Isaiah notes

Chiasmus organization
Warnings of Wickedness (ch. 1-23)
Judgments upon the world (ch. 24-25)
Humility of Israel (ch. 36-39)
People seeking the Lord (ch. 40-47)
Blessings of the Messiah and the last days (ch. 48-64)
A final promise and warning (ch. 65-66)

Significant Isaiah Chapters
Bold and Italics= Isaiah chapters also found in the Book of Mormon
Chapter 1 warnings and promises to the House of Israel
Chapter 2-14 House of Israel insights and the Last Days
Chapters 18-19 America and Egypt in the Last Days
Chapters 24-27 Isaiah’s Apocalypse
Chapters 28-29 Insights into sacred records and learning
Chapter 40 The attributes of God
Chapters 48-54 Messianic, Book of Mormon, and Last Day prophecies
Chapter 55 Insights into God’s higher ways and thoughts
Chapter 58 Key chapter of all scriptures on fasting
Chapters 61-63 Messianic roles with First and Second comings

Key Isaiah Chapters
Bold and Italics= Isaiah chapters also found in the Book of Mormon
Chapter 1 Isaiah introduces gospel concepts (principles and ordinances)
Chapter 6 Isaiah’s “First Vision” and calling
Chapter 11 Key servants and promises of the Last Days
Chapter 29 Records from the dead
Chapter 40 Key attributes of God
Chapter 53 The suffering, atoning servant
Chapter 61 The Savoir brings redemption and victory

Messianic prophecies concentrated
Chapters 6-9, 11, 61, and 63
Servant songs Chapters 42, 49, 50, 53

Three major sections
Prophecies of Judgment (ch. 1-35)
Warnings to Israel. Isaiah’s call to repentance, Isaiah’s vision, Messianic prophecies, Millennial (ch. 1-12)
Pronouncements to the foreign nations: Babylon, Moab, Syria, Africa, America, Egypt … (ch. 13-23)
Revelations of the Lord’s Judgments and blessings: prophecies, psalms, prayers (ch. 24-27)
Warnings to Israel of her suffering and to the wicked world of it’s destruction before Millennium (ch. 24-35)

Historical Narrative (ch. 36-39)
Record of the Assyrian invasion and King Hezekiah’s sickness in pose (ch. 36-39)

Promises of Redemption (ch. 40-66)
Affirmation of God’s power and salvation contains the first of Isaiah’s servent songs (ch. 40-47)
Redemption of Israel by the Messiah and welcomes all to become Israelites (ch. 48-52)
Great servant song of the Messiah and his glory (ch. 53)
Universal invitation to jion in the Lord’s work and trust in his ways instead of the ways of sin (ch. 54-58)
Glorious prophecies of the last days and the reality of the restoration and temple work in the new heaven and new earth (ch. 59-66)

Understanding Poetry Parallelism:
Synonymous: the theme of the first line repeats itself in the second line, but in slightly different words (railroad tracks)
Antithetic: a thought of the second part of a couple contrast with an opposite theme in the first (black silhouette against background)
Emblematic: the ideas of two lines are compared by means of a simile or metaphor (shadow; a little hazy but seeable)
Synthetic: the second line completes or complements the thought of the first (belt and buckle complete one another)
Composite: three or more phrases develop a theme by amplifying a concepts or defining a term (spokes of a wheel)
Climactic: part of one line is repeated in the other lines until a theme is developed with a climatic idea (steps of a staircase)
Introverted/Chiasmus: a pattern of words or ideas is stated then repeated in reverse order with the center as the focus (Hour glass)

Unpardonable and Unforgivable:
Unpardonable= deny the Holy Ghost, but it is forgivable and Christ paid for it in the Atonement; the sinner can not ever make full payment himself
Unforgivable= murder, but it can be pardoned, Christ could not suffer the penalty and the sinner must make the sin pardoned by paying for it themselves
Forgiveness= based on repentance, there must be full restitution for the crime

“The second most serious sin is to commit murder—that is, to willfully shed innocent blood. Concerning this sin, the Lord has said: ‘Thou shalt not kill; and he that kills shall not have forgiveness in this world, nor in the world to come.’ ( D&C 42:18 .) Thus this is an unforgivable sin, which means that Jesus Christ cannot pay for (or ‘atone for’ or ‘forgive’) the penalty demanded by the broken law. This sin is a pardonable sin, however; that is, the sinner can eventually make full payment himself, and be received into a state of pardon. Apparently one reason this sin is unforgivable is that forgiveness is based upon repentance, and a murderer cannot fully repent of his sin for he cannot make restitution of the life he has taken” (DanielH. Ludlow, A Companion to Your Study of the Book of Mormon [1976], 222).






Abraham A ‘father of nations’ who now sits exalted upon a throne in eternity
Birthright A spiritual, priesthood inheritance which ancient patriarchs gave to their most righteous son (who was often not their firstborn son
Jew A descendant of a person (or citizen) from the ancient Southern Kingdom of Judah
Preface or introduction
Historical background/context
Stipulations, general and specific
Some type of a symbolic ritual act
Blessings/rewards and curses/punishments
Witnesses (usually earthly and heavenly)
Recording and the perpetuation of the covenant Usual essential element of a covenant
Savior The root for the names of both “Jesus” and “Isaiah” derive from the Hebrew root Joshua, which means:
Identity/intelligence
Knowledge
Freedom of choices
Laws and consequences
Preservation/supervision
Action
Efficacy/competence In discussing whether Cyrus was a free agent, we reviewed seven elements of necessary for free agency which are
Mission of the Church- members working to establish cause
Type of people- community with pure in heart dwell
Ecclesiastical organization- stake of the Church
Place- the ‘New Jerusalem’
Protected place of refuge/defense- a ‘tsiyon’ LDS scriptural definition of “Zion”
New temple built in Jerusalem
David will lead Israel
Nations of the earth gather against Jerusalem and attach Judah
Two prophets are to be raised up to the Jewish nation Unfulfilled prophecies

