Joy Prior
Rel A 211 Honors: The New Testament
Section 012
Professor Ogden
April 13, 2011
April 13, 2011
Reading 300 pages
To fulfill the credit for the 300 page of extra reading I read 500 pages from Verse by Verse, The Four Gospels by Daniel Kelly Ogden. Throughout the semester I followed along in the book with what was being read and discussed in class. Reading the commentary prior to class helped me to be mentally prepared for the discussions and my perspective of what it means to study the scriptures has been altered.
My awareness during class was enhanced if I read the commentary prior to the class discussions. My professor Ogden wrote Verse by Verse, The Four Gospels and some days his lectures seemed to quote his book verbatim. This never bothered me, because it helped me to remember what I had read the night prior and the lessons I learned from the written text were parallel but not identical to what I learned from the lectures. When I was prepared with my reading for class the stories of Jesus, his friends, and the parables all became clearer.
With each semester at BYU I have to change what it means to me to study the scriptures. I can still remember my seminary bookmark I would check every day after my 10 minutes of reading. It only took me one exam to realize that the BYU religion classes were not equal to seminary. As I got asked more questions by friends and family I realized that not even BYU religion classes can prepare me for the vigorous attacks but the spirit can. The spirit seems to be the revealer of truth, and the promptings that I have felt while I read specific commentary has brought me more light and knowledge. I have not believed that reading 10 minutes a day is enough but I used to limit my study time by only reviewing the bible dictionary and foot notes when I have a question. Reading has helped me believe that the culture, language, and context of the scriptures are as a part of the truth found in the scriptures as the morals. To amplify my scripture study I should continue to add these facts or truths to my study material.
Not only did the commentary enhance my understanding of the class, but it also helped me to refine my scripture studying. I was grateful for the opportunity to read the commentary this semester. Unlike my geology text I never plan to sale my Verse by Verse, The Four Gospels back to the book store, but I do not think that I will be able to simply let it sit in my library. I have already recommended it to a friend who wants to read it this summer and my mom wants to read it in the fall.
Tuesday, April 12, 2011
Monday, April 11, 2011
SFL service learning
Joy Prior
Review of Volunteering with TOPS
I have worked in Preschools before, but there was a remarkable difference between how I worked with children before and now. Not only did my confidence blossom, but I was able to practice several things I learned in class. It was almost insane to see how much teaching happens when I was simply talking with the students. When I was in the classroom it became clear how varied kindergarteners are in their abilities. The final lesson I learned was that the lesson plan should cater to my and the student’s attention spans, and abilities.
When I was talking to the students on topics they were interested in they could remember what was being taught more clearly. I really did try to put DAP ideals into practice, particularly by drawing “on children’s own interests and introduce children to thing likely to interest them,” (p. 21). For example I will always remember when we were talking about infinity. As we talked about infinity I mentioned how the sign for infinity is a sideways number 8. Then we talked about how the number one is represented by a 1 image, and we went through a list of numbers. Although the children were interested in the idea of infinity I did not think that they were paying attention to what I was explaining. The next week when I was at the writing center I overheard one of the boys I had explained infinity to last week draw a picture of a sideways 8 and tell his friend that it was the sign for infinity.
As I began to talk with the students I was able to see how varied they were in their abilities. Before, during, and after every writing activity all I could think was how “children’s skills vary and they will need different levels of support,” (p. 19). It took a lot of concentration to notice all of the varied levels of ability, but it also took a lot of thought to know how to support the entire student’s in the various levels of ability. It took me a few weeks to notice that one of the little boys never actually talked. Sometimes he would respond when I asked him a direct question, but the majority of the time he worked quietly. Although he finished his work I realized that I was responsible for helping him to develop social abilities as well. I made a point to ask him questions about his sentences, and next time I think that I will try and have him ask and answer questions with a student next to him. I was only able to learn this as I began to spend more time talking and working with the students.
Some days were easier than other days to get a topic of conversation going. One day the assignment was to write two sentences about a dinosaur. Most of my time was spent breaking down the names of the dinosaurs into one or two letter sections. The length of the names intimidated most of the students and instead of wanting to write the name they would just put their pencil down. This day I was so thankful that the group sections were only 15 minutes long. I know that kindergarteners can often only work at a station for 15 to 20 minutes, but in all honesty I do not think that I could have worked another 15 to 20 minutes on dinosaur names (p. 204). I had no idea how to pronounce most of the names and wished that I could have looked some of the pronunciation up. It was a really short section, but I was unprepared for it. The few minutes that I was working in each group was stressful to me, because I did not know what I was doing. The curriculum I design does not only have to capture the attention of the students, but I have to take the responsibility to know and recognize the material.
Overall it was a great learning experience and it helped me to apply learning how to talk with students, recognize different levels of development, and how to organize a lesson plan.
Review of Volunteering with TOPS
I have worked in Preschools before, but there was a remarkable difference between how I worked with children before and now. Not only did my confidence blossom, but I was able to practice several things I learned in class. It was almost insane to see how much teaching happens when I was simply talking with the students. When I was in the classroom it became clear how varied kindergarteners are in their abilities. The final lesson I learned was that the lesson plan should cater to my and the student’s attention spans, and abilities.
When I was talking to the students on topics they were interested in they could remember what was being taught more clearly. I really did try to put DAP ideals into practice, particularly by drawing “on children’s own interests and introduce children to thing likely to interest them,” (p. 21). For example I will always remember when we were talking about infinity. As we talked about infinity I mentioned how the sign for infinity is a sideways number 8. Then we talked about how the number one is represented by a 1 image, and we went through a list of numbers. Although the children were interested in the idea of infinity I did not think that they were paying attention to what I was explaining. The next week when I was at the writing center I overheard one of the boys I had explained infinity to last week draw a picture of a sideways 8 and tell his friend that it was the sign for infinity.
As I began to talk with the students I was able to see how varied they were in their abilities. Before, during, and after every writing activity all I could think was how “children’s skills vary and they will need different levels of support,” (p. 19). It took a lot of concentration to notice all of the varied levels of ability, but it also took a lot of thought to know how to support the entire student’s in the various levels of ability. It took me a few weeks to notice that one of the little boys never actually talked. Sometimes he would respond when I asked him a direct question, but the majority of the time he worked quietly. Although he finished his work I realized that I was responsible for helping him to develop social abilities as well. I made a point to ask him questions about his sentences, and next time I think that I will try and have him ask and answer questions with a student next to him. I was only able to learn this as I began to spend more time talking and working with the students.
Some days were easier than other days to get a topic of conversation going. One day the assignment was to write two sentences about a dinosaur. Most of my time was spent breaking down the names of the dinosaurs into one or two letter sections. The length of the names intimidated most of the students and instead of wanting to write the name they would just put their pencil down. This day I was so thankful that the group sections were only 15 minutes long. I know that kindergarteners can often only work at a station for 15 to 20 minutes, but in all honesty I do not think that I could have worked another 15 to 20 minutes on dinosaur names (p. 204). I had no idea how to pronounce most of the names and wished that I could have looked some of the pronunciation up. It was a really short section, but I was unprepared for it. The few minutes that I was working in each group was stressful to me, because I did not know what I was doing. The curriculum I design does not only have to capture the attention of the students, but I have to take the responsibility to know and recognize the material.
Overall it was a great learning experience and it helped me to apply learning how to talk with students, recognize different levels of development, and how to organize a lesson plan.
SFL journal
Joy Prior
Week 1 January 25, 2011
I went to the Kindergarten for the first time this week. It was so much fun. I forgot how much I enjoy working with children. For the hour I was responsible for the activity about the letter H, and the H sound. We were supposed to sing a song that was about Hot Cakes, but I could not really figure out the tune, and the kids really did not care too much about the song. Instead we really tried to list of lots of words with the H sound while we played Hot potato. Some of the children were thinking of words that I would not have even imagined that they would know, and other groups needed a little help to think of more than just the word hot or hotcake or hot potato. They were all really well behaved, and were really interested in the game. I got better at getting the students to think of H words and to interact in the game, but I struggled with developing a pattern to the short activity that went well with the timing of the session. Supposable each of the sessions was fifteen minutes but in my own opinion I think that the timings were all different and that they really did not stick strictly to a fifteen minute season, but then again I could be wrong.
Week 2 February 1, 2011
Writing sentences was like pulling teeth. Two sentences, that was all, and we sat there a looked at those papers for the longest time. No I take that back, most of the kids were not even looking at their paper; most of them were trying to look at what everyone else in the classroom was doing. The amount of attention each group gave varied from group to group, but it was generally the same low level of interest. In theory they could color a picture after they wrote two sentences, but most of them sat down and colored first. I felt completely lost. All of the confidence that I felt from the first week was completely gone, and I was at ground zero. I could have possibly been feeling in the negatives.
I tried to think of ways to make writing two sentences interesting. We began by listing off words that the kids knew, we talked about some of the words on the word wall, and I wrote out a few model sentences. I like that by the end most all of the children had written two sentences, and a few had written only one. That really should not have been my goal though. I think that if I had spent less time worrying about trying to get everyone to write two sentences and more time trying to encourage and help the children learn I would have been more successful.
Week 3 February 8, 2011
It was one of those days when I wonder exactly what I am doing with my life. Overwhelmed by the idea that what I was doing means nothing and that I really made the wrong care choice I went to the Kindergarten today. When I got there Dan looked up at me and said, “Oh! There you are. I was worried that you would not be here and I not help me spell Dinosaur.” It made me laugh a little inside, but I was happy. If no one else me being there today mattered to Dan simply because he was afraid of spelling the word Dinosaur.
Week 4 February 15, 2011
Today we wrote one sentence and then we could draw a picture about that sentence. MY minor is visual arts, and I spend a lot of time drawing and painting and working with various artistic mediums. I never realized what great minor this would be with Early Childhood Education. After writing a sentence we all started to draw pictures about what we had written our sentence on. My picture was of me jumping on the tramp.
One of the students brought up the grim reaper; I know, a little out there. Most of the children did not know what a grim reaper is, and so I drew a picture of one. I felt a little satanic, but as soon as the children saw a picture of a grim reaper they could recognize it and started to talk about Halloween. I was really glad that I did not excuse the conversation. I was also glad that I could and did draw a grim reaper, because it helped them to connect the word with a mental image.
Last week one of the children asked about the number infinity. We talked a little about it, and then I drew an infinity sign. I told them how it is the number 8 on its side. Today when I was in the classroom Hugh brought up the word infinity, and then he drew a number 8 on its side. I was a little shocked and pretty impressed that he remembered the sing for infinity.
Week 5 February 22, 2011
In one of the groups none of the students wanted to write a sentence, but we were at the writing center. I asked Dan if he could write a sentence, and tried to help him think of things that he could write about. He threw his pencil, and the teacher came over and told him that if he did not write his sentences he could not move onto the next station. I tried to think of a creative way to encourage him to start writing. We started with one word at a time. We started to play a kind of game. I would close my eyes and count to five and when I opened my eyes I wanted to see the word like on his paper. We played this game for an entire sentence. I think that it worked ok, because it broke the difficult task of writing two sentences into small steps. Instead of feeling overwhelmed by having to write two sentences Dan concentrated on one word at a time. After a while I could stop counting and say, “I am going to look at Olivia’s sentences and when I look back I want to see another word on your paper,” Dan then started to write by himself, and once he finished I was so relieved.
I am so much more confident when I work with the students now, and I am not as afraid to stop and think. I know that sounds a little weird, but I really did struggle when I first started to stop and think. I felt pressured to just keep on going and to just do, do, do. Now though I think that my hour goes better when I pause, think about what is going on, and then try again.
Week 1 January 25, 2011
I went to the Kindergarten for the first time this week. It was so much fun. I forgot how much I enjoy working with children. For the hour I was responsible for the activity about the letter H, and the H sound. We were supposed to sing a song that was about Hot Cakes, but I could not really figure out the tune, and the kids really did not care too much about the song. Instead we really tried to list of lots of words with the H sound while we played Hot potato. Some of the children were thinking of words that I would not have even imagined that they would know, and other groups needed a little help to think of more than just the word hot or hotcake or hot potato. They were all really well behaved, and were really interested in the game. I got better at getting the students to think of H words and to interact in the game, but I struggled with developing a pattern to the short activity that went well with the timing of the session. Supposable each of the sessions was fifteen minutes but in my own opinion I think that the timings were all different and that they really did not stick strictly to a fifteen minute season, but then again I could be wrong.
Week 2 February 1, 2011
Writing sentences was like pulling teeth. Two sentences, that was all, and we sat there a looked at those papers for the longest time. No I take that back, most of the kids were not even looking at their paper; most of them were trying to look at what everyone else in the classroom was doing. The amount of attention each group gave varied from group to group, but it was generally the same low level of interest. In theory they could color a picture after they wrote two sentences, but most of them sat down and colored first. I felt completely lost. All of the confidence that I felt from the first week was completely gone, and I was at ground zero. I could have possibly been feeling in the negatives.
I tried to think of ways to make writing two sentences interesting. We began by listing off words that the kids knew, we talked about some of the words on the word wall, and I wrote out a few model sentences. I like that by the end most all of the children had written two sentences, and a few had written only one. That really should not have been my goal though. I think that if I had spent less time worrying about trying to get everyone to write two sentences and more time trying to encourage and help the children learn I would have been more successful.
Week 3 February 8, 2011
It was one of those days when I wonder exactly what I am doing with my life. Overwhelmed by the idea that what I was doing means nothing and that I really made the wrong care choice I went to the Kindergarten today. When I got there Dan looked up at me and said, “Oh! There you are. I was worried that you would not be here and I not help me spell Dinosaur.” It made me laugh a little inside, but I was happy. If no one else me being there today mattered to Dan simply because he was afraid of spelling the word Dinosaur.
Week 4 February 15, 2011
Today we wrote one sentence and then we could draw a picture about that sentence. MY minor is visual arts, and I spend a lot of time drawing and painting and working with various artistic mediums. I never realized what great minor this would be with Early Childhood Education. After writing a sentence we all started to draw pictures about what we had written our sentence on. My picture was of me jumping on the tramp.
One of the students brought up the grim reaper; I know, a little out there. Most of the children did not know what a grim reaper is, and so I drew a picture of one. I felt a little satanic, but as soon as the children saw a picture of a grim reaper they could recognize it and started to talk about Halloween. I was really glad that I did not excuse the conversation. I was also glad that I could and did draw a grim reaper, because it helped them to connect the word with a mental image.
Last week one of the children asked about the number infinity. We talked a little about it, and then I drew an infinity sign. I told them how it is the number 8 on its side. Today when I was in the classroom Hugh brought up the word infinity, and then he drew a number 8 on its side. I was a little shocked and pretty impressed that he remembered the sing for infinity.
