I believe that I want my children to learn autonomy and that I can help them to become self regulated indiviuduals by teaching them how to read, I love them unconditionally, and to love the diversity of nature.
It was schocking to me that Reading was included in the top ten things to teach your child. There are so many different thing in the world to teach children, but the prophet felt that it was important to teach children how to read. I want to teach my children how to read by reading picture books before we go to bed. I want them to pick a picture book that they want to read from the shelf. I also want them to have their own library card, and that way when we visit the library they can check out books themselves. I think that we will read just one or two verses from the scritupres a day. Ideally it would be in the morning before Dad goes to work, but I was also thinking that if that is not a practical time it would be ok to read a vers or two before we ate dinner. Another possibility would be to read a vers as a family before we went to bed. When ever my husband and I decided to have family scripture study I think that it is important that we begin and end with a prayer and try to have a moment of reverance while we read. Above all I think that I want to teach them how important it is to read by being a good example, and read books myself. I want to continue to read my scriptures daily when I have children. I think that it is important that my children see me read other books though too. I know that will be hard, because I have a hard time now reading a book in my free time. Yet, I think that having books in the home on visable shelves is important. I do not want to put the books in the farthest corner of the house, but in the open.
I think that it is important to teach children how to read because it gives them so much freedom. Not only will children be able to excel in school if they know how to read but they will be able to excell in spiritual development because they can read the scriptures for themselves. The ability to read something and then take that information and store it in your head, and then turn it over in your head, and then form an opinion about that information all begings with the ability to read.
I want my children to know that I love them unconditionally. This is something that I realize is going to be a lot harder said than done. I think that some of the ways I can make sure my children know that I love them unconditionally is to focus on their progress and not their accomplishments. One of the most obvious ways is academic preformance. I want them to be happy that they got good grades, but that is not what I want them to concentrat on. Instead I want them to know that it is more important to understand why you got the grade that they got, and what they learned. I think that this can come by talking to them about their classes. If I ask them questions about school and what they don't and do like in school I think that it will help them to realize that I value their education, but not as much as I value them. I want them to realize that they should take classes that they feel they can excell in and that they should work hard in classes, but that they should chalange themselves. I think that by asking them questions about school while they are in the class that I will not be shocked or horrified by their report cards. In truth I think that if I talk to them about what classes they like and what they have learned in that class and how their teacher is in that class and what friends they have in that class that I can see their progress. By me focusing on their progress I hope to transfer the message that they should focus on their progress and not their preformance.
I think that it is important to teach children how to focus on their progress because all of their lives they are going to have others tell them what they should measure up to. There are so many opertunities to have people rate you... how smart you are by your test score, how pretty you are by how many dates you have, or how spiritual you are by the times you stand up and bear your testimony. I want my children to understand that these are secondary things, and that the real growth is what happens while we are working for goals.
I want my children to enjoy nature. There are few things that I think are more beautiful than the outdoors. I think that by going on family walks maybe everys Sunday or for family home evening my children can learn to enjoy such simple things as fresh air. Especially when they are young I want to have play equpment outside. There will be things like swings or a sand box in our back yard if we have one, and if we live in an apartment I want to visit the park often. In order for my children to apreciate the outdoors I want them to see the outdoors; and that means family vacations. I don't want them to just think that the outdoors means our back yard. I want to take vacations to the swimming in the ocean, hiking in the mountains, camping in the desert, boating on a lake, and if my family is able to I want to visit the tropical forests and the artic. It is important to me that my children understand how physcially diverse the world is. While we are on family vacations I want to comment on how beautiful God created the world, and how much detail he put into every flower. It is very important to me that my children value God's creations.
I think that it is important to teach children how to value the physicall differences God made in the world so that they can understand that differences are good things. It is easy to see a flower that is pink and a flower that is blue and say that they are both beautiful, but it can be a harder concept to learn that because a person is a size thirty and another is a size four they are still beautiful. This is a very important lesson for me to teach my children, because I believe that the we are all God's creations. I have a testimony that God is a perfect being and that he created diversity in the world to make it beautiful. I want my children to know that just like rocks and trees are all different so are people, and I think that I can help them to understand that diversity is beautiful by first teaching it to them in the diversity of nature.
These are just a few things that I would like my children to know, and why I would like them to know them. It is kind of remarkable once you sit down and right what you want your children to know how easily it comes out. The list almost seems never ending. I guess that is the beauty, because I know that there are still things that I need to learn.
Friday, October 29, 2010
Thursday, October 28, 2010
a mathematician's apology
A Mathematician’s Apology
G.H. Hardy
At the bottom of the staircase in the BYU testing center you gaze at the television screen flashing strips of brown and blue student ID numbers and the respected test scores. When you see your score you feel like a carved pumpkin: gutted, empty, and lamely sitting on someone’s front porch. In the staircase you hear bound-pause-bound-pause; the person is skipping steps in their rush to see their score. In no time at all you there is a beeping click of as the boy next to you squeals while he texts his score to his mom. You on the other hand are fumbling with both hands to pull open the door. An arm gently moves away both of yours as it pushes the door open freely. Then he asks you, “What did you get?” What kind of question is that? You debate between snapping at him “what is it to you?” and crying on his shoulder. Fortunately, your pause is just long enough for him to get the idea. “I’m sorry,” he says shaking his head slightly as he breaths down your neck while you walk under his arm.
This is the type of sorry G. H. Hardy exemplifies in A Mathematician’s Apology. It is the type of apology that someone only says when they do not have a proper response for your stupidity. It is important to understand that Hardy published A Mathematicians Apology during World War II and what is more stupid or lowly than war. Hardy wrote A Mathematicians Apology to separate himself from the war efforts by classifying pure mathematics as a useless art.
Historical Context
After years of pending warfare A Mathematician’s Apology was first published in 1940. Some common World War II propaganda depicts the mood that surrounded Hardy’s publication. Men were expected to join the military, and women and children were expected to support the soldiers. One poster reads “Our Carelessness, Their Secret Weapon,” another is of a women cleaning machinery and it says, “The Girl He left Behind is Still Behind Him.” It was important to know your part in the war efforts and your neighbor’s. Hardy was no exception. In a time of warfare there does not seem to be any use for a pure mathematician like Hardy, but then again Hardy is the one who defined a pure mathematician.
History books do not blame the artist during a war for the devastation but rather for the inspiration. In Robert Henkes forward to World War II in American Art he writes, “as a war artist-correspondent during World War II, I had as my mission to document or paint the war as I saw, felt, and reacted to it.” Art has a tendency to get away with titles such as depiction or inspiration even during war. Scientific advancements on the other hand seem more related to warfare. Books like Martin Van Creveld Technology and War or Ernest Volkman’s Science Goes to War: the Ultimate Weapon, From Greek Fire to Star Wars these two books are just a few examples of how closely technology is associated with war. In A Mathematician’s Apology Hardy recognizes that, “the first and the most obvious is that the effect of science on war is merely to magnify its horror,” (Hardy 141) but Hardy did not consider himself a scientist. He wanted to be remembered as an inspirational artist and not a destroying scientist.
Hardy labels pure mathematics as an art. He writes, “A mathematician, like a painter or a poet, is a maker of patterns... the mathematician’s patterns, like the painter’s or the poet’s, must be beautiful; the ideas, like the colors or the words, but fit together in a harmonious way.” (Hardy 85) In short math is an art. He explains that unlike music which can stimulate passionate and volumes of emotion, mathematics cannot. Because most people are so afraid of the subject he believes that they would not even dare to find pleasure in it, and those who do only find the incomparable satisfaction of proving a theorem. (Hardy 88)
It is important to understand that Hardy is addressing pure mathematics under the conditions that he defines, and he does not want it to be confused with any science or useful study. He purposes the question directly in A Mathematician’s Apology, “Is mathematics ‘useful’, directly useful, as other sciences such as chemistry and physiology are?” and answers it just as clearly, “I shall ultimately say No,” (Hardy 75) There is a great amount of explanations dedicated to emphasize that mathematics is useless in a practical sense. One example used is geometry. If a figure on the chalk board is proportionate it has no effect on the proof, because a mathematician is not dealing with reality but numbers. In this sense pure mathematics is useless because the discovery of numbers and symbols cannot increases the standard of living and or happiness of men. (Hardy 119) An engineer can only use mathematics if there is an object associated with the numbers. Hardy says such professions as electrician or physician use ‘school’ math and, “he has hardly any understanding of ‘real’ mathematics.” (Hardy 137) To Hardy the instant mathematics is associated with an object or ‘thing’ it becomes a separate subject, and he emphasizes his profession is more creative and profound.
Hardy’s climax is how pure mathematics cannot be used in warfare. In the chapter before his summary and after pages of explanations showing that pure mathematics is a harmless art dealing with imaginary substances. After meticulously separating mathematics from trivial mathematics there is no logical way the culprit behind the gunnery, war craft engineers, and battle strategist could be a pure mathematician, but the scientists. Hardy concludes that, “Real mathematics has no effects on war. No one has yet discovered any warlike purpose to be served the theory of numbers,” (Hardy 140) After he stresses how pure trivial mathematics is the type of math used in warfare Hardy has his summary. The climax of A Mathematician’s Apology builds up to the separation of pure mathematics from anything war like or barbaric in human nature and not a soft spoken, “I’m sorry.”
A Mathematician’s Apology helped me to realize what pure mathematics is, but I imagine Hardy as a stuck up coward. It was eye opening to realize how mathematics can be beautiful, and I had never thought that pure mathematics and applied mathematics as different subjects. That is the section of the book that I enjoyed, but Hardy’s attempt to separate his subject from humanity is almost embarrassing. I can see how Hardy felt superior to the engineer, because if math had to be layered his pure mathematics would be on the top. It is the advances in pure mathematics though that enable applied the engineer to make faster guns, better bullets, and nuclear weapons. Hardy seemed so consumed in separating himself from such lowly things as war, death, and destruction that he failed to see his influence on them. This is probably why his apology reminded me of the way people say sorry when they find out you failed a test and they passed, or you lost your scholarship and they got a full ride. It is the, I’m-sorry-but-I-am-sure-glad-that-my-life-has-no-resemblance-to-yours that I hear in A Mathematician’s Apology. In all fairness though I guess that even scientist are people, and Hardy just like any sensible person would not want to be even remotely related to something as low as warfare.
Work Cited Page
Hardy, G. H. A Mathematician’s Apology. Cambridge University: United Kingdom, 2006.
World War II in Britain: World War II Posters and Prints from All Posters. 2003. Interesting.com
Henkes, Robert. World War II in American Art. British Library. 2001
Creveld, Martin. Technology and War: from 2000 B.C. to the present. Simon and Schuster. 1991
Volkman, Ernest. Science goes to war: the search for the ultimate weapon, from Greek fire to Star Wars. Wiley. 2002
G.H. Hardy
At the bottom of the staircase in the BYU testing center you gaze at the television screen flashing strips of brown and blue student ID numbers and the respected test scores. When you see your score you feel like a carved pumpkin: gutted, empty, and lamely sitting on someone’s front porch. In the staircase you hear bound-pause-bound-pause; the person is skipping steps in their rush to see their score. In no time at all you there is a beeping click of as the boy next to you squeals while he texts his score to his mom. You on the other hand are fumbling with both hands to pull open the door. An arm gently moves away both of yours as it pushes the door open freely. Then he asks you, “What did you get?” What kind of question is that? You debate between snapping at him “what is it to you?” and crying on his shoulder. Fortunately, your pause is just long enough for him to get the idea. “I’m sorry,” he says shaking his head slightly as he breaths down your neck while you walk under his arm.
This is the type of sorry G. H. Hardy exemplifies in A Mathematician’s Apology. It is the type of apology that someone only says when they do not have a proper response for your stupidity. It is important to understand that Hardy published A Mathematicians Apology during World War II and what is more stupid or lowly than war. Hardy wrote A Mathematicians Apology to separate himself from the war efforts by classifying pure mathematics as a useless art.
Historical Context
After years of pending warfare A Mathematician’s Apology was first published in 1940. Some common World War II propaganda depicts the mood that surrounded Hardy’s publication. Men were expected to join the military, and women and children were expected to support the soldiers. One poster reads “Our Carelessness, Their Secret Weapon,” another is of a women cleaning machinery and it says, “The Girl He left Behind is Still Behind Him.” It was important to know your part in the war efforts and your neighbor’s. Hardy was no exception. In a time of warfare there does not seem to be any use for a pure mathematician like Hardy, but then again Hardy is the one who defined a pure mathematician.