Prophecies about the House of Israel Key unique group to watch and match it with other lists of prophecies
Enoch, Moses, Elijah Priesthood powers like three particular prophets of old
Teach restored truths and properly baptize Christians
Build outward from centers of strength
Last to be scattered are first to be gathered
Build relationships of trust and give service to others
Bring to Christ through changes of attitude/knowledge/belief Customary means in Christ’s restored church as to how missionary work is going to gather in scattered Israel
Land Israelite Descendants of Christian crusaders and Arab Palestinians now living in Bethlehem as Israeli citizens
Land and blood Israelite German Jews who live n Jerusalem as Israeli citizens
Land, Blood, and covenant Israelite French Jews who joined the Church in Europe and then immigrated to Israel to become citizens
Jesus and New Testament writes cite and quoted from both halves of Isaiah and attribute the words to Isaiah Isaiah was written by one person
One who prevails with God
A covenant member of Christ’s Church and heir to the blessings promised to Jacob
A citizen of the land or nation of Palestine/Israel, either in ancient or in modern times
A literal descendant of Jacob, eve in they are unaware that he is in their pedigree Usually define and described Israel/Israelite people
Has the Lord punished Israel as He punished her oppressors Although all people suffer different types of afflictions on earth, the wicked ultimately suffer more than the righteous
For the bed is too short and the covering is too narrow Life is miserable and uncomfortable for those who do not heed God’s teachings and commandments
2 New 26-27 Isaiah 29 and commentary on how these words apply to his writings
A people who are united and pure in heart
A safe, protected place, such as a ridge or hilltop
An organization of ecclesiastical units called ‘stakes’
A chosen city or land of inheritance where the Lord can reign
A noble cause of which the Latter-day Saints should strive to build Represent a literal/symbolic meaning of “Zion”
Seer One who sees new truths through spiritual eyes
Leviathan Monster serpent of the deep; symbol of evil
Hart A fleet footed fallow-deer or a roebuck
Edom One who has secret or hidden books not in the Bible
Line by line Divine law or commandment given by the Lord
Fence Personal law or application of a commandment
When we say: we have enough We will lose our testimonies if we don’t continually strengthen them
Written primarily in prose
Most of Isaiah’s recorded miracles
Out of chronological sequence
Contain poem/psalm of King Hezekiah Isaiah 36-39
Jews being to come to a knowledge of their Redeemer Jews will be gathered to the lands of their inheritance
It changes moods and tenor often as it highlights opposite extremes Apocalyptic literature is bipolar
The people accept their fate and say, “Let us eat and drink; for tomorrow we shall die.” Impending scourge in Isaiah 22 and the famous attitude of the people
Aram (land) Damascus/Syria
Samaria (land) Ephraim/Israel
Edom (land) Esau/Jordan
Ahaz (king) King of Judah who responds to Syro-Israelite invasion by seeking Assyrian aid
Pekah (king) Son of Remaliah, rebel, murderous king of Israel who fights Judah and Assyria
“water of Shiloah” The Lord’s tender care and the gentle promptings, messages of the spirit
“The remnant shall return, even the remnant of Jacob” An historical and/or an eschatological gropu of Israelites who gather either physically and/or spiritually
A rod (shoot) out of the stem of Jesse A servant in the hands of Christ in whom is much power (Davidic figure of the last days)
Diaspora Greek word meaning “The Lord is made known”
Shechinah The ‘presence,’ glory, light or protective care of the Lord
Messiah Aramaic/Hebrew word meaning the “Anointed One”
Satan The “slanderer” or from Aramaci root, the “earth shaker”
Jehovah or ‘Yahweh’ The eternal “I AM”, Jesus’ premortal name/title
The waters which cover the sea Isaiah 11 Isaiah indicates that knowledge of the Lord will be as much a common reality as…
Recognizes God for who He is/divine attributes
Part of “Lord’s Prayer” as He instructed His disciples
Extolling/worshiping a divine being/ruler Usual form of “praise” in psalms/prophetic discourse
Prophetic books Isaiah writings are found in which collection of the Old Testament books
Oral transmission
Repetition
Short, structured poetry Helpful in appreciating how information and knowledge was taught in Israelites time
Assyria Country that dominated the Middle East during Isaiah’s ministry
Isaiah promises the latter-day return of the house of Israel Study Jewish and Lamanite history; be aware of Church missionary success
Isaiah’s words are plain to those with the ‘spirit of prophecy’ Seek and live worthy to gain a testimony of Jesus Christ
Semantic Type of parallelism Isaiah emphasizes
90% How much of Isaiah is written in poetry
66 chapters How many chapters of Isaiah are in the Old Testament
Silhouette Antithetic parallelism
“wise in their own eyes and prudent in their own sight” Isa. 5:21 Synonymous parallelism
Belt and buckle Synthetic parallelism
Steps of a staircase Climatic parallelism
You will be lien a garden that has not water Isa. 1:30 Emblematic parallelism
English words which were not present in the Hebrew or Greek text of the manuscript used Bible Dictionary of the LDS edition of the King James Version of the Bible, what is the meaning/explanation of the biblical words or text that are printed in italics
For what purpose are your sacrifices Pivotal message of Isaiah 1:2-20
Interpretation/meaning of his writings through other scriptures
Technique/mechanics as seen in his poetic style Two levels of to study Isaiah and his manner of prophesying
Faith as a gospel principle Develop a trusting relationship with the Lord
Isaiah 2 In the tumultuous last days, many go to the mountain of the Lord’s house; others flee into caves for the fear of the Lord
Isaiah 3 Weak men avoiding responsibility and vain women seeking high fashion bring terrible judgments in the last days
Isaiah 7 King Ahza receives a sigh (a young woman having a son, Immanuel), which he doesn’t ask for; a dualistic prophecy of Christ’s future birth
Isaiah 10 The Lord controls peoples just as the hwer guides the axe: Assyria’s destruction and invasion (from the north) like one in last days.
Isaiah 14 A song of scron over the “king of Babylon” (Lucifer) and his promised fall to the opposite realms of his prideful ambitions
Isaiah 18 Blessings of Zion (America) and missionary work prophesied
Isaiah 24 Earth and her people will suffer for broken laws and covenants as they are burned at the Second Coming, but those in (spirit) prison will be visited
Isaiah 29 Sacred records will come from the dust of the earth which will be unreadable for the unlearned and confusing for the learned
Isaiah 31 Those who rely on Egypt and the arm of flesh will fall together with their allies and support; the Lord will come and defend his people
Isaiah 35 The desert shall blossom as the rose and Zion shall be built up; the ransomed of Israel will return
Isaiah 39 Judah’s wealth is shown to Babylonian representatives; Isaiah prophesies the Babylonian captivity of the Jews
Isaiah 40 Those how trust in the Lord will share the strength and attributes and powers of God (Who judges Israel and cares for this flock like a shepherded)
Isaiah 45 Cyrus shall free the captives of Israel; every knee will bow and every tongue will recognize the true Lord
Isaiah 48 The Lord reveals his purposes to covenant Israel (patterned in a treaty or covenant format); Israel will come froth out of Babylon; 1st chapter quoted in Book of Mormon
Isaiah 52 Awake, for Israel shall be redeemed, how beautiful are the watchmen and those who bring good tidings; this chapter is the most quotes in the Book of Mormon

SFL 240 quiz makeup

The reading was really interesting to me because like most students I assume in the class I come from a mix family. When my mom married my dad he had seven other children from previous marriages, and then my mom and dad had my brother and me. All together there are nine of us, and just like any family we are all unique. It was almost comical to read the Rs that a step parent should do. I was to young to remember myself, but I have heard and laughed at many of the stories. My mom made a lot of rituals, but I don’t think that they were the type of rituals the article was talking about: every morning my brother would come down stairs tell my mom how ugly she was and walk out the door, she visited the principle so often I am shocked they did not give her perfect attendance in the yearbook or at least a diploma, she picked boys up from prison, sent collage students extra cash when they had spent it one a get rich quick scam, whipped up children after hangovers, and all the while she raised Caleb and me. In all my memories I can not remember her ever talking down one of my half siblings; she did tell me how sad all of their choices made her and that she prayed I would not make the same ones, but she never belittled my brothers or sisters. It did not end there, because she has been to all of the grandchildren baptisms, soccer games, and school plays.
In January my entire family will be worthy to enter the Temple. It has been a long time coming, and there have been many tears, laughter, but above all there has been patience in our home. We waited in the safety of our harbor for my brothers to come home from rehab. We waited for my sister to come home from the hospital. We waited until we could say I love you. We waited, and all the while we prayed. This Thanks Giving as I climb into the car with my carpool group and we all say how excited that we are for Thanks Giving. I can not help but to notice how even compared to my peers at BYU I seem to feel especially grateful for my family, how I seem to want every member of my family to be apart of my life, and how much I feel a sense of belonging when I am among them. This reading was obvious personal to me, I think that any reading about a family is person, and I do not want it to seem as if I feel like my family is the exception or the example, because we are not either. We did make it though, and I think that the reading forgot to mention that part. In all of the paragraphs that it explained what it do it forgot to say why. I know that the only reason my family is still together is because my parents wanted us to all be together, and that is why my mom stayed. I am not the professional, I have only observed my mom, but what I would add to the article is that step parents need to remember why they are there, and if my family can be any hope know that there is hope for mixed families to love and cherish one another.
Thanks again!

SPAN 106 cultural activity

Joy Prior
SPAN 106
Extra Credit Cultural Activity
I went to a Family Home Evening pot luck dinner with the multicultural community. It was really fun because everyone brought a homemade native food.
Some of the food that was there included… I don’t know the names, but I will describe the food.
One of my favorite things was almost like a flat churro. It was a very thin piece of sweet bread covered in cinnamon and sugar. The treat was about the size of a saucer plat, and so I could not finish it all. It was really sweet and good though. I liked it a little bit more than a churro, because it was crunchy. The crunch gave it a great flavor, and unlike a churro which is sometimes doughy in the middle the flat sugar and cinnamon bread was crispy and full of flavor.
Another thing that I tried was a taco with mash potatoes in it instead of meat. My friend L helped me to layer the taco with a white Mexican sour cream like sauce and then green hot sauce. I now that she only put a little of the green sauce on for me, but it was still really hot. The potatoes really helped to balance out the hot and spicy though, and I thought that was really rich and flavorful. I liked the green sauce, but only a little at a time. The taco was really good because it was completely homemade, and really who does not like tacos.
There were two major cultural differences that I noticed. They relate to how people come and go from a party. It is not only important to come to the party and just enter, but you have to go around and say hi to everyone, the people sitting down, the people standing, the people you know well, the people you don’t know at all. It seems that whenever someone entered the room they first dropped off their cultural dish and then walked around and kissed everyone on the check. Then they could go back and enjoy the party. It was something that was new to me, because when I enter a party I might say hi to the host but that is it.
The other thing that I observed was that before anyone left the party they made the same rounds. While they were saying good bye instead of just waving bye and leaving with their carpool they stopped to say good bye to not only the host, but to all of their friends there. I am used to parties were you try to “sneak” out before anyone can stop you and talk, but while I was there I learned that in most Hispanic cultures or at least at the party that I was at that night before everyone left the house they said good bye to their friends and made sure to talk for a few minutes. The entire process for one person to leave took at least ten minutes, for some of the people they were leaving the party for almost a half an hour.