Week 5 February 22, 2011
In one of the groups none of the students wanted to write a sentence, but we were at the writing center. I asked Dan if he could write a sentence, and tried to help him think of things that he could write about. He threw his pencil, and the teacher came over and told him that if he did not write his sentences he could not move onto the next station. I tried to think of a creative way to encourage him to start writing. We started with one word at a time. We started to play a kind of game. I would close my eyes and count to five and when I opened my eyes I wanted to see the word like on his paper. We played this game for an entire sentence. I think that it worked ok, because it broke the difficult task of writing two sentences into small steps. Instead of feeling overwhelmed by having to write two sentences Dan concentrated on one word at a time. After a while I could stop counting and say, “I am going to look at Olivia’s sentences and when I look back I want to see another word on your paper,” Dan then started to write by himself, and once he finished I was so relieved.
I am so much more confident when I work with the students now, and I am not as afraid to stop and think. I know that sounds a little weird, but I really did struggle when I first started to stop and think. I felt pressured to just keep on going and to just do, do, do. Now though I think that my hour goes better when I pause, think about what is going on, and then try again.
Friday, April 8, 2011
Stat this is the facebook name list
1) Aaron Fielding
2) Abraham Thomas
3) Adam Guppy Keele
4) Adam Michael Gonzales
5) Alana Howlett
6) ALbert L Prior
7) Alexa Kaye Johnson
8) Alexandria Greenwood
9) Alexis Munoa Dyer
10) Alfredo Carrera
11) Alina Haycock Stone
12) Alisha Betts
13) Alisha Talk
14) Alissa Anderson
15) Allen Foster
16) Allison Isaac
17) Allissa Huffaker
18) Ally Cuneo
19) Ally Perkins
20) Allyson Gordon
21) Alyssa Stones
22) Amanda Barlow
23) Amanda Goodman
24) Amanda O'Grady
25) Amber Prior
26) Amberly Ann Larsen
27) Amy Addington
28) Amy Camille Connelly
29) Amy Freeman
30) Amy Ieremia
31) Amy Jennings
32) Amy Lambert
33) Ana Paula Chavarri
34) Andi Smiley
35) Andrea Michele Taylor
36) Andrew Alvarado
37) Andrew Hinton
38) Andrew Prior
39) Angel Saddleback
40) Angelita Fernanda Pereira Pereira
41) Anna Marie Jensen
42) Anna Streibel
43) Annie Mein
44) Annie Wustemann
45) Anthony Frahm
46) April Schaefer
47) Aracely Rodriguez
48) Ariana Lilly
49) Ariel Hanson
50) Ashkia Benallie
51) Ashlee Head
52) Ashlee Nicole Bowen
53) Ashley Baadsgaard Worthen
54) Ashley Calder
55) Ashley Chappel
56) Ashley Christensen
57) Ashley Jarvis
58) Ashley Rothermel
59) Ashley Shelley
60) Ashley Sorensen
61) Ashley Susan Phelps
62) Ashley Williams
63) Aubs Palfreyman
64) Becky Boucher
65) Becky Lucas
66) Ben Cummins
67) Ben Quackenbush
68) Ben Wilson
69) Benjamin Aaron Besendorfer
70) Benjamin Arce
71) Benji Christensen
72) Bert Good
73) Bethany Anne Cherry
74) Bethany Carson
75) Bette Burton Popa
76) Betty Thomas
77) Blake Denning
78) Bob Kindmark
79) Bonny Dowling
80) Brady Olsen
81) Brandon Benally
82) Brandon Davis
83) Brandon Poulter
84) Brandon Soelberg
85) Brandy Foy
86) Brenda Findlay
87) Brent Wesson
88) Brian Urry
89) Briana Crook
90) Brianna Hatch
91) Brianne Burraston
92) Brianne Marie Marble
93) Britney Tourangeau
94) Britni Wing
95) Brittney Karl
96) Brooke Barbee
97) Brooke Comstock
98) Bruce Henriksen
99) Bryce Frost
100) Bryce Perkins
101) Bryce Prior
102) Caitlin Boden
103) Caitlin Morrison
104) Caleb Prior
105) Cameron Fullmer
106) Cameron Porcaro
107) Cami Godfrey
108) Camille Christensen
109) Camille Sine
110) Cammy Watt
111) Camrie George
112) Candace Wride
113) Carl Prior
114) Carson Lindley
115) Casey Kidman
116) Cassidy Darling
117) Catherine Kirk
118) Catie Nuckols
119) Celeste Lee
120) Celina Cortez
121) Chad Losser
122) Charles Denny
123) Charlotte Peterson Twitchell
124) Chase Hutchings
125) Chase Michaelis
126) Chelsea Hatch
127) Chelsea Kate Walker
128) Chelsey Jensen
129) Chelsey Rae Searl
130) Chris Brockbank
131) Chris Chevrier
132) Christie Anderson
133) Christina Heywood
134) Christina Williams
135) Christopher Lawson
136) Christy Pray Ivie
137) Claudia Milena Sandoval
138) Clayton Avery
139) Cody Anderson
140) Cody Austin Pike
141) Cole Hunter
142) Collin Brown
143) Conroy Saddleback
144) Courtney Wagner
145) Dallan Brindley
146) Dallin Jack
147) Dana Kendall
148) Dani Jones
149) Dani Veatch
150) Danica Andersen
151) Daniel Arce
152) Danielle Jones
153) Danny Parker
154) Darin Warren
155) David Clare
156) David Howard
157) David Nester
158) Delanie Law
159) Delite Ful Orton
160) Denna Lawrence
161) Derek Lemon
162) Devin Cope
163) Diallcy Rivera
164) Diana James
165) Dolly Donovan
166) Dom Bills
167) Douglas Wirthlin
168) D-pac Malmgren
169) Earl Carlisle
170) Eden Demre Moss
171) Eileen Luther
172) Eileen Prior
173) Elder B. Mitchell
174) Elder Bryson Thomas Carrick
175) Elder Chase Kiracofe
176) Elder Dallin Kimball
177) Elder Ethan Kalua'u
178) Elder Hayden Christianson
179) Elder Jacob Ray Banks
180) Elder Jared Forsyth
181) Elder M. Blake Fisher
182) Elder Matt Sanchez
183) Elder Max Scott Livingston
184) Elder Rafael Belo Durtschi
185) Elder Ryan Hofstrand
186) Elder Steven Yesel Rodriguez
187) Elder Tanner Snow
188) Elder Thomas Jace Brown
189) Elder Zachary Williams
190) Elizabeth Meinhart Warby
191) Elizabeth Tinti
192) Elyse Leinani Oldroyd
193) Emily Baer
194) Emily Cookson
195) Emily Culp
196) Emily Hawkins
197) Emily Lloyd
198) Emily McDonald
199) Emily Smith
200) Emily Stoehr
201) Enos Ledezma
202) Eric John
203) Eric Nelson
204) Erica Mecham
205) Erika Bird
206) Erika Paice
207) Erin Elizabeth MacPherson
208) Erin Kendrick
209) Ethan Taylor Marston
210) Eva Bighorse
211) Eva Joyce Burton
212) Eva Marie Miller
213) Evan Anderson
214) Eve Rackleff
215) Felicia Castillo
216) Ferry Fleurimond
217) Gabe Roberts
218) Gabriel Roca
219) Georgi Reginato
220) Georgia Marie Lamb
221) Ginelle Jack
222) Ginger Christopher
223) Girish Giri
224) Greg Brooks
225) Greg Forbush
226) Hadyn Richardson
227) Haley Richardson
228) Halie Augustus
229) Hannah Carson
230) Hannah Potter Harris
231) Hayden Jack Johnson
232) Heather Bright
233) Heather Pepperdine
234) Heather Rowley
235) Helen Purser
236) Henrico, Virginia
237) Houston Hiskey
238) Irene Lopez
239) Isaac Potter
240) Ivy Hazlett
241) Jacob Bracken
242) Jacqui Bird
243) Jamie Watchman
244) Janae Miller
245) JaNae Orton
246) Janice Adams Lowe
247) Janice Kirk
248) Janie Endemano
249) Jared Frost
250) Jared John Tuckett
251) Jason Davies
252) Jayden Griffiths
253) Jayne Preciado
254) Jaysi Jorgensen
255) Jayson Shane Jorgensen
256) Jazlyn Unbedacht
257) Jeanne Pinegar Johnson
258) Jeannie Lynn Hawks
259) Jeff Compton
260) Jeffrey Hammond
261) Jelly Otis
262) Jenessa Heckel
263) Jenna Meryl Perry
264) Jennifer Christine Mills
265) Jennifer Lowe
266) Jennifer Sepulveda-Folau
267) Jennifer Sivertsen Christensen
268) Jennifer Smith
269) Jennifer Stone Ainge
270) Jennifer Tourangeau
271) Jennilyn Prior Jorgensen
272) Jerad Ernest Todacheenie
273) Jess Kimball
274) Jesse Galovich
275) Jesse Kelley
276) Jessica Bartlett
277) Jessica Crandall
278) Jessica Dildine
279) Jessica Hoag
280) Jessica Hoffman
281) Jessica Riley
282) Jessica Rose
283) Jessica Shea Allman
284) Jessica Spencer
285) Jessica Spencer
286) Jessica Stokes
287) Jessica W Smith
288) Jessica Wright
289) Jessie Gifford
290) Jessie Pruden
291) Jitayma B. Alderete
292) Joanna McLaren Pace
293) Jocelyn Waite
294) Joe Denker
295) Johnny Christiansen
296) Jolene Kirk
297) Jon Goddard
298) Jon Neves
299) Jonathan Alan George
300) Jonathan Goodman
301) Jono Suave
302) Jordan D. Johnson
303) Jory Christian Brown
304) Josett Weinert
305) Josh Kamuela Roberts
306) Josie Osborn
307) Joy Dutosme Repaja
308) Julia Helen Lowe
309) Julia Kovacikova
310) Juliana Reynolds
311) Julie Elizabeth Lee
312) Julienne Weight
313) Justin H. Crandall
314) Justin Ryan
315) Justin Sly
316) Kai Hansen
317) Kailey Taylor
318) Kaitlin Shepherd
319) Kalama Kaluhiokalani
320) Kaley Cook
321) Kaley Jo Thomas
322) Kaloni Taylor
323) Kamryn Spendlove
324) Kanani Roberts
325) Karalyn Prestwich
326) Karen Marie Shaw
327) Karina Russon
328) Karina Russon
329) Kassidi Johnson
330) Kassie Crook
331) Kat Stoutsenberger
332) Katie Cable
333) Katie Clove
334) Katie Shields
335) Katt Malloy
336) Kawehi Kaa
337) Kaydee O'Brien
338) Kaye Neves
339) Kayla Jo Spurlock
340) Kayla Neves
341) Kaylee Elquist
342) Kayleen Kidman
343) Kaylie Houseman
344) Kaylie Marchbanks Packard
345) Kayson Spendlove
346) Kela Bello
347) Kelcie Curlee
348) Kelli Waite
349) Kelsi Lambourne
350) Ken Frei
351) Kendra Creer Hill
352) Kenna Christensen
353) Kennadi Prior
354) Kenneth Dunn
355) Keoki Leong
356) Kevin Cope
357) Kevin Pooley
358) Kevin-Nikole Kirk
359) Kiera Cook
360) Kiersta Spendlove
361) Kimberly Anne Myler
362) Kimberly Mullins
363) Kimmer Tourangeau
364) Kirsten Kay Wiscombe
365) Kirsten Sly-Bradford
366) Kori Pritchett
367) Krista McEntire
368) Kristen Blunck
369) Kristi Putnam Prior
370) Krysta Temple
371) Kyle Jesse Crotts
372) Kyle Tuft
373) Kyle Weight
374) Kyler Gilstrap
375) Kylie Annah Smith
376) La Blonde
377) Lacey Long
378) Lara Nelson
379) Laura Davis
380) Laura Hutchings
381) Lauren Barney
382) Leann Arce
383) Leilani Roberts
384) Leisl Cope
385) Leisl Cope
386) Lexi Page Marble
387) Lexy Lou Who
388) Linda Moulton Andrus
389) Linda Moulton Andrus
390) Lindsay Soderberg Voelkl
391) Lindsay Tuckett
392) Lindsey Maine Paradis
393) Lindsey McMurdie
394) Linnea Maria Torriente
395) Lisa Christine Anderson
396) Lisa Rose
397) Lisa Schafer
398) Liz Flores
399) Logan Ashkii Miller
400) Loni Spendlove
401) Loren Paul Begay
402) Loren Roundy
403) Lori Poulsen
404) Lucia Moeun Jeong
405) Luke Besendorfer
406) Lynzi Kidman Coffey
407) Madison Senior High School
408) Maele Sue Porter
409) Mallory Denning
410) Mandy Elsmore
411) Marcie'n'joe Potter
412) Marcus Hunt
413) Maren Clayton
414) Maria Anderson
415) Marie Olsen
416) Maris Colorado Arce
417) Mark Adam Keele
418) Marlen Craig Rice
419) Marlena Marie Smith
420) Martha Bachler Prior
421) Martha Guerrero
422) Mary Jacobson
423) Matt Lawson
424) Matt Moon
425) Matt Smith
426) Matthew Anderson
427) Matthew Cole
428) Matthew Vance
429) Max Speed
430) McKenna Lauren Lawson
431) Megan Fisher
432) Megan Nuttall
433) Megan Schmidt
434) Meggen Smith
435) Meggie Holden
436) Melinda Kidman McBride
437) Melissa Crandall Neary
438) Melissa Henrie
439) MeMe Vallett
440) Mercy Johnson
441) Micaela Ericka Rubio
442) Michael J. Crane
443) Michael Murdock
444) Michele Waite
445) Michelle Applegate Olsen
446) Michelle Jayne Clare
447) Mike Scott
448) Miranda Littleton
449) Mitchell Cobb
450) Molly Corinne Miner
451) Monica Alvarez
452) Monica Aubrie Anderson
453) Monica Hawkes
454) Morgan Hales
455) Morgan Hansen
456) Morgan Homan
457) Nachelle Stewart Mackie
458) Nana Pereyra
459) NaRhea Juchau
460) Natalie Anderson
461) Natalie Eliza
462) Natalie M. Hall
463) Natalie McVey
464) Natalie Stewart
465) Nataly Arce
466) Natesa Stephens
467) Nathan Anderson
468) Nathan Kimball
469) Nathanael Sackett
470) Nelson Jared Orton
471) Nicholas Devin Ricky Skinner
472) Nichole Schofield
473) Nick Sales
474) Nicole Egan
475) Nicollette Dedrickson Anderson
476) Nora Camille Wilmarth
477) Nyssa Silvester
478) Olivia Darling Nielsen
479) Olivia Lee Lessard
480) Palmer Christensen
481) Pamela Tyler Tuft
482) Pamella Ann McConnell
483) Parker Davis
484) Patrese Atine
485) Patrese Atine
486) Patrick N' Jewels Parsons
487) Praja Yuda
488) Rachael Mach
489) Rachael Morley
490) Rachel Bair
491) Rachel Leishman
492) Rachel Lyn Button
493) Rachel Mae Shively
494) Rachel Marie Kimball
495) Rachel Moake
496) Rachel Tourangeau
497) Rachel Wood
498) Raj Sitaula
499) Rebecca Abbott
500) Rebecca Engebretsen
501) Rebecca Kaspar
502) Renee Dillman
503) Rhett Nance
504) Rick Stone
505) Rob Lowe
506) Rob Miller
507) Robby Reid
508) Robyn Davis
509) Roman Cortez
510) Ronald Guevara
511) Ronnie Harward
512) Ryan Barker
513) Ryan Heywood
514) Ryan Hyatt
515) Sadie Fielding
516) Saeko Yamashita Logsdon
517) Sam Raleigh
518) Sam Riddle
519) Sam Roberts
520) Sami Gardner
521) Samuel Broomhead
522) Samuel Egbert
523) Sandra Macias
524) Sandra Macias
525) Sara Ashley Peterson
526) Sara Chronister
527) Sara Williams
528) Sarah AndJeremy
529) Sarah Ann Alanis
530) Sarah Anne Hakes
531) Sarah Callison
532) Sarah Clark
533) Sarah Johnson
534) Sarah Kay Benson
535) Sarah Snow
536) Sarahanne Prior Lawson
537) Sarahanne Prior Lawson
538) Scot LeFevre
539) Sean Allsop
540) Se'epa Ete
541) Seth Jenson
542) Seth Potter
543) Shadley LeFevere
544) Shaela Willie Avery
545) Shannon Obrigawitch
546) Shantel Rindlisbacher Flores
547) Sharisa Nay
548) Sharona Eskeets
549) Sharyn Lyn Eaves
550) Sharyti Doril Henriksen
551) Shauny Talk
552) Shawna Fincher
553) Shayla Johnson
554) Shaylene Prior
555) Sheii K. Lindley
556) Shelbie Lynn Hone
557) Shelby Cardoza
558) Shelby Jackson
559) Shelby Morgan Thurgood
560) Shelby Randquist