History books do not blame the artist during a war for the devastation but rather for the inspiration. In Robert Henkes forward to World War II in American Art he writes, “as a war artist-correspondent during World War II, I had as my mission to document or paint the war as I saw, felt, and reacted to it.” Art has a tendency to get away with titles such as depiction or inspiration even during war. Scientific advancements on the other hand seem more related to warfare. Books like Martin Van Creveld Technology and War or Ernest Volkman’s Science Goes to War: the Ultimate Weapon, From Greek Fire to Star Wars these two books are just a few examples of how closely technology is associated with war. In A Mathematician’s Apology Hardy recognizes that, “the first and the most obvious is that the effect of science on war is merely to magnify its horror,” (Hardy 141) but Hardy did not consider himself a scientist. He wanted to be remembered as an inspirational artist and not a destroying scientist.
Hardy labels pure mathematics as an art. He writes, “A mathematician, like a painter or a poet, is a maker of patterns... the mathematician’s patterns, like the painter’s or the poet’s, must be beautiful; the ideas, like the colors or the words, but fit together in a harmonious way.” (Hardy 85) In short math is an art. He explains that unlike music which can stimulate passionate and volumes of emotion, mathematics cannot. Because most people are so afraid of the subject he believes that they would not even dare to find pleasure in it, and those who do only find the incomparable satisfaction of proving a theorem. (Hardy 88)
It is important to understand that Hardy is addressing pure mathematics under the conditions that he defines, and he does not want it to be confused with any science or useful study. He purposes the question directly in A Mathematician’s Apology, “Is mathematics ‘useful’, directly useful, as other sciences such as chemistry and physiology are?” and answers it just as clearly, “I shall ultimately say No,” (Hardy 75) There is a great amount of explanations dedicated to emphasize that mathematics is useless in a practical sense. One example used is geometry. If a figure on the chalk board is proportionate it has no effect on the proof, because a mathematician is not dealing with reality but numbers. In this sense pure mathematics is useless because the discovery of numbers and symbols cannot increases the standard of living and or happiness of men. (Hardy 119) An engineer can only use mathematics if there is an object associated with the numbers. Hardy says such professions as electrician or physician use ‘school’ math and, “he has hardly any understanding of ‘real’ mathematics.” (Hardy 137) To Hardy the instant mathematics is associated with an object or ‘thing’ it becomes a separate subject, and he emphasizes his profession is more creative and profound.
Hardy’s climax is how pure mathematics cannot be used in warfare. In the chapter before his summary and after pages of explanations showing that pure mathematics is a harmless art dealing with imaginary substances. After meticulously separating mathematics from trivial mathematics there is no logical way the culprit behind the gunnery, war craft engineers, and battle strategist could be a pure mathematician, but the scientists. Hardy concludes that, “Real mathematics has no effects on war. No one has yet discovered any warlike purpose to be served the theory of numbers,” (Hardy 140) After he stresses how pure trivial mathematics is the type of math used in warfare Hardy has his summary. The climax of A Mathematician’s Apology builds up to the separation of pure mathematics from anything war like or barbaric in human nature and not a soft spoken, “I’m sorry.”
A Mathematician’s Apology helped me to realize what pure mathematics is, but I imagine Hardy as a stuck up coward. It was eye opening to realize how mathematics can be beautiful, and I had never thought that pure mathematics and applied mathematics as different subjects. That is the section of the book that I enjoyed, but Hardy’s attempt to separate his subject from humanity is almost embarrassing. I can see how Hardy felt superior to the engineer, because if math had to be layered his pure mathematics would be on the top. It is the advances in pure mathematics though that enable applied the engineer to make faster guns, better bullets, and nuclear weapons. Hardy seemed so consumed in separating himself from such lowly things as war, death, and destruction that he failed to see his influence on them. This is probably why his apology reminded me of the way people say sorry when they find out you failed a test and they passed, or you lost your scholarship and they got a full ride. It is the, I’m-sorry-but-I-am-sure-glad-that-my-life-has-no-resemblance-to-yours that I hear in A Mathematician’s Apology. In all fairness though I guess that even scientist are people, and Hardy just like any sensible person would not want to be even remotely related to something as low as warfare.
Work Cited Page
Hardy, G. H. A Mathematician’s Apology. Cambridge University: United Kingdom, 2006.
World War II in Britain: World War II Posters and Prints from All Posters. 2003. Interesting.com
Henkes, Robert. World War II in American Art. British Library. 2001
Creveld, Martin. Technology and War: from 2000 B.C. to the present. Simon and Schuster. 1991
Volkman, Ernest. Science goes to war: the search for the ultimate weapon, from Greek fire to Star Wars. Wiley. 2002
Thursday, October 14, 2010
sfl 210 2nd essay rough draft
I think that ‘an unexpected development’ should be added to the definition of a life changing experience. All of my life changing experiences did not go as expected, and most of them are entirely unexpected. When I joined the High School Track Team I day dreamed about my ideal developing experience and joining Native American Hoop dance team felt like something a magician would pull out of their black top hat; but were a life changing experience or better yet both were an unexpected development.
High School Track
It was a good thing I was wearing a long sleeve shirt the first time I tripped over a hurdle while running. The second time I was not so lucky, and by the fourth and fifth time I had perfected running into hurdles with no improvement in actually getting over them. To my ever embracement I actually raced the hurdles in High School; if you can call what I did racing. I tried hurdles because I came in last at every other track event and it seemed like hurdles were a good excuse to run slowly. With a new respect for people who can run in circles I carried my duffle bag and spiked shoes to practice every day, and I ran expecting that through all of this dedication I could one day be the underdog and take home my gold medal. There was never a significant improvement in my times. I never came in any place but last, and I yet I was better for it.
Physical
This experience influenced my the most obvious my physical dominion because track helped me realize the importance of cardio in an exercise schedule. Currently I maintain my cardio so I can enjoy such things as “pick-up” soccer games, flag football, and even hiking more. I also no longer drink carbonation, even at parties. The coaches asked us not to drink carbonation while in training. Shortly after the track season was completely over I guzzled an entire root-beer soda-can and within a few minutes found myself sprawled on the bathroom rug in pain. After that experience I did not want to ever drink carbonation again and I have avoided it ever sense. I also learned that healthily eating habits means more than just burning off the ‘bad’ calories. One night (during track season) I drank a milkshake that was probably about half a gallon of ice cream. I felt like my organs had turned to giant rocks that were smashing together at practice the next day. It taught me that exercise and eating habits are intertwined and before I gorge myself I remember healthy living involves food as well as exercise. Not only did I gain physical strength while in track, but I learned exercise that I use today. Reggie Time was what the track team called our daily half an hour series of abdominal, upper body, and leg exercises. When I go to the gym today I find myself doing exercises that I learned in Reggie Time years ago. Today, although I can not workout in the same extreme amount as I did while on the high school track team I consider myself physically fit. My motivation to stay physically active developed from the exercises, physical discipline, and motivation I learned in track.
Cultural
I learned the culture of athletics (individual and team) is more than just showing up for the game. It is important for a team member to be motivational. I did a lot of cheering from the sidelines in track. Every runner has what they call their weak bend, or better the place on the track that they feel they slow down the most at. People asked me all the time to cheer them on at their weak bend. When I cheer someone on today I realize how important it is to cheer an individual on at their weak bend because culturally that it is appropriate cheering. The fans are important in sports but track also helped me to realize how dedicated athletes are. Before I started to run I thought the track team just went around in circles. Then I tried it. Even when I watch golf I find an appreciation for the hours of dedication put into performances that can last minutes or even seconds. Track helped me to identify with dedicated athletes because I learned the importance of knowing the lingo in a sport: splits, PR, and scratched. I find myself using these words all of the time while talking to people about their marathon training, routines, or high school glory days. The more that I learned to appreciate athletes while doing track the more I realized that not all athletes are in the media spotlight. My high school track team had several runners who in the top hundred in the nation but the local newspaper never once put the track team on the front cover. When I watch the sports report I realize there are hundreds of talented athletes not televised. There is a special culture to athletics and because I was involved in track I learned how to respect and identify with that culture.
Socially
I developed socially because I the people who liked me on the track team liked who I was and not my talent at track. My brother was also on the Track Team. He happened to place in the top six in state at multiple events and he still clamed me as his sister. Our relationship grew as I appreciated his talents and he accepted my weaknesses. I am currently writing him while he serves his Latter Day Saints Mission in Colorado Springs, Colorado. Although I had no talent in track I did have friends and they helped me find my strengths. There was one thing was good at in track, stretching. No one commented on how I came in last but they would comment on how well I stretched. It made me feel more comfortable in the group to think that I had something I could do. Today I try to sense if someone is uncomfortable in the group and then I try ask them what they like to do. On of my talents is talking, but track helped me learn how to control my blabbering too. Practice started every day after school and if I wanted to be on time I had to excuse myself from my friends. Today I use the same methods I perfected in High School to tell my friends when I need to go home to study, take a test, or simply go to bed. I never dreaded going to track though because I did have friends. The friends I made on the track team taught me to pick friends not by a test score, how many points they scored, or if they have their Honors Thesis published but by the person they are. Wither it was the hours we spent practicing or the bags of trail mix we shared that sparked our friendships I know that the friends I made in track helped me to learn about relationships.
Native American Hoop Dance
My freshman year of college my roommate Liv came to our apartment smelling like fry bread and holding a flyer about Native American hoop dance practice on campus that night. We both showed up in sweats, expecting free Little Creaser pizza, a brief dance lesson, followed by a short walk home, and then I personally never thought I would think about it again. When we walked into the room they asked us if we were lost. Liv seemed to blend into the group with her black hair, but I looked like a blue eyed deer in the headlights. Everyone in the club knew everyone, and their brothers, and their aunt, and their second cousin twice removed and I felt so overwhelmed. That night I remember curling up to the cinderblock wall next to my bed wishing I could be absorbed in the mortar; I felt like my body was in big-white-blond monster of some sort. In that instant - for only a split second- I had glimpse of what it feels like to look different. I was determined to go to practice the next week, and the next, because I wanted to understand.
Friendship
I began to make life long friends in the dance class. It seemed that all of these friendships were based on patients and forgiveness. The race, cultural, and ethical differences were completely foreign to me that I insulted people out of pure ignorance. Today I do not apologize by simply saying sorry over text, face book, or email because I realize that apart of an apology is learning how you insulted the person. It is probably the most painful but learning how I insulted someone helps me to avoid making the same offense twice. There are lots of things to avoid in a friendship racial and generalization comments are among them. While at practice I heard the insult, “they act white,” tossed around. I know my friends, and they would only say this insult around me because I am no longer what they considered white. When I hear my uncle say “they act black,” it hurts me in the same way that it hurts me when my friends say the same insult. It is probably the strongest message I have taken away from joining the Native American Hoop dance team, but it is important to me that I do not generalize people. There are so many things that we all share in common. I remember thinking I was pretty innovative when I found common grounds with members of the dance team on subjects such as rhythmus, electrical tape, and animal crackers. Now I find it unnatural to find differences when I meet people because there seem to be a surplus of qualities we share. One of the most common human treats is curiosity. There were lots of things that I had no idea how to do in hoop, but I appreciated all of the time that was spent showing me how to dance. Today, I ask my neighbors to explain a concept if I do not understand. It appears to me that the more honest I am about my understanding of the material in class the more honest my classmates are, and when two people are trying to learn from each other it does not take them long to form a friendship. I was not the only one who learned hoop for the first time in the dance class and the ‘old comers’ were more than happy to help us all learn. The people who I call on the weekends, ask advise from, share my apartment, and are my confidants came from the friendships I built in this class.
