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ENGA10H3 Lecture : November 24

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erincoyote857
8 Dec 2010
School
UTSC
Department
English
Course
ENGA10H3
Professor
Garry Leonard

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Document Summary

N chaplin tramp: his body refuses his institution. N he insists that humanity has been reduced. N he exposes the lunacy of the system. N body and thoughts become a liability on the assembly line. N workers are breaking down as the conveyer gets faster. N when wage is on an hour, more. N cinema is the last place we can refine humanity. N the capacity to deal harm from a machinery. N food and nurturing at odds with the mechanized system of the city. N how do you get fed and nurtured. N banned from the usa for 25 years because of this movie. N humanity crusading in the pursuit of happiness.

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Related Questions

Bradley is a three-year-old boy who attends your service two days a week. He has been in the pre-school room for the last three months and during that time his behaviour has become increasingly challenging. Bradley is openly defiant to all but one of the educators. He refuses to follow directions, join in on group time, or participate in planned activities. When asked to join a group, he screams ‘No’, and, if pressed, will swear and throw objects at the educators. He wanders aimlessly around the room, sabotaging the other children’s work, knocking over their block constructions, or scribbling on their drawings. He lashes out physically towards the other children for no apparent reason, and they are now so scared of him that they avoid him whenever possible. When the educators have tried to discuss Bradley’s increasingly disturbing behaviour with his family they have appeared disinterested and make flippant remarks like ‘kids will be kids’ or ‘that’s boys for you’.

Yesterday Bradley attempted to run away from the service by sneaking out to the outdoor play area and trying to scale the fence. When an educator tried to get him down from the fence, he kicked her in the face, causing her nose to bleed

  1. What behaviours of Bradley’s are causing concern?

 

  1. How could you work with Bradley’s family to support his additional needs?

    Bradley is a three-year-old boy who attends your service two days a week. He has been in the pre-school room for the last three months and during that time his behaviour has become increasingly challenging. Bradley is openly defiant to all but one of the educators. He refuses to follow directions, join in on group time, or participate in planned activities. When asked to join a group, he screams ‘No’, and, if pressed, will swear and throw objects at the educators. He wanders aimlessly around the room, sabotaging the other children’s work, knocking over their block constructions, or scribbling on their drawings. He lashes out physically towards the other children for no apparent reason, and they are now so scared of him that they avoid him whenever possible. When the educators have tried to discuss Bradley’s increasingly disturbing behaviour with his family they have appeared disinterested and make flippant remarks like ‘kids will be kids’ or ‘that’s boys for you’.

    Yesterday Bradley attempted to run away from the service by sneaking out to the outdoor play area and trying to scale the fence. When an educator tried to get him down from the fence, he kicked her in the face, causing her nose to bleed.

 

  1. How could the educator collect data to determine which type of support Bradley requires? Provide two examples of how data could be collected.

    Bradley is a three-year-old boy who attends your service two days a week. He has been in the pre-school room for the last three months and during that time his behaviour has become increasingly challenging. Bradley is openly defiant to all but one of the educators. He refuses to follow directions, join in on group time, or participate in planned activities. When asked to join a group, he screams ‘No’, and, if pressed, will swear and throw objects at the educators. He wanders aimlessly around the room, sabotaging the other children’s work, knocking over their block constructions, or scribbling on their drawings. He lashes out physically towards the other children for no apparent reason, and they are now so scared of him that they avoid him whenever possible. When the educators have tried to discuss Bradley’s increasingly disturbing behaviour with his family they have appeared disinterested and make flippant remarks like ‘kids will be kids’ or ‘that’s boys for you’.

    Yesterday Bradley attempted to run away from the service by sneaking out to the outdoor play area and trying to scale the fence. When an educator tried to get him down from the fence, he kicked her in the face, causing her nose to bleed.