561) Shelby Willie
562) Sheridan Merkley
563) Shiloh Potter
564) Shirsten Larsen
565) Sidney Boman
566) Silvie Santos
567) Since Yesterday
568) Skjelse Smith
569) Skylar Call
570) Skylar Neilson
571) Skyler Hardman
572) Sonja Ponis LeFevre
573) Sonnett Davies Anderson
574) Sophie Crowley
575) Spencer Keele
576) Stephanie Griffiths
577) Stephanie Nelson
578) Stephen Hoffman
579) Stevanie Anderson
580) Steven Douglas McVey
581) Stevie Crook
582) Summer Giles
583) Susana Ete
584) Swen Prior
585) Sydnee Anderson
586) Sydney Renner
587) Sydnie Landeen
588) Taalin Rasmussen
589) Tamara Carter
590) Tamara Hansen
591) Tanner Ivan Snow
592) Tanner Mahoney Holt
593) Tara Peck
594) Tasha Newman
595) Tava Reid
596) Taylor Anderson
597) Taylor Baker
598) Taylor Reed Thompson
599) Tenika Dennis
600) Teressa Davies Murie
601) Tess Kelly
602) Tessa Kaiulani Roberts
603) Thomas G Plummer
604) Tiffany Webb
605) Timothy Langlois
606) Tishna Lynn Campbell
607) Toph Knutson
608) Tori Linde
609) Tori Snow
610) Tori Vinson
611) Torie Redshirt
612) Trent N. Taylor
613) Trenton Argyle
614) Tressa Betts
615) Trever Jorgensen Kreutzer
616) Trevor Anderson
617) Troy Cressman
618) Tucker Pinder
619) Tyler Brinkerhoff
620) Tyler Gebert
621) Tyler Nicosia
622) Tyler Toronto
623) Tyson Galovich
624) Tyson Smith
625) Unpc Voa
626) Val Cope
627) Vic Pereyra
628) Whitney Dixon
629) Whitney Nicole Dawe
630) Whitney Sanders
631) Whitney Shuman
632) Willis Virginia Burton
633) Witney Wilson
634) Zachary Pratt Gunderson
635) Zackary Stewart
2) Abraham Thomas
3) Adam Guppy Keele
4) Adam Michael Gonzales
5) Alana Howlett
6) ALbert L Prior
7) Alexa Kaye Johnson
8) Alexandria Greenwood
9) Alexis Munoa Dyer
10) Alfredo Carrera
11) Alina Haycock Stone
12) Alisha Betts
13) Alisha Talk
14) Alissa Anderson
15) Allen Foster
16) Allison Isaac
17) Allissa Huffaker
18) Ally Cuneo
19) Ally Perkins
20) Allyson Gordon
21) Alyssa Stones
22) Amanda Barlow
23) Amanda Goodman
24) Amanda O'Grady
25) Amber Prior
26) Amberly Ann Larsen
27) Amy Addington
28) Amy Camille Connelly
29) Amy Freeman
30) Amy Ieremia
31) Amy Jennings
32) Amy Lambert
33) Ana Paula Chavarri
34) Andi Smiley
35) Andrea Michele Taylor
36) Andrew Alvarado
37) Andrew Hinton
38) Andrew Prior
39) Angel Saddleback
40) Angelita Fernanda Pereira Pereira
41) Anna Marie Jensen
42) Anna Streibel
43) Annie Mein
44) Annie Wustemann
45) Anthony Frahm
46) April Schaefer
47) Aracely Rodriguez
48) Ariana Lilly
49) Ariel Hanson
50) Ashkia Benallie
51) Ashlee Head
52) Ashlee Nicole Bowen
53) Ashley Baadsgaard Worthen
54) Ashley Calder
55) Ashley Chappel
56) Ashley Christensen
57) Ashley Jarvis
58) Ashley Rothermel
59) Ashley Shelley
60) Ashley Sorensen
61) Ashley Susan Phelps
62) Ashley Williams
63) Aubs Palfreyman
64) Becky Boucher
65) Becky Lucas
66) Ben Cummins
67) Ben Quackenbush
68) Ben Wilson
69) Benjamin Aaron Besendorfer
70) Benjamin Arce
71) Benji Christensen
72) Bert Good
73) Bethany Anne Cherry
74) Bethany Carson
75) Bette Burton Popa
76) Betty Thomas
77) Blake Denning
78) Bob Kindmark
79) Bonny Dowling
80) Brady Olsen
81) Brandon Benally
82) Brandon Davis
83) Brandon Poulter
84) Brandon Soelberg
85) Brandy Foy
86) Brenda Findlay
87) Brent Wesson
88) Brian Urry
89) Briana Crook
90) Brianna Hatch
91) Brianne Burraston
92) Brianne Marie Marble
93) Britney Tourangeau
94) Britni Wing
95) Brittney Karl
96) Brooke Barbee
97) Brooke Comstock
98) Bruce Henriksen
99) Bryce Frost
100) Bryce Perkins
101) Bryce Prior
102) Caitlin Boden
103) Caitlin Morrison
104) Caleb Prior
105) Cameron Fullmer
106) Cameron Porcaro
107) Cami Godfrey
108) Camille Christensen
109) Camille Sine
110) Cammy Watt
111) Camrie George
112) Candace Wride
113) Carl Prior
114) Carson Lindley
115) Casey Kidman
116) Cassidy Darling
117) Catherine Kirk
118) Catie Nuckols
119) Celeste Lee
120) Celina Cortez
121) Chad Losser
122) Charles Denny
123) Charlotte Peterson Twitchell
124) Chase Hutchings
125) Chase Michaelis
126) Chelsea Hatch
127) Chelsea Kate Walker
128) Chelsey Jensen
129) Chelsey Rae Searl
130) Chris Brockbank
131) Chris Chevrier
132) Christie Anderson
133) Christina Heywood
134) Christina Williams
135) Christopher Lawson
136) Christy Pray Ivie
137) Claudia Milena Sandoval
138) Clayton Avery
139) Cody Anderson
140) Cody Austin Pike
141) Cole Hunter
142) Collin Brown
143) Conroy Saddleback
144) Courtney Wagner
145) Dallan Brindley
146) Dallin Jack
147) Dana Kendall
148) Dani Jones
149) Dani Veatch
150) Danica Andersen
151) Daniel Arce
152) Danielle Jones
153) Danny Parker
154) Darin Warren
155) David Clare
156) David Howard
157) David Nester
158) Delanie Law
159) Delite Ful Orton
160) Denna Lawrence
161) Derek Lemon
162) Devin Cope
163) Diallcy Rivera
164) Diana James
165) Dolly Donovan
166) Dom Bills
167) Douglas Wirthlin
168) D-pac Malmgren
169) Earl Carlisle
170) Eden Demre Moss
171) Eileen Luther
172) Eileen Prior
173) Elder B. Mitchell
174) Elder Bryson Thomas Carrick
175) Elder Chase Kiracofe
176) Elder Dallin Kimball
177) Elder Ethan Kalua'u
178) Elder Hayden Christianson
179) Elder Jacob Ray Banks
180) Elder Jared Forsyth
181) Elder M. Blake Fisher
182) Elder Matt Sanchez
183) Elder Max Scott Livingston
184) Elder Rafael Belo Durtschi
185) Elder Ryan Hofstrand
186) Elder Steven Yesel Rodriguez
187) Elder Tanner Snow
188) Elder Thomas Jace Brown
189) Elder Zachary Williams
190) Elizabeth Meinhart Warby
191) Elizabeth Tinti
192) Elyse Leinani Oldroyd
193) Emily Baer
194) Emily Cookson
195) Emily Culp
196) Emily Hawkins
197) Emily Lloyd
198) Emily McDonald
199) Emily Smith
200) Emily Stoehr
201) Enos Ledezma
202) Eric John
203) Eric Nelson
204) Erica Mecham
205) Erika Bird
206) Erika Paice
207) Erin Elizabeth MacPherson
208) Erin Kendrick
209) Ethan Taylor Marston
210) Eva Bighorse
211) Eva Joyce Burton
212) Eva Marie Miller
213) Evan Anderson
214) Eve Rackleff
215) Felicia Castillo
216) Ferry Fleurimond
217) Gabe Roberts
218) Gabriel Roca
219) Georgi Reginato
220) Georgia Marie Lamb
221) Ginelle Jack
222) Ginger Christopher
223) Girish Giri
224) Greg Brooks
225) Greg Forbush
226) Hadyn Richardson
227) Haley Richardson
228) Halie Augustus
229) Hannah Carson
230) Hannah Potter Harris
231) Hayden Jack Johnson
232) Heather Bright
233) Heather Pepperdine
234) Heather Rowley
235) Helen Purser
236) Henrico, Virginia
237) Houston Hiskey
238) Irene Lopez
239) Isaac Potter
240) Ivy Hazlett
241) Jacob Bracken
242) Jacqui Bird
243) Jamie Watchman
244) Janae Miller
245) JaNae Orton
246) Janice Adams Lowe
247) Janice Kirk
248) Janie Endemano
249) Jared Frost
250) Jared John Tuckett
251) Jason Davies
252) Jayden Griffiths
253) Jayne Preciado
254) Jaysi Jorgensen
255) Jayson Shane Jorgensen
256) Jazlyn Unbedacht
257) Jeanne Pinegar Johnson
258) Jeannie Lynn Hawks
259) Jeff Compton
260) Jeffrey Hammond
261) Jelly Otis
262) Jenessa Heckel
263) Jenna Meryl Perry
264) Jennifer Christine Mills
265) Jennifer Lowe
266) Jennifer Sepulveda-Folau
267) Jennifer Sivertsen Christensen
268) Jennifer Smith
269) Jennifer Stone Ainge
270) Jennifer Tourangeau
271) Jennilyn Prior Jorgensen
272) Jerad Ernest Todacheenie
273) Jess Kimball
274) Jesse Galovich
275) Jesse Kelley
276) Jessica Bartlett
277) Jessica Crandall
278) Jessica Dildine
279) Jessica Hoag
280) Jessica Hoffman
281) Jessica Riley
282) Jessica Rose
283) Jessica Shea Allman
284) Jessica Spencer
285) Jessica Spencer
286) Jessica Stokes
287) Jessica W Smith
288) Jessica Wright
289) Jessie Gifford
290) Jessie Pruden
291) Jitayma B. Alderete
292) Joanna McLaren Pace
293) Jocelyn Waite
294) Joe Denker
295) Johnny Christiansen
296) Jolene Kirk
297) Jon Goddard
298) Jon Neves
299) Jonathan Alan George
300) Jonathan Goodman
301) Jono Suave
302) Jordan D. Johnson
303) Jory Christian Brown
304) Josett Weinert
305) Josh Kamuela Roberts
306) Josie Osborn
307) Joy Dutosme Repaja
308) Julia Helen Lowe
309) Julia Kovacikova
310) Juliana Reynolds
311) Julie Elizabeth Lee
312) Julienne Weight
313) Justin H. Crandall
314) Justin Ryan
315) Justin Sly
316) Kai Hansen
317) Kailey Taylor
318) Kaitlin Shepherd
319) Kalama Kaluhiokalani
320) Kaley Cook
321) Kaley Jo Thomas
322) Kaloni Taylor
323) Kamryn Spendlove
324) Kanani Roberts
325) Karalyn Prestwich
326) Karen Marie Shaw
327) Karina Russon
328) Karina Russon
329) Kassidi Johnson
330) Kassie Crook
331) Kat Stoutsenberger
332) Katie Cable
333) Katie Clove
334) Katie Shields
335) Katt Malloy
336) Kawehi Kaa
337) Kaydee O'Brien
338) Kaye Neves
339) Kayla Jo Spurlock
340) Kayla Neves
341) Kaylee Elquist
342) Kayleen Kidman
343) Kaylie Houseman
344) Kaylie Marchbanks Packard
345) Kayson Spendlove
346) Kela Bello
347) Kelcie Curlee
348) Kelli Waite
349) Kelsi Lambourne
350) Ken Frei
351) Kendra Creer Hill
352) Kenna Christensen
353) Kennadi Prior
354) Kenneth Dunn
355) Keoki Leong
356) Kevin Cope
357) Kevin Pooley
358) Kevin-Nikole Kirk
359) Kiera Cook
360) Kiersta Spendlove
361) Kimberly Anne Myler
362) Kimberly Mullins
363) Kimmer Tourangeau
364) Kirsten Kay Wiscombe
365) Kirsten Sly-Bradford
366) Kori Pritchett
367) Krista McEntire
368) Kristen Blunck
369) Kristi Putnam Prior
370) Krysta Temple
371) Kyle Jesse Crotts
372) Kyle Tuft
373) Kyle Weight
374) Kyler Gilstrap
375) Kylie Annah Smith
376) La Blonde
377) Lacey Long
378) Lara Nelson
379) Laura Davis
380) Laura Hutchings
381) Lauren Barney
382) Leann Arce
383) Leilani Roberts
384) Leisl Cope
385) Leisl Cope
386) Lexi Page Marble
387) Lexy Lou Who
388) Linda Moulton Andrus
389) Linda Moulton Andrus
390) Lindsay Soderberg Voelkl
391) Lindsay Tuckett
392) Lindsey Maine Paradis
393) Lindsey McMurdie
394) Linnea Maria Torriente
395) Lisa Christine Anderson
396) Lisa Rose
397) Lisa Schafer
398) Liz Flores
399) Logan Ashkii Miller
400) Loni Spendlove
401) Loren Paul Begay
402) Loren Roundy
403) Lori Poulsen
404) Lucia Moeun Jeong
405) Luke Besendorfer
406) Lynzi Kidman Coffey
407) Madison Senior High School
408) Maele Sue Porter
409) Mallory Denning
410) Mandy Elsmore
411) Marcie'n'joe Potter
412) Marcus Hunt
413) Maren Clayton
414) Maria Anderson
415) Marie Olsen
416) Maris Colorado Arce
417) Mark Adam Keele
418) Marlen Craig Rice
419) Marlena Marie Smith
420) Martha Bachler Prior
421) Martha Guerrero
422) Mary Jacobson
423) Matt Lawson
424) Matt Moon
425) Matt Smith
426) Matthew Anderson
427) Matthew Cole
428) Matthew Vance
429) Max Speed
430) McKenna Lauren Lawson
431) Megan Fisher
432) Megan Nuttall
433) Megan Schmidt
434) Meggen Smith
435) Meggie Holden
436) Melinda Kidman McBride
437) Melissa Crandall Neary
438) Melissa Henrie
439) MeMe Vallett
440) Mercy Johnson
441) Micaela Ericka Rubio
442) Michael J. Crane
443) Michael Murdock
444) Michele Waite
445) Michelle Applegate Olsen
446) Michelle Jayne Clare
447) Mike Scott
448) Miranda Littleton
449) Mitchell Cobb
450) Molly Corinne Miner
451) Monica Alvarez
452) Monica Aubrie Anderson
453) Monica Hawkes
454) Morgan Hales
455) Morgan Hansen
456) Morgan Homan
457) Nachelle Stewart Mackie
458) Nana Pereyra
459) NaRhea Juchau
460) Natalie Anderson
461) Natalie Eliza
462) Natalie M. Hall
463) Natalie McVey
464) Natalie Stewart
465) Nataly Arce
466) Natesa Stephens
467) Nathan Anderson
468) Nathan Kimball
469) Nathanael Sackett
470) Nelson Jared Orton
471) Nicholas Devin Ricky Skinner
472) Nichole Schofield
473) Nick Sales
474) Nicole Egan
475) Nicollette Dedrickson Anderson
476) Nora Camille Wilmarth
477) Nyssa Silvester
478) Olivia Darling Nielsen
479) Olivia Lee Lessard
480) Palmer Christensen
481) Pamela Tyler Tuft
482) Pamella Ann McConnell
483) Parker Davis
484) Patrese Atine
485) Patrese Atine
486) Patrick N' Jewels Parsons
487) Praja Yuda
488) Rachael Mach
489) Rachael Morley
490) Rachel Bair
491) Rachel Leishman
492) Rachel Lyn Button
493) Rachel Mae Shively
494) Rachel Marie Kimball
495) Rachel Moake
496) Rachel Tourangeau
497) Rachel Wood
498) Raj Sitaula
499) Rebecca Abbott
500) Rebecca Engebretsen
501) Rebecca Kaspar
502) Renee Dillman
503) Rhett Nance
504) Rick Stone
505) Rob Lowe
506) Rob Miller
507) Robby Reid
508) Robyn Davis
509) Roman Cortez
510) Ronald Guevara
511) Ronnie Harward
512) Ryan Barker
513) Ryan Heywood
514) Ryan Hyatt
515) Sadie Fielding
516) Saeko Yamashita Logsdon
517) Sam Raleigh
518) Sam Riddle
519) Sam Roberts
520) Sami Gardner
521) Samuel Broomhead
522) Samuel Egbert
523) Sandra Macias
524) Sandra Macias
525) Sara Ashley Peterson
526) Sara Chronister
527) Sara Williams
528) Sarah AndJeremy
529) Sarah Ann Alanis
530) Sarah Anne Hakes
531) Sarah Callison
532) Sarah Clark
533) Sarah Johnson
534) Sarah Kay Benson
535) Sarah Snow
536) Sarahanne Prior Lawson
537) Sarahanne Prior Lawson
538) Scot LeFevre
539) Sean Allsop
540) Se'epa Ete
541) Seth Jenson
542) Seth Potter
543) Shadley LeFevere
544) Shaela Willie Avery
545) Shannon Obrigawitch
546) Shantel Rindlisbacher Flores
547) Sharisa Nay
548) Sharona Eskeets
549) Sharyn Lyn Eaves
550) Sharyti Doril Henriksen
551) Shauny Talk
552) Shawna Fincher
553) Shayla Johnson
554) Shaylene Prior
555) Sheii K. Lindley
556) Shelbie Lynn Hone
557) Shelby Cardoza
558) Shelby Jackson
559) Shelby Morgan Thurgood
560) Shelby Randquist
561) Shelby Willie