Cognitive
My cognitive thinking expanded beyond the walls of the classroom while I was a hoopster. Originally my college plan was to transfer to an interior design university in New York but after visiting the Navajo Nations Reservation I realized I enjoy working with children. Currently, I am working towards early childhood education, but I am still working through the fog of how I think that I can chose a career that will use my talents to help children develop. My entire class schedule and academic goals have changed. I have also learned that my academic progression is not based on how well I can recite my notes. While listening to the Native American view of The Trail of Tears I realized how deliberately delicate my text books is. Now when I think about History it feels like a prism with thousands of different colors and perspectives all streaming out of a single point or instance of light. I think of history differently now and I also think of language differently. After getting help on my Spanish homework from my friend who is from Mexico I came to the conclusion that there should to be a class to bridge the gap between classroom Spanish and spoke Spanish. To help me develop cognitively my spoken Spanish I moved to the Foreign Student Language campus housing were I promised along with all of my roommates to only speak Spanish in our apartment. The exposure to language was a development but not as big as the realization the value of my college education. One night the adult group leader gave a lecture on the sacrifices made for us to receive an education. My parents went to college, friends, and siblings all had the opportunity to go to college now when I study I feel an acute awareness that my college education is a gift and that millions of people want the level of education I have. I think beyond my text books now because they no longer seem to be the source of all knowledge but simply pieces of paper mimicking reality.
Language
The important language skills I learned were based on the principle of word choice and silence. I can not express myself in every in Navajo, and I have to let someone translate for me. Instead of wishing that I could speak every possible language I have developed the more practical approach of gratitude for people who speak multiple languages and are able to translate for me. Although I can not speak Navajo I think that when I build my English vocabulary I increase my ability to give respect to other languages. One time I called someone’s traditional dancing outfit a costume; everyone fell into an eerie silence. I had danced in companies before and assumed that any attire you preformed in was called a costume. The two words outfit and costume do not translate in Navajo culture as meaning the same thing. After being corrected I realized the influence my word choice can have. As important as word choice is silence is a key element in communication. For example I keep quite on many of my questions I have about skin walkers but it is obvious by the needle like tension in the room when the subject is brought up that this is a subject I will probably never fully understand. In this case my silence appears to build the ability to communicate. Subjects are not the only thing that require silence. Some of the students I danced with learned English as a second language and often times they spoke in slow short sentences. I no longer underestimate the universal language of laughter, smiles, and hugs and because of how simple those languages are to communicate I find myself speaking them more and more.
Spiritual
I realized that God believes in the worth of souls. While dancing physical differences came up a lot. The more I thought about my physical body the more I realized that my body was made of the dust of the earth, something that I walk on, and it was not nearly as valuable as my soul. This realization of the worth of my soul has helped me to understand that my soul can use my body to testify of Jesus Christ’s Atoning Sacrifice in the way I walk, laugh, eat, smile, and cry. I feel more prepared to bear my testimony of my Lord at any time partly because I danced my testimony often but mostly because after practice we had a devotional. In every devotional two people were asked to say their testimony on the spot. After being touched by countless testimonies after practice I have believe there is a true power that comes from declaring God’s word. The gospel of Jesus Christ is to be declared to all nations of the earth. Most of the dance members were immigrants to the United States; their families were first generation converts and they stood before me and testified that God loved them and that he loved all of His children. I could see the determination of Christ’s ensign to go to every continent in their faces and I know that the restored Gospel will one day be declared to all nations, kindred, and tongues.
Self
The appreciation of other people’s differences helped me to accept my own. The more I felt safe to explore others differences the more comfortable I explored and became comfortable in my blue eyes, and my white arms because they were apart of my body. Naturally at practice the conversation would turn from appearances to heritage; at first it felt like an obsession but through the discussions I learned to appreciate my own ancestors more. When I saw my friends becoming passionate about their heritage I started to read books about my own heritage: Irish immigrants and fables. With all of this discussion of differences it suddenly became more important to me that I discovered ‘who I am’ rather than label ‘who I am’. I do this by not being afraid to try new things as simple as ice-cream flavors to Majors. Native American dance was something entirely new to me and with hours of practices filled with me hitting myself in the face and tossing my hoop across the room I learned that I can hoop dance. I also began to recognize the feeling of not knowing what my body was doing in comparison to understanding what my body signals and movements. Now that I am more aware of my body signals I have learned how to better communicate with myself. For example I can now tell myself when I am thirsty over hungry, because I recognize the different body signals. At the same time I realized my body language I became aware that I can do things I never thought I could. I never imagined myself attempting to dance Native American hoop, and yet at the end of the class there I was in the middle of an auditorium filled with people eating Navajo Tacos. From now on I expect the unexpected from myself.
My High School Track record and joining the Native American hoop dance club were both unexpected but that is what made them ideal for me to develop in all the ways that I did. If my imagination can anticipate how I will develop I don’t believe that there could be much development in that experience. In my life, for a true life changing experience to happen it has to come up on me unplanned or unexpected because those types of experiences rip me out of myself centeredness and paradigms enough to make me develop new schemas about the world I live in and that new awareness helps me to develop.
High School Track
It was a good thing I was wearing a long sleeve shirt the first time I tripped over a hurdle while running. The second time I was not so lucky, and by the fourth and fifth time I had perfected running into hurdles with no improvement in actually getting over them. To my ever embracement I actually raced the hurdles in High School; if you can call what I did racing. I tried hurdles because I came in last at every other track event and it seemed like hurdles were a good excuse to run slowly. With a new respect for people who can run in circles I carried my duffle bag and spiked shoes to practice every day, and I ran expecting that through all of this dedication I could one day be the underdog and take home my gold medal. There was never a significant improvement in my times. I never came in any place but last, and I yet I was better for it.
Physical
This experience influenced my the most obvious my physical dominion because track helped me realize the importance of cardio in an exercise schedule. Currently I maintain my cardio so I can enjoy such things as “pick-up” soccer games, flag football, and even hiking more. I also no longer drink carbonation, even at parties. The coaches asked us not to drink carbonation while in training. Shortly after the track season was completely over I guzzled an entire root-beer soda-can and within a few minutes found myself sprawled on the bathroom rug in pain. After that experience I did not want to ever drink carbonation again and I have avoided it ever sense. I also learned that healthily eating habits means more than just burning off the ‘bad’ calories. One night (during track season) I drank a milkshake that was probably about half a gallon of ice cream. I felt like my organs had turned to giant rocks that were smashing together at practice the next day. It taught me that exercise and eating habits are intertwined and before I gorge myself I remember healthy living involves food as well as exercise. Not only did I gain physical strength while in track, but I learned exercise that I use today. Reggie Time was what the track team called our daily half an hour series of abdominal, upper body, and leg exercises. When I go to the gym today I find myself doing exercises that I learned in Reggie Time years ago. Today, although I can not workout in the same extreme amount as I did while on the high school track team I consider myself physically fit. My motivation to stay physically active developed from the exercises, physical discipline, and motivation I learned in track.
Cultural
I learned the culture of athletics (individual and team) is more than just showing up for the game. It is important for a team member to be motivational. I did a lot of cheering from the sidelines in track. Every runner has what they call their weak bend, or better the place on the track that they feel they slow down the most at. People asked me all the time to cheer them on at their weak bend. When I cheer someone on today I realize how important it is to cheer an individual on at their weak bend because culturally that it is appropriate cheering. The fans are important in sports but track also helped me to realize how dedicated athletes are. Before I started to run I thought the track team just went around in circles. Then I tried it. Even when I watch golf I find an appreciation for the hours of dedication put into performances that can last minutes or even seconds. Track helped me to identify with dedicated athletes because I learned the importance of knowing the lingo in a sport: splits, PR, and scratched. I find myself using these words all of the time while talking to people about their marathon training, routines, or high school glory days. The more that I learned to appreciate athletes while doing track the more I realized that not all athletes are in the media spotlight. My high school track team had several runners who in the top hundred in the nation but the local newspaper never once put the track team on the front cover. When I watch the sports report I realize there are hundreds of talented athletes not televised. There is a special culture to athletics and because I was involved in track I learned how to respect and identify with that culture.
Socially
I developed socially because I the people who liked me on the track team liked who I was and not my talent at track. My brother was also on the Track Team. He happened to place in the top six in state at multiple events and he still clamed me as his sister. Our relationship grew as I appreciated his talents and he accepted my weaknesses. I am currently writing him while he serves his Latter Day Saints Mission in Colorado Springs, Colorado. Although I had no talent in track I did have friends and they helped me find my strengths. There was one thing was good at in track, stretching. No one commented on how I came in last but they would comment on how well I stretched. It made me feel more comfortable in the group to think that I had something I could do. Today I try to sense if someone is uncomfortable in the group and then I try ask them what they like to do. On of my talents is talking, but track helped me learn how to control my blabbering too. Practice started every day after school and if I wanted to be on time I had to excuse myself from my friends. Today I use the same methods I perfected in High School to tell my friends when I need to go home to study, take a test, or simply go to bed. I never dreaded going to track though because I did have friends. The friends I made on the track team taught me to pick friends not by a test score, how many points they scored, or if they have their Honors Thesis published but by the person they are. Wither it was the hours we spent practicing or the bags of trail mix we shared that sparked our friendships I know that the friends I made in track helped me to learn about relationships.
Native American Hoop Dance
My freshman year of college my roommate Liv came to our apartment smelling like fry bread and holding a flyer about Native American hoop dance practice on campus that night. We both showed up in sweats, expecting free Little Creaser pizza, a brief dance lesson, followed by a short walk home, and then I personally never thought I would think about it again. When we walked into the room they asked us if we were lost. Liv seemed to blend into the group with her black hair, but I looked like a blue eyed deer in the headlights. Everyone in the club knew everyone, and their brothers, and their aunt, and their second cousin twice removed and I felt so overwhelmed. That night I remember curling up to the cinderblock wall next to my bed wishing I could be absorbed in the mortar; I felt like my body was in big-white-blond monster of some sort. In that instant - for only a split second- I had glimpse of what it feels like to look different. I was determined to go to practice the next week, and the next, because I wanted to understand.
Friendship
I began to make life long friends in the dance class. It seemed that all of these friendships were based on patients and forgiveness. The race, cultural, and ethical differences were completely foreign to me that I insulted people out of pure ignorance. Today I do not apologize by simply saying sorry over text, face book, or email because I realize that apart of an apology is learning how you insulted the person. It is probably the most painful but learning how I insulted someone helps me to avoid making the same offense twice. There are lots of things to avoid in a friendship racial and generalization comments are among them. While at practice I heard the insult, “they act white,” tossed around. I know my friends, and they would only say this insult around me because I am no longer what they considered white. When I hear my uncle say “they act black,” it hurts me in the same way that it hurts me when my friends say the same insult. It is probably the strongest message I have taken away from joining the Native American Hoop dance team, but it is important to me that I do not generalize people. There are so many things that we all share in common. I remember thinking I was pretty innovative when I found common grounds with members of the dance team on subjects such as rhythmus, electrical tape, and animal crackers. Now I find it unnatural to find differences when I meet people because there seem to be a surplus of qualities we share. One of the most common human treats is curiosity. There were lots of things that I had no idea how to do in hoop, but I appreciated all of the time that was spent showing me how to dance. Today, I ask my neighbors to explain a concept if I do not understand. It appears to me that the more honest I am about my understanding of the material in class the more honest my classmates are, and when two people are trying to learn from each other it does not take them long to form a friendship. I was not the only one who learned hoop for the first time in the dance class and the ‘old comers’ were more than happy to help us all learn. The people who I call on the weekends, ask advise from, share my apartment, and are my confidants came from the friendships I built in this class.
Cognitive
My cognitive thinking expanded beyond the walls of the classroom while I was a hoopster. Originally my college plan was to transfer to an interior design university in New York but after visiting the Navajo Nations Reservation I realized I enjoy working with children. Currently, I am working towards early childhood education, but I am still working through the fog of how I think that I can chose a career that will use my talents to help children develop. My entire class schedule and academic goals have changed. I have also learned that my academic progression is not based on how well I can recite my notes. While listening to the Native American view of The Trail of Tears I realized how deliberately delicate my text books is. Now when I think about History it feels like a prism with thousands of different colors and perspectives all streaming out of a single point or instance of light. I think of history differently now and I also think of language differently. After getting help on my Spanish homework from my friend who is from Mexico I came to the conclusion that there should to be a class to bridge the gap between classroom Spanish and spoke Spanish. To help me develop cognitively my spoken Spanish I moved to the Foreign Student Language campus housing were I promised along with all of my roommates to only speak Spanish in our apartment. The exposure to language was a development but not as big as the realization the value of my college education. One night the adult group leader gave a lecture on the sacrifices made for us to receive an education. My parents went to college, friends, and siblings all had the opportunity to go to college now when I study I feel an acute awareness that my college education is a gift and that millions of people want the level of education I have. I think beyond my text books now because they no longer seem to be the source of all knowledge but simply pieces of paper mimicking reality.