SPAN 106 Spanish For You

Joy Prior
Spanish 106
Spanish for You
To further explore and understand Hispanic culture I joined a local nonprofit organization called Remembering Our Culture that encourages minority students to attend college. Every Tuesday and Thursday for four hours we practice different cultural dances including: Asian, Native American, African, Polynesian, Indian, and Latin American. For this paper I would like to mention why I feel being a member of Remembering Our Culture will help me in the future and the various Latin American dances that I have learned.
The mission statement is: “We believe in excellence and achieve it through education. We take pride in who we are and celebrate each other’s differences. We are many races but united in one belief. That awareness brings acceptance and diversity makes us strong.” All of the members have to be striving for a secular education. Not only that how we achieve our mission statement is to preform across the western United States; most of our performances are catered towards the local elementary schools students. Our goal is to be an example of culturally diverse students who are obtaining a college education and embracing cultural heritage. I would like to become a kindergarten teacher and help students at an early age begin to care about their education. My hope is that speaking Spanish will help me encourage all of my students no matter their cultural background to obtain a higher education.
One of the first dances that we learned was Jalisco. This was such a difficult dance for me to learn. It is a common dance in Mexico, and I have seen it performed before. To me it is the big skirt dance. The men all dress up in black with these wide sombreros on and the women are in brightly colored skirts made with yards of fabric. When the couples dance together the girl can make giant circles and turns around the boy with her skirt while they dance. Before I tried to dance Jalisco I had no idea how difficult all of the foot work was, and then on top of that having to keep your arms up even with all of the weight from the skirt. The shoes help to create a crisper tapping sound. It was hard for me to do all of the rapid toe steps while I was wearing the special shoes, but it felt impossible to keep up with the rhythm without the shoes.
Another dance that I enjoyed learning was Aztec. This dance was really a great workout I decided, because the entire time I felt like I was jumping. In this dance the men have shields and the women have shakers. The dancers also have large headdresses. It is important to keep your back straight and your neck up while you dance or else the headdress will fall off. There were lots of steps that were fun in this dance. One of my favorite steps was the grapevine move. Although the foot work was similar to the grapevine the mood or form was different. When you got to the left or right side you turned to the side and did a little prick or hop move with your foot and then jumped back into the other side. One of the steps that I really struggled with was what I call the bicycle step. You stay were you are during this step, but the entire time you are lifting your legs up and down. At first when I tried to learn the step I was doing high knees, and then I learned I have to keep my foot all the way on the ground until at the last moment I pick it and pull it back. When I tried to do that I was doing a lot of ballet movements and I made the step look to “pretty” and soft. To this day I struggle making the real step.
It has been so much fun to learn about how unique and difficult other cultural dances are. Before I joined I considered myself a really talented dancer. I could do ballet, jazz, waltz, and other dances that I was failure with. Learning the different cultural dances has taught me how uniquely beautiful each culture is, and I enjoyed the opportunity to not only observe different cultures but to learn and understand new cultures.

SPAN 106 final essay

Joy Prior
Espanol 105
Sección 007
Hablar Solo Inglés Hacer un Americano
Cuando yo preparaba mi redacción estudié en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere decir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡Hala! Después el autor explicó los problemas de inmigración ilegal.
Por qué él piensa ser americano algún necesita hablar inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración ilegal. El problema es solamente las personas viven en los ustados unidos sin los pápeles legal. Muchos gente tiene los pápeles legal pero no habla Inglés. Otros gente no tiene los pápeles legal aunque habla Inglés. Cual lengua una persona habla no tiene una relación con los pápeles legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración ilegal por qué el autor escribió un artículo sin respeto por la lengua de española o la cultura. La lengua no es el problema. Yo quiero leer los artículos que decir los efectos o la estadística de inmigración ilegal en México, Cuba, y los Estados Unidos. Inmigración ilegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es más importante cuando nosotros hablamos de inmigración ilegal recordamos es un problema del ley y no es un problema de la lengua o la cultura.

BIO 101 study guide

Biology 101 Final Topics – Winter 2010
Nature of Science –
· Explain the steps of the scientific method.
Observation, Problem, hypothesis, procedure, data, conclusion,
· Describe a misconception students may have about a scientific process and how you would help them overcome that misconception.
All scientific process have to be preformed in a classroom. Give daily examples of scientific process and encourage students to identify daily problems such as: what to eat? Problem…
· What is science?
The organization and study of the world in testable questions.
· Discuss the 7 rules for “Scientific Storytelling.”
Reproducibility: can be done repetitively
Predictive Power: can predict things that were not included in the observations
Prospects for Improvement: subject to evolutionary development of the idea
Naturalism: not appeal to the supernatural, but nature can explain.
Uniformitarianism: same natural laws in ancient times apply today
Simplicity: nature is simple enough to understand
Harmony: should not contradict other established explanations
· What makes a question scientifically investigable?
If it can be measured.
Working like a scientist –
· Be able to follow a procedure precisely.
· Be able to accurately measure mass using an electronic scale and volume using a graduated cylinder.
Measure from the bottom of the curve in a graduated cylinder. Set to 0 when taking weight
Pond Water –
· Prepare a wet mount slide.
· Describe how to find the magnification of the viewed image.
Start with low power objective lens and move coarse focus and the condenser lens slowly then move the fine focus knob, and increase the level of objective lens as necessary.
· Use a microscope to observe microscopic organisms.
Carry with arm and base
Do not let it hang on the edge of table
Store low power objective lens/stage down
Start with power objective lens/stage down
Bacteria –
· Describe harmful and useful characteristics of various bacteria.
· What is aseptic technique and why is it important (2 reasons)?
· Describe and demonstrate proper technique for performing the T-streak method on a Petri dish.
Multiplying cells –
· Compare and contrast mitosis and meiosis (i.e. number of cells produced, amount of genetic information in each daughter cell.)
· What are the advantages and disadvantages of each type of cell division?
· Identify and describe each stage of mitosis and meiosis.
· Use a microscope to locate and observe the nucleus of a cell.
Gel Electrophoresis –
· How is gel electrophoresis used to help us understand DNA?
Gel electrophoresis helps us to make a DNA fingerprint and identify species and the heritage by comparing the DNA fingerprints.
· Describe how gel electrophoresis separates DNA segments.
Breaks down the cell wall, cell membrane, nucleus membrane. The put the DNA into a gel and set one side to have a negatively charged and the other have a positive charge. The smaller pieces are able to move through the gel quickly while the longer ones move more slowly.
· What is the role of Polymerase Chain Reaction (PCR) and Restriction Fragment Length Polymorphism (RFLP) in carrying out gel electrophoresis?
The PCR can make billions of copies of the single strand of DNA that can then be tested and experimented with while the RFLP is the segment of DNA being tested.

Genetics –
· DNA: Deoxyribonucleic acid; a nucleic acid that contains the genetic instructions used in the development and functioning of all known living organisms
Chromosome: a single piece of coiled DNA containing many genes
Gene: the information to build and maintain an organism and pass genetic and are the part on the Chromosome.
Allele: is one of two or more forms of the DNA sequence of a particular gene for a given loci.
· How does the process of meiosis in gametic cells produce a wide range of genetic diversity?
There is crossing over.
· Draw a Punnett square and show the probability of producing each associated genotype and phenotype.

A A
a Aa Aa
a Aa Aa


· Understand the difference between dominant and recessive.
In the phenotype the dominant allele is are expressed even when the recessive allele is present.
· Know how to work with co-dominant traits on a Punnett square.
Some alleles are equally strong and neither are masked by the other. When both alleles are present, they are both expressed in the phenotype. The hybrid is a blend of both alleles.
Red flower, white flower, creates pink flower
Enzymes –
· catalyst: A substance that speeds up a chemical reaction, but is not consumed by the reaction
Enzyme: are proteins that catalyze in enzymatic reactions, the molecules at the beginning of the process are called substrates, and they are converted into different molecules, called the products. enzymes do differ from most other catalysts by being much more specific and can be reused.
· Describe the role of enzymes in an organism.
Many of the processes need for digestion would not be possible in the appropriate amount of time without enzymes present.
· Give an example of an enzyme and describe how it benefits an organism
A DNA polymerase is an enzyme that catalyzes the polymerization of deoxyribonucleotides into a DNA strand.
· What factors can affect the efficiency of an enzyme? by other molecules. Inhibitors are molecules that decrease enzyme activity; activators are molecules that increase activity. Many drugs and poisons are enzyme inhibitors. Activity is also affected by temperature, chemical environment (e.g., pH), and the concentration of substrate

Populations –
· Graph a sample predator prey relationship and explain the patterns that are formed.
When the hare population rose the lynx population also increased the following year, and conversely when the hare population decreased the lynx population also decreased.
· Define the carrying capacity of an ecosystem.
Number of organisms that can live in a given environment.
· Is eliminating predators from an ecosystem beneficial? Defend your answer.
No, because the predators keep the population below carrying capacity which avoids the problem of starvation or a population crash.
Adaptations –
· Describe the advantages and disadvantages of organisms that have highly specialized adaptations and those that have more generalized adaptations.
An advantage for an organism with highly specialized adaptations is that it will be able to survived better in the specific environment that it has adapted to better than other organisms, but if that environment changes then the generalized adapted species will survive better because it has a different range of genetic traits to help it survive in multiple environments.
· Describe how populations (species) develop traits that allow them to survive and reproduce in their environment.
Through the prose of natural selection, genetic mutations are either increased or eliminated depending on if the mutation gives the species a fitness advantage in the environment.
· Does competition for resources increase or decrease the probability of new adaptations? Defend you answer.
The competition for resources increases the probability of new adaptations arising. The adapations themselves occur unpredicted and randomly because the adaptations are simply mutations that can give the species a fitness advatage, but if there is no need to have a fitness advantage because there is no competition then the mutation will give the species enough of a need for an advantage and therefore there is not enough of a need for the fitness advantage and the organisums have the same fitness or reproductive levels.
· How does natural selection work on genetic variation to enable a population to become better adapted to their environment?
Natural selection: is the process by which traits become more or less common in a population due to consistent effects upon the survival or reproduction of their bearers.
Genetic variation: is the genetic diversity of a species that gives the population differences creating higher and lower fitness levels.
Performance assessments –
· Make accurate measurements (mass, volume) using the appropriate tools.
· Prepare a wet mount slide and identify a cellular structure.
· Set up an experiment with procedures. Identify controlled, dependent, and independent variables. Include replication and randomization.