562) Sheridan Merkley
563) Shiloh Potter
564) Shirsten Larsen
565) Sidney Boman
566) Silvie Santos
567) Since Yesterday
568) Skjelse Smith
569) Skylar Call
570) Skylar Neilson
571) Skyler Hardman
572) Sonja Ponis LeFevre
573) Sonnett Davies Anderson
574) Sophie Crowley
575) Spencer Keele
576) Stephanie Griffiths
577) Stephanie Nelson
578) Stephen Hoffman
579) Stevanie Anderson
580) Steven Douglas McVey
581) Stevie Crook
582) Summer Giles
583) Susana Ete
584) Swen Prior
585) Sydnee Anderson
586) Sydney Renner
587) Sydnie Landeen
588) Taalin Rasmussen
589) Tamara Carter
590) Tamara Hansen
591) Tanner Ivan Snow
592) Tanner Mahoney Holt
593) Tara Peck
594) Tasha Newman
595) Tava Reid
596) Taylor Anderson
597) Taylor Baker
598) Taylor Reed Thompson
599) Tenika Dennis
600) Teressa Davies Murie
601) Tess Kelly
602) Tessa Kaiulani Roberts
603) Thomas G Plummer
604) Tiffany Webb
605) Timothy Langlois
606) Tishna Lynn Campbell
607) Toph Knutson
608) Tori Linde
609) Tori Snow
610) Tori Vinson
611) Torie Redshirt
612) Trent N. Taylor
613) Trenton Argyle
614) Tressa Betts
615) Trever Jorgensen Kreutzer
616) Trevor Anderson
617) Troy Cressman
618) Tucker Pinder
619) Tyler Brinkerhoff
620) Tyler Gebert
621) Tyler Nicosia
622) Tyler Toronto
623) Tyson Galovich
624) Tyson Smith
625) Unpc Voa
626) Val Cope
627) Vic Pereyra
628) Whitney Dixon
629) Whitney Nicole Dawe
630) Whitney Sanders
631) Whitney Shuman
632) Willis Virginia Burton
633) Witney Wilson
634) Zachary Pratt Gunderson
635) Zackary Stewart
Thursday, April 7, 2011
SFL golden nugget #4
Joy Prior
Golden nugget #4
The golden nugget that I learned from “Use your words” was about the third pillar of DAP. That I need to understand the social, and cultural context of the children I am teaching. I learned while I was reading that this third important concept is so vital, and apart of the development of a child that even if I try to ignore the family background of the students I am teaching it will work it’s way into the classroom.
In the book the author mentions a story about a discussion the children had after reading a story about families. One of the students states how much he hates his family, and his father. The teacher did what was DAP appropriate. She asked the student why he felt that way, and then welcomed discussion from the other students. After that she read a book about emotions and encouraged the children to share their emotions. I learned a lot from her example, but what I will remember is that even if this teacher had tried to ignore the context of her student’s family the child would have been thinking about his family. I realized that why it is important to incorporate the family context of my students is not because I am trying to be polite or nice, but because their family context will change their social and emotional, mental, and even physical development.
I imagined the little boy sitting on the rug, and the most obvious developmental area that was affecting him was emotional. He was talking about emotions, and the simple mentioning of his family stirred up his emotions. Simply reading the story caused even me to feel emotions. The emotions that the students felt while reading the book in the classroom was directly connected to their family context. It would be impossible to ignore the emotional connection that the students had to their families. Realizing that the emotional development of my students began years ago in their living rooms and at their kitchen tables of their homes is not simply polite. The reality that families are a vital part of the emotional development of my students has changed my perspective on teaching.
It also affected the boys mental development. Something that emotional would have distracted him from his studies and the lesson that the teacher had prepaid. It would probably not only distract that boy, but the entire class. The little girl talking about her dad buying her a new bike demonstrates that she would not have listened to the teacher if the teacher had gone straight from the story to talking about letters. Instead I believe that she would have been thinking about her family. The emotions, thoughts, and attention my students spend thinking about their families is probably more time than I can assume. As a teacher I need to be sensitive to times when such the social and cultural context of my students comes into the classroom, because if I attempt to plug through to my scheduled lesson plan some of my students will not be able to pay attention. As an educator I need to acknowledge that some of my students will be thinking about home while they are in the classroom and their distracted concentration will influence how much attention they will give to my lesson plans.
Although this story did not demostrate it the social context of my student family will influence their physical development. I have been able to realize this in the obvious examples such as cocain babies. This time when I thought about the social context influencing my student’s physical development I realized that if the family exersises at home that student will be physically effected.
I have to be fully invested in the culture my students come from because it influences their social and emotional, educational, and physical development as much as the individual child, and what I know about general child development influences my students. This story illustrated to me that the as a teacher I do not simply consider the family and social context of my students because I am trying to be polite. I will be able to apply this golden nugget to my classroom.
Golden nugget #4
The golden nugget that I learned from “Use your words” was about the third pillar of DAP. That I need to understand the social, and cultural context of the children I am teaching. I learned while I was reading that this third important concept is so vital, and apart of the development of a child that even if I try to ignore the family background of the students I am teaching it will work it’s way into the classroom.
In the book the author mentions a story about a discussion the children had after reading a story about families. One of the students states how much he hates his family, and his father. The teacher did what was DAP appropriate. She asked the student why he felt that way, and then welcomed discussion from the other students. After that she read a book about emotions and encouraged the children to share their emotions. I learned a lot from her example, but what I will remember is that even if this teacher had tried to ignore the context of her student’s family the child would have been thinking about his family. I realized that why it is important to incorporate the family context of my students is not because I am trying to be polite or nice, but because their family context will change their social and emotional, mental, and even physical development.
I imagined the little boy sitting on the rug, and the most obvious developmental area that was affecting him was emotional. He was talking about emotions, and the simple mentioning of his family stirred up his emotions. Simply reading the story caused even me to feel emotions. The emotions that the students felt while reading the book in the classroom was directly connected to their family context. It would be impossible to ignore the emotional connection that the students had to their families. Realizing that the emotional development of my students began years ago in their living rooms and at their kitchen tables of their homes is not simply polite. The reality that families are a vital part of the emotional development of my students has changed my perspective on teaching.
It also affected the boys mental development. Something that emotional would have distracted him from his studies and the lesson that the teacher had prepaid. It would probably not only distract that boy, but the entire class. The little girl talking about her dad buying her a new bike demonstrates that she would not have listened to the teacher if the teacher had gone straight from the story to talking about letters. Instead I believe that she would have been thinking about her family. The emotions, thoughts, and attention my students spend thinking about their families is probably more time than I can assume. As a teacher I need to be sensitive to times when such the social and cultural context of my students comes into the classroom, because if I attempt to plug through to my scheduled lesson plan some of my students will not be able to pay attention. As an educator I need to acknowledge that some of my students will be thinking about home while they are in the classroom and their distracted concentration will influence how much attention they will give to my lesson plans.
Although this story did not demostrate it the social context of my student family will influence their physical development. I have been able to realize this in the obvious examples such as cocain babies. This time when I thought about the social context influencing my student’s physical development I realized that if the family exersises at home that student will be physically effected.
I have to be fully invested in the culture my students come from because it influences their social and emotional, educational, and physical development as much as the individual child, and what I know about general child development influences my students. This story illustrated to me that the as a teacher I do not simply consider the family and social context of my students because I am trying to be polite. I will be able to apply this golden nugget to my classroom.
Wednesday, April 6, 2011
Geog Benua
Joy Prior
Geog 120H
Otterstrom
Geography 120 H Benua
Benua# is a hypothetical continent (assume there are no other continents or countries) with geographical characteristics similar to those found throughout this world. Your assignment is to analyze and synthesize all of the available data in order that you can then use that information in making valid geo-political analysis. You are encouraged to work together in groups to analyze the material but you must write and submit your own answers.
A. Go to http://www.geog.byu.edu/faculty/benua/
B. Analyze the various maps and tables. Try different combinations. For example: combine the resource and ethnicities map to see what minority groups might be sitting atop precious resources.
Answer the following questions. Typed responses are encouraged. Be sure to use correct geographic terminology!
1. Which country is most likely to experience balkanization? Why?
I believe that the country most likely to experience balkanization is Kome. Geographically Kome is a fragmented country. It is composed of three different islands near each other. Each island has a dominate ethnicity although on the most northern island there are a few areas were the other two minority ethnicities are present, but not dominate. The southern island has a more tropical agriculture than the rest of the country while the northern two islands share a subtropical agriculture. These islands also have large mountain ranges that make convenient trade more difficult. There are no major transportation roads or canals or rivers that cross between the three islands. The islands population is concentrated on the coastal regions. There is one major city on each island and all of the cities are facing away from each other and towards other countries.
2. Which countries are landlocked. What could these countries do to have access to the sea.
Sopka and Timah are both landlocked. To gain access to the sea Timah could travel on the exotic river that runs through Pula. Timah could also travel on the river that crosses Oro and Nagy. Both Oro and Nagy have more rivers and consequently water would not be as dramatic of a natural resource to the Nagy and Oro people as water would be a dramatic natural resource for the people in Pula, because Pula only has one river and the rest of the country is a desert. This would make is so that Timah would probably have an easier time traveling through Nagy than through Pula. After looking at the Timah cities it would also seem wise to use the river that runs through Oro and Nagy because there are multiple cities along the river route that the Timah people could trade with before reaching the sea port. The country of Sopka could also travel along rivers to reach the sea. There is a river that originates in Sopka that goes through Nagy that Sopka could travel across.
3. Assuming that the wind over Benua flows from east to west, explain why Pula is mostly desert.
Pula is mostly desert because the rain falls on the east side of the mountain range. It would then be a rain shadow desert because the mountain range in Oro and Timah create a barricade for the rain clouds. After looking at a map of the major rivers it appears that the runoff for these mountain ranges is also on the east side, because besides the one exotic river in Pula the remaining rivers from the mountain runoff are one the eastern side of the mountains in Timah and Oro.