Language
The important language skills I learned were based on the principle of word choice and silence. I can not express myself in every in Navajo, and I have to let someone translate for me. Instead of wishing that I could speak every possible language I have developed the more practical approach of gratitude for people who speak multiple languages and are able to translate for me. Although I can not speak Navajo I think that when I build my English vocabulary I increase my ability to give respect to other languages. One time I called someone’s traditional dancing outfit a costume; everyone fell into an eerie silence. I had danced in companies before and assumed that any attire you preformed in was called a costume. The two words outfit and costume do not translate in Navajo culture as meaning the same thing. After being corrected I realized the influence my word choice can have. As important as word choice is silence is a key element in communication. For example I keep quite on many of my questions I have about skin walkers but it is obvious by the needle like tension in the room when the subject is brought up that this is a subject I will probably never fully understand. In this case my silence appears to build the ability to communicate. Subjects are not the only thing that require silence. Some of the students I danced with learned English as a second language and often times they spoke in slow short sentences. I no longer underestimate the universal language of laughter, smiles, and hugs and because of how simple those languages are to communicate I find myself speaking them more and more.
Spiritual
I realized that God believes in the worth of souls. While dancing physical differences came up a lot. The more I thought about my physical body the more I realized that my body was made of the dust of the earth, something that I walk on, and it was not nearly as valuable as my soul. This realization of the worth of my soul has helped me to understand that my soul can use my body to testify of Jesus Christ’s Atoning Sacrifice in the way I walk, laugh, eat, smile, and cry. I feel more prepared to bear my testimony of my Lord at any time partly because I danced my testimony often but mostly because after practice we had a devotional. In every devotional two people were asked to say their testimony on the spot. After being touched by countless testimonies after practice I have believe there is a true power that comes from declaring God’s word. The gospel of Jesus Christ is to be declared to all nations of the earth. Most of the dance members were immigrants to the United States; their families were first generation converts and they stood before me and testified that God loved them and that he loved all of His children. I could see the determination of Christ’s ensign to go to every continent in their faces and I know that the restored Gospel will one day be declared to all nations, kindred, and tongues.
Self
The appreciation of other people’s differences helped me to accept my own. The more I felt safe to explore others differences the more comfortable I explored and became comfortable in my blue eyes, and my white arms because they were apart of my body. Naturally at practice the conversation would turn from appearances to heritage; at first it felt like an obsession but through the discussions I learned to appreciate my own ancestors more. When I saw my friends becoming passionate about their heritage I started to read books about my own heritage: Irish immigrants and fables. With all of this discussion of differences it suddenly became more important to me that I discovered ‘who I am’ rather than label ‘who I am’. I do this by not being afraid to try new things as simple as ice-cream flavors to Majors. Native American dance was something entirely new to me and with hours of practices filled with me hitting myself in the face and tossing my hoop across the room I learned that I can hoop dance. I also began to recognize the feeling of not knowing what my body was doing in comparison to understanding what my body signals and movements. Now that I am more aware of my body signals I have learned how to better communicate with myself. For example I can now tell myself when I am thirsty over hungry, because I recognize the different body signals. At the same time I realized my body language I became aware that I can do things I never thought I could. I never imagined myself attempting to dance Native American hoop, and yet at the end of the class there I was in the middle of an auditorium filled with people eating Navajo Tacos. From now on I expect the unexpected from myself.
My High School Track record and joining the Native American hoop dance club were both unexpected but that is what made them ideal for me to develop in all the ways that I did. If my imagination can anticipate how I will develop I don’t believe that there could be much development in that experience. In my life, for a true life changing experience to happen it has to come up on me unplanned or unexpected because those types of experiences rip me out of myself centeredness and paradigms enough to make me develop new schemas about the world I live in and that new awareness helps me to develop.
Wednesday, October 13, 2010
SFL 210 outline
Experience one:
It was a good thing I was wearing a long sleeve shirt the first time I tripped over a track hurdle while running. The second time I was not so lucky, and by the fourth and fifth time I had perfected running into hurdles with no improvement in actually getting over them. To my ever embracement I actually raced the hurdles in High School; if you can call what I did racing. I tried hurdles because I came in last in every other track event and it seemed like hurdles were a good excuse to run slowly. With a new respect for people who can run in circles I carried my duffle bag and spiked shoes to practice every day, and I ran. There was never a significant improvement in my times. I never came in any place but last, and I yet I was better for it.
Dominion Physical
analyses of how events impacted development
Outcome 1:
I began to build up my cardio and endurance in track and I found that it helped me to be able to enjoy other things.
I still run today mostly on an elliptical to maintain cardio
Outcome 2:
Unable to drink soda pop
I became aware of how food affects my body and physical performance immediately and currently I do not drink pop
Outcome 3:
Eating too much of a milk shake
Aware that all food I put into my body has an affect and that I should monitor my portions
Outcome 4:
Weight lifting
I go weight lifting at least once a week, and I know how to lift the weights properly to prevent injury
Outcome 5:
Built muscle strength particularly upper body and abdomen
Easy transition into yoga
Today I consider myself physically fit. The transition from having someone plan out a five-day-a-week-two-hours-a-day-workout schedule to organizing your own exercises in between writing an essay, going to work, and reading a text book but track changed my physical dominion to the point that I want to be physically active not only now but throughout my entire life.
Dominion cultural awareness
I learned the culture of team and individual athletics
Outcome 1:
PR lingo for runners split times, long distance, short distance, long track meets
Talking to someone in the car about their marathon run
Outcome 2:
Talented track team and untalented football team the media attention
Olympic runners who don’t get to take home the gold
Outcome 3:
Injured athletes
When my friend Shelby told me about her broken foot preventing her from preforming her senior year I remembered when Shari got injured and was unable to perform her senior year and how our team mourned
Outcome 4:
Spirit of competition, and cheering on teammates during meets
During basketball game and I was so embarrassed for the boys shouting behind me wondering all the while how they could expect to have respect for t
Person I am today
Dominion social/friendships
analyses of how events impacted development
Connection between events and outcome
Outcome 1:
Brother was on track team and every day we drove to school together
Currently my brother is serving a LDS mission and I write him once a week
Outcome 2:
Finding a friend’s other talent; Mallory taking me all around the track field and me trying high jump, long jump, hurdles, and even javelin
Discovering a major; the fear to not try out a class; fail a class and try another area of study
Outcome 3:
Stretching
Making posters and asking Becky about her cooking experiments
Outcome 4:
Find out who your friends are when you are absolutely awful at something and they still like you because you are who you are
Marlina not getting into the dance number
Outcome 5:
Time awareness: I had to get myself to practice after classes and could not mess around with friends, because I had to be changed and on the field by such a time
How to politely leave when it is mid-night at Sharona’s house
Person I am today
Dominion Self
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
I could not live with myself if I was not getting any better and blame it on never coming to practice
Commitment; I need to try hard to get the grades that I want and to put forth the effort to obtain the results that I would like to get
Outcome 2:
Focus; in the weight room was the muscle that built up; I wanted to run and not through different muscle build up
Custom fit focus of thoughts; I need to think about child development now, I need to now focus on biology, and then the art of combining the two
Outcome 3:
Enjoy the personal growth; PR
When I feel like I am doing poorly in a class (biology) I like to walk out of the class and list off all of the things that I did not know before I took that class and that I understand now
Outcome 4:
Determination; Reggie time and not knowing when it would be over
Walk into the testing center, sitting through a lecture
Person I am today
Experience 2
My freshman year my roommate Liv came to our apartment smelling like fry bread and holding a flyer about Native American hoop dance practice on campus that night. We both showed up in sweats, expecting free Little Creaser pizza, a brief dance lesson, followed by a short walk home, and then I personally never thought I would think about it again. When we walked into the room they asked us if we were lost. Liv blended in with her dark hair, but I looked like blue eyed deer in the headlights. Everyone knew everyone, and their brothers, and their aunt, and their second cousin twice removed and I do not even think Liv and I knew why we were there. That night I remember curling up next to the cinderblock wall next to my bed wishing that I could be absorbed in the mortar; I felt like my body was in big-white-blond monster of some sort. In that instant - for only a split second- I had glimpse of what it feels like to look different. I was determined to go to practice the next week, and the next, because I wanted to understand. It was a flyer (4 ¼ inches by 5 ½ inches) with a domino effect so strong I doubt that I would recognize myself if that flyer had never been printed.
Dominion Physical
Outcome 1:
Learned how to dance hoop
I will be preforming with a hoop dancing group in November
Outcome 2:
Physically enjoyed dancing hoop and being on a group team
Joined Remembering our Culture
Outcome 3:
Body language is literally body language and just like any language it has to be learned; my body was not speaking the same langue
Awareness of how I want to express what my thoughts, sprit is feeling in my body. Does this require big arm movements or little ones?
Outcome 4:
Sprained ankle
Injury prevention
Person I am today
Dominion cultural awareness
Outcome 1:
It was the first time that I had talked to someone who was Native American
Moving in to live with Shelby Willie before she leaves for her LDS mission
Outcome 2:
Visit to the Navajo Nations reservation
Going on a field study to the Navajo Nations reservation this summer
Outcome 3:
Wanting to change our culture
Ask questions to better understand culture differences and why someone would feel inclined to protest; Columbus Day
Outcome 4:
Christmas is a European holiday, Easter
How dominate my culture is in the society I live in and enjoying Pow Wow
Outcome 5:
Had to make a presentation of my Irish heritage and share my heritage
St. Patrick day party and inviting hoop class to join
Person I am today
Dominion social/friendships
analyses of how events impacted development
Connection between events and outcome
Outcome 1:
I started to make friends with everyone in the group
Moving in to live with Shelby, went to Janie’s bridal shower
Outcome 2:
Insults- they act white-
Race is not an insult
Outcome 3:
Playing music in Hawaiian
Relationships with people; find things that are dear but not personal; ask people about how their music, dance, or food is different and then be willing to try it; Dancing in remembering our culture and learning every dance
Outcome 4:
Playing Uno at Sharona’s birthday party
Letting yourself shine through is how to make the best friends
Person I am today
Dominion spiritual
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
My body does not have the same value as my soul
The worth of souls is great in the sight of God
Outcome 2:
In Remembering Our Culture we are expected to dance and bear our testimony
Missionary work can be done through the art of dance
Outcome 3:
Devotional every day after practice is sometimes in Spanish
Pat; you bear your testimony in the language you feel comfortable and the gift of tongues helps to understand
Outcome 4:
God wants all of his children to hear the gospel; sitting in the temple
There is no man made boarder or manmade label that matters to God; and I want support tithing to help missionaries go out to all the world and preach the gospel
Person I am today
Dominion cognitive
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
History is written by the winners; the story of the Native American (trail of tears)
Get several perspectives on a historical event
Outcome 2:
Wanted to go into interior design
Changed my major to early child education
Outcome 3:
Not understanding my Spanish home work
Study with Freddy who is from Mexico and speaks perfect Spanish
Outcome 4:
Sacrifices made to get into school lecture
Respect my education and that opportunity by working hard so that I can help those around me in the future
Person I am today
Dominion Language/communication
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
Word choice; calling an outfit a costume
I no longer call outfits costumes
Outcome 2:
Sensitive topics; skin walkers
I don’t bring them up, and find myself scared of them in the dark
Outcome 3:
If you speak something wrong in Navajo you offend people
Learning to appreciate an interperitator
Outcome 4:
Shelby Willies Dad speaks perfect Navajo, but he is not very talented at expressing himself in English
Not to measure intellect by the limits of my language; or writing; African history
Person I am today
I like my blog spot
It was a good thing I was wearing a long sleeve shirt the first time I tripped over a track hurdle while running. The second time I was not so lucky, and by the fourth and fifth time I had perfected running into hurdles with no improvement in actually getting over them. To my ever embracement I actually raced the hurdles in High School; if you can call what I did racing. I tried hurdles because I came in last in every other track event and it seemed like hurdles were a good excuse to run slowly. With a new respect for people who can run in circles I carried my duffle bag and spiked shoes to practice every day, and I ran. There was never a significant improvement in my times. I never came in any place but last, and I yet I was better for it.
