Wednesday, May 5, 2010
RJA #15: Reflection
This class has been a huge challenge for me. I dropped another class to solely focus on the demand for this class. Overall, i believe this class has helped me in researching. I really believe this class has help me overcome my anxiety of taking online classes. I started an online class in my first year and it was the most challenging obstacle ever. I failed the class because i was unable to focus. i think by experiencing this class i was able to better focus my attention and try my best at all the assignments. I learned that there are very many ways to conduct research. My main accomplishment is that i was able to experience field researching. Hopefully, in the future i will be able to better research. I have learned a lot about children that will help me in my field of psychology. I think now that i understand a little more about children, i will be able to help counsel them better. It was very interesting learning about other topics that other students researched as well. I think that Jessica and Melinda did an excellent job on their project and i have learned a lot from them as well. Overall, i believe this class has helped me to become a better writer. This will benefit me in the future courses i take because i think i am more than ready to go out and research topics and how to write about them.
Monday, May 3, 2010
RJA #14b: Application Project References–
References
:, S. (n.d.). Imaginary friends, a made up story.. Squidoo : Welcome to Squidoo. Retrieved May 3, 2010, from http://www.squidoo.com/Imaginaryfriends
Imaginary Friend Helps Stories (Science Alert). (n.d.). Science Alert: Australia & NZ Science News, Scholarships, Jobs, Events. Retrieved May 3, 2010, from http://www.sciencealert.com.au/news/20090708-19525.html
Make-Believe : Imaginary Friends - I Used To Believe. (n.d.). The Childhood Beliefs Site - I Used To Believe. Retrieved May 3, 2010, from http://www.iusedtobelieve.com/make_believe/imaginary_friends/
Taylor, M. (1999). Imaginary Companions & the Children Who Create Them. New York: Oxford University Press, USA.
Tyler, J. (n.d.). Writing.Com: My Imaginary Friend Pt. 1. Writing.Com: Writers, Writing, Poetry, Creative Writing, Fiction Writing, Poetry Contests, Writing Contests. Retrieved May 3, 2010, from http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1
:, S. (n.d.). Imaginary friends, a made up story.. Squidoo : Welcome to Squidoo. Retrieved May 3, 2010, from http://www.squidoo.com/Imaginaryfriends
Imaginary Friend Helps Stories (Science Alert). (n.d.). Science Alert: Australia & NZ Science News, Scholarships, Jobs, Events. Retrieved May 3, 2010, from http://www.sciencealert.com.au/news/20090708-19525.html
Make-Believe : Imaginary Friends - I Used To Believe. (n.d.). The Childhood Beliefs Site - I Used To Believe. Retrieved May 3, 2010, from http://www.iusedtobelieve.com/make_believe/imaginary_friends/
Taylor, M. (1999). Imaginary Companions & the Children Who Create Them. New York: Oxford University Press, USA.
Tyler, J. (n.d.). Writing.Com: My Imaginary Friend Pt. 1. Writing.Com: Writers, Writing, Poetry, Creative Writing, Fiction Writing, Poetry Contests, Writing Contests. Retrieved May 3, 2010, from http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1
RJA #14a: Application Project Progress Report
I will be writing a story for my application project. The story will consist of the relationship between a child and their imaginary friend. The story will be written in third person as if i were the child. I really want this story to reflect on what an imaginary friend does for a child and what happens when they are no longer around.
So far i have gathered all the infromation i need to successfully create the story. I created an outline to help me organize the story. I have also created a list of the sources that will be useful to the story.
I need to continue writing my story. Once the story is complete, i still need to review and make any necessary changes. I then need to create an outline that will be used to organize my essay. Once i have completed that i will begin writing my essay.
So far i have gathered all the infromation i need to successfully create the story. I created an outline to help me organize the story. I have also created a list of the sources that will be useful to the story.
I need to continue writing my story. Once the story is complete, i still need to review and make any necessary changes. I then need to create an outline that will be used to organize my essay. Once i have completed that i will begin writing my essay.
Monday, April 26, 2010
RJA #13c: Application Project Example
My Imaginary Friend Pt 1 by Joshua Taylor (http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1)
Ridiculed laughter was always a living nightmare for eight-year-old Geoffrey “Geoffey” Mantis. Geoffey always kept to himself, he never did have any friends. Sitting alone in his corner of the classroom at his elementary school, Geoffey always had his Dr. Destructo action figure. No one ever bothered with Geoffey for one reason or another. Teachers, classmates, and even school counselors all agreed on one thing, Geoffey was special. No, not special as in mentally or physically handicapped. Geoffey was just a one-of-a-kind special type of kid.