4. Based on the transportation layer, which countries are likely to form an economic union? Why?
The three countries Zeit, Lale, and Weizen will form an economic union. Although the country Lale is an island it is just off the coast of Weizen, and Zeit. There are major roads in all three of these countries. One of the major roads travels near the boarder of Zeit and Weizen. Along this road there are several major cities. There is a concentration of people for all three of these countries at the point were all three of the countries boarders. The countries have unique natural resources that would benefit each other. Zeit has an abundance of petroleum, a little Iron, and some coal. Weizen has an abundance of coal, some tin, a little gold, iron, and also bauxite. While Lale has coal and petroleum. Each of the three countries has unique agriculture. Weizen has a prairie, and Lale has Dairy, while Zeit is mostly nomadic herding. Because Lale and Weizen have more agricultural benefits, but they are depended on the natural recourses of petroleum in Zeit the countries can trade food and livestock for petroleum between one another.
5. What country is involved for mono-crop production?
Mangkut is a island to the south. This island has only tropical agriculture, and no other agriculture. It’s boundaries do not spread far south or high north and so the longitude and latitude is relatively condensed so the island does not have that as variation. Although there are a few higher areas in Mangkut there the island is not overwhelmed by mountain ranges and attitude variation giving most of the island the same climate. According to the climate legend the climate on Mangkut is completely Tropical Rainforest, and there would be mono-crop production due to the single climate, agriculture, and relatively limited latitude and longitude variation.
6. Calculate the agricultural density of Nagy. What does this agricultural density mean for Nagy?
The agricultural density of Nagy is rather high. According to the agricultural of Benua download data is 43%. The fertilizer amount is 19,773,802 is the second highest, in the continent of Benua. It also has 45,970 of sq. miles of irrigation. The urban population in Nagy is 73% which is exceptionally high. The agricultural density is about the number of farms in a given area over the amount of agricultural land within that area. That means that just under ¾ of the population is living on just about 2/5 of the land. This high of an agricultural density could be devastation for the nation of Nagy, because most of the population lives on a limited area and they are using up the natural resources as the farm and harvest yearly. The entire population of Nagy is 226,701 and fortunately the country is rather large with 6,320,021 square km of land. The population density is 28 people per sp. Km. Compared to the other countries this population density is not drastically high, but sense most of the population lives in urban and farm land that means that a lot of land is needed to support the farmers of the country. The entire northern part is covered in mountains, and the little arable land the nation has for farming is filled with just under ¾ of the nation’s population. The country is running the risk of over expending their soil and agricultural ruin.
7. Which country most likely has swidden agriculturalists? Why?
Swidden or slash and burn is practiced mainly in tropical regions. Reen, Mangkut, Agni, and parts large parts of Oro, Carvao and Kome are tropical climate regions. According to the agricultural chart all of these countries have a few areas for tropical agriculture, but agni and mangkut are entirely depended on tropical agriculture. Mangkut has a much higher population to support than Agni. More so the agricultural download data sates that Mangkut has 207,000 sq miles of irrigation and 1,660,863 fertilizers despite the fact that only 27% of the land is arable. Roughly 33% of the population of Mangkut lives in urban. That is a lot of people trying to live in a tropical climate, and farm a small area of land. With the large amount of fertilizers and extensive sq miles of irrigation I assume that this country has no fear of imposing the influence of humans on their farms and would be the most likely country to use swidden or slash and burn.
8. What country has an exotic river running through it?
Pula has only one river running through it, and this is an exotic river that originates in the mountain ranges surrounding the country. It has head waters in North in Zeit, a head waters towards the east in Timah, and at the southern end a head water in Oro. This is an ideal example of an exotic river.
9. Which river basin would be most contentious? Why?
Something that would contribute to a contentious river basin is a valuable river. Although there are lots of rivers there are only a few that are considered Navigatable Rivers. One of these major rivers runs along the boarder of Oro and Carvao. This river runs into a direct sea port, and at the sea port there is a major network of cities and road ways for both countries. According to the politics of Benua download data the political corruption index of Carvao is 6.7 and Oro is 7.2 which puts both countries in the top five highest corrupted countries in Benua. The political stability of Carvao is -.35 and for Oro -.04 which puts both countries in the lowest 7 most stable countries in Benua. Both countries have distinct ethnicities Oro major ethnicity O and Carvao being C, but in the city 107 which is in the river basin I am describing there is a mixture of the two ethnicities. With Oro’s O population being the dominate and Carvao’s C population being the minority. Along this river there is the high population. The ethnic, political unrest, possible use of trade and transportation along the river, mixed with large amount of people living in the area makes this river basin a possible contentious river basin.
10. Weizen troops have just invaded Pula. Why is there a war between the two countries? Who else might get involved? Who will be victorious? What does Weizen hope the outcome of the war will be?
Up until this point Zeit and Weizen have been political friend in their own form of the UN. The relationship between Zeit and Weizen has been developed Weizen’s need for oil. As the country of Weizen has developed so has their need for oil. Currently though the country of Zeit has been having an increase in their political unrest and the country is on the edge of civil war. Zeit has been experiencing unrest because of the two different emerging cultures. The first being the ethnic Z which lives mostly in the densely populated coastal region and the second group the minority population in the east with the ethnicity I in that practices nomadic herding lifestyles. In short this two groups are have been causing political unrest in the country Zeit. Due to the political unrest in Zeit the amount of petroleum being shipped to the country of Weizen has dramatically decreased. Weizen still exports a large amount of its supplies to the country of Zeit and does not want to decrease economic relations with this country, but the country does need oil. Due to Weizen’s need for oil the country has decided to invade the country of Pula in an attempt to obtain more petroleum.
Lale is also a part of Weizen’s economic and political organization and because of these connections this country is sending financial support as well as technology to help Weizen with the war.
Wiezen will win the war. Weizen has a larger population than Pula by over 10,000 pc which means more troops and more people to support those troops. Weizen also has a greater economic stability over Pula’s because Weizen has %15.40 imports and %17.2 exports compared to Pula’s %1.3 imports and %1.6 exports. This not only means more economical power, but it means that there are more countries depending on Weizen’s imports and exports than Pula’s imports or exports.
The country that will be victorious will Weizen, and the country will get what they wanted, petroleum. This was the country Weizen’s intent when attaching the country. In short the country of Pula will turn over cities 78, 5, and 93 and their surrounding areas to the country of Weizen. Although Weizen want’s the petroleum they do not want to take the population of Pula on as a “burden,” because most of the country of Pula’s population is on the far eastern side of the country Weizen would like to avoid taking on as many of Pula’s citizens as possible. In short the country of Weizen will only try to obtain these cities mentioned (which are close to the petroleum) and avoid taking responsibility for the other cities.
11. Which country is a likely candidate to have been colonized? Who would have colonized it? Why?
The country of Reen colonized an area that was once apart of the country of Mangkut. The island shared between Reen and Mangkut was once owned entirely by Mangkut. The main population of Mangkut is M and the main population of Reen is R. On the island shared between these two countries both of these ethnicities are present, but the R ethnicity does not cover the majority of the population and remains a minority in the western side of the island. There is also one major city on this island which is next to a copper resource. The Reen people needed copper and so they began to colonize the island that once belonged to Mangkut in order to obtain the copper in this particular area. As the Reen people began to colonize the island for copper the R ethnicity began to move into the island and after some political disputes half of this island is now a part of the country of Reen.
12. If there were a Cold War in Benua, what two countries would be the superpowers and what countries would be on each side? Why?
The cold war would be between Nagy and Weizen. These populations have high exports and imports; which would give both countries great international and economic power. Weizen’s imports %15.4 and exports %17.2; it is also in an economical agreement with Lale with exports %15.8 and imports %15.6; and despite Zeit’s current political unrest Weizen is one of the countries economical allies. The country of Zeit imports %7.3 and exports %8. In contrast the country of Nagy imports %46.5 and exports 38.70.56 (I am not sure what typing error occurred here) The two countries of Nagy and Weizen both have substantial economic control in Benua.
The Weizen and Nagy countries both have distinctly different ethnicities, and that would contribute to cultural practice and ideal beliefs. Although there are two distinct ethnicities that run along the countries boarder there is no geographical reason. For example there is not a large mountain range that divides the two countries. Infect the countries share a boarder that is mostly flat, and has the same agricultural crops. Usually when there is not a large physical barrier between countries the two ethnicities will merge. Yet, the two ethnicities of Weizen and NAgy have not merged and remain along the political boarder indicating to me that there is a political reason or turmoil that keeps the two ethnicities from merging together.
Both countries have relatively equal natural resources. The arable land for Weizen is 48% while the arable land for Nagy is 43%. Weizen Oil 776, Nagy oil 585. Iron-ore weizen 40,579, Nagy Iron-ore 74,017; coal Weizen 431,455, coal Nagy 88,295; Bauxite Weizen 10,398, Bauxite Nagy 0. This abundance of natural resources has lead both countries to have higher populations Weizen over 180,000 and Nagy has over 226,000. Not to mention technological growth and infrastructure. Weizen is in the top ten for the trans/comm. index with 40,826 rail; 565,140 roads, 2,812 waterways, airports 85, and specifically at .30 trans/comm. index. While the country Nagy 240,000 rail, 3,732,747 roads, 41,009 waterways, 5174 airports, and the highest trans/comm. index of .48.
Both of these countries have economical power, they are distinctly different ethnicities despite their physiological similarities, and they are highly populated and developed making them the two powers in the cold war.
13. Name three countries in the early stages of demographic transition. Name three countries in the late stages of the demographic transition. Choose one of these countries and describe what their current demographics might mean during the next twenty years.
first stages of demographical change (a large young population, and each mother has many children)
Timah because of the exceptional high TFR of 6.43 and the %<15 from '75 at 50 and %< from '95 at a still very high 43
Agni because of the high TFR of 4.6 and the %<15 from '75 at 45 and %< from '95 at a still high 40
Oro because of the TFR of 3.13 and the %<15 from '75 at 41 and %< from '95 at a constantly high 36
last stages of demographical change (these three countries have the lowest %<15 for both '75 and '95, not to mention the lowest TFR as well)
Weizen low TFR 1.302 and the %<15 from '75 at 24 and %< from '95 at a still lower to 18
Valkea low TFR 1.531 and the %<15 from '75 at 22 and %< from '95 at a still lower to 19
Lale low TFR 1.72 and the %<15 from '75 at 23 and %< from '95 at a still lower to 20
In the next twenty years the country of Lale will have an even greater decrease in the percent of people under the age of 15, and there will also be a minimal decrease in the TFR. Although the death rate will probably decrease, or remain relatively the same. The economy will probably evolve into a post modern economy passed on service and technology which will decrease the amount of factories in the country resulting in a decrease in the amount of exports.
14. Give an example of each of the following types of states.
a. Fragmented: Agni
b. Elongated: Reen (although made of islands the main land mass is long and thin)
c. Prorupt: Zeit (there is a small part near Lale which is the same ethnicities as Lale, and relatively isolated from the remainder of the Zeit country)
d. Compact: Timah
15. Click the checkboxes next to cities and population density.
a. Which Country is most highly urbanized? Why?
The country of Lale is most highly urbanized because as I look at the population of Lale I can see that over half of the countries land mass is dark purple which indicates that there is 200-1500 people/sq. miles. Not only that but the remaining half of the country is rich purple which means that 50-200 people/sq. mile. There are large cities across the entire country, and there is not a single space that is light pink which would indicate a low population density. This country is the most urbanized.
b. Where is an example of a Primate City?
An example of a Primate City is city number 19 in Reen. This city is just off the coast of Carvao, and is surrounded by the dark purple color indicating that it has a densely populated area of 200-1500 people/sq. mile. Although there are other cities in Reen this city is larger then the others, and has more people living in the surrounding areas.
c. Where is an example of a Megalopolis?
There is a Megalopolis in along the boarders of Lale, Weizen, and Zeit. This area is entirely covered in dark purple. There are so many large cities in this space that the large pink dots overlap each other in some places. From the top of Weizen city number 56 to the middle of Zeit city number 18 ( I believe it is number 18 or 78) there is constant swirls of rich and dark purple to indicate that this is a densely populated area. Not only is this megalopolis highly populated, but to the surrounding areas have road ways into and out of this area. From Valkea to Pula there is a road way that stretches along the Megalopolis.
Geog 120H
Otterstrom
Geography 120 H Benua
Benua# is a hypothetical continent (assume there are no other continents or countries) with geographical characteristics similar to those found throughout this world. Your assignment is to analyze and synthesize all of the available data in order that you can then use that information in making valid geo-political analysis. You are encouraged to work together in groups to analyze the material but you must write and submit your own answers.
A. Go to http://www.geog.byu.edu/faculty/benua/
B. Analyze the various maps and tables. Try different combinations. For example: combine the resource and ethnicities map to see what minority groups might be sitting atop precious resources.
Answer the following questions. Typed responses are encouraged. Be sure to use correct geographic terminology!
1. Which country is most likely to experience balkanization? Why?
I believe that the country most likely to experience balkanization is Kome. Geographically Kome is a fragmented country. It is composed of three different islands near each other. Each island has a dominate ethnicity although on the most northern island there are a few areas were the other two minority ethnicities are present, but not dominate. The southern island has a more tropical agriculture than the rest of the country while the northern two islands share a subtropical agriculture. These islands also have large mountain ranges that make convenient trade more difficult. There are no major transportation roads or canals or rivers that cross between the three islands. The islands population is concentrated on the coastal regions. There is one major city on each island and all of the cities are facing away from each other and towards other countries.
2. Which countries are landlocked. What could these countries do to have access to the sea.
Sopka and Timah are both landlocked. To gain access to the sea Timah could travel on the exotic river that runs through Pula. Timah could also travel on the river that crosses Oro and Nagy. Both Oro and Nagy have more rivers and consequently water would not be as dramatic of a natural resource to the Nagy and Oro people as water would be a dramatic natural resource for the people in Pula, because Pula only has one river and the rest of the country is a desert. This would make is so that Timah would probably have an easier time traveling through Nagy than through Pula. After looking at the Timah cities it would also seem wise to use the river that runs through Oro and Nagy because there are multiple cities along the river route that the Timah people could trade with before reaching the sea port. The country of Sopka could also travel along rivers to reach the sea. There is a river that originates in Sopka that goes through Nagy that Sopka could travel across.
3. Assuming that the wind over Benua flows from east to west, explain why Pula is mostly desert.
Pula is mostly desert because the rain falls on the east side of the mountain range. It would then be a rain shadow desert because the mountain range in Oro and Timah create a barricade for the rain clouds. After looking at a map of the major rivers it appears that the runoff for these mountain ranges is also on the east side, because besides the one exotic river in Pula the remaining rivers from the mountain runoff are one the eastern side of the mountains in Timah and Oro.
4. Based on the transportation layer, which countries are likely to form an economic union? Why?
The three countries Zeit, Lale, and Weizen will form an economic union. Although the country Lale is an island it is just off the coast of Weizen, and Zeit. There are major roads in all three of these countries. One of the major roads travels near the boarder of Zeit and Weizen. Along this road there are several major cities. There is a concentration of people for all three of these countries at the point were all three of the countries boarders. The countries have unique natural resources that would benefit each other. Zeit has an abundance of petroleum, a little Iron, and some coal. Weizen has an abundance of coal, some tin, a little gold, iron, and also bauxite. While Lale has coal and petroleum. Each of the three countries has unique agriculture. Weizen has a prairie, and Lale has Dairy, while Zeit is mostly nomadic herding. Because Lale and Weizen have more agricultural benefits, but they are depended on the natural recourses of petroleum in Zeit the countries can trade food and livestock for petroleum between one another.