Dominion Physical
analyses of how events impacted development
Outcome 1:
I began to build up my cardio and endurance in track and I found that it helped me to be able to enjoy other things.
I still run today mostly on an elliptical to maintain cardio
Outcome 2:
Unable to drink soda pop
I became aware of how food affects my body and physical performance immediately and currently I do not drink pop
Outcome 3:
Eating too much of a milk shake
Aware that all food I put into my body has an affect and that I should monitor my portions
Outcome 4:
Weight lifting
I go weight lifting at least once a week, and I know how to lift the weights properly to prevent injury
Outcome 5:
Built muscle strength particularly upper body and abdomen
Easy transition into yoga
Today I consider myself physically fit. The transition from having someone plan out a five-day-a-week-two-hours-a-day-workout schedule to organizing your own exercises in between writing an essay, going to work, and reading a text book but track changed my physical dominion to the point that I want to be physically active not only now but throughout my entire life.
Dominion cultural awareness
I learned the culture of team and individual athletics
Outcome 1:
PR lingo for runners split times, long distance, short distance, long track meets
Talking to someone in the car about their marathon run
Outcome 2:
Talented track team and untalented football team the media attention
Olympic runners who don’t get to take home the gold
Outcome 3:
Injured athletes
When my friend Shelby told me about her broken foot preventing her from preforming her senior year I remembered when Shari got injured and was unable to perform her senior year and how our team mourned
Outcome 4:
Spirit of competition, and cheering on teammates during meets
During basketball game and I was so embarrassed for the boys shouting behind me wondering all the while how they could expect to have respect for t
Person I am today
Dominion social/friendships
analyses of how events impacted development
Connection between events and outcome
Outcome 1:
Brother was on track team and every day we drove to school together
Currently my brother is serving a LDS mission and I write him once a week
Outcome 2:
Finding a friend’s other talent; Mallory taking me all around the track field and me trying high jump, long jump, hurdles, and even javelin
Discovering a major; the fear to not try out a class; fail a class and try another area of study
Outcome 3:
Stretching
Making posters and asking Becky about her cooking experiments
Outcome 4:
Find out who your friends are when you are absolutely awful at something and they still like you because you are who you are
Marlina not getting into the dance number
Outcome 5:
Time awareness: I had to get myself to practice after classes and could not mess around with friends, because I had to be changed and on the field by such a time
How to politely leave when it is mid-night at Sharona’s house
Person I am today
Dominion Self
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
I could not live with myself if I was not getting any better and blame it on never coming to practice
Commitment; I need to try hard to get the grades that I want and to put forth the effort to obtain the results that I would like to get
Outcome 2:
Focus; in the weight room was the muscle that built up; I wanted to run and not through different muscle build up
Custom fit focus of thoughts; I need to think about child development now, I need to now focus on biology, and then the art of combining the two
Outcome 3:
Enjoy the personal growth; PR
When I feel like I am doing poorly in a class (biology) I like to walk out of the class and list off all of the things that I did not know before I took that class and that I understand now
Outcome 4:
Determination; Reggie time and not knowing when it would be over
Walk into the testing center, sitting through a lecture
Person I am today
Experience 2
My freshman year my roommate Liv came to our apartment smelling like fry bread and holding a flyer about Native American hoop dance practice on campus that night. We both showed up in sweats, expecting free Little Creaser pizza, a brief dance lesson, followed by a short walk home, and then I personally never thought I would think about it again. When we walked into the room they asked us if we were lost. Liv blended in with her dark hair, but I looked like blue eyed deer in the headlights. Everyone knew everyone, and their brothers, and their aunt, and their second cousin twice removed and I do not even think Liv and I knew why we were there. That night I remember curling up next to the cinderblock wall next to my bed wishing that I could be absorbed in the mortar; I felt like my body was in big-white-blond monster of some sort. In that instant - for only a split second- I had glimpse of what it feels like to look different. I was determined to go to practice the next week, and the next, because I wanted to understand. It was a flyer (4 ¼ inches by 5 ½ inches) with a domino effect so strong I doubt that I would recognize myself if that flyer had never been printed.
Dominion Physical
Outcome 1:
Learned how to dance hoop
I will be preforming with a hoop dancing group in November
Outcome 2:
Physically enjoyed dancing hoop and being on a group team
Joined Remembering our Culture
Outcome 3:
Body language is literally body language and just like any language it has to be learned; my body was not speaking the same langue
Awareness of how I want to express what my thoughts, sprit is feeling in my body. Does this require big arm movements or little ones?
Outcome 4:
Sprained ankle
Injury prevention
Person I am today
Dominion cultural awareness
Outcome 1:
It was the first time that I had talked to someone who was Native American
Moving in to live with Shelby Willie before she leaves for her LDS mission
Outcome 2:
Visit to the Navajo Nations reservation
Going on a field study to the Navajo Nations reservation this summer
Outcome 3:
Wanting to change our culture
Ask questions to better understand culture differences and why someone would feel inclined to protest; Columbus Day
Outcome 4:
Christmas is a European holiday, Easter
How dominate my culture is in the society I live in and enjoying Pow Wow
Outcome 5:
Had to make a presentation of my Irish heritage and share my heritage
St. Patrick day party and inviting hoop class to join
Person I am today
Dominion social/friendships
analyses of how events impacted development
Connection between events and outcome
Outcome 1:
I started to make friends with everyone in the group
Moving in to live with Shelby, went to Janie’s bridal shower
Outcome 2:
Insults- they act white-
Race is not an insult
Outcome 3:
Playing music in Hawaiian
Relationships with people; find things that are dear but not personal; ask people about how their music, dance, or food is different and then be willing to try it; Dancing in remembering our culture and learning every dance
Outcome 4:
Playing Uno at Sharona’s birthday party
Letting yourself shine through is how to make the best friends
Person I am today
Dominion spiritual
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
My body does not have the same value as my soul
The worth of souls is great in the sight of God
Outcome 2:
In Remembering Our Culture we are expected to dance and bear our testimony
Missionary work can be done through the art of dance
Outcome 3:
Devotional every day after practice is sometimes in Spanish
Pat; you bear your testimony in the language you feel comfortable and the gift of tongues helps to understand
Outcome 4:
God wants all of his children to hear the gospel; sitting in the temple
There is no man made boarder or manmade label that matters to God; and I want support tithing to help missionaries go out to all the world and preach the gospel
Person I am today
Dominion cognitive
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
History is written by the winners; the story of the Native American (trail of tears)
Get several perspectives on a historical event
Outcome 2:
Wanted to go into interior design
Changed my major to early child education
Outcome 3:
Not understanding my Spanish home work
Study with Freddy who is from Mexico and speaks perfect Spanish
Outcome 4:
Sacrifices made to get into school lecture
Respect my education and that opportunity by working hard so that I can help those around me in the future
Person I am today
Dominion Language/communication
Analyses of how events impacted development
Connection between events and outcome
Outcome 1:
Word choice; calling an outfit a costume
I no longer call outfits costumes
Outcome 2:
Sensitive topics; skin walkers
I don’t bring them up, and find myself scared of them in the dark
Outcome 3:
If you speak something wrong in Navajo you offend people
Learning to appreciate an interperitator
Outcome 4:
Shelby Willies Dad speaks perfect Navajo, but he is not very talented at expressing himself in English
Not to measure intellect by the limits of my language; or writing; African history
Person I am today
I like my blog spot
Friday, October 8, 2010
sfl 240 notes
Not as simple as nature vs. nurture
Japans migration to the us are now taller than their immigrant ancestors
Genetics
Environment
Dimensions of parenthood
Not a vise verse set up, but a more or less relationship
Included: quantitative and qualitative data collections
Good ex:
warmth: more (up), less (down)
Cold: more (up), less (down)
Poor ex:
Warm vs. cold
Phrase question properly
I hug my child…
often? 1
Sometimes? 2
Rarely? 3
Never? 4
Improper phase of question
I am…
Very warm with my child 1
Warm with my child 2
Somewhat warm with my child 3
Not warm with my child 4
Graphing properly
I hug my child (Indicator 1) Indicator 2 indicator 3 indicator 4
I I I I
I I I I
I Parental Warmth (unobserved variable) I
Result is then compared to dependent variable/outcome variable child external behavior
Behavior
Externalizing: examples include disruptive talking out loud
Internalizing: examples include excessive shyness, depression, and anxiety
Studies
Can find correlations and not pinpoint causation
Best studies (most expensive) cognitional study: long study
Typically traces (few normal examples)
Child out come: standard
Parents actions affect on child
Parent out come
Childs actions affect on parent
Sibling out come
Childs actions affect on siblings
Abusive parents:
Physical
Sexual
Verbal
Neglect:
Spiritual
Physical
Verbal
Typologies: results
Braumrinds styles:
Authorative: considered best
High connection with high understanding
Regulations: rules
Autonomy granting: use own mind to make personal choices
Ex: parent says watch good movies and avoid PG-13 movies but child makes choice that this particular PG-13 movie is not bad and child feels
Tarian
Permissive
Dimensions: Purpose
What goes into the parenting style
How we are going to design the style
Practices: the action
How to execute punishment/reward
The nature of children
Innately good
Completely take hands off child or you will curropt them
Innately evil (Calvin)
Harsh punishmetns
Blank slate (John lock)
About conditioning
Hands off child because you might love them to much
Parent’s influence
Absolutely no influence: Harris
Parenting and a good day care program have similar results: Scars
At the time Scars was CEO of kindercare
Bandura’s Cognitive social learning
Learning may be informed by anticipated reinforcement/obeservation learning
Learning is informed by anticipated costs and rewards
Observational learning
Deferred imitation
Parent-child interaction is reciprocal
Ethnology- modern evolutionary perspective
Behavioral genetics:
Types of family (Kinship) studies
Twin studies
Adoption studies
Humanist perspective
Children born innately good
Family systems theory
Complex system as a whole
Boundaries established in relationships
Adaptability
Family systems are capable of change/reorganization
Some more capable to change than others
Often times requires crisis
intertwined systems must change to influence one part
Cognitive development (Piaget)
Sociocultural (Vygotsky)
Zone of proximal development
Scaffolding
Private speech
Authoritative:
Connection; warmth
Regulation;
Autonomy
Goal of parenting is to teach the child to regulate themselves
Never be more invested in a goal than your child is
Never cut out play
Parenting Pyramid
levels
1 Correction
2 Teaching
3 Parent/child relationship
4 Husband/wife relationship
5 Personal well being
If you want to fix one of the levels of the pyramid then you must adjust the level below it
Dimensions of Parenting
Authoritative: responsiveness; give and take (warmth)
Child learn certain things that they do will create a response from parents
Parents reaction to certain things that the child does
Turn taking
Recognize child’s feelings
Demandingness; regulation
Parents rules: clear, communicated, consequences (logical), age appropriate, consistent
Autonomy granting: choices
The more mistakes a child can learn from while the stakes are low
Authoritarian
Permissive
Coercive parent: one size fits all
Boys with coercive mother and lace of connection with father are very aggressive
Non-abusive spanking: 1-2 slaps in limited situations
Hostile attribution biased; act aggressively
Proactive aggressing child
Reactive aggressing child: extreme abusive family back grounds
Parental control: invalidates child, makes fun of child
Four Horsemen of the Apocalypse
Criticism: gentle with one another, raised issues as if they were both sharing the problem
Defensiveness; master tell me more so I can fix; whine, present self as victim
Contempt: statement to partner from a higher point (correct grammar)
Stone walling: stops listening outwardly and is just going to wait out the argument
Repair interaction: every relation experiences conflict and alienation, but good relationships make a repair
Takes to make a repair
Receive
Give
Magic ratio
5 good things for 1 bad comment
Levels:
Complain: sentence could be sustained for something as simple as the weather
Criticism: you did statements; pushes blame to partner
Contempt: you are…
The importance of Parents
Responsibility: (best effort)
Gospel principles
Home basis of righteous life
Not be replaced
Family Proclamation
Reaffirm central of parents and children
Parenthood: first commandment to Adam and Eve
Sacred duty; held accountable
Nature perspective
Scarr
Controversy
Fathers and mothers
Teach different morals/values
Provide opportunities for development
System between parent and child is very complex (too complex to write all about)
Parenting is reflected in behavior out of home
Genetics/peers/parents matter?