Geoffrey Mantis topped out at four feet and three inches. He was the tallest kid in his class, and skinny as a stick, weighing only about 60 pounds. If it was not for Geoffey’s height or weight that had people noticing him, it was his bright fire red hair. His hair made a pouf on the top of his head, and it was bright; you would take a double-glance back because you thought you just walked past a clown in the middle of Folkswood Elementary. But it was not his hair, height, nor his weight that the bullies made fun of him for. Geoffey’s glasses, the size of two magnifying glasses placed next to each other, and as thick as the bottom of an old soda bottle, were the reason for his ridicule. Geoffey was also the first kid in his grade to get braces. Braces were not the “coolest” thing to have in the third grade, especially if you were not a “cool” kid.
So Geoffey sat alone in his corner playing with his Dr. Destructo like any other day. Dr. Destructo just destroyed an alphabet block model of San Francisco, only 30 miles from Folkswood Elementary (Geoffey at times would stare out the window at the Golden Gate Bridge thinking ‘That bridge really stands out . . . just like me. But I bet big bullies don’t pick on that bridge. That bridge could crush big bullies, but not Dr. Destructo. Dr. Destructo could destroy that bridge no problem.’). Crashing and laser firing noises ejaculated from Geoffey’s mouth, his arms gesticulating in an imitative manner of his action figure as it knocked over a block skyscraper. Geoffey placed down with care his beloved action figure to build up another building for Dr. Destructo to knock over. Amanda Baskett, the ‘Preppy Princess’ of the third grade, rushes over in her pretty pink dress to scoop up Dr. Destructo.
“Hey look, Brace-face is playing with Dollllls.” She announced to the class, waving the action figure back and forth like a pendulum by the action figures’ right foot. The entire class begins to laugh uncontrollably, pointing and sneering at Geoffey and Dr. Destructo. Amanda begins to imitate Dr. Destructo’s movement with her head; Amanda’s braided pigtail sway back and forth, looking like two playground swings swaying in the gentle breeze of a summer day.
“No he’s not,” Geoffrey said quietly to himself, he never let anyone insult Dr. Destructo, but then his voice begins to grow, “He’s a collectors 1923 first edition action figure that my grandfather gave to me. If you wouldn’t have a peanut brain you might of known that Miss Amanda Baskett-case.” That was what Geoffey’s parents called Amanda behind her back.
The entire class was in shock, some “Ooo-ed” while others gasped. A few children cheered Geoffey on and one even applauded. Amanda turned a bright red with furry, the same shade and hue as Geoffrey’s hair. She hurled Dr. Destructo across the room with as much force her little arms could carry that action figure, sending it crashing into a wall. Dr. Destructo, now known as Dr. Destructible, smashed into the wall and his arm fell off and broke into three places. Amanda averted her attention back to Geoffey. No one had ever made Amanda Baskett this angry before.
“You’re a jerk Geoffey! No one makes fun of me!” Amanda bellows as she pulls har arm back, ready to lash out in furry at Geoffey. At that moment that teacher, Mrs. Pross had Amanda’s tiny rage fuelled fist clasped in her own much larger hand. Mrs. Pross was a giant, muscular woman. Not only does she intimidate her class, she intimidates her husband. People say she looks like the old World War II propaganda character Rosie without the bandana. Many other people say that she could intimidate the Incredible Hulk if she had married him.
“In the hallway now, Miss Baskett,” Mrs. Pross demands of Amanda in her deep rich voice “I will not tolerate fighting in my class”. Amanda ran outside the classroom with the quickness of a frightened deer avoiding a car. The class knew Mrs. Pross approved corporal punishment, but they never knew if she actually beat a child. After the door closed behind Mrs. Pross, the classroom erupted in a roar of excitement, but mostly disappointment from the students who wanted to see a fight. Geoffey was now on his knees after he gathered up what was left of Dr. Destructo’s arm. Geoffey cups his hands around the broken pieces of the arm and he mourned the cold plastic that once was his only friend.
Don’t Worry Geoffey, everything will get better. The pieces of Dr. Destructo’s arm snap back to one piece and replace its self where it was once
connected.
I chose this short story because it represents the bond a child has with their imaginary friend. I like the fact that it explains how the imaginary friend helps the child. I believe this story can help me become inspired to create a different story somewhat like it. The story contains a child within the same ages of the common creators of imaginary friends. It gives us an example of how imaginary companions can also be personified objects and not just invisible beings. The imaginary companion is presented with a personality and name that fits it. I think this is a perfect example of how children interact with Imaginary Friends.
Ridiculed laughter was always a living nightmare for eight-year-old Geoffrey “Geoffey” Mantis. Geoffey always kept to himself, he never did have any friends. Sitting alone in his corner of the classroom at his elementary school, Geoffey always had his Dr. Destructo action figure. No one ever bothered with Geoffey for one reason or another. Teachers, classmates, and even school counselors all agreed on one thing, Geoffey was special. No, not special as in mentally or physically handicapped. Geoffey was just a one-of-a-kind special type of kid.