SFL 240 final

Plan to Parent Children and Why
Joy Marie Prior
Brigham Young University
SFL 240 Section 2
Student Number 1-8384-1836









Magic fairy dust, that was the solution. The kind that you can sprinkle over someone without them realizing it. For some reason I believed that the instant someone had a child that person was sprinkled by magic fairy dust and that is what turned them into a loving parent. After learning more, I realized the patience, understanding, and tenderness are attributes a parent developed before their child were born. Even basic parenting characteristics such as listening to wheels on the bus over-and-over, picking child up from dance practice every week, and putting Band-Aids over scrapes seemed daunting to me as I realized there was no magic fairy dust that was going to save me. In this spirit I began to research several important parenting concepts and decided that reading with children and teaching children delayed gratification were the two I would discus in this essay because prior I did not think either was vital to raising children.
Reading
Beyond Cognitive Ability Development
It is important for mothers to read with their children not simply to increase cognitive ability, but it develops morals and values in a child. For parents and children reading together is a memorable family activity that costs nothing but time and love (Johnson, 1977). The beauty of reading as a family is that the energy it takes to read with children cannot be subsided by money. Unless a parent is reads with their children no matter how expensive the books on the shelf are the books will always remain completely useless if the parent does not sacrifice the time and energy to read with their child. I want to show my children that I am willing sacrifice my time to be with them.
A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 1996, p. 4985). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison, & Lawson, 2006). The books read to children should be age appropriate. Children develop not only acquire the foundational writing and reading skills but also analytical skills while reading with a parent (Schickedanz, 1999). It is important for parents to stop and talk about the characters in the story to help children develop reasoning skills that will enable them to question proposals and presentations imposed upon them throughout life their adult life. Parents are responsible to teach child to question why Alexander was having a terrible, horrible, no good, very bad day and not simply that he had a bad day (Viorst, 1972).
Voice Fluctuation
The way a reader depicts the characters through their voice sets the mood for the plot and development. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life the reader can bring the story to life by how they read. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Kozlowska, 2004). Because children can match a parent’s happy voice and happy face by the time they are six months old, children are highly capable of recognizing a happy or sad character (Flavell, 1999). The characters that a parent chooses to portray as good or happy will influence how the child perceives the message and morals of the story.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them. A great way to show this love is through reading time.
Delay Gratification
Delayed Gratification
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt (Funder, Block, Block, 1983) An individual who is capable of delayed gratification is conscious of how present choices influence the future and is able to deny current pleasures in order to obtain higher goals. It is important for children to develop delayed gratification in preparation for the dedication and determination needed to progress in employment, education, and relationships during adulthood.
The Development of the Self Identity
The development of the self as an individual is a vital and a presumably gradual development that begins in early infancy (Bertenthal, Fischer, 1978, p. 44). It is simply the ability for someone to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, 2003). It is important for children to develop a self identity to enable them to consciously make responsible choices that consider their specific personality, each of their strengths and weaknesses, as well as what they enjoy.
The Development of the Future-oriented Self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation coexists with the reasoning behind one’s behaviors (Walter, Shoda, Rodriguez, 1989). It seems impossible for an individual to comprehend the idea of a future self if that person is unable to grasp their individual identity in the present moment. Children with a sense of a self identity can begin to make choices in their current situation that conscious considers the wellbeing of their future-oriented self.
Values
An individuals values or undermines will determine exactly what the individual is willing to sacrifice. Children learn to value even such simple things as food. In the case of obese children who struggle with delaying their desire for food simply because of the strong value they have placed on food in their lives they are unable to develop proper eating habits in childhood that can follow them into adulthood (Bonanto, Boland, 2003). The strongest influence on children’s values are the values the parent’s model in their behavior (Whitbeck, Gecas, p. 829). Parents need to make a conscious effort in their own lives to sacrifice money and prestige in order to have family relationships if family is what the parents want their children to value.
Goal Setting Conscious of the Future-oriented Self
It is important for children to actively set minor and major goals. Children who are active in self goal setting have shown higher self-efficiency than the children who did not participate in setting goals and the children who had no goals at all (Schunk, 2010). Effective goal setting contain self and future-oriented awareness and also the sedimentation of values and morals. Prior to the development of delayed gratification a child must be capable of understanding and constructing goals. The ability to delay gratification is the conscious choice to put off initial desires in order to obtain a more valuable goal in the future.
Importance and Personal Significance
I want my children to understand the significance of delaying immediate gratification to obtain valuable goals. As a parent I can only rely on my child’s outward accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and aspirations when they set goals for themselves. (Autumn, 1992, p. 663). I want my children to learn how to develop themselves independently. By setting goals in areas such as academics, athletics, diet, and performance I can help my children to recognize that they are empowered when they are able to delay gratification.
Both reading and the ability to develop delayed gratification are important aspect in a child’s development. There does not seem to be any magic fairy dust. It seems like the only thing that gets sprinkled over good parents when their children are born is an extra measure of love and willingness to sacrifice.


















References
Autumn (1992). American Educational Research Journal. American Educational Research Association, 29, 663-676. Retrieved from: http://www.jstor.org/stable/1163261.
Berk, Laura E. (1986). Relationship of Elementary School Children's Private Speech to Behavioral Accompaniment to Task, Attention, and Task Performance. Developmental Psychology, 22, 671-680.
Bertenthal, Bennett I, Fischer, Kurt W. (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Bonato, Daniela P., Boland, Fred J. (2003). Delay of Gratification in Obese Children. Ontario, Canada: Elsevier Science Ltd.Queen’s University.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV.
Davison, Kirsten Krahnstoever, Lawson, Catherine T. (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. doi: 10.1186/1479-5868-3-19.
Flavell, JH (1999). Cognitive development: Children’s knowledge about the mind. Annual review of psychology. Retrieved from: Questia.com.
Funder, David C., Block, Jeanne H., Block, Jack (1983). Delay of gratification: Some longitudinal personality correlates. Journal of Personality and Social Psychology. Harvard University, 44, 1198-1213. Retrieved from: http://www.sciencedirect.com/science.
Hanney, Lesley, Kozlowska, Kasia (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. doi: 10.1111/j.1545-5300.2002.40102000037.x.
Johnson, Moulton A. (1977). I Had a Mother Who Read to Me. Ensign. Retrieved from: http://lds.org/ldsorg/v/index.
Loewenstein, Goerge, Elster, Jon. (1992). Choice Over Time. New Your, New York, Russell Sage Foundation.
Nueman, Susan B. (1996). Children Engaging in Storybook Readings: The Influence of Access to Pring Resources, Opportunity, and Parental Interaction. Early Childhood Research Quarterly, 11, 4985-513. Retrieved from: http://www.sciencedirect.com/science.
Schickedanz, Judith A. (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. Washington, N.W.: NAEYC.
Schunk, Dale H. (2010). Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children. The Journal of Special Education: A Journal of the Hammill Institue on Disabilities. Texas, Houston: University of Houston.
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, New York: Avenue of the Americas.
Walter, Mischel, Shoda, Yuichi, Rodriquez, Monica L. (1989). Delay of Gratification in Children. Science, 244, 933-938.
Whitebeck, Les B., Gecas, Viktor. Value Attributions and Value Transmission between Parents and Children. Journal of Marriage and Family, 50, 829-840. Retrieved from: http://www.jstor.org/pss/352651.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm.

SPAN 105 section 007 Essay

Joy Prior
Spanish 105
Section 007
Durante yo preparaba mi redacción yo estudiaba en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere dicir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡hala!
Por qué él piensa ser Americano algún necesita hablar Inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración illegal. El problema es solamente las personas viven en los ustadosunidos sin los papels legal. Muchos gente tiene los papels legal pero no habla Inglés. Otros gente no tiene los papels legal alunque habla Inglés. Cual lengua una persona habla no tiene una relación con los papels legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración illegal por qué el autor escribió un artículo sin respeto por la lengua de Espanola o la cultura. La lengua no es el problema. Yo quiero leer los artículos que dicir los efectos o las estadística de inmigración illegal en México, Cuba, y los Estados Unidos. Inmigración illegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es mas importante cuando nosotros hablamos de inmigración illegal recordamos es un problema de el ley y no es un problema de la lengua o la cultura.