5. What country is involved for mono-crop production?
Mangkut is a island to the south. This island has only tropical agriculture, and no other agriculture. It’s boundaries do not spread far south or high north and so the longitude and latitude is relatively condensed so the island does not have that as variation. Although there are a few higher areas in Mangkut there the island is not overwhelmed by mountain ranges and attitude variation giving most of the island the same climate. According to the climate legend the climate on Mangkut is completely Tropical Rainforest, and there would be mono-crop production due to the single climate, agriculture, and relatively limited latitude and longitude variation.
6. Calculate the agricultural density of Nagy. What does this agricultural density mean for Nagy?
The agricultural density of Nagy is rather high. According to the agricultural of Benua download data is 43%. The fertilizer amount is 19,773,802 is the second highest, in the continent of Benua. It also has 45,970 of sq. miles of irrigation. The urban population in Nagy is 73% which is exceptionally high. The agricultural density is about the number of farms in a given area over the amount of agricultural land within that area. That means that just under ¾ of the population is living on just about 2/5 of the land. This high of an agricultural density could be devastation for the nation of Nagy, because most of the population lives on a limited area and they are using up the natural resources as the farm and harvest yearly. The entire population of Nagy is 226,701 and fortunately the country is rather large with 6,320,021 square km of land. The population density is 28 people per sp. Km. Compared to the other countries this population density is not drastically high, but sense most of the population lives in urban and farm land that means that a lot of land is needed to support the farmers of the country. The entire northern part is covered in mountains, and the little arable land the nation has for farming is filled with just under ¾ of the nation’s population. The country is running the risk of over expending their soil and agricultural ruin.
7. Which country most likely has swidden agriculturalists? Why?
Swidden or slash and burn is practiced mainly in tropical regions. Reen, Mangkut, Agni, and parts large parts of Oro, Carvao and Kome are tropical climate regions. According to the agricultural chart all of these countries have a few areas for tropical agriculture, but agni and mangkut are entirely depended on tropical agriculture. Mangkut has a much higher population to support than Agni. More so the agricultural download data sates that Mangkut has 207,000 sq miles of irrigation and 1,660,863 fertilizers despite the fact that only 27% of the land is arable. Roughly 33% of the population of Mangkut lives in urban. That is a lot of people trying to live in a tropical climate, and farm a small area of land. With the large amount of fertilizers and extensive sq miles of irrigation I assume that this country has no fear of imposing the influence of humans on their farms and would be the most likely country to use swidden or slash and burn.
8. What country has an exotic river running through it?
Pula has only one river running through it, and this is an exotic river that originates in the mountain ranges surrounding the country. It has head waters in North in Zeit, a head waters towards the east in Timah, and at the southern end a head water in Oro. This is an ideal example of an exotic river.
9. Which river basin would be most contentious? Why?
Something that would contribute to a contentious river basin is a valuable river. Although there are lots of rivers there are only a few that are considered Navigatable Rivers. One of these major rivers runs along the boarder of Oro and Carvao. This river runs into a direct sea port, and at the sea port there is a major network of cities and road ways for both countries. According to the politics of Benua download data the political corruption index of Carvao is 6.7 and Oro is 7.2 which puts both countries in the top five highest corrupted countries in Benua. The political stability of Carvao is -.35 and for Oro -.04 which puts both countries in the lowest 7 most stable countries in Benua. Both countries have distinct ethnicities Oro major ethnicity O and Carvao being C, but in the city 107 which is in the river basin I am describing there is a mixture of the two ethnicities. With Oro’s O population being the dominate and Carvao’s C population being the minority. Along this river there is the high population. The ethnic, political unrest, possible use of trade and transportation along the river, mixed with large amount of people living in the area makes this river basin a possible contentious river basin.
10. Weizen troops have just invaded Pula. Why is there a war between the two countries? Who else might get involved? Who will be victorious? What does Weizen hope the outcome of the war will be?
Up until this point Zeit and Weizen have been political friend in their own form of the UN. The relationship between Zeit and Weizen has been developed Weizen’s need for oil. As the country of Weizen has developed so has their need for oil. Currently though the country of Zeit has been having an increase in their political unrest and the country is on the edge of civil war. Zeit has been experiencing unrest because of the two different emerging cultures. The first being the ethnic Z which lives mostly in the densely populated coastal region and the second group the minority population in the east with the ethnicity I in that practices nomadic herding lifestyles. In short this two groups are have been causing political unrest in the country Zeit. Due to the political unrest in Zeit the amount of petroleum being shipped to the country of Weizen has dramatically decreased. Weizen still exports a large amount of its supplies to the country of Zeit and does not want to decrease economic relations with this country, but the country does need oil. Due to Weizen’s need for oil the country has decided to invade the country of Pula in an attempt to obtain more petroleum.
Lale is also a part of Weizen’s economic and political organization and because of these connections this country is sending financial support as well as technology to help Weizen with the war.
Wiezen will win the war. Weizen has a larger population than Pula by over 10,000 pc which means more troops and more people to support those troops. Weizen also has a greater economic stability over Pula’s because Weizen has %15.40 imports and %17.2 exports compared to Pula’s %1.3 imports and %1.6 exports. This not only means more economical power, but it means that there are more countries depending on Weizen’s imports and exports than Pula’s imports or exports.
The country that will be victorious will Weizen, and the country will get what they wanted, petroleum. This was the country Weizen’s intent when attaching the country. In short the country of Pula will turn over cities 78, 5, and 93 and their surrounding areas to the country of Weizen. Although Weizen want’s the petroleum they do not want to take the population of Pula on as a “burden,” because most of the country of Pula’s population is on the far eastern side of the country Weizen would like to avoid taking on as many of Pula’s citizens as possible. In short the country of Weizen will only try to obtain these cities mentioned (which are close to the petroleum) and avoid taking responsibility for the other cities.
11. Which country is a likely candidate to have been colonized? Who would have colonized it? Why?
The country of Reen colonized an area that was once apart of the country of Mangkut. The island shared between Reen and Mangkut was once owned entirely by Mangkut. The main population of Mangkut is M and the main population of Reen is R. On the island shared between these two countries both of these ethnicities are present, but the R ethnicity does not cover the majority of the population and remains a minority in the western side of the island. There is also one major city on this island which is next to a copper resource. The Reen people needed copper and so they began to colonize the island that once belonged to Mangkut in order to obtain the copper in this particular area. As the Reen people began to colonize the island for copper the R ethnicity began to move into the island and after some political disputes half of this island is now a part of the country of Reen.
12. If there were a Cold War in Benua, what two countries would be the superpowers and what countries would be on each side? Why?
The cold war would be between Nagy and Weizen. These populations have high exports and imports; which would give both countries great international and economic power. Weizen’s imports %15.4 and exports %17.2; it is also in an economical agreement with Lale with exports %15.8 and imports %15.6; and despite Zeit’s current political unrest Weizen is one of the countries economical allies. The country of Zeit imports %7.3 and exports %8. In contrast the country of Nagy imports %46.5 and exports 38.70.56 (I am not sure what typing error occurred here) The two countries of Nagy and Weizen both have substantial economic control in Benua.
The Weizen and Nagy countries both have distinctly different ethnicities, and that would contribute to cultural practice and ideal beliefs. Although there are two distinct ethnicities that run along the countries boarder there is no geographical reason. For example there is not a large mountain range that divides the two countries. Infect the countries share a boarder that is mostly flat, and has the same agricultural crops. Usually when there is not a large physical barrier between countries the two ethnicities will merge. Yet, the two ethnicities of Weizen and NAgy have not merged and remain along the political boarder indicating to me that there is a political reason or turmoil that keeps the two ethnicities from merging together.
Both countries have relatively equal natural resources. The arable land for Weizen is 48% while the arable land for Nagy is 43%. Weizen Oil 776, Nagy oil 585. Iron-ore weizen 40,579, Nagy Iron-ore 74,017; coal Weizen 431,455, coal Nagy 88,295; Bauxite Weizen 10,398, Bauxite Nagy 0. This abundance of natural resources has lead both countries to have higher populations Weizen over 180,000 and Nagy has over 226,000. Not to mention technological growth and infrastructure. Weizen is in the top ten for the trans/comm. index with 40,826 rail; 565,140 roads, 2,812 waterways, airports 85, and specifically at .30 trans/comm. index. While the country Nagy 240,000 rail, 3,732,747 roads, 41,009 waterways, 5174 airports, and the highest trans/comm. index of .48.
Both of these countries have economical power, they are distinctly different ethnicities despite their physiological similarities, and they are highly populated and developed making them the two powers in the cold war.
13. Name three countries in the early stages of demographic transition. Name three countries in the late stages of the demographic transition. Choose one of these countries and describe what their current demographics might mean during the next twenty years.
first stages of demographical change (a large young population, and each mother has many children)
Timah because of the exceptional high TFR of 6.43 and the %<15 from '75 at 50 and %< from '95 at a still very high 43
Agni because of the high TFR of 4.6 and the %<15 from '75 at 45 and %< from '95 at a still high 40
Oro because of the TFR of 3.13 and the %<15 from '75 at 41 and %< from '95 at a constantly high 36
last stages of demographical change (these three countries have the lowest %<15 for both '75 and '95, not to mention the lowest TFR as well)
Weizen low TFR 1.302 and the %<15 from '75 at 24 and %< from '95 at a still lower to 18
Valkea low TFR 1.531 and the %<15 from '75 at 22 and %< from '95 at a still lower to 19
Lale low TFR 1.72 and the %<15 from '75 at 23 and %< from '95 at a still lower to 20
In the next twenty years the country of Lale will have an even greater decrease in the percent of people under the age of 15, and there will also be a minimal decrease in the TFR. Although the death rate will probably decrease, or remain relatively the same. The economy will probably evolve into a post modern economy passed on service and technology which will decrease the amount of factories in the country resulting in a decrease in the amount of exports.
14. Give an example of each of the following types of states.
a. Fragmented: Agni
b. Elongated: Reen (although made of islands the main land mass is long and thin)
c. Prorupt: Zeit (there is a small part near Lale which is the same ethnicities as Lale, and relatively isolated from the remainder of the Zeit country)
d. Compact: Timah
15. Click the checkboxes next to cities and population density.
a. Which Country is most highly urbanized? Why?
The country of Lale is most highly urbanized because as I look at the population of Lale I can see that over half of the countries land mass is dark purple which indicates that there is 200-1500 people/sq. miles. Not only that but the remaining half of the country is rich purple which means that 50-200 people/sq. mile. There are large cities across the entire country, and there is not a single space that is light pink which would indicate a low population density. This country is the most urbanized.
b. Where is an example of a Primate City?
An example of a Primate City is city number 19 in Reen. This city is just off the coast of Carvao, and is surrounded by the dark purple color indicating that it has a densely populated area of 200-1500 people/sq. mile. Although there are other cities in Reen this city is larger then the others, and has more people living in the surrounding areas.
c. Where is an example of a Megalopolis?
There is a Megalopolis in along the boarders of Lale, Weizen, and Zeit. This area is entirely covered in dark purple. There are so many large cities in this space that the large pink dots overlap each other in some places. From the top of Weizen city number 56 to the middle of Zeit city number 18 ( I believe it is number 18 or 78) there is constant swirls of rich and dark purple to indicate that this is a densely populated area. Not only is this megalopolis highly populated, but to the surrounding areas have road ways into and out of this area. From Valkea to Pula there is a road way that stretches along the Megalopolis.