Geoffrey Mantis topped out at four feet and three inches. He was the tallest kid in his class, and skinny as a stick, weighing only about 60 pounds. If it was not for Geoffey’s height or weight that had people noticing him, it was his bright fire red hair. His hair made a pouf on the top of his head, and it was bright; you would take a double-glance back because you thought you just walked past a clown in the middle of Folkswood Elementary. But it was not his hair, height, nor his weight that the bullies made fun of him for. Geoffey’s glasses, the size of two magnifying glasses placed next to each other, and as thick as the bottom of an old soda bottle, were the reason for his ridicule. Geoffey was also the first kid in his grade to get braces. Braces were not the “coolest” thing to have in the third grade, especially if you were not a “cool” kid.
So Geoffey sat alone in his corner playing with his Dr. Destructo like any other day. Dr. Destructo just destroyed an alphabet block model of San Francisco, only 30 miles from Folkswood Elementary (Geoffey at times would stare out the window at the Golden Gate Bridge thinking ‘That bridge really stands out . . . just like me. But I bet big bullies don’t pick on that bridge. That bridge could crush big bullies, but not Dr. Destructo. Dr. Destructo could destroy that bridge no problem.’). Crashing and laser firing noises ejaculated from Geoffey’s mouth, his arms gesticulating in an imitative manner of his action figure as it knocked over a block skyscraper. Geoffey placed down with care his beloved action figure to build up another building for Dr. Destructo to knock over. Amanda Baskett, the ‘Preppy Princess’ of the third grade, rushes over in her pretty pink dress to scoop up Dr. Destructo.
“Hey look, Brace-face is playing with Dollllls.” She announced to the class, waving the action figure back and forth like a pendulum by the action figures’ right foot. The entire class begins to laugh uncontrollably, pointing and sneering at Geoffey and Dr. Destructo. Amanda begins to imitate Dr. Destructo’s movement with her head; Amanda’s braided pigtail sway back and forth, looking like two playground swings swaying in the gentle breeze of a summer day.
“No he’s not,” Geoffrey said quietly to himself, he never let anyone insult Dr. Destructo, but then his voice begins to grow, “He’s a collectors 1923 first edition action figure that my grandfather gave to me. If you wouldn’t have a peanut brain you might of known that Miss Amanda Baskett-case.” That was what Geoffey’s parents called Amanda behind her back.
The entire class was in shock, some “Ooo-ed” while others gasped. A few children cheered Geoffey on and one even applauded. Amanda turned a bright red with furry, the same shade and hue as Geoffrey’s hair. She hurled Dr. Destructo across the room with as much force her little arms could carry that action figure, sending it crashing into a wall. Dr. Destructo, now known as Dr. Destructible, smashed into the wall and his arm fell off and broke into three places. Amanda averted her attention back to Geoffey. No one had ever made Amanda Baskett this angry before.
“You’re a jerk Geoffey! No one makes fun of me!” Amanda bellows as she pulls har arm back, ready to lash out in furry at Geoffey. At that moment that teacher, Mrs. Pross had Amanda’s tiny rage fuelled fist clasped in her own much larger hand. Mrs. Pross was a giant, muscular woman. Not only does she intimidate her class, she intimidates her husband. People say she looks like the old World War II propaganda character Rosie without the bandana. Many other people say that she could intimidate the Incredible Hulk if she had married him.
“In the hallway now, Miss Baskett,” Mrs. Pross demands of Amanda in her deep rich voice “I will not tolerate fighting in my class”. Amanda ran outside the classroom with the quickness of a frightened deer avoiding a car. The class knew Mrs. Pross approved corporal punishment, but they never knew if she actually beat a child. After the door closed behind Mrs. Pross, the classroom erupted in a roar of excitement, but mostly disappointment from the students who wanted to see a fight. Geoffey was now on his knees after he gathered up what was left of Dr. Destructo’s arm. Geoffey cups his hands around the broken pieces of the arm and he mourned the cold plastic that once was his only friend.
Don’t Worry Geoffey, everything will get better. The pieces of Dr. Destructo’s arm snap back to one piece and replace its self where it was once
connected.
I chose this short story because it represents the bond a child has with their imaginary friend. I like the fact that it explains how the imaginary friend helps the child. I believe this story can help me become inspired to create a different story somewhat like it. The story contains a child within the same ages of the common creators of imaginary friends. It gives us an example of how imaginary companions can also be personified objects and not just invisible beings. The imaginary companion is presented with a personality and name that fits it. I think this is a perfect example of how children interact with Imaginary Friends.