SFL 240 2nd rough draft

Reading
Beyond Cognitive Ability Development
I believe that it is important for mothers to read with their children not simply to increase cognitive ability, but I believe that reading with my child helps relationship development. Reading together is a memorable family activity that costs nothing but time and love (Johnson 76). The beauty of reading as a family is that the energy it takes to read with children cannot be subsidies by money. Unless a parent is willing to read with their children no matter how expensive the books are on the shelf the books will always remain on the self and completely useless if the parent does not sacrifice the time and energy to read with their child. I want to spend time with my children and to show them that I am willing sacrifice my time to be with them.
When I read with my children I will be able to convey the meaning of values and morals to my children. A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 498). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison & Lawson, 2006). The books read to children should be age appropriate. Children will be able to emerge into literacy if not only the foundational knowledge and writing skills are developed but the complexity is developed according to the appropriate level (Schickedanz, 1999). It is important to me that when I read to my children we can stop and talk about the characters in the story so that my children can being to develop reasoning and analytical skills. I want my child to wonder why Alexander was having a terrible, horrible, no good, very bad day (Viorst, 1972).
Voice Fluctuation
I like to imagine that how I read a story to my child has a simular affect as good music does during a movie. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life how the reader can bring the story to life is by will bring the characters to life. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Lesley, Kozlowska, Kasia, 2004). Because children can match a parent’s happy voice and face by the time they are six months old my children will be able to know when I am reading a happy or sad character (Flavell). Without even being consciously aware I can covey subliminal messages to my children about how I believe the characters in the story should be acting. I want to read to my children with voices that have energy and rhythm because I recognize how I read to my children influences how they feel and think about what I am reading.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them.
Delay Gratification
The Development of the self
The development of the self as an individual is a vital and presumably gradual development that begins in early infancy (Bertenthal, Bennett I, Fischer, Kurt W., 1978, 44). It is simply the ability for an individual to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, Alan S., 2003). It is important to me that my children are aware that they are an individual because I want them to utilize agency in making choices while they are aware of who they are, their specific personality, each of their strength and weaknesses, as well as what they enjoy .
The Development of the future-oriented self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation seems to coexist with the reasoning behind one’s behaviors (Elster, 148). It seems impossible for an individual to comprehend the idea of a future self if that person cannot grasp their individual identity in the present moment. I want my children to know that they are an individual and I hope that by helping them to recognize that they are an individual that they will begin to set goals for themselves. I think that part of helping my child to discover who they are is to talk about them with them to help encourage private speech (Berk). I want to asking questions like; “How come you liked soccer practice so much today?”, “What did you learn in school today?”, and “Why did you enjoy Grandma’s house?” to help my children explore private speech. By doing this I hope that they will begin to develop a sense of identity.
I think that it is important that my children assets their own skill level and set their own individual goals. In a study done on sixth-grade children who struggled with math the children who set their own performance goals had higher self-efficacy than the children who had goals set for them and the children who had no goals at all. (Schunk) I want my children to set their own goals, because it is important to me that they learn how to delay their gratification and put what they desire in the future above their initial wants. I want my children to be aware of who they are now and who they want to become so that goal setting can be introspective and help them to learn to develop themselves and not a matter of outward performance or judgmental comparisons to their peers. As a parent I can only rely on my child’s grade accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and my aspirations when they set goals for themselves. (Autumn, Pages 663-676). I want my children learn to develop themselves and that is why I want them to begin setting goals in minor areas such as academics, athletics, diet, and performance.
To help my children place value on high morals and positive social interaction I need to model delayed gratification. The strongest influence on what my children will value is the values that I model in my behavior. (Whitbeck, Les B. page 829). I want my children to have high moral values. Children learn to value even such simple things as food. In obese children they struggle with delaying their gratification for food related items possibly because of the strong value of food in their lives. (Bonanto, Boland)
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt. (Funder, Block, Block) That is the type of children I want raise.
Importance and Personal Significance
It is one of the most stereotypical sociology studies: give a child one M&M and tell them when you come back if they have not eaten the M&M they will get three more. I remember when I was in Jr. High and I came home from my sociology class and told my mom about the test. She smiled and said, “You waited until I got back to eat the marshmallow when I tried that test with you.” In Jr. High I felt puzzled by how pleased she seemed that I passed such a strange test, but now that I have begun to feel the pressure of college exams I can understand how vital it is that children understand how to delay gratification. I want my children to understand the importance of delaying gratification and I want to develop this understanding by talking to my children about their potential and by being an example of setting and obtaining goals myself.


Davison, Kirsten Krahnstoever, Lawson, Catherine T., (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. Doi: 10.1186/1479-5868-3-19
Schickedanz, Judith A., (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. NAEYC, 1509 16th Street, N.W., Washington. ISBN-0-935989-90-0
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. Avenue of the Americas, New York, New York. ISBN: 978-4169-8595-2. Print.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling, (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV. IOB: 10.1109/ICCE.2006.1598355
Hanney, Lesley, Kozlowska, Kasia, (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. DOI: 10.1111/j.1545-5300.2002.40102000037.x
Bertenthal, Bennett I, Fischer, Kurt W., (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm

SFL 240 #10 for real

Reaction Note #10 – Adolescents
I do not think too much about raising my children while they are in their adolescents because frankly I am still in my adolescents. In the little examples given in class about positive parents working with their children all I can think is, “oh! That happened to me like what yesterday,” but then again this probably is the best time to hear how to teach adolescents when I can still remember what it feels like to be an adolescent. When I look back on my own life I know that the times that I felt the most love from my parents was when I was an adolescent. I would like to claim that I was a typical teenager, but I was probably brattier than a typical teenager. I truly did know everything and how everything should be.
One of my most cherished memories of my mother holding me was when I was a senior in high school. I was seventeen and at my full height; I thought that I was mature and I believed that I was on my way to complete independence. After getting into a very aggressive and reveling argument with a friend’s father about how I should be acting I drove myself home and wanted to handle the argument maturely and brave, but the instant I saw my mother sitting on the couch I burst into tears. She held me in her arms while I cried. My face paint smeared all across her shirt but she did not care. There we sat until I had told her everything. She stroked my hair with her fingers and dried my tears with her hand and helped me to pick up the pieces of my broken heart by telling me how much she loved me and how much she cared for me.
I never have been a really talented driver. When I started driving I honestly had these daydreams about being a racecar driver, but in all truth the only thing racecar driving would race me towards was a speedy death. One night I was off to a youth group meeting. As usual it was ten minutes past when I was supposed to be to the meeting and I was not there, my hair was still wet from my shower, and I had not eaten dinner. I screamed at my mom that I was going over the roar of the car engine in the garage. She tried to yell something to me from the kitchen door, but I was not listening. Without looking behind me I through the car into reverse, and took my hands off the wheel while I tried to apply on some makeup. There was a loud thump-crash sound. I turned around to see the white garage door bent and broken. I pulled the car forward slightly, pressed the open garage door button, and locked the car doors. Before I had time to escape my mom was standing at the kitchen door screaming my name, but I just kept backed up and drove off.
I never made it to my meeting. I just drove around town for a while, and when I rolled back into the drive way my mom had not left her post. When I get upset I start cleaning, and so within the next ten minutes I was dusting every picture frame in the entire house with orange spray. I was so humiliated and I knew that I must be the worst child on the face of the whole plant. My plan was to run away as soon as I was eighteen and get a job at Amber’s Dinner. I could go to a community college and then my parents would not have to worry about me ruining their lives anymore. There was no way in my mind that my parents would ever want me after that.
As I was forming this plan I literally turned right into my father after wiping down a picture frame for the fifth time. He was standing there in the down stairs hallway just watching me. My Dad has rheumatoid arthritis. He walks with a cane and he has metallic knees to help support his weight. Any time that my dad goes up and down stairs is a big effort, and there he was that night in the down stairs hall way staring at me. I started my prepared speech about how I was sorry, how I knew that he did not want me anymore because I was such an awful child, and how I was going to run away so he did not have to be even disgraced by my presence. All I got out was a soft whispered dad before I collapsed in his arms and started to cry. He just held me there. I don’t even think that he said anything, but he never brought up the garage door. In a few days there was a new garage door.
These moments changed my life. I have some cherished memories about my parents when I was a child, but my memory is not good enough to recall those times. I can distinctly remember these moments though when I knew that my parents loved me and would always love me. What kind of parent would ever believe that they can stop showing affection to their child simply because they are older? The same principles of parenting apply with adolescents as with children and not because I think that adolescents are just big children, but because I honestly feel like adults, retired businessmen, and even garbage men we are all more like children than we want to admit. There is not magic fairy dust that is sprinkled over a teenager that makes them not want to be loved any more than the next person. What does change is how we express that love. I am sure that it is a struggle to learn how to express to a teenager how much you love them. If my children are anything like me I know that it will be a challenge, but it can be done and needs to be done. I know that I am were I am because of how often my parents expressed to me and continue to express to me that they love and care for me.

