The Catbird Seat

I comunicated ideas and points with my group during the lab and during the poster to better understand it. I introduced ideas that would make the poster look nicer with better sticky notes that were colorful and i talked to them about wh was doing what for the poster so everyone had something to do and no one was left with

The author David J. Bimbaum wrote an essay entitled "The Catbird Seat." The author writes about his automobile accident before his eighteenth birthday. The accident left the author paralyzed from the waist down. Bimbaum writes about how he uses his disability to cut in line and get special treatment because of his disability. The author's seniority list goes in the following order blind people, people in a wheelchair, people who are pregnant, and old people. I believe that the author should not take advantage of people just because he is in a wheelchair. Women that are pregnant should be the first on the seniority list. Pregnant women who are waiting for other people can place stress on the mother. The people in wheelchairs should come last

In the story “The Catbird Seat” by David J. Birnbaum it’s explaining the reality of the life of a disabled individual. He explains how he gets special treatment because of his disability, like cutting lines, and taking illegal things across the border. His tone changes when he realizes that he is isn’t treated the same like before. Birnbaum opens the paragraph by including imagery to describe the background of being in the hospital following his incident and to describe the perks of his disability.

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

In this group project, I had a major role in ensuring that it came together in a unified way. Generally, I usually take a leadership role in group projects so I was the central person coordinating group meetings and ensuring sufficient communication. To begin the project, we divided up the work by assigning people to work on the case study, find literature, summarize the textbook, and talk to key informants. My assigned part was to summarize the textbook, which also ended up lending itself to finding some additional sources to build on what the textbook was lacking. In regard to the group literature and informant summary, I ended up writing most

We made sure to stay onto of our work and were able to go back and help other group member who worked after us with their parts as well. Because we worked through Google Drive, we were able to all work on the project equally at the same time. We all logged in, created our slides, added our information and picture, and left comments for one another on there. Bhavik introduced me to a new meaning to the quote, ”I don’t want to see you—die—trying not to suffer,” which I was able to later use in my presentation (Baldwin 264). I set up a group text message so we were able to ask each other questions and stay connected at anytime. Our group also met up in the library the morning before presenting so we could discus how we would present to the class. Working in the group setting was very important because we were able to hear each other’s different interpretations of scenes we did not understand or scenes we analyzed

As a class we will go over the different situations and students will be sharing how they rated the situations. Students will then discuss why they rated the situation the way they did. I will ask questions during our discussion. I will then end the lesson with a discussion and explaining to students what we will be learning next.

My group kept saying “Oh, we are 5 so this will be easy to do, we can do this in 2 hours.” The group size was problematic because we had too many people, and not a lot of work to do. I believe that this was one of the causes that some members of my group felt so confident with the project that either waited until the last minute to do their part or did not do it at all because they believed the other students would cover each section of the project.

I had completed this task very early on and was fully prepared for the meeting, which for me was a positive skill; I was organized and prepared despite a heavy workload. When the group came together other members had not done anything and used our meeting to do their bit of research. I found this frustrating. Day (2006) suggests that high

As a student of Santa Ana College, I have recently had the privilege to work on a group project. Our group assignment based upon making a postcard for our school. In which this highlights the importance of one of the facilities that Santa Ana College provides for the students. As a group, we choose the Child Care Center as our topic for the postcard. As I worked in the group, I felt respected and valued. I felt that my group volunteered and contributed equally. We decided that two of us would work on the postcard and the other two would work on the essay. As we continued with our project, we divided the work evenly in order to finish on time. My group and I had different tasks in order, and we worked together afterschool

Write a brief reflection on the activity (no more than 3 pages). What did you learn about yourself and others? What implications might this have on your own classroom practice?

One of the more popular types of car seat is the convertible one. These seats are designed to meet the needs of your child through several phases of growth instead of only one. Depending on the seat, they may last from infancy to youth. The majority, however, are made for children in the toddler to youth range.

After finding out that I was going to be a mother, a wave of emotions came over me. Like many others who have been in this position, after you have a baby everything changes. You are no longer your main concern, it is all about your child, and you have to be the most self-less person. My son’s safety is more important to me than anything else and this is why I am looking at the product of a car seat. A person can never know “too much” when it comes to proper car seat selection. I am going to talk about the three important criteria that I decided to use when it comes to buying a car seat and I am certain that the overwhelming feeling that

During week 9, we posted the articles we thought would be useful to our research, which helped us to get information together without face-to-face meetings. We did not use the online workplace to plan the presentation; we only used it to get an understanding of what the others’ focus was on the topic. After we finished our research, we met at the library to organize the presentation, power point, and plan each other’s section in the presentation. We got everything done in three hours and had some time left over to practice the presentation. I would have taken at least three days to get that amount of work done by myself. It is amazing how much can be accomplished when people work together. Working as a group was an exciting activity; we were able to recognize each other’s strengths, and help each other with our weaknesses. For example, I was better at making the power point, while someone else was much better at organizing information.

I once had to lead a group of individuals during a science project. The project had to be an invention that the students had to come up with. Our science teacher split our class into random groups. The students I was placed with were lazy. They