SFL notes
Chapter 11: Self and Social Understanding
Perspective taking: Selman’s five-stage sequence
Level 0 undifferentiated perspective taking (3-6)
Dad want’s this teddy bear for Christmas, teddy bear makes me happy it must make dad happy too
Level 1 social-informational perspective taking (4-9)
You like baseball because you play baseball, but I like soccer because I play soccer
Level 2 self-reflective perspective taking (7-12)
Step into another person’s shoes- you are sad when I laugh at you and I should stop
Level 3 third-party perspective taking (10-15)
When Caleb and I fight it hurt our mother’s feelings
Level 4 Societal perspective taking (14- adult)
Understanding that slavery hurt the slaves (not present during slavery though)
Characteristics of friendships for children (type of play not amount that changes over time)
Preschool: increasingly self-aware, engage in joint, interactive play
Middle childhood: introduction that others have different perspective than their own
Rough-and-tumble: friendly chasing and play-fighting
Wrestling with dad
Dominance hierarchy: level to the group members; predicts who will win
Dad is going to win the fight
Adolescence social interactions increase into peer interactions
Like soccer interact with the soccer team (learned from rough-and-tumble hierarchic players)
Damon’s stage sequence of friendship
Functional play: simple repetitive motor movements rolling same car back and forth
Constructive play: creating or constructing something (3-6) making a road for the car to go on
Make-believe play: acting out everyday/imaginary roles (2-6) our cars are race cars going down this track
Games with rules: following the rules of the game our cars can only go when I say go
Social competence; know definition given in class and examples of socially competent behaviors
Social problem solving skills applied strategies that prevent or resolve disagreements
Teaching these skills: peer relations
Knowledge of social rules
Representations of past social experiences
Social expectations
Effects and benefits of possessing these skills
Better grades in school
Chapter 12: Moral Development (page 509-517)
Instrumental vs. hostile
Instrumental/Proactive aggression: children act to fulfill a need or desire (head but another child to get a toy)
Decreases in preschool as children learn delayed gratification
Hostile/Reactive aggression: angry, meaningful hurt another person (hit brother with hammer)
Rises in verbal form as age increases
Relational vs. Overt aggression
Overt/Physical aggression; harms others through physical injury; punching
Noticeably more often in boys, yet controlled (it is a crime to murder)
Verbal aggression: harms others through threats; name calling, teasing
Relational aggression: harms others through peer relationships; you cannot come to my birthday party
Noticeably more often in girls; at age two
General characteristics of aggressive children
Direct: hitting; I won’t be your friend
Indirect: destroying property; spreading a rumor
Chapter 14: The Family
Parenting
Authoritarian: low acceptance and involvement, high in coercive control, low in autonomy granting
Psychological control: behaviors that manipulate attachment to parents
spanking
Permissive: warm and accepting but uninvolved with little control
You can go to that sleepover with no parents even though you are five
Uninvolved:… duh
Authoritative: the ideal parent with autonomy granting
Over solicitous: over protective parenting
Oh! Let me do that for you
Sibling interaction
Siblings who are close in age: relate to one another on a more equal footing than parents and children
Caleb and I growing up together; strong emotional connections
Family/parental factors predict positive sibling interaction
Good marriage is linked to preschool siblings’ capacity to cope adaptively with jealousy and conflict
“mom! He needs you,” development of understanding of other’s needs
Family
Size now vs. 1960s
3.1 in 1960
1.8 in 2000s
Outcomes for children of never-married parents
10% of American children 8% of Canadian live with a single parent who has never married w/o partner
85-90% are mothers
10-15% fathers
Engage in crime, experience homelessness
Spousal support needed in dual-income families
Father’s willingness to share child-care responsibilities is a crucial factor
Divorce
Approximate proportion of marriages ending up in divorce
45% in America
30% in Canada
Major change without both parents
Experience single parent homes
2/3 marry again and experience remarriage
Proportion of children living in a single-parent household- 1/3 of childhood with single parent
Consequences of joint custody
Tend to be better adjusted due to parents fighting less, although creates high stress levels when changing
Parenting characteristics of fathers who only occasionally see their children after divorce
Are less likely to pay child support
Blending or Reconstituted family
What is it: parent, stepparent, and children from different previous marriages form
60% of divorced parents remarry a few years latter
What are certain problems associated with these
Boys tend to adjust quickly to stepfather who is warm, but refrain from exerting authority too quickly
Girls: react with sulking and resistant behavior (father just took away best friend-mom)
Impact of emotional and physical child abuse
Central nervous system damage, and abnormal brain waves
Attempts to suicide
Chapter 15: Peers, Media and Schooling
Peers
Levels of social play
Nonsocial activity: unoccupied, onlooker on own playing blocks
Parallel play: plays near other children with similar materials two children play with blocks
Associative play: separate activates but comment/share divided blocks into colors for A and B
Cooperative play: play together with a common goal We will build the biggest block tower
Sociodramatic play: support each other’s pretend feelings block tower A is evil king B is good king
Make believe play
Act out and respond to one another’s pretend feelings;
explore/gain control of fear arousing experiences; enables self-regulation
Doctor:
Search for monsters in magical forest
Resolve disputes through compromises
You be the king, no I want to be the prince you can be the king, I will be the king this time you next
Be able to identify
Solitary-passive withdrawal
Reticence
Solitary-active withdrawal
What the peer group provides versus what friends provide
Peer groups: cooperation, leadership, followership, and collectivism
Friendship: development of trust sensitivity, intimacy
Peer acceptance (characteristics and outcomes) liability of child from group of age-mates as a accepted playmate
Goniometric techniques: self-reports researchers use to measure social preferences
Example: Nominate several classmates they like or dislike
Popular children: many positive votes
Pro social: combine academic and social competence
Neglected children: seldom mentioned
Well-adjusted, not less socially skilled, want to play, but just break out of the side on own
Rejected-withdrawn: negative votes
smaller subgroup of socially awkward children; watch other children play oddly
Rejected-aggressive: many negative votes
Severe conduct problems high
Popular-antisocial children: emerges in late childhood and early adolescence
The tough boys: athletically skilled but poor students with little social skills with adults
Controversial children: large number of positive and negative votes
Queen bee of the playground; notorious for using relational aggression
Difference between a clique and a crowd and what function a clique serves
Clique: small group who are friends, resemble one another in family background, attitudes, values, and interests
Important for place to express emotions, ideas, and girl talk; movie nights
Crowd: several cliques with similar values from a larger more loosely organized
linked to self concepts; and placement of self into a system (were my values fit in world)
Dominance hierarchy: the popular, the jocks, the burnouts all resemble a placement in the society
Peer reinforcement: wear the right shoes, kissing up to the teacher, run on the track team builds up identity
Conformity: discourage antisocial acts; act towards desirable ends
Influence day to day choices: clothing, music, hair cut
Parents influence education plans, drug intake, moral standing
Media
Effects of television on children, children TV programs (e.g. example Sesame Street)
1 understand that television is describing something
2-3 bowl of popcorn in the television would spill if the television was tipped over
4 television is symbolic; but the cartoons were real people some were in the world
5 news is real, but not understand that they have a script; people live like they do in sesame street
7 unreality of TV is discovered
8 fail still to detect motives/consequences and judgment
Preschool and young elementary school children’s incomplete grasp of televised information and inability to critically evaluate it increase the chances that they will believe and imitate what they see; yet educational programs that have slow followable story plots are shown to increase literacy and math skills
Average time American children spend watching television each week is 24 hours
Effects of television in relation to violence, ethnic and gender stereotyping, and pro social behavior
violence increase the likelihood of hostile thoughts and emotional
All ages are susceptible
Lasting negative consequences: IQ, parent education, family income
Aggressive children have a great appetite for TV in general
Effects of heavy home internet use
High parent-child conflict; delinquency; internet use
Schooling
Benefits of small schools and classrooms
Scored higher in reading and math achievements each year
Greater likelihood or graduation from high school
Children and transitions within the school system
Kindergarten: with more preschool experience scored higher on positive attitude towards school
Transition to adolescence: grades decline; tighter academic standards, less personal attention/participation
Less favorable jr high experiences than in elementary school
Children with higher adjustment rates stabilized eventually
Children with low adjustment rates decreased steadily
Effects of special class placing versus mainstreaming
Homogeneous groups: single grade
Low-SES, minority, males are not social dumb because they can see…
Drill basic facts and skills
Engage in less discussion
Progress at a slower pace
Eventually view themselves as not being smart
Heterogeneity combining two or three adjacent grades into multi grade classrooms
More successful
Grouping in High School
Lower-level classes substantially put forth less effort because they are less stimulating
Inclusive classrooms: put children in mainstream to prepare them for the social real world
How the USA does in terms of cross-national academic achievement
Below average and just above low-performing nations
Cultural valuing of academic achievement: not valued
High-quality education for all: not work with students as much; low standards
More time devoted to instruction: all day in play, television, play time
Emphasis on effort: Americans focus on natural ability, not the effort put forth
Risks involved with adolescents who work more than 15 hours during high school
Peruse of spending money rather than saving money
Outcomes for high school graduates who do not go to college
20% are unemployed
Most are low-paid, unskilled jobs
Other readings
Differences of marital satisfaction
Planner (Let’s have a baby) small decrease through out pregnancy
Acceptance of fate (if we get pregnant we get pregnant) increase when pregnant, but equal to planner at 18 mon.
Ambivalent (We did not want to but we are) significant decrease
Yes/no (one wanted a baby, but the other did not) dramatic decrease
Transition to parenthood
Marital satisfaction before vs. after baby
Decrease in marital satisfaction
Marriage stressors after the birth of a child
Remedies to these stressors
Husband: understand that child birth is a surgery
6 weeks before healed
Hire a 2nd person to clean house
Set up dinners with the visiting teachers/family
Wife: Don’t critique
Give appreciation
Trust husband with the baby
This is not the time to fix all of those things you have been wanting him to do
Don’t ask for a new project
Division of household labors between husband and wire before and after the birth of a child
Realistically it is hard after having a baby
Financially: if mother had an income before it will not be there
No such thing as women’s work
Not 50/50 because face it the women is at home all day and the husband is at his job making $
Marital structure
Members
Roles
Responsibilities
Marriage = a presidency
Benefits of fathers who play with their children and who are involved with their children’s lives is massive
The family, a Proclamation to the world
Duties of a parent love and raise children in a loving home
Human Development (our course covers only from conception to parenting themselves
An interdisciplinary field of study devoted to understanding all changes that human beings experience throughout life span
To much stimulation for a baby
Spoil baby? Can not spoil an infant
Basic issues
Theory: orderly, integrated set of statements that describes, explains and predicts behavior
Continuous development: counting, adding, multiplying, dividing,
Discontinuous development: one night child goes to bed and does not know the next they do understand (has stages)
The individual: certain genetics stuck: stable, open to change
Children follow same development: head up, arms up, crawl, walk (all children: Asian, Peru, American)
Context: home school vs. public school
Nature vs. Nurture:
Nature: genetic, anything physiological
Nurture: environmental factor determine development
Historical foundation : effect how people treat children: children little adults- 1800s children spoiled- 2000
Language
Nativist perspective
Language Acquistion Devise: LAD, there is a switch in the brain that turns on at birth and off at puberty, and as long as you are around the language you have the ability to learn the language.
Behaviorist perspective: operant conditioning and imitation
Interactions perspective: brain and environment interaction
Prelinguistic development
1st speech: all speech sounds in variously languages
2nd joint attention: mom- “do you see that dog? Look,” mom- “do you see that balloon? Look,”
3rd phonology: sequences of sounds “TV” is “didi”
4th semantics: words/combinations have meaning (influenced by gender, cultural, ex.)
Referential style: label objects (boys) “I truck” about his toy truck
Expressive style: talk about feelings (girls) “She sad” about her little doll
Overextension: word applied to widely, anything with wheels is a car
Under extension: applied to narrow, believes that their teddy bear is the only real teddy bear
Word coinage/metaphors: stapler becomes “paper puncher together”
Fast mapping- taking a familiar word and applying it to the new experience
Last year remembered going sledding and saying wee, fast mapped word wee with snow
When saw the snow, “Now we can go weeing!”
Grammar:
context of sentence language “me hungry,” “you ball”
Over-regularization: regular grammar rule to exception “two lose tooths,” “runed”
Parent and child interaction:
Expansions: elaborate no utterance to increase complex: child- dink
Parent- would you like a drink in a cup
Recast: repeat word normally until child learns: child- dink
Parent- a drink
Progmatic development: appropriate communication with others, important to develop on receiving and giving perspectives
Turnabout: coments on what was said and replies with a question- dating
“what is your major” “elementary education; have you chosen a major yet?”
Shading: change of topec gradually by modifying focus
“I like basketball… I enjoy baseball more… there is a baseball field next to here… we should play baseball”
Illocutionary intent: beating around the bush/implying by the matched tone, facial, and wording
“the garbage smells,” means take out the garbage
Referential communication skills: verbally clear
Social cognition: self, other people, relationships
Self: soul, unique, worth “I am” humility comes from not thinking less of self but less about self
Young women theme: “I am…”
Goal in life: never forget who I am, discover divine and true self/worth, help others relize their worth
Emergence of self/development or of self-concept
Many adults are unable to recognize self because of abuse, retardation, or lack of concern for the self
“I” self: cognitive, recognition of personal actions/body/mind
Can not see self- and unable to realize self is real
We take children to a mirror and point at them and say, “look, who is that? Who is that?” because the child truly does not know that they have a physical body and it must be taught to the to recognize themselves
Awareness: individual who’s thought are not acceptable by others, children are out to believe that Santa knows what they are thinking because they believe that their thoughts are open to everyone including you, children need privacy sometimes so they make secret forts with signs that say “no parents allowed” to get it
Continuity: same in the morning and evening
Coherence: single body
Agency: control thoughts
Recognition: separate people, not the only one who feels this way, and yet my feelings are unique to me
“Me” self: reflective observer (schema of self) An attempt to answer the question of who I am
Self-concept: how Joy Prior views herself with the understanding of the “I” self or that she is an individual
Symbolic integrationists: though language/interaction with others I can imagine what people think of me
Generalized other (George Herbert Mead) what we imagine other people think of us
She did not call me so she must dislike me
Looking glass self (Charles Horton Cooley) the mirror is the social mirror around us
When I walk into the house and mom hugs me when I get home- I am huggable
social give off: simply the ones that we are given verbally, body language, facials
You are so pretty
Internal vies: the social interactions that we accept, not simply the ones that we are given
You are so pretty No, I am not that pretty. You are just saying that
So protective of ourself image that we are drawn to mirrors that reflect positive
- you are good at music to the five year old practicing cords
They say I am good at music I will add that to my “Me” self image
- you are talented at music to the twelve year old playing hymns at church
They say I am talented at music I will add that to my “Me” self image
- you are a person who truly enjoys music to the senior in high school playing the piano for the choir
They say I am person who truly enjoys music I will add that to my “Me” self image
- you are musical to the university student graduating in music
They say I am musical I will add that to my “Me” self image
-add clapping, concerts, the repeated positive social experiences connected with music and you have a musician
Wisdom in the mirror/who does the “I” self allow to define the “Me” self
Enemies: the devil
Friends: church leaders
Family: Mothers and Fathers
Heavenly Father, Holy Ghost, Jesus Christ are external mirrors
No matter what we have to develop yourself perspective from the surroundings; the “I” has the ability to actively chose the things that we surround ourselves with; chose truthful things to surround self with: God is all truth: God has the clearest picture of who the “Me” self is
Repentance
1st recognition of self: “I” did it
2nd sorrow: and it was bad
… reconstruct self image into one that is acceptable before GOD, not one that is acceptable before man
Most damming is to compare ourselves to others
Skills in basketball: the “I” self can make 5 three pointers out of 10
Compare self to John Stockton: 9 three pointers out of 10
He plays better than I do therefore I am bad at basketball
Compare self to 64-year-old-man: 0 three pointers out of 10
He plays worse than I do therefore I am good at basketball
THE “I” SELF DID NOT CHANGE IN SKILL LEVEL; THE “ME” SELF CHANGED OPINION OF THE “I”
There was no progression for the “I” self, and therefore comparisons are damming or stop progression
Hostile behaviors to feel ‘good” you must come out on the positive end of the comparison:
Insult, gossip, to make the “me” self perspective above another and the “I” self be better
Attitude to not help others out of fear that they will become better
Worth of the “I” self
Worth is determined by what someone else is willing to pay for it
Jesus Christ paid his life for Joy Marie Prior
God gave his only Begotten for Joy Marie Prior
Nothing we DO increases our worth
Ability to look at other people as the same worth
Ability to look at ourselves with the same worth not matter what we have done
Other people rely on Joy Marie Prior to develop their self perspective
I am a positive and truthful mirror for others to see their true self in
Children development of self
Self perceptions: competence in skill level
Self image: what you believe you are
I am a talented soccer player
2-4 years: me is developed on see, touch, smell, taste, hear- “I am a boy. I have a dog. I have a mom.”
4-7 years: perception of self- “I am a good jumper. I can count really high.” tend to be inaccurate and over exaggerated but very positive
Walk into a preschool and ask, “Who is the fastest runner here?”
Entire class, “I am!”
Have a race with all of the children and time them with a winner and loser
Ask again, “who is the fastest runner here?”
Entire class, “I am!”
Children with abusive parents: negative image developed by this point
Children with over protective parents: negative image developed by this point
8-12 years: domains become more abstract; “I am smart”
12 years and on
Self-worth: how valuable you believe you are is a very abstract idea and developed with cognitive
“I am bad at school, I am ugly, I am fat, and I suck at sports, but I am a good person so I am of worth.”