SFL 240 #10

Reaction Note #10 – Adolescents

SFL 240 #9

Reaction Note #9 – Maternal Employment
I think that the question, "should a mother work," is really mind envocking. It seems like a big issue, and one that people feel really passionate and personal about. After considering the pros and the cons I came to the conclusion that it does not matter specifically if the mother or father has a job but the reason why they have that job and how much time with their children for that job.
The sentence that was running over and over in my head after class was to the effect that, "my child will be the same tomorrow, but this job opportunity will never come agian." I thought over my own life and could not help but wonder how especially a mother could feed herself this lie!
I am not even a mother and I recognize how valuable childhood moments are. On Sunday I was sitting on the pew with my nephew, he just got into first grade, and he sits quietly on the church pew now. Every sunday for the past two years my nephew would come over to me, sit on my lap, hand me a pen, and ask me to draw a train on his hands. I got really good at drawing tains, but I just noticed this week that he does not ask me to draw trains on his hands any more. In the few momments while I watched him pick up the hymn book and turn the pages all of those trains I had drawn seemed more valuable than my notes or textbook every could be worth. My nephew is not even my own child and I can recognize that there will never be another time in his or my life when I will draw a train on his cubby little hands. There must be an innumerable experiances like this one for a mother.
That is what really got me thinking about mothers who work. I know that growing up my mom worked a few hours, but she was always a mother first. She had few opertunities to get more hours and a heigher pay but she never took them. In my family I have sister-in-laws who work a few hours here, and sisters who do not have a job. There are women who are at-home-mothers who from what I can observe do not sacrafice as much time or energy for their children as women who work. Converstaionally there are women who work and do not sacrafice time or energy and sometimes not even money for their children. In short I think that if a mother goes to work or not should not be the real question to ask ourselves. The real question I think that we should ask ourselves is why the mother is going to work, and what the mother is willing to sacrafice for her children.
I would do not want to exclued fathers from this, because the truth is that I think the same truth applies to fathers as well. If a father is not willing to sacrafice his own pride, money, and a job title to spend ample time with his children to help them improve, feel supported, and know that they are loved then I believe that he should recieve the same judgement. I know that there needs to be an income coming into the home, but there also needs to be time and energy and love in the home and those are the things that make children develop into mature adults.

BIO 100

I heard the, “clomp, bump, clomp,” of my boots while I walked down the cement cattle manger. One of my boots must have been my older brothers, but I did not care because the bigger it was the louder, "clomp," it made when I walked. Some were behind the rows of locked in cattle I heard my dad yell for me to come and tell him the number of a particular cow. I stuck my hands out while I turned around on the manger and picked my way back. After telling him the number he slapped the cow and told me to put her number on the list she needed to be breed. Despite my gloves my fingers still fumbled like ice-cubes in my coat pockets for the 3 inch piece of paper. I guess that natural selection never really bothered me because that is what fathers are supposed to do… breed animals together. The Origin of Species seems to be a heated debate centered on God and nature, but if humans have been practicing artificial selection for thousands of years I believe it is possible that God could use the same methods.
Historical Context
Charles Darwin did not even want to publish The Origin of Species until after his death because he anticipated the volumes of attacks against him, but even his death did not stop him from being scrutinized. There are so many emotions that seem to explode when someone simply says evolution. The two teams line up with evolutionist on one side and the divine interventionist on the other. Pathetically it seems that the God is the ball kicked between the two sides. I can almost hear the commentators now, “evolutionist has the ball, but here comes a divine interventionist with another publication from Texas.” It is a truly degrading game, and almost seems impossible for mankind not to play especially in the case of Charles Darwin’s The Origin of Species.
Context
Charles Darwin starts his book as if he were starting a dinner conversation. The first chapter of The Origin of Species is all about artificial selection. Darwin takes particular detail to explain domestic dogs and how different these breeds are than the wild breeds. He then talks about how particular breeders are when selecting dogs for breeding. Then he decides the great diversity of domestic breeds as a result of the breeders. Artificial selection is a subject that people are familiar with.
The first chapter of The Origin of Species hit home for me. While I was growing up I can remember dinner conversations about cattle, breeding, and bulls. My dad and brothers would sit around the table while we ate stake and talk: who the bull was, how old the cow was, and what kind of calves she had while we were eating. Although I would never recommend this topic of conversation on a date it was a relatively natural conversation in our home. There were magazines full of statistics and percentages in the mailbox every month advertising bull’s semen. Artificial selection was just another everyday topic of conversation.
I only bring up this memory to illustrate how mild Darwin begins his book. When critiques mention Darwin the first chapter is hardly even summarized, because there does not seem to be an argument about mankind’s ability to take a husky dog and breed it with a husky dog. No one seems eager to debate if a breeder wanted to have grey pigeons the breeder would breed grey pigeons with grey pigeons. There does not even seem to be a debate there. Humans accept their able to do artificial selection.
Humans are capable of artificial selection and God (mankind’s father and creator) must also be able to use artificial selection. Charles Darwin wrote, “How fleeting are the wishes and efforts of man! How short his time! And consequently how poor will his products be, compared with those accumulated by nature during whole geological periods. Can we wonder, then, that nature’s productions should be far “truer” in character than man’s productions; that they should be infinitely better adapted to the most complex conditions of life, and should plainly bear the stamp of far higher workmanship?” This quote taken from The Origin of Species does not seem to dismiss God from the creation process, but to glorify His involvement in the creation through the process of natural selection, a process similar and far more complex than artificial selection.
Personal
I really enjoy the subjects of natural selection, evolutions, and genetic drift. The more that I learn about each of these subjects the more I find great comfort in my God. In my opinion there is not anything more impressive than a God who can not only understand evolution, but can utilize it. Humans have been using artificial selection for thousands of years, and what do we have to say for it: dogs on our front porch that cannot catch a Frisbee let alone their own dinner and giant tomatoes in our gardens that have no taste. I do not want to put the reader under the impression that I am against artificial selection. There are good examples of artificial selection such as whole wheat bread, corn on the cob, and brightly colored flowers. What I do want the reader to understand is that I think humans have a lot to learn about creation, before we can get it right. If humans have been using artificial selection to make different species I believe that God is very capable of breeding animals together to make different species.
This paper’s purpose is not to proclaim that God used natural selection to create mankind, but I believe that if humans are capable of taking a wild animal and breeding that animal with another to the point that there are two species my Heavenly Father must also be capable of taking a species and over time create another species. I would not lower my God’s intelligence below that of mankind’s intelligence of the creation. There never really was a struggle for me to understand natural selection, because I know that my father, Paul Albert Prior, is able to breed a cow with a bull to create what his ideal image of a cow should be. It seems blasphemies to claim that an all knowing God could not use a similar process to create any species He wished into His ideal image. Like I mentioned before I do not profess to know that God used natural selection in the creation process, but I do believe that He is capable of using natural selection if He wished.

SFL 210 final

Development of Social Competence Paper
Joy Marie Prior
Brigham Young University
SFL 210, Section
183841836