Bias in Research
Theories
Freud- Psychosexual
Children’s personalities are shaped by the way their basic drives are managed
Erikson- Psychosocial
Overcoming crises during developmental stages
Basic trust vs. mistrust (birth-1)
Autonomy vs. Shame and Doubt (1-3)
Identity vs. Identity confusion (adolescence)
Watson- Behaviorism
Children entirely shaped by environment
Tabula Rasa (Blank Slate)
Parents are entirely responsible for outcome of child
The Father in Mary Popins has this attitude
Bandura- Cognitive Social Learning
Anticipated reinforcement/punishment
Observational learning
Imitation
Parent-Child interaction is reciprocal
Ethology: Modern Evolutionary Perspective
Adaptive to survive
Natural Selection
Behavioral Genetics
Kinship studies
Genetically similar
Family System
Family is a complex system that no member can be considered independently
Systemic problems
Mutual Influence: parent and child’s behavior is stimulus and reaction
Boundaries: too permeable dysfunction results, too ridged growth decreases
Piaget- cognitive development
Children are inherently curious/adapateable to environment
Cognitive Scheme: pattern of thought/action developed by interaction
Assimilation: new experiences fit into old schema
Accommodation: new schema for new experience
Disequilibrium: experiences don’t fit schema
Vygotsky- Sociocultural
Acquire ways of thinking from culture
Zone of proximal development: take child’s level of understanding to another area of study;
Scaffolding: helping child construct
Private speech: superior teaches while conversation
Perspectives
Humanist Perspective
Central humanistic trait is free choice
Optimal development is normal
Power within individual
Basic Human Nature: children of God are born innocent-neither innately good nor evil, but potential to chose either. By cultivating spiritual identity and gifts from premortal realm discover our created potential.
Nature/Nurture: development is an interaction between the two
Activity: ability to entirely mold self despite genetics/influences of the environment
Passivity: biological and environmental influences create the result
Continuity: the premortal realm and forever the same
Discontinuity: conversion moments or stages of active development
Universal: all people inherent development
Particularistic: culture, family, and individual create development
Parenting Styles
Parenting Styles
The socialization challenge: encourage social responsibility without discouraging independence/individuality
Parenting Styles: behaviors that describe parent-child interactions over a wide range of situations and that are presumed to create an interaction
Parenting Practices: strategies undertaken by parents to complete goals for child in a specific context/situation
Parenting Dimentions:
Warmth/Responsiveness: being attuned/supportive/acquienscent to special needs/demands
Demandingness/Control: disciplinary efforst/wililngess to confront child who disobeys
Four Parenting Styles
Control
High Low
W High Authoritative Permissive
A
M Low Authoritarian Uninvovled
T
H
Authoritative: children do well in all aspects of life
Induction: issue-oriented manner
Verbal give and take
Solicit child’s objections
Reflections
Exerts firm control for disobedience
Few restrictions
Love and Limits
Authoritarian: (Coercive) very demanding/directive not responsive children perform moderately well and avoid behavioral problems
Forceful measures (coercion) to curb self will
Keeps the child in subordinate role
Restricts child autonomy
Does not encourage verbal give-and-take
Permissive: (Indulgent) children more likely to have behavioral problems (impulsive) perform less well in school (lack of self-discipline) with less social skills/self-esteem
Responsive instead of demanding
Does not require mature behavior
Child has free restraint
Avoids confrontation for misbehavior
Uninvolved Parenting: child performs poorly in all domains
Positive Parenting
Rearing children in Love: sacred stewardship
Rearing children in Righteousness: invites rather than makes children adopt parent’s perspective
Control/compulsion inconsistent w/ God’s plan
Individualistic every child is unique at specific levels
Consistent
Find ways to teach child to regulate themselves: physically, mentally, emotionally
Discipline
Explaining rules/consequences in advance
Explaining sanctions to prevent reoccurrence (opportunity to teach)
Follow through consequences in calm manner
Consulting role to make decisions
Applies gospel
Alternatives to physical punishment
Reproving
Withdrawing privileges
Requiring restitution
Following through on logically promised consequences
Children need 8 to 10 positives for 1 negative
Friendly as well as focused on teaching
Follow punishment with outpouring of love
Appropriate humor
Changing activity
Express confidence in child
Surprise child with extra privileges
Communication
Organize family communitcation to make important decisions
Family councils
Share stories that motivate
Create understanding of “why”
Primary way to resolve sibling/parent differences
Reasons for misbehavior
1- Stage of growth issues: not aware of new expectations
2- Present environment is awry
3- Unfulfilled needs
4- Doesn’t know better
Parenting in context: parenting skills/social communication competence in childhood
Coercive Discipline: restraint and physical/verbal punishment
Physical (spanking)
Spare the rod, spoil the child
Shepherd’s rod
Rod= word of God
Non-abusive spanking: last resort, limited situations, may seem necessary; infrequently
Verbal
1- Children tune out noxious stimuli: acquired deafness
2- Teach child to handle conflict is to scream
Inappropriate Behavioral Control
1- Excessive (overly restrictive/authoritarian)
2- Inadequate (permissive)
Psychological control: control the potentially inhibits upon psychological development through manipulation/exploitation of parent-child bond (express disappointement/shame)
Constraining verbal expressions: interrupting, speaking for other, lecturing, ignoring comments
Invalidating Feelings: discounting, mind reading, sarcasm about emotions
Personal attack: using mistakes, blaming, patronizing
Guilt Induction: questioning one’s loyalty, playing the role of the martyr
Love with drawl: threatening to take away attention/love as consequence of action
Erratic Emotional Behavior: vacillating between caring and attacking expressions (hot and cold)
Psychological control predicts:
1- Internalizing problems: anxiety, depression, low self-esteem
2- Externalizing difficulties: impulsivity, aggressiveness, acting out
Parenting in Context: individual parent/child
10% of women experience chronic depression (mild to severe)
Children w/ depressed parents are 2-5 x more likely to develop behavior
Temperamental Profiles
Easy (40% of children)
Difficult (10% of children)
Slow-to-warm-up (15%of children)
The other (35%)
Stability and Goodness of Fit
Japans migration to the us are now taller than their immigrant ancestors
Genetics
Environment
Dimensions of parenthood
Not a vise verse set up, but a more or less relationship
Included: quantitative and qualitative data collections
Good ex:
warmth: more (up), less (down)
Cold: more (up), less (down)
Poor ex:
Warm vs. cold
Phrase question properly
I hug my child…
often? 1
Sometimes? 2
Rarely? 3
Never? 4
Improper phase of question
I am…
Very warm with my child 1
Warm with my child 2
Somewhat warm with my child 3
Not warm with my child 4
Graphing properly
I hug my child (Indicator 1) Indicator 2 indicator 3 indicator 4
I I I I
I I I I
I Parental Warmth (unobserved variable) I
Result is then compared to dependent variable/outcome variable child external behavior
Behavior
Externalizing: examples include disruptive talking out loud
Internalizing: examples include excessive shyness, depression, and anxiety
Studies
Can find correlations and not pinpoint causation
Best studies (most expensive) cognitional study: long study
Typically traces (few normal examples)
Child out come: standard
Parents actions affect on child
Parent out come
Childs actions affect on parent
Sibling out come
Childs actions affect on siblings
Abusive parents:
Physical
Sexual
Verbal
Neglect:
Spiritual
Physical
Verbal
Typologies: results
Braumrinds styles:
Authorative: considered best
High connection with high understanding
Regulations: rules
Autonomy granting: use own mind to make personal choices
Ex: parent says watch good movies and avoid PG-13 movies but child makes choice that this particular PG-13 movie is not bad and child feels
Tarian
Permissive
Dimensions: Purpose
What goes into the parenting style
How we are going to design the style
Practices: the action
How to execute punishment/reward
The nature of children
Innately good
Completely take hands off child or you will curropt them
Innately evil (Calvin)
Harsh punishmetns
Blank slate (John lock)
About conditioning
Hands off child because you might love them to much
Parent’s influence
Absolutely no influence: Harris
Parenting and a good day care program have similar results: Scars
At the time Scars was CEO of kindercare
Bandura’s Cognitive social learning
Learning may be informed by anticipated reinforcement/obeservation learning
Learning is informed by anticipated costs and rewards
Observational learning
Deferred imitation
Parent-child interaction is reciprocal
Ethnology- modern evolutionary perspective
Behavioral genetics:
Types of family (Kinship) studies
Twin studies
Adoption studies
Humanist perspective
Children born innately good
Family systems theory
Complex system as a whole
Boundaries established in relationships
Adaptability
Family systems are capable of change/reorganization
Some more capable to change than others
Often times requires crisis
intertwined systems must change to influence one part
Cognitive development (Piaget)
Sociocultural (Vygotsky)
Zone of proximal development
Scaffolding
Private speech
Authoritative:
Connection; warmth
Regulation;
Autonomy
Goal of parenting is to teach the child to regulate themselves
Never be more invested in a goal than your child is
Never cut out play
Parenting Pyramid
levels
1 Correction
2 Teaching
3 Parent/child relationship
4 Husband/wife relationship
5 Personal well being
If you want to fix one of the levels of the pyramid then you must adjust the level below it
Dimensions of Parenting
Authoritative: responsiveness; give and take (warmth)
Child learn certain things that they do will create a response from parents
Parents reaction to certain things that the child does
Turn taking
Recognize child’s feelings
Demandingness; regulation
Parents rules: clear, communicated, consequences (logical), age appropriate, consistent
Autonomy granting: choices
The more mistakes a child can learn from while the stakes are low
Authoritarian
Permissive
Coercive parent: one size fits all
Boys with coercive mother and lace of connection with father are very aggressive
Non-abusive spanking: 1-2 slaps in limited situations
Hostile attribution biased; act aggressively
Proactive aggressing child
Reactive aggressing child: extreme abusive family back grounds
Parental control: invalidates child, makes fun of child
Four Horsemen of the Apocalypse
Criticism: gentle with one another, raised issues as if they were both sharing the problem
Defensiveness; master tell me more so I can fix; whine, present self as victim
Contempt: statement to partner from a higher point (correct grammar)
Stone walling: stops listening outwardly and is just going to wait out the argument
Repair interaction: every relation experiences conflict and alienation, but good relationships make a repair
Takes to make a repair
Receive
Give
Magic ratio
5 good things for 1 bad comment
Levels:
Complain: sentence could be sustained for something as simple as the weather
Criticism: you did statements; pushes blame to partner
Contempt: you are…
The importance of Parents
Responsibility: (best effort)
Gospel principles
Home basis of righteous life
Not be replaced
Family Proclamation
Reaffirm central of parents and children
Parenthood: first commandment to Adam and Eve
Sacred duty; held accountable
Nature perspective
Scarr
Controversy
Fathers and mothers
Teach different morals/values
Provide opportunities for development
System between parent and child is very complex (too complex to write all about)
Parenting is reflected in behavior out of home
Genetics/peers/parents matter?
Bias in Research
Theories
Freud- Psychosexual
Children’s personalities are shaped by the way their basic drives are managed
Erikson- Psychosocial
Overcoming crises during developmental stages
Basic trust vs. mistrust (birth-1)
Autonomy vs. Shame and Doubt (1-3)
Identity vs. Identity confusion (adolescence)
Watson- Behaviorism
Children entirely shaped by environment
Tabula Rasa (Blank Slate)
Parents are entirely responsible for outcome of child
The Father in Mary Popins has this attitude
Bandura- Cognitive Social Learning
Anticipated reinforcement/punishment
Observational learning
Imitation
Parent-Child interaction is reciprocal
Ethology: Modern Evolutionary Perspective
Adaptive to survive
Natural Selection
Behavioral Genetics
Kinship studies
Genetically similar
Family System
Family is a complex system that no member can be considered independently
Systemic problems
Mutual Influence: parent and child’s behavior is stimulus and reaction
Boundaries: too permeable dysfunction results, too ridged growth decreases
Piaget- cognitive development
Children are inherently curious/adapateable to environment
Cognitive Scheme: pattern of thought/action developed by interaction
Assimilation: new experiences fit into old schema
Accommodation: new schema for new experience
Disequilibrium: experiences don’t fit schema
Vygotsky- Sociocultural
Acquire ways of thinking from culture
Zone of proximal development: take child’s level of understanding to another area of study;
Scaffolding: helping child construct
Private speech: superior teaches while conversation
Perspectives
Humanist Perspective
Central humanistic trait is free choice
Optimal development is normal
Power within individual
Basic Human Nature: children of God are born innocent-neither innately good nor evil, but potential to chose either. By cultivating spiritual identity and gifts from premortal realm discover our created potential.