RJA #13b: Application Project Plan
I decided to write a short story on a child and their imaginary friend. The story will present the relationship a child has with their imaginary friend through the child's eyes. The story will also represent the benefits a child receives when creating an imaginary friend. The story will incorporate the common ages that children create imaginary friends. The story will end with the imaginary friend going away by using one of the reasons i found in the book Imaginary Companions and the Children Who Create Them.
Sunday, April 25, 2010
Monday, April 19, 2010
RJA #12b: Field Research Report–
In my field research, I decided to interview a few friends on facebook. It was not as successful as I had hoped because I only had a few people who responded to the request. I do think that people I did get to interview provided me with helpful information.
When I asked:
1. Have you or any of your children had imaginary friends?
Three people responded and said that their child has or has had an imaginary friend.
One person told me they use to have an imaginary friend.
I also recieved a response from my own mother and she told me that out of all her children, I was the only one who had an imaginary friend.
2. How has this experience had an effect on you and/or your child? Was it a postive or negative impact?
One person viewed it as a negative experience. I was told their child currently has an imaginary friend. The mother said: "I think my youngest son has a imaginary friend cuz he is always talking to himself and he laughs when he is alone and I am sure he does. We ask him questions about it and he just says its his friend he won't give us a name or anything but we try not to pressure him to much about it but he is not consumed by it either. My son has had a negative impact. He is scared of him sometimes and doesn't want to go to his room to sleep but it doesn't make him behave badly. He doesn't tell us much except that he can be mean and he is scared of him sometimes but he hasn't seen him in a month or so. So I don't know if this helps you much or not but it's the only thing I can tell you about the experience."
Another source told me: "I had an imaginary dinosaur when I was three or four. i blamed him for everything bad or wrong I did. It hasn't been a bad experience for me because it got me out of trouble, i think it's mostly because my parents think it was weird that i had one. It might have been an interesting experience for them because they were tired of hearing me blame things on him. Let me know if this helps."
Another mother told me: "When my five year old was about 3 he developed two imaginary friends named Daisy and X. He's 5 and a half now and doesn't talk about them or to them much anymore, but it was pretty weird. I don't know where he came up with the names and personalities of them. But X was always the bad one and he would sometimes say that X told him to do things! lol He also told me that Daisy would always play with my make-up and stuff. No I do not believe it has had a negative impact. It wasn't scary for him or anything. And yes to the positive, in some ways. I think that through Daisy and X he has found a way to communicating with me through them and seeing what my reactions are. But who knows maybe he really does have "friends that he See's. LOL :) But it never got to the point where it was problem. Hope this helps."
My goal now is to see if I could find more people to respond to these questions and maybe try and use a different method by asking more questions.
When I asked:
1. Have you or any of your children had imaginary friends?
Three people responded and said that their child has or has had an imaginary friend.
One person told me they use to have an imaginary friend.
I also recieved a response from my own mother and she told me that out of all her children, I was the only one who had an imaginary friend.
2. How has this experience had an effect on you and/or your child? Was it a postive or negative impact?
One person viewed it as a negative experience. I was told their child currently has an imaginary friend. The mother said: "I think my youngest son has a imaginary friend cuz he is always talking to himself and he laughs when he is alone and I am sure he does. We ask him questions about it and he just says its his friend he won't give us a name or anything but we try not to pressure him to much about it but he is not consumed by it either. My son has had a negative impact. He is scared of him sometimes and doesn't want to go to his room to sleep but it doesn't make him behave badly. He doesn't tell us much except that he can be mean and he is scared of him sometimes but he hasn't seen him in a month or so. So I don't know if this helps you much or not but it's the only thing I can tell you about the experience."
Another source told me: "I had an imaginary dinosaur when I was three or four. i blamed him for everything bad or wrong I did. It hasn't been a bad experience for me because it got me out of trouble, i think it's mostly because my parents think it was weird that i had one. It might have been an interesting experience for them because they were tired of hearing me blame things on him. Let me know if this helps."
Another mother told me: "When my five year old was about 3 he developed two imaginary friends named Daisy and X. He's 5 and a half now and doesn't talk about them or to them much anymore, but it was pretty weird. I don't know where he came up with the names and personalities of them. But X was always the bad one and he would sometimes say that X told him to do things! lol He also told me that Daisy would always play with my make-up and stuff. No I do not believe it has had a negative impact. It wasn't scary for him or anything. And yes to the positive, in some ways. I think that through Daisy and X he has found a way to communicating with me through them and seeing what my reactions are. But who knows maybe he really does have "friends that he See's. LOL :) But it never got to the point where it was problem. Hope this helps."
My goal now is to see if I could find more people to respond to these questions and maybe try and use a different method by asking more questions.
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