on an interview. They also analyzed the video. The study was also ethnographic. The study was aimed at studying how the Japanese teachers develop their class as a community. They were therefore to analyze videos with relevant information as well as interviewing teachers in order to get firsthand information. Teacher Morita is an example of a teacher who was interviewed.

Q5. It is interesting that teachers will at times not intervene among children engaging in fights or other forms of conflict. The teachers will not be in the forefront to intervene during the physical fights and this is meant to equip the children with techniques of conflict resolution after they gain a range of experiences of emotion.

Q1. The CRC and the NGOs have been positively promoting a mass-schooling system of the children. They also focus on development projects that focus on the children. They also aim at the development of foreign programs that define international standards of a good child.

Q2. NGOs play a vital role in shedding light towards fighting for the rights of the children. It emphasizes on the concept patronization of the parents and their kids. This also involves the child right movement programs. This may lead to parents having more responsibilities towards protection of their children and particularly the teenagers.

Q3. According to the local culture, the parents are responsible for their children and their general discipline. The parents are therefore entitled to guide their children on what is right. On the other hand, CRC indicates that children should make and express their own views. This is a contradiction.

Q4. This article by Valentin and Meinert presented in the year 2009 was a revision of another article which was written on 5th June 2007 by Danish school of education. The article was entitled as “Children and Youths”.

Q5. The NGOs have a crucial role to play in fighting for the rights of the children.

Q1. The researcher preferred to use body mapping since it draws the attention of the participants to their own bodies. They also attract the attention of the participants to their experience. Other methods would disregard the participant’s bodily and sensory dimensions of their experience. This method provides a way of signifying social processes and relations.

Q2. Using body mapping method would be problematic particularly if the participants have experienced trauma. In case there is an unhealthy relationship between the researchers and the participant the research is likely to have misleading data. It will, therefore, be challenging for data collection.

Q3. The body-mapping method is a method that involves storytelling. The main obstacle to this method is a language barrier. In order for effective data collection, the participant and the researcher should be in a position to have effective communication. Through language barrier, it becomes difficult for the researcher and the participant to communicate effectively. Therefore, language barrier in one of the major challenges encountered while using this method during data collection

Q4. In the project, Chenhall et al held a number of workshops where a good number of youths were interviewed. This was done through group discussions. In the project, the following were included participatory community mapping and scenario-based body mapping. The youths were grouped in a group of 5-8 youths; this was to make the discussion lively and colorful.

Q5. It is interesting that to use body mapping method. It will help create a strong rapport between the researcher and the participant since this method involves story telling.

Q1. The article indicates that socialization of the Vietnamese girls cannot be separated from the biological and symbolic meaning of a girl. According to the research, socialization does not mainly imply biological sex or gender. It is all about the body. A girl’s socialization is viewed as a bodily project.

Q2. Women are victims of occupational stress. Due to stress, the women are likely to be involved in the confrontation, unlike their counterpart males who are less affected by stress. This is the reason as to why cases of confrontation in Vietnam are high in males are less in relation to that of women.

Q3. In the workforce, it is crucial to consider the youths. This will ensure that there is less confrontation among the youths and the adults. Children should be given equal rights to the adults. This will ensure that the children are treated well and that there is no confrontation among the children and the parents.

Q4. Professor Rydstrom conducted the long-term ethnographic fieldwork in order to carry out a long-term fieldwork in the study of violence, wars, gender, and sexuality.

Q5. Will gender equality be achieved within Vietnam? How will the challenge of female confrontation be minimized?

Q1. The migrant youths in Sydney became challenged of culture as they were trying to balance between the new cultures as they also struggled to maintain their aboriginal culture. The following were the impacts of migration to the youths; loss of family capital this was as a result of a gap in the intergeneration acculturation, the youths faced a challenge in negotiating between two cultures with one from their country of origin and their present country.

Q2. There is a conflict arising between the parental cultural view and that of the youths. The youths have a negative attitude towards their parents’ cultures. This is because the parental behaviors are based on individualistic cultures. The youths are expected to be self-reliance, independent and have the individual achievement. While in the new culture, parents are expected to treat their children with respect, the children are expected to express their point of view freely without fear. This results in the cultural differences.

Q3. Shifting vocabularies and meaning, this implies that some vocabularies in the origin country are introduced into the new culture, in such a way that it is used and becomes a vocabulary in the new culture.

Identity bifurcation, this implies the threats of stereotypes between the migrants and the aboriginals in Sydney.

Q4. The information was collected on conducting interviews. Qualitative data was analyzed which was based on language deployment. A number of youths were interviewed; this was the foundation of the article. This is, therefore, evidence that Butcher conducted a fieldwork where she interviewed several respondents.

Q5. What was the view of the aboriginals on the migrants? Are the aboriginals in Sydney comfortable with the new culture introduced by the migrants?