Nature/Nurture: development is an interaction between the two
Activity: ability to entirely mold self despite genetics/influences of the environment
Passivity: biological and environmental influences create the result
Continuity: the premortal realm and forever the same
Discontinuity: conversion moments or stages of active development
Universal: all people inherent development
Particularistic: culture, family, and individual create development
Parenting Styles
Parenting Styles
The socialization challenge: encourage social responsibility without discouraging independence/individuality
Parenting Styles: behaviors that describe parent-child interactions over a wide range of situations and that are presumed to create an interaction
Parenting Practices: strategies undertaken by parents to complete goals for child in a specific context/situation
Parenting Dimentions:
Warmth/Responsiveness: being attuned/supportive/acquienscent to special needs/demands
Demandingness/Control: disciplinary efforst/wililngess to confront child who disobeys
Four Parenting Styles
Control
High Low
W High Authoritative Permissive
A
M Low Authoritarian Uninvovled
T
H
Authoritative: children do well in all aspects of life
Induction: issue-oriented manner
Verbal give and take
Solicit child’s objections
Reflections
Exerts firm control for disobedience
Few restrictions
Love and Limits
Authoritarian: (Coercive) very demanding/directive not responsive children perform moderately well and avoid behavioral problems
Forceful measures (coercion) to curb self will
Keeps the child in subordinate role
Restricts child autonomy
Does not encourage verbal give-and-take
Permissive: (Indulgent) children more likely to have behavioral problems (impulsive) perform less well in school (lack of self-discipline) with less social skills/self-esteem
Responsive instead of demanding
Does not require mature behavior
Child has free restraint
Avoids confrontation for misbehavior
Uninvolved Parenting: child performs poorly in all domains
Positive Parenting
Rearing children in Love: sacred stewardship
Rearing children in Righteousness: invites rather than makes children adopt parent’s perspective
Control/compulsion inconsistent w/ God’s plan
Individualistic every child is unique at specific levels
Consistent
Find ways to teach child to regulate themselves: physically, mentally, emotionally
Discipline
Explaining rules/consequences in advance
Explaining sanctions to prevent reoccurrence (opportunity to teach)
Follow through consequences in calm manner
Consulting role to make decisions
Applies gospel
Alternatives to physical punishment
Reproving
Withdrawing privileges
Requiring restitution
Following through on logically promised consequences
Children need 8 to 10 positives for 1 negative
Friendly as well as focused on teaching
Follow punishment with outpouring of love
Appropriate humor
Changing activity
Express confidence in child
Surprise child with extra privileges
Communication
Organize family communitcation to make important decisions
Family councils
Share stories that motivate
Create understanding of “why”
Primary way to resolve sibling/parent differences
Reasons for misbehavior
1- Stage of growth issues: not aware of new expectations
2- Present environment is awry
3- Unfulfilled needs
4- Doesn’t know better
Parenting in context: parenting skills/social communication competence in childhood
Coercive Discipline: restraint and physical/verbal punishment
Physical (spanking)
Spare the rod, spoil the child
Shepherd’s rod
Rod= word of God
Non-abusive spanking: last resort, limited situations, may seem necessary; infrequently
Verbal
1- Children tune out noxious stimuli: acquired deafness
2- Teach child to handle conflict is to scream
Inappropriate Behavioral Control
1- Excessive (overly restrictive/authoritarian)
2- Inadequate (permissive)
Psychological control: control the potentially inhibits upon psychological development through manipulation/exploitation of parent-child bond (express disappointement/shame)
Constraining verbal expressions: interrupting, speaking for other, lecturing, ignoring comments
Invalidating Feelings: discounting, mind reading, sarcasm about emotions
Personal attack: using mistakes, blaming, patronizing
Guilt Induction: questioning one’s loyalty, playing the role of the martyr
Love with drawl: threatening to take away attention/love as consequence of action
Erratic Emotional Behavior: vacillating between caring and attacking expressions (hot and cold)
Psychological control predicts:
1- Internalizing problems: anxiety, depression, low self-esteem
2- Externalizing difficulties: impulsivity, aggressiveness, acting out
Parenting in Context: individual parent/child
10% of women experience chronic depression (mild to severe)
Children w/ depressed parents are 2-5 x more likely to develop behavior
Temperamental Profiles
Easy (40% of children)
Difficult (10% of children)
Slow-to-warm-up (15%of children)
The other (35%)
Stability and Goodness of Fit
Wednesday, October 6, 2010
Spanish Cultural Activity: Dinner visit
Joy Prior
Spanish 106
Section
Spanish For Me
1. Attend a cultural event in Spanish sponsored by the local Hispanic community or by BYU, such as a fair, festival, or fireside. In your 1 page written summary in Spanish or English, discuss what you understood and learned about the culture.
For my cultural event in Spanish I went to the Foreign Student Language Housing and visited the Spanish apartment for dinner. It is Brigham Young University on campus housing. In these apartments there are separate houses; in each of the houses the student promise to only speak the language that they are learning in their apartment, and that they will have dinner together five times a week. All of the students speak their language during the hour long dinner for practice. Each student is responsible for submitting two recipes for the semester and for cooking dinner with a team once a week.
The food that we ate came from Peru. My roommate Elizabeth cooked it, or I guess I should say that she submitted the recipe. Elizabeth is from Peru. The dish that the group of student chiefs cooked for us was one of Elizabeth’s favorite meals from her family. I cannot remember what she called it, but it was french-fries (those wide stake French-fries) covered in shredded meat and vegetables with lots of cheese on top. I think that it tasted good; the French-fries were really greasy. Some of the students put ketchup on the plate, but I didn’t. There was also a fruit salad for desert. I really loved the fruit salad because it was full of oranges, bananas, and grapes. I know that these fruits are not really Peruvian, but they were really good.
There were about 30 people at the dinner, and everyone sat down talked while they ate. Most of the conversation was about the same that you would expect during a church dinner social. Everyone asked each other how their day went, and what classes they had to go to that day. The conversation was simple and light. Although I could not follow everything that was being said (especially when people started to talk about why they chose their major, or when they retold specific stories about their day) I did understand enough to feel a part of the conversation.
It was the first time in my life when I could really hear a difference in people’s accents. One of the boys sitting at my table was from Spain. I am pretty sure that we were not speaking the same language. Up until then I have never heard someone speak in Spanish who is a native to Spain, and it was really unique to me. I think that the people who learned Columbian Spanish were also really hard to understand because they spoke so quickly. The accent that was the easiest for me to understand was native Mexican speakers. There speech was slower, and while comparing the different accents I noticed that Mexican Spanish even has some of the same sounds as English.
What really surprised me was Spanglish exressions. It was not just the people who were learning Spanish (I kind-a expected a lot of people learning Spanish to speak Spanglish) but a lot of the native speakers used expressions that I thought were purlly English; some people used: Wow, No way, and Freak. All of the words used had a very rich Spanish sound to them, but I guess they really stuck out to me because I was not expecting to hear such phrases in a Spanish sentence. I had no idea that so native Spanish speakers spoke fluent Spanglish.
Spanish 106
Section
Spanish For Me
1. Attend a cultural event in Spanish sponsored by the local Hispanic community or by BYU, such as a fair, festival, or fireside. In your 1 page written summary in Spanish or English, discuss what you understood and learned about the culture.
For my cultural event in Spanish I went to the Foreign Student Language Housing and visited the Spanish apartment for dinner. It is Brigham Young University on campus housing. In these apartments there are separate houses; in each of the houses the student promise to only speak the language that they are learning in their apartment, and that they will have dinner together five times a week. All of the students speak their language during the hour long dinner for practice. Each student is responsible for submitting two recipes for the semester and for cooking dinner with a team once a week.
The food that we ate came from Peru. My roommate Elizabeth cooked it, or I guess I should say that she submitted the recipe. Elizabeth is from Peru. The dish that the group of student chiefs cooked for us was one of Elizabeth’s favorite meals from her family. I cannot remember what she called it, but it was french-fries (those wide stake French-fries) covered in shredded meat and vegetables with lots of cheese on top. I think that it tasted good; the French-fries were really greasy. Some of the students put ketchup on the plate, but I didn’t. There was also a fruit salad for desert. I really loved the fruit salad because it was full of oranges, bananas, and grapes. I know that these fruits are not really Peruvian, but they were really good.
There were about 30 people at the dinner, and everyone sat down talked while they ate. Most of the conversation was about the same that you would expect during a church dinner social. Everyone asked each other how their day went, and what classes they had to go to that day. The conversation was simple and light. Although I could not follow everything that was being said (especially when people started to talk about why they chose their major, or when they retold specific stories about their day) I did understand enough to feel a part of the conversation.
It was the first time in my life when I could really hear a difference in people’s accents. One of the boys sitting at my table was from Spain. I am pretty sure that we were not speaking the same language. Up until then I have never heard someone speak in Spanish who is a native to Spain, and it was really unique to me. I think that the people who learned Columbian Spanish were also really hard to understand because they spoke so quickly. The accent that was the easiest for me to understand was native Mexican speakers. There speech was slower, and while comparing the different accents I noticed that Mexican Spanish even has some of the same sounds as English.
What really surprised me was Spanglish exressions. It was not just the people who were learning Spanish (I kind-a expected a lot of people learning Spanish to speak Spanglish) but a lot of the native speakers used expressions that I thought were purlly English; some people used: Wow, No way, and Freak. All of the words used had a very rich Spanish sound to them, but I guess they really stuck out to me because I was not expecting to hear such phrases in a Spanish sentence. I had no idea that so native Spanish speakers spoke fluent Spanglish.
Monday, October 4, 2010
SFL 240: term paper outline
Thesis: how you plan to parent your children and why
Autonomy granting
Discipline
Education involvement
Autonomy
Journal of Marriage and Family
Vol. 61, No. 3 (Aug., 1999), pp. 574-587
Published by: National Council on Family Relations
http://www.jstor.org/stable/353561
Page 582
Study that charted out four deamed behaviroal problems and the correlation between parenting styles, including: autonomy granting, and behavioral control
“Adolescent psychosocial development had a much stronger association with parental acceptance involvement and psychological autonomy granting than with behavioral control
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
Alison King
Page [338] of 338-368
“questions induce complex knowledge construction, questions designed to access prior knowledge/experience are more effective in enhancing learning.”
Discipline
Spanking children: the controversies, findings, and new directions
Corina Benjet, a and Alan E. Kazdinb,
a Division of Epidemiological and Psicosocial Research, National Institute of Psychiatry, 101 Calzada Mexico-Xochimilco, Colonia San Lorenzo Huipulco, Mexico City 14370, Mexico
b Child Study Center, Yale University School of Medicine, 230 South Frontage Road, P.O. Box 207900, New Haven, CT 06520-7900, USA
Received 8 January 2002;
revised 15 April 2002;
accepted 2 May 2002. ;
Available online 29 August 2002.
Clinical Psychology Review
Volume 23, Issue 2, March 2003, Pages 197-224
Abstract
“The use of spanking as a discipline technique is quite prevalent, even though whether or not to spank children is controversial among lay and professional audiences alike. Considerable research on the topic has been analyzed in several reviews of the literature that often reach different and sometimes opposite conclusions. Opposing conclusions are not inherently problematic as research develops in an area. However, we propose that both methodological limitations of the research to date as well as the limited focus of the research questions have prevented a better understanding of the impact of parental spanking on child development. The purpose of this article is to convey the basis for limited progress to date and, more importantly, to reformulate the research agenda. The goal is to move toward a resolution of the most relevant questions to parents, professionals, and policymakers. We propose an expanded research agenda that addresses the goals of parental discipline, the direct and concomitant effects of spanking, the influences that foster and maintain the use of spanking, and the processes through which spanking operates.