The purpose of this paper is to apply the research and theories from Human Development lectures into practice by describing eight socially competent characteristics of an adolescent and identifying the development or lack of these characteristics in young children. After identifying, defining, and giving a brief example of eight characteristics of a socially competent adolescent there is an analysis of the competence of these characteristics in young adults ages three to four followed by specific factors that seem to make some children more socially competent than their peers.
Summary of Social Competence
Honest
Individuals should be honest with themselves. It is simpler to characterize the traits of dishonesty in order to define honesty, because dishonesty is to engage in behavior that the individual recognizes and defines as morally wrong (Mayhew, Hubbard, Finelli, Harding, Trevor, Carpenter, Donald, 2009, page 441). An example of dishonesty is cheating on an exam, and justifying the action either because others are doing it, out of fear of failing, or by blaming others (Rogers, 2010, page 243). In this same example an honest individual would be not cheat on the exam even if everyone else is and accept the score as a result of his or her own actions.
Develop Intimate Friendships
Socially competent individuals can develop intimate friendships. A friendship is a relationship between two people that does not demand or pretend perfection, recognizes individual thoughts and feelings, and exemplifies honesty and unity (Hanks, 1984). One example of friendship is when two teenagers go to a college late night party and after realizing there is obscene behavior the two decided to go home instead of remain at the party.
Turn-about
Turn-about is important to develop. This is the socially sequence of altering the talk and the silence among the parties in a conversation, and the way such transfers are coordinated (Sacks, Schegoloff, & Jefferson, 1974, page 696). An example of turn-about is when at parent teacher conferences the teacher asks a student how they feel about the material in class and the student not only answers the direct question but includes a follow up question or statement of the same nature, such as how the teach feels about the student’s participation (Schegoloff & Jefferson, 1974, page 696).
Delay Gratification
A social competent child can delay gratification. Delay gratification is the ability to prioritizing goals in such a manner that one can resist momentary temptations in a given situation in order to obtain longer term goals (Fish Bach & Shah, 2010, page 820). An example of delaying gratification is when someone sacrifices watching a favorite television series in order to complete term paper that will affect the individuals final grade in a class (Fish Bach & Shah, 2010, page 821).
Distribution of Justice
Individuals should reason through the motivations of the distribution of justice. The distribution of justice is the reasoning that justifies divided resources, particularly limited resources, in a group depending on need, power, or function (Froehlich & Oppenheimer, 1994, page 147). An example of the distribution of justice is if teenage students feel that a teacher should be speed more special attention, energy, and time with a student who does not understand the material or to continue to teach the entire class at the same level (Tirri, 1998).
Emotional Self-regulation
In adolescents an individual should be maintains emotional self-regulation. Someone has emotional self-regulation when that individual is able to initiate emotional and behavioral changes during emotionally intensive situations in order to meet goals and manage impulses (Dennis, 2010, 84) An example of emotional self-regulation is a part-time cashiers who works a few hours after school is dealing with a difficult customer but despite an increased heart rate the cashier remains polite and cordial with the customer (Bono, 1999, 177).
Share
A well developed individual is able to share. An individual is able to share when that person can give personal material possessions to benefit another, particularly when sources are limited or during confrontation (Birch, 1986, page 387). An example of sharing is when a student donates a portion of his or her personal earnings to a charity (Poulos, 2010, page 403).
Compromising
Someone who can reach a compromise in a confrontational situation is socially developed. A compromise is a solution agreed to by all parties, and a compromising individual is capable of discovering and supporting mutually accepted solutions (Morrison, 2008, Page 974). An example of compromising is when a group of students who carpool to school agree that each member will pay for a portion of the monthly gas bill (Geoke, 2010).
Observations of in Young Adults
Honest
In my observations none of the children portrayed dishonesty, and I assumed from this observations that the children were developing honesty. The children did not try to sneak a toy into their backpack, take something from the shelf without asking, or lie to a teacher. The lack of dishonesty caused me to conclude that the children were capable honesty.
Develop Intimate Friendships
The children interacted with one another but none of the children seamed to have intimate or personal, but playful friendships. While at recess Child C played in the group, with the girls, with the boys, with the children on the tricycles and with the children on the slide and did not express a strong personal connection with any particular child. This leads me to believe that Child C is developing the ability to have friendships but that ability is not fully developed.
Turn-about
Turn-about seemed particularly immature in all of the children. Although Child C communicated the most with peers Child C used short sentences such as: “hurry,” “I don’t want to play that,” or “let’s go”. In contrast Child A even when Child A’s guardian came Child A did not answer a single question verbally but with head nods and by pointing his finger. None of the children seemed capable of turn-about.
Delay Gratification
I observed times that the children were capable of delayed gratification, but only in very minimal examples. When it was time to go outside and play for recess Child A was the second child in line. It was apparent that Child A wanted to go out a play, but instead of rushing out of the door Child A waited patiently until the teacher opened the door and said that it was alright to go out.
Distribution of Justice
When the children divided snacks or toys among themselves it was because they were prompted by a teacher. I wonder if the children are capable of distributing justice or if the children are simply obeying. At snack time Child B ate the gram-cracker and all the children got the same size of gram-cracker. Although Child B was content with the way the gram-crackers were distributed Child B was not involved in the distribution, and I was unable to observe a situation when the children would need to be the distributor. Emotional Self-regulation
The children were capable of self-regulation for short periods of time, and none of the children had tantrums or needed to be soothed. When Child A was listening to the teacher read a story Child A sat quietly, with legs crossed, and did not speak to the other children. I believe that the preschool’s schedule helped the children to develop self-regulation because it each activity was relatively short.
Share
The children were able to share when prompted. Child B was playing with the balls while outside on the playground even though there were children around Child B did not pass the ball until the teacher asked if the children wanted to play catch. Once prompted Child B enjoyed playing catch, and that leads me to believe that the children were capable of sharing but still developing the ability to initiate sharing.
Compromising
The children did not compromise, because there did not seem to be a desire to compromise. While playing Child C wanted to play in the sandbox and called a friend over but when the friend did not response Child C joined the other children. Instead of attempting to compromise the children moved on. The lack of this development could be linked to the inability to develop intimate friendships, because the children did not seem to care enough about specific relationships to desire a compromise.
The Most competent Child
Child C
From my observations I would say that Child C was the most socially competent child. It was really interesting to see that because Child C was social with the other children Child C had more opportunities to work on developing positive social behavior. Because Child C was on the interacting with the other children there were opportunities to build vocabulary, share, compromise, and interact. In contrast Child B preferred to play with the teacher even when there were children near by. Child B did not go out and interact with the other children. These observations made the 'snowball' affect a reality.
After completing the research for the eight characteristics in socially competent adolescents and making observations in the Brigham Young University preschool for the development of these characteristics it was interesting to see the obvious, subtle, and lack of development of these eight characteristics in the young adults. It was particularly interesting to note that Child C was probably the most socially competent because Child C was able to interact well with peers Child C was able to practice and develop better pro-social competence. This practice in young adulthood seems to be putting Child C on a very positive path that will lead Child C to becoming a very socially competent adolescent.








References
Fishbach, Ayelet, Shah, James Y. (2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832.
Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press.
Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344.
Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32, 441-468.
Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39, 243 -248.
Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents): an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University.
Hanks, Marion D. (1984). Marriage. Latter Day Saints General Conference, 47.
Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50, 696-735.
Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63.
Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57, 387-395.
Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6, 402-408.
Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16, 974 -83.
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21, 744 -753.
Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17, 224-228.
Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of Social History, 42, 1527-1897.
Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42, 84 -97.
Bono, Joyce E. (2010). Personality and Emotional Performance. Journal of occupational health psychology, 12, 177-192.

Human's are familure with artificial selection for generations. There were always magazines around our house with pictures of a huge bulls acomponied by pages of statistics and percentages. I can remember dinners were my brothers and Dad talked about selection, bulls, and so on. After being so familure with artificual selection natural selection did not seem quite as schocking. That is probably why Darwin started Chapter I with domestic breeding and artificial selection, it's a dinner converstation, unthreating, and something that people are familuar with. He takes maticulous detail in expounding on how breeders take deomestic pegions and domestic dogs.

SFL 210 endding

After completing the research for the eight characteristics in socially competent adolescents and making observations in the Brigham Young University preschool for the development of these characteristics it was interesting to see the obvious, suddle, and lack of development of these eight characteristics in the young adults. It was particularly interesting to note that Child C was probably the most socially competent because Child C was able to interact well with peers Child C was able to practice and develop better prosocial competence. This practice in young adulthood seems to be putting Child C on a very positive path that will lead Child C to becoming a very socially compotent adolesent.

SFL 210 second draft of second section

Honest
In my observations none of the children portrayed dishonesty, and I assumed from this observations that the children were developing honesty. The children did not try to sneak a toy into their backpack, take something from the shelf without asking, or lie to a teacher. The lack of dishonesty caused me to concluded that the children were all developing and capable of being honest.
Develop Intimate Friendships
The children interacted with one antoher but none of the children seamed to have intimate or personal, but playful friendships. While on the playground Child C knew the other children's names. Child C raced the other children around the sidewalk on a tricycle and followed the other children around the playground equipment. Child C played in the group, with the girls, with the boys, with the children on the tricycles and with the children on the slide and did not express a strong personal connection with any particular child. This leads me to believe that Child C is developing the ability to have friendships but that ability is not fully developed.
Turn-about
Turn-about seemed particularly immature in all of the children. Although Child C communicated the most with peers Child C used short sentences such as: “hurry,” “I don’t want to play that,” or “let’s go”. In contrast Child A was observed during snack time and although that did not allow for many opportunities to communicate when Child A’s guardian came Child A did not answer a single question verbally but with head nods and by pointing his finger. Although all of the children understood what was being said: went to the rug, got coats, sat down, and so on none of the children seemed capable of turn-about.
Delay Gratification
I observed times that the children were capable of delayed gratification, but only in very minimal examples. When it was time to go outside and play for recess Child A was the second child in line. It was apparent that Child A wanted to go out a play, but instead of rushing out of the door Child A waited patiently until the teacher opened the door and said that it was alright to go out.
Emotional Self-regulation
The children were capable of self-regulation for short periods of time, and none of the children had tantrums or needed to be soothed. When Child A was listening to the teacher read a story Child A sat quietly, with legs crossed, and did not speak to the other children. The story time was relatively short; the snack time was short; the recess was long; and the teachers were very involved in making sure that the preschool kept moving throughout the day. I believe that the preschool’s schedule helped the children to develop self-regulation because it took into account the children’s short attention spans.
Distribution of Justice
When the children divided snacks or toys among themselves it was because they were prompted by a teacher. I wonder if the children are capable of distributing justice or if the children are simply obeying. At snack time Child B ate the gram-cracker and all the children got the same size of gram-cracker. Although Child B was content with the way the gram-crackers were distributed Child B was not involved in the distribution, and I was unable to observe a situation when the Child would need to be the distributor. There were many opportunities for the teacher to be the distributor. The children obeyed the way the teacher distributed the gram-crackers, but this could be obediance and not the distribution of justice.
Share
The children were able to share when prompted. Child B was playing with the balls while outside on the playground even though there were children around Child B did not pass the ball until the teacher asked if the children wanted to play catch. Once prompted Child B enjoyed playing catch, and that leads me to believe that the children were capable of sharing but still developing the ability to iniciate sharing.
Compromising
The children did not compromise, because there did not seem to be a desire to compromise. While playing Child C wanted to play in the sandbox and called a friend over Child C when the friend did not responsed Child C gave up and joined the friend. This was the only occasion for a possible compromise, because the remaining time the children interacted with each other until something new appeared. Instead of attempting to compromise the children moved on. The lack of this development could be linked to the inability to develop intimate friendships, because the children did not seem to care enough about specific relationships to desire a compromise.