Coercion and punishment in Long-Term Perspectives
Joan McCord
Cambridge University Press
1998
http://books.google.com/books?hl=en&lr=&id=fkoqnYgBke4C&oi=fnd&pg=PR9&dq=McCord+1995+children&ots=APDWv6WT1E&sig=KOLWq3BVimYoJFEKOZCNbKIFeZo#v=onepage&q&f=false
page 1
“Coercion can be less clearly identified. Conceptually, coercion implies forcing people to do what they would not otherwise have done. For example, when an individual is forced at gunpoint to do something he or she would not otherwise choose to do, the action can be described as one of coercion”
Education
Middle school journal
Volume 35
National Middle School Association, Midwest Middle School Association
0 Reviews
National Middle School Association, 2003 - Education
Page 56
“They found that the degree of social support experienced by students was strongly associated with one-year gains in math and reading on the ITBS. Students in schools with high levels of academic press (academic requirements, focus, and expectations) combined with the highest degrees of social support mad the most progress in reading.”
Title: Parent involvement in early intervention for disadvantaged children: does it matter?
Source: Journal of school psychology [0022-4405] Miedel yr:1999 vol:37 iss:4 pg:379 -402
“Abstract: This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.”
Autonomy granting
Discipline
Education involvement
Autonomy
Journal of Marriage and Family
Vol. 61, No. 3 (Aug., 1999), pp. 574-587
Published by: National Council on Family Relations
http://www.jstor.org/stable/353561
Page 582
Study that charted out four deamed behaviroal problems and the correlation between parenting styles, including: autonomy granting, and behavioral control
“Adolescent psychosocial development had a much stronger association with parental acceptance involvement and psychological autonomy granting than with behavioral control
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
Alison King
Page [338] of 338-368
“questions induce complex knowledge construction, questions designed to access prior knowledge/experience are more effective in enhancing learning.”
Discipline
Spanking children: the controversies, findings, and new directions
Corina Benjet, a and Alan E. Kazdinb,
a Division of Epidemiological and Psicosocial Research, National Institute of Psychiatry, 101 Calzada Mexico-Xochimilco, Colonia San Lorenzo Huipulco, Mexico City 14370, Mexico
b Child Study Center, Yale University School of Medicine, 230 South Frontage Road, P.O. Box 207900, New Haven, CT 06520-7900, USA
Received 8 January 2002;
revised 15 April 2002;
accepted 2 May 2002. ;
Available online 29 August 2002.
Clinical Psychology Review
Volume 23, Issue 2, March 2003, Pages 197-224
Abstract
“The use of spanking as a discipline technique is quite prevalent, even though whether or not to spank children is controversial among lay and professional audiences alike. Considerable research on the topic has been analyzed in several reviews of the literature that often reach different and sometimes opposite conclusions. Opposing conclusions are not inherently problematic as research develops in an area. However, we propose that both methodological limitations of the research to date as well as the limited focus of the research questions have prevented a better understanding of the impact of parental spanking on child development. The purpose of this article is to convey the basis for limited progress to date and, more importantly, to reformulate the research agenda. The goal is to move toward a resolution of the most relevant questions to parents, professionals, and policymakers. We propose an expanded research agenda that addresses the goals of parental discipline, the direct and concomitant effects of spanking, the influences that foster and maintain the use of spanking, and the processes through which spanking operates.
Coercion and punishment in Long-Term Perspectives
Joan McCord
Cambridge University Press
1998
http://books.google.com/books?hl=en&lr=&id=fkoqnYgBke4C&oi=fnd&pg=PR9&dq=McCord+1995+children&ots=APDWv6WT1E&sig=KOLWq3BVimYoJFEKOZCNbKIFeZo#v=onepage&q&f=false
page 1
“Coercion can be less clearly identified. Conceptually, coercion implies forcing people to do what they would not otherwise have done. For example, when an individual is forced at gunpoint to do something he or she would not otherwise choose to do, the action can be described as one of coercion”
Education
Middle school journal
Volume 35
National Middle School Association, Midwest Middle School Association
0 Reviews
National Middle School Association, 2003 - Education
Page 56
“They found that the degree of social support experienced by students was strongly associated with one-year gains in math and reading on the ITBS. Students in schools with high levels of academic press (academic requirements, focus, and expectations) combined with the highest degrees of social support mad the most progress in reading.”
Title: Parent involvement in early intervention for disadvantaged children: does it matter?
Source: Journal of school psychology [0022-4405] Miedel yr:1999 vol:37 iss:4 pg:379 -402
“Abstract: This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.”
Friday, October 1, 2010
SFL #4
SFL 240 Response #4 Authoritative Parenting
During this class I have realized that I need to think be thinking about what type of parent I want to be even though I am single and have no children. I have always loved children, and I felt like parenting would come natural to me. Personally, I still believe that there are so many things about parenting that can never be conveyed in a classroom to single adults with pens and pencils in their hands and text books in their back packs. Do you want to be a parent who loves their child, teaches their children to regulate themselves, and does not have to be aggressive and overbearing on punishments and reinforcements? That sounds just about right. Who really in their right mind would not want to be an authoritative parent? I don’t think that is what makes it difficult to be an authoritative parent though. There are several things that I have learned in this class some things that I will never ever do, things that I want to change, and even things that I am going to do for sure.
That brings me to the next thing that I learned, I learned that I do not have to parent my children the same way that my parents parented me. Not only do I not have to be the same parent to my child that my parents were to me, but it is logically impossible if I want to be an authoritative parent. It seems that the key ingredient to an authoritative parent is that they are so acutely aware of their child that they adjust. In turn the child learns to adjust their life to the parents. It is based on a relationship and not on a dictator ship.
After taking this class I have started a list of things that I never going to do and at the top is that I am not going to spank my children. I was spanked as a child, and honestly I have never really thought much about the concept besides that sometimes children get spanked. First of I will never deny that my parents love me, and that they taught me very well.
During this class I have realized that I need to think be thinking about what type of parent I want to be even though I am single and have no children. I have always loved children, and I felt like parenting would come natural to me. Personally, I still believe that there are so many things about parenting that can never be conveyed in a classroom to single adults with pens and pencils in their hands and text books in their back packs. Do you want to be a parent who loves their child, teaches their children to regulate themselves, and does not have to be aggressive and overbearing on punishments and reinforcements? That sounds just about right. Who really in their right mind would not want to be an authoritative parent? I don’t think that is what makes it difficult to be an authoritative parent though. There are several things that I have learned in this class some things that I will never ever do, things that I want to change, and even things that I am going to do for sure.
That brings me to the next thing that I learned, I learned that I do not have to parent my children the same way that my parents parented me. Not only do I not have to be the same parent to my child that my parents were to me, but it is logically impossible if I want to be an authoritative parent. It seems that the key ingredient to an authoritative parent is that they are so acutely aware of their child that they adjust. In turn the child learns to adjust their life to the parents. It is based on a relationship and not on a dictator ship.
After taking this class I have started a list of things that I never going to do and at the top is that I am not going to spank my children. I was spanked as a child, and honestly I have never really thought much about the concept besides that sometimes children get spanked. First of I will never deny that my parents love me, and that they taught me very well.
SFL 240 reaction #5
SFL 240 Response #5 Parenting Pyramid
I added one more bottom layer to the Parenting Pyramid. Because of I believe that in order for me to become the best person that I can be I need to have a strong relationship with my Heavenly Father I added my relationship between God and Me onto the base of the Parenting Pyramid. In the original diagram’s last layer is the self relationship. How someone interacts with themselves and their personal beliefs and values. A self relationship is an important relationship to develop, but I know that I do not always have good judgment. Often times I underestimate virtues or I do not see the real problems I have within myself; either because I have over exaggeration or in diminished my thoughts and actions. I think that if there is something wrong with myself relationship that I can go down to the bottom layer of the Pyramid and solve the problems I am having a strong relationship with my Heavenly Father. He is all knowing and has perfect judgment. All the while my Heavenly Father loves me perfectly and will help me overcome my problems patiently.
The Parenting Pyramid is one of my favorite things that we have discussed in class so far, because I can see the practicality of this system. In the Parenting Pyramid diagram I think that the image of a pyramid better captures the message of the article than simply layers.
I am glad that the author chose to do the Parenting Pyramid and not the Parenting Layers. There are a few things different about a pyramid than a layer. For starters the Pyramid gets smaller at the top, but a layer does not. A pyramid is large at the bottom, and a layer is the same size top and bottom. In a pyramid divided horizontally the sections cannot be mixed up, but they have to go in the particular order or else the pyramid will no longer work. In a diagram that is layered the layers can be mixed up, reorganized, and scrabbled and the diagram’s shape will not change.
First, I believe that the author used the image of a pyramid so that the reader could not mix the order. Like I mentioned above in a pyramid divided horizontally the piece that goes at the top has to be at the top, and the piece that is the 3rd down cannot be moved to the top and have the pyramid balanced. By using a pyramid the author conveys the idea that the layers in the Parenting Pyramid have an order, and if those layers are not in order than the whole thing will be unbalanced.
The other thing that I think the author wanted the reader to understand was that the upper layers of the pyramid are smaller than the bottom layers of the pyramid because they are not as influential. I do not know if influential is the right word to use in this sentence, because yes taking control over your child’s life and restricting what they can and cannot do is not only very controlling, but is very influential on the child. I think that the more appropriate word would be effective. The bottom layers are more effective than the top layers. It is important to remember your goal as a parent while raising children, and then to adjust what you do as a parent to that goal. If the goal of a parent is to help their child learn self regulation than the Parenting Pyramid appears to be the most effective style, because it involves the parent teaching the child while the parent recognizes that they are still learning themselves.
I added one more bottom layer to the Parenting Pyramid. Because of I believe that in order for me to become the best person that I can be I need to have a strong relationship with my Heavenly Father I added my relationship between God and Me onto the base of the Parenting Pyramid. In the original diagram’s last layer is the self relationship. How someone interacts with themselves and their personal beliefs and values. A self relationship is an important relationship to develop, but I know that I do not always have good judgment. Often times I underestimate virtues or I do not see the real problems I have within myself; either because I have over exaggeration or in diminished my thoughts and actions. I think that if there is something wrong with myself relationship that I can go down to the bottom layer of the Pyramid and solve the problems I am having a strong relationship with my Heavenly Father. He is all knowing and has perfect judgment. All the while my Heavenly Father loves me perfectly and will help me overcome my problems patiently.
The Parenting Pyramid is one of my favorite things that we have discussed in class so far, because I can see the practicality of this system. In the Parenting Pyramid diagram I think that the image of a pyramid better captures the message of the article than simply layers.
I am glad that the author chose to do the Parenting Pyramid and not the Parenting Layers. There are a few things different about a pyramid than a layer. For starters the Pyramid gets smaller at the top, but a layer does not. A pyramid is large at the bottom, and a layer is the same size top and bottom. In a pyramid divided horizontally the sections cannot be mixed up, but they have to go in the particular order or else the pyramid will no longer work. In a diagram that is layered the layers can be mixed up, reorganized, and scrabbled and the diagram’s shape will not change.
First, I believe that the author used the image of a pyramid so that the reader could not mix the order. Like I mentioned above in a pyramid divided horizontally the piece that goes at the top has to be at the top, and the piece that is the 3rd down cannot be moved to the top and have the pyramid balanced. By using a pyramid the author conveys the idea that the layers in the Parenting Pyramid have an order, and if those layers are not in order than the whole thing will be unbalanced.
The other thing that I think the author wanted the reader to understand was that the upper layers of the pyramid are smaller than the bottom layers of the pyramid because they are not as influential. I do not know if influential is the right word to use in this sentence, because yes taking control over your child’s life and restricting what they can and cannot do is not only very controlling, but is very influential on the child. I think that the more appropriate word would be effective. The bottom layers are more effective than the top layers. It is important to remember your goal as a parent while raising children, and then to adjust what you do as a parent to that goal. If the goal of a parent is to help their child learn self regulation than the Parenting Pyramid appears to be the most effective style, because it involves the parent teaching the child while the parent recognizes that they are still learning themselves.
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