The Most compotent Child
From my observations I would say that Child C was the most socially comptoent child. It was really interesting to see that because Child C was social with the other children Child C had more opertunities to work on developing positive social behavior. When Child C was on the playground interacting with the other children there were opertunities to build vocabulary, share, compromise, and interact. In contrast Child B prefered to play with the teacher even when there were children near by.Child B did not go out and interact with the other children.
I also realized how important play time is because I observed Child A when it was snack time and reading time. In these times there were really not a lot of opertunites for Child A to portray pro-social behavior because the snack time was structured, and the reading time was struckered. It also made me realize how biased my observations could be because of the simple times that I observed each child.

SFL 210 second section

Honest
None of these children portrayed any apparent dishonesty, and I therefore assumed from the observations that each of child was developing honest characteristics. None of the children tried to sneak a toy into their backpack, take something from the shelf without asking, or lie flat out to a teacher. The lack of dishonesty that I observed caused me to concluded that the children were all developing and capable of being honest.
Develop Intimate Friendships
The children were able to show friendships but none of the friendships seamed intimate or personal, but playful. Child C showed the greatest ability to create friendships. While on the playground Child C knew the other children by name that Child C interacted with while playing an imaginary game of pirate ships, and Child C raced the other children around the sidewalk on a tricycle. Child C played in the group, with the girls, with the boys, with the children on the tricycles and with the children on the slide and did not express a strong personal connection with the any particular children. This leads me to believe that Child C is developing the ability to have intimate friendships but that ability is not fully developed.
Turn-about
Turn-about seemed particularly immature in all of the children. Although Child C communicated the most with peers Child C used one sentence ideas, “hurry,” “I don’t want to play that,” or “let’s go”. In contrast Child A was observed during snack time and that did not allow for many opportunities to communicate, but when Child A’s guardian came Child A did not answer a single question verbally but with head nods and pointing. All of the children understood what was being said: went to the rug, got coats, sat down, and so on, and this would indicate that the children are learning to understand. None of the children seemed capable of turn-about yet though.
Delay Gratification
There were signs that the children were capable of delayed gratification, but only in very minimal examples. When it was time to go outside and play for recess Child A was the second child in line. It was apparent that Child A wanted to go out a play, but instead of rushing out of the door Child A waited patiently until the teacher opened the door and said that it was alright to go out.

Distribution of Justice
The examples of the children using the distribution of justice were monitored, and that lead me to wonder if the children are capable of distributing justice or if the children are simply obeying. At snack time Child B took ate the gram-cracker, and did not ask for seconds until the teacher offered the students a second one because there were extra. Although Child B was content with the way the gram-crackers were distributed Child B was not involved in the distribution, and I was unable to observe a situation when the Child would need to be the distributor. There were many opportunities for the teacher to be the distributor, and the children obeyed the way the teacher distributed the gram-crackers.
Share
The children were able to share when prompted. Child B was playing with the balls while outside on the playground but Child B did not pass the ball to the teacher or student nearby until the teacher asked if the child wanted to play catch. Once prompted Child B enjoyed playing catch, and that leads me to believe that the children were capable of sharing but still developing the ability.
Compromising
The children did not compromise. While playing Child C wanted to play in the sandbox and after calling a friend over Child C with no response Child C gave up and joined the friend. This was the only occasion for a possible compromise, because the remaining time the children interacted with each other until something new appeared. The lack of this development could be linked to the inability to develop intimate friendships, because the children did not seem to care enough about specific relationships to desire a compromise. Instead all the children picked moved on to a new toy or play group when the former group was no longer interesting.
Emotional Self-regulation
The children were capable of self-regulation for short periods of time, and none of the children had tantrums or needed to be soothed. When Child A was listening to the teacher read a story Child A sat quietly, with legs crossed, and did not speak to the other children. I was very impressed. Afterwards I took into consideration that the story time was relatively short, the snack time was short, the recess was long, and the teachers were very involved in making sure that the preschool kept moving throughout the day. I believe that the preschool’s schedule helped the children to develop self-regulation because it took into account the children’s short attention spans.

SFL 210 rough draft of 1st section

The purpose of this paper is to apply the research and theories from Brigham Young University School of Family Living 210 Human Development lectures and material into practice by describing eight socially competent characteristics of an adolescent and identifying the development or lack of these characteristics in young children. After identifying, defining, and giving a brief example of eight characteristics of a socially competent adolescent there is an analysis of the competence of these characteristics in young adults ages three to four followed by specific factors that seem to make some children more socially competent than their peers. The observations taken of from three Brigham Young University preschool children is also included at the end of the report.
Summary of Social Competence
Honest
Individuals should be honest with themselves. It is simpler to characterize the traits of dishonesty in order to define honesty, because dishonesty is to engage in behavior that the individual recognizes and defines as morally wrong (Mayhew, Hubbard, Finelli, Harding, Trevor, Carpenter, Donald, 2009, page 441). An example of dishonesty is cheating on an exam, and justifying the action either because others are doing it, out of fear of failing, or by blaming others (Rogers, 2010, page 243). In this same example an honest individual would be not cheat on the exam even if everyone else is and accept the score as a result of his or her own actions.
Develop Intimate Friendships
Socially competent individuals can develop intimate friendships. A friendship is a relationship between two people that does not demand or pretend perfection, recognizes individual thoughts and feelings, and exemplifies honesty and unity (Hanks, 1984). One example of friendship is the Varsity catcher on the school baseball team catching for Junior Varisty Pitcher outside of the regular practice time because both players want to improve (Gutierrez, 2007).
Turn-about
Turn-about is important to develop. This is the socially sequence of altering the talk and the silence among the parties in a conversation, and the way such transfers are coordinated (Sacks, Schegoloff, & Jefferson, 1974, page 696). An example of turn-about is when at parent teacher conferances the teacher asks a student how they feel about the material in class and the student not only answers the direct question but includes a follow up question or statement of the same nature, such as how the teach feels about the student’s participation (Schegoloff & Jefferson, 1974, page 696).
Delay Gratification
A social competent child can delay gratification. Delay gratification is the ability to prioritizing goals in such a manner that one can resist momentary temptations in a given situation in order to obtain longer term goals (Fish Bach & Shah, 2010, page 820). An example of delaying gratification is when someone sacrifices watching a favorite television series in order to complete term paper that will affect the individuals final grade in a class (Fish Bach & Shah, 2010, page 821).
Distribution of Justice
Individuals should reason through the motivations of the distribution of justice. The distribution of justice is the reasoning that justifies divided resources, particularly limited resources, in a group depending on need, power, or function (Froehlich & Oppenheimer, 1994, page 147). An example of the distribution of justice is if teenage students feel that a teacher should be speed more special attention, energy, and time with a student who does not understand the material or to continue to teach the entire class at the same level (Tirri, 1998).
Share
A well developed individual is able to share. An individual is able to share when that person can give personal material possessions to benefit another, particularly when sources are limited or during confrontation (Birch, 1986, page 387). An example of sharing is when a student donates a portion of his or her personal earnings to a charity (Poulos, 2010, page 403).
Compromising
Someone who can reach a compromise in a confrontational situation is socially developed. A compromise is a solution agreed to by all parties, and a compromising individual is capable of discovering and supporting mutually accepted solutions (Morrison, 2008, Page 974). An example of compromising is when a group of students who carpool to school agree that each member will pay for a portion of the monthly gas bill(Geoke, 2010).
Emotional Self-regulation
In adolescents an individual should be maintain emotional self-regulation. Someone has emotional self-regulation when that individual is able to initiate emotional and behavioral changes during emotionally intensive situations in order to meet goals and manage impulses (Dennis, 2010, 84) An example of emotional self-regulation is a part-time cashiers who works a few hours after school is dealing with a difficult customer but despite an increased heart rate the cashier remains polite and cordial with the customer (Bono, 1999, 177).
Analysis of Social/Emotional Competence in Young Children
Honest

Develop Intimate Friendships

Turn-about

Delay Gratification

Distribution of Justice

Share
A well developed individual is able to share. An individual is able to share when that person can give personal material possessions to benefit another, particularly when sources are limited or during confrontation (Birch, 1986, page 387). An example of sharing is when a student donates a portion of his or her personal earnings to a charity (Poulos, 2010, page 403).
Compromising
Someone who can reach a compromise in a confrontational situation is socially developed. A compromise is a solution agreed to by all parties, and a compromising individual is capable of discovering and supporting mutually accepted solutions (Morrison, 2008, Page 974). An example of compromising is when married couple discusses and agrees to attend one in-laws home for Thanksgiving and the other in-laws for Christmas (Geoke, 2010).
Emotional Self-regulation
In adolescents an individual should be maintain emotional self-regulation. Someone has emotional self-regulation when that individual is able to initiate emotional and behavioral changes during emotionally intensive situations in order to meet goals and manage impulses (Dennis, 2010, 84) An example of emotional self-regulation is from a cashier is dealing with a difficult customer but despite an increased heart rate the cashier remains polite and cordial with the customer (Bono, 1999, 177).