Multiple domain self image:
“I am outgoing when I am with my friends, but sometimes I feel shy and just walk to class
Theory (probably interaction of the ideas)
A: good performance results in self esteem that self is of high worth
Has high eating disorders, suicidal thoughts
B: self esteem that self is of high worth results in good performance
More stable self-esteem
C: good performance in area that is important results in self esteem that self is of high worth (William James)
I am good at soccer and I am on the team and I like being on the team, but I suck at math who needs math anyway
Pre-conventional level: moral understanding; important to understand WHY people make the choices to be “good”
Justification/rationalization: knows the principle but misses the faith in the principle or action
Stage Description reasoning Pay tithing because…
Base: focused on self
Stage 1 punishment and obedience fear of the punishment I pay because it is the rule
Stage 2 Instrumental purpose satisfy a self need I need the blessings
Conventional Level: proper social order
Stage 3 seek for approval from others maintain social image I will have to tell the bishop at the end
Stage 4 maintain social order guidelines for society I pay to contribute to temple
Post-conventional level: abstract set principles
Stage 5 social-contract reasoning behind actions I pay tithing to help build God’s kingdom
(understanding of rule)
Stage 6 self chosen ethical pattern principle applied I pay because I want to give all back to God
(no need for rule) A law about tithing? Only 10% what? I give all I can?
Moral domain (Elliot Turiel) morals are sectioned into domains to protect welfare/rights of others
Problem with this theory is that there is ample gray matter such as gay marriage, abortions, modesty
Moral imperatives domain: Protect welfare and rights of others
Killing someone
Social conventional domain: set by the society we live in but truly not harmful
Belching: context A it is rude context B it is a complement
Matters of personal choice domain: what we have as personal ideas
If my bed room is dirty it does not affect anyone else
Needs a key understanding of were people have placed the issue and why abortion disturbs some and does not phase others
Example:
Teenager: room clean is a PERSONAL domain
Parents: room clean is a MORAL domain
Visiting cousins: room clean is a SOCIAL domain
Distribution of Justice: how to divided wealth
Ask children to divided a pizza
Socialism: 8 children; pizza becomes 8 even slices despite age, weight, or appetite
Democratic: 8 children; pizza becomes 8 slices based on a voted need bases
Republic: 8 children; pizza becomes 8 slices based on the labor given for that pizza
Dictator: 8 children; pizza is given to the biggest child who takes it
Self-control: resistance to temptation
Compliance: voluntary obedience to request/command
Wear modest clothing on Brigham Young University campus because I willing signed honor code
Delay of gratification:
Clarify with child that if they do not eat marshmallow while you are gone when you get back they can have two more
Child weighs if the instant gratification is worth more than the reward
Moral self-regulating: monitor one’s own self conduct
Go to bed early when I am not at my parent’s house but in my apartment
Emotions: are believed to be inborn even according to behaviorists
Professor screamed in the middle of class and established a level of fear
Description of fear
Heart beat quickens, blood rushes, eyes widen, neck muscles intense,
There is the need of a physical body to experience the emotion of fear fully!
Physical reactions occur in the body during emotions: flight=fear fight=anger
It was not until men might be that men are that they might have joy
Adam feel to enable the emotion of joy
They might have is an implication that there was no emotion prior to the fall because no one had it
Satan is in a state of misery and he does not have a body
Wants a body so badly! That he would get inside a snake and tempt eve, or climb inside a pig, and even get into the hearts of men to experience emotions. He does not have his own body though, and can not experience these emotions himself
Job: the angles shouted for Joy not with joy
Besides job was not a real story most scholars believe that job was a descriptive parable
Important to note though that it was for or the shouting was at joy the emotion
Instead of with joy the emotion
The plan of salvation is also called the great plan of happiness
Christ’s Atonement was based on the laws of mercy and justice and he had to come to earth to fulfill it, because it could not be fulfilled if he was in heaven; We came to earth to have a body, but why did we need a body? So that we could be perfect like God what is it that a body gives us that we could not have before, power to procreate. If Jesus Christ was already a God who was perfect why did he need a body to fulfill his mission?
Law of justice requires emotions
Agency
Obey - action - disobey
Blessing -reward- punishment
Joy -emotion- misery
Law of Mercy
Sin (debt)
If will to pay for our debts If will to pay Christ’s set debts
Christ Us
If able, is able because If able, we are able
Savior: called broken heart
Sinless: no debts himself contrite spirit
Son of God: divine heritage
Forgiveness/laws of justice fulfilled
On earth we even label irrational actions, imagine if in the pre-mortal world there was emotions involved for this eternal choice
It was in the heat of the emotion
It was an emotional choice
If Emotions are like physical reflexes
Orphans in Rowena have reflexes to someone entering a room is to stair into space
Orphans in Rowena scream when they climb into the bathtub because it is fearful; touch, water, bearskin
Primary emotions are evoked by an event or a response
Scream-fear
Drop-fear
Love is not a primary emotion because you learn to love and it is not a reaction to an event, but a conscious choice; which makes the contrast between love and lust (stimulated raw emotion) that much greater
Commanded to put of the natural man, because the natural man is an enemy to God
the natural man or our earthly ‘tendencies’
The Almighty created our spirits
bodies came from our mother, and father who are in a fallen state
physical imperfections
Nature argument
when God is saying to put off the natural man is he talking about putting off your runny nose, lip walk, or diabetic physical deformities, no he is talking about our wicked tendencies, which must have been something that is consequential of our fallen state: not being in his presence and our physical fallen bodies
Emotional self-regulation
Some people have bodies that help control emotion better
Go to a scary movie, some walk out with the same heart beat, others walk out physical with an increased heart beat; it was the same move, but a physically different reaction
Receive a fullness of Joy when we are resorted with our bodies are reunited with our spirits!
Unable to have the emotion of joy without a physical body
Perspective taking: Selman’s five-stage sequence
Level 0 undifferentiated perspective taking (3-6)
Dad want’s this teddy bear for Christmas, teddy bear makes me happy it must make dad happy too
Level 1 social-informational perspective taking (4-9)
You like baseball because you play baseball, but I like soccer because I play soccer
Level 2 self-reflective perspective taking (7-12)
Step into another person’s shoes- you are sad when I laugh at you and I should stop
Level 3 third-party perspective taking (10-15)
When Caleb and I fight it hurt our mother’s feelings
Level 4 Societal perspective taking (14- adult)
Understanding that slavery hurt the slaves (not present during slavery though)
Characteristics of friendships for children (type of play not amount that changes over time)
Preschool: increasingly self-aware, engage in joint, interactive play
Middle childhood: introduction that others have different perspective than their own
Rough-and-tumble: friendly chasing and play-fighting
Wrestling with dad
Dominance hierarchy: level to the group members; predicts who will win
Dad is going to win the fight
Adolescence social interactions increase into peer interactions
Like soccer interact with the soccer team (learned from rough-and-tumble hierarchic players)
Damon’s stage sequence of friendship
Functional play: simple repetitive motor movements rolling same car back and forth
Constructive play: creating or constructing something (3-6) making a road for the car to go on
Make-believe play: acting out everyday/imaginary roles (2-6) our cars are race cars going down this track
Games with rules: following the rules of the game our cars can only go when I say go
Social competence; know definition given in class and examples of socially competent behaviors
Social problem solving skills applied strategies that prevent or resolve disagreements
Teaching these skills: peer relations
Knowledge of social rules
Representations of past social experiences
Social expectations
Effects and benefits of possessing these skills
Better grades in school
Chapter 12: Moral Development (page 509-517)
Instrumental vs. hostile
Instrumental/Proactive aggression: children act to fulfill a need or desire (head but another child to get a toy)
Decreases in preschool as children learn delayed gratification
Hostile/Reactive aggression: angry, meaningful hurt another person (hit brother with hammer)
Rises in verbal form as age increases
Relational vs. Overt aggression
Overt/Physical aggression; harms others through physical injury; punching
Noticeably more often in boys, yet controlled (it is a crime to murder)
Verbal aggression: harms others through threats; name calling, teasing
Relational aggression: harms others through peer relationships; you cannot come to my birthday party
Noticeably more often in girls; at age two
General characteristics of aggressive children
Direct: hitting; I won’t be your friend
Indirect: destroying property; spreading a rumor
Chapter 14: The Family
Parenting
Authoritarian: low acceptance and involvement, high in coercive control, low in autonomy granting
Psychological control: behaviors that manipulate attachment to parents
spanking
Permissive: warm and accepting but uninvolved with little control
You can go to that sleepover with no parents even though you are five
Uninvolved:… duh
Authoritative: the ideal parent with autonomy granting
Over solicitous: over protective parenting
Oh! Let me do that for you
Sibling interaction
Siblings who are close in age: relate to one another on a more equal footing than parents and children
Caleb and I growing up together; strong emotional connections
Family/parental factors predict positive sibling interaction
Good marriage is linked to preschool siblings’ capacity to cope adaptively with jealousy and conflict
“mom! He needs you,” development of understanding of other’s needs
Family
Size now vs. 1960s
3.1 in 1960
1.8 in 2000s
Outcomes for children of never-married parents
10% of American children 8% of Canadian live with a single parent who has never married w/o partner
85-90% are mothers
10-15% fathers
Engage in crime, experience homelessness
Spousal support needed in dual-income families
Father’s willingness to share child-care responsibilities is a crucial factor
Divorce
Approximate proportion of marriages ending up in divorce
45% in America
30% in Canada
Major change without both parents
Experience single parent homes
2/3 marry again and experience remarriage
Proportion of children living in a single-parent household- 1/3 of childhood with single parent
Consequences of joint custody
Tend to be better adjusted due to parents fighting less, although creates high stress levels when changing
Parenting characteristics of fathers who only occasionally see their children after divorce
Are less likely to pay child support
Blending or Reconstituted family
What is it: parent, stepparent, and children from different previous marriages form
60% of divorced parents remarry a few years latter
What are certain problems associated with these
Boys tend to adjust quickly to stepfather who is warm, but refrain from exerting authority too quickly
Girls: react with sulking and resistant behavior (father just took away best friend-mom)
Impact of emotional and physical child abuse
Central nervous system damage, and abnormal brain waves
Attempts to suicide
Chapter 15: Peers, Media and Schooling
Peers
Levels of social play
Nonsocial activity: unoccupied, onlooker on own playing blocks
Parallel play: plays near other children with similar materials two children play with blocks
Associative play: separate activates but comment/share divided blocks into colors for A and B
Cooperative play: play together with a common goal We will build the biggest block tower
Sociodramatic play: support each other’s pretend feelings block tower A is evil king B is good king
Make believe play
Act out and respond to one another’s pretend feelings;
explore/gain control of fear arousing experiences; enables self-regulation
Doctor:
Search for monsters in magical forest
Resolve disputes through compromises
You be the king, no I want to be the prince you can be the king, I will be the king this time you next
Be able to identify
Solitary-passive withdrawal
Reticence
Solitary-active withdrawal
What the peer group provides versus what friends provide
Peer groups: cooperation, leadership, followership, and collectivism
Friendship: development of trust sensitivity, intimacy
Peer acceptance (characteristics and outcomes) liability of child from group of age-mates as a accepted playmate
Goniometric techniques: self-reports researchers use to measure social preferences
Example: Nominate several classmates they like or dislike
Popular children: many positive votes
Pro social: combine academic and social competence
Neglected children: seldom mentioned
Well-adjusted, not less socially skilled, want to play, but just break out of the side on own
Rejected-withdrawn: negative votes
smaller subgroup of socially awkward children; watch other children play oddly
Rejected-aggressive: many negative votes
Severe conduct problems high
Popular-antisocial children: emerges in late childhood and early adolescence
The tough boys: athletically skilled but poor students with little social skills with adults
Controversial children: large number of positive and negative votes
Queen bee of the playground; notorious for using relational aggression
Difference between a clique and a crowd and what function a clique serves
Clique: small group who are friends, resemble one another in family background, attitudes, values, and interests
Important for place to express emotions, ideas, and girl talk; movie nights
Crowd: several cliques with similar values from a larger more loosely organized
linked to self concepts; and placement of self into a system (were my values fit in world)
Dominance hierarchy: the popular, the jocks, the burnouts all resemble a placement in the society
Peer reinforcement: wear the right shoes, kissing up to the teacher, run on the track team builds up identity
Conformity: discourage antisocial acts; act towards desirable ends
Influence day to day choices: clothing, music, hair cut
Parents influence education plans, drug intake, moral standing
Media
Effects of television on children, children TV programs (e.g. example Sesame Street)
1 understand that television is describing something
2-3 bowl of popcorn in the television would spill if the television was tipped over
4 television is symbolic; but the cartoons were real people some were in the world
5 news is real, but not understand that they have a script; people live like they do in sesame street
7 unreality of TV is discovered
8 fail still to detect motives/consequences and judgment
Preschool and young elementary school children’s incomplete grasp of televised information and inability to critically evaluate it increase the chances that they will believe and imitate what they see; yet educational programs that have slow followable story plots are shown to increase literacy and math skills
Average time American children spend watching television each week is 24 hours
Effects of television in relation to violence, ethnic and gender stereotyping, and pro social behavior
violence increase the likelihood of hostile thoughts and emotional
All ages are susceptible
Lasting negative consequences: IQ, parent education, family income
Aggressive children have a great appetite for TV in general
Effects of heavy home internet use
High parent-child conflict; delinquency; internet use
Schooling
Benefits of small schools and classrooms
Scored higher in reading and math achievements each year
Greater likelihood or graduation from high school
Children and transitions within the school system
Kindergarten: with more preschool experience scored higher on positive attitude towards school
Transition to adolescence: grades decline; tighter academic standards, less personal attention/participation
Less favorable jr high experiences than in elementary school
Children with higher adjustment rates stabilized eventually
Children with low adjustment rates decreased steadily
Effects of special class placing versus mainstreaming
Homogeneous groups: single grade
Low-SES, minority, males are not social dumb because they can see…
Drill basic facts and skills
Engage in less discussion
Progress at a slower pace
Eventually view themselves as not being smart
Heterogeneity combining two or three adjacent grades into multi grade classrooms
More successful
Grouping in High School
Lower-level classes substantially put forth less effort because they are less stimulating
Inclusive classrooms: put children in mainstream to prepare them for the social real world
How the USA does in terms of cross-national academic achievement
Below average and just above low-performing nations
Cultural valuing of academic achievement: not valued
High-quality education for all: not work with students as much; low standards
More time devoted to instruction: all day in play, television, play time
Emphasis on effort: Americans focus on natural ability, not the effort put forth
Risks involved with adolescents who work more than 15 hours during high school
Peruse of spending money rather than saving money
Outcomes for high school graduates who do not go to college
20% are unemployed
Most are low-paid, unskilled jobs
Other readings
Differences of marital satisfaction
Planner (Let’s have a baby) small decrease through out pregnancy
Acceptance of fate (if we get pregnant we get pregnant) increase when pregnant, but equal to planner at 18 mon.
Ambivalent (We did not want to but we are) significant decrease
Yes/no (one wanted a baby, but the other did not) dramatic decrease
Transition to parenthood
Marital satisfaction before vs. after baby
Decrease in marital satisfaction
Marriage stressors after the birth of a child
Remedies to these stressors
Husband: understand that child birth is a surgery
6 weeks before healed
Hire a 2nd person to clean house
Set up dinners with the visiting teachers/family
Wife: Don’t critique
Give appreciation
Trust husband with the baby
This is not the time to fix all of those things you have been wanting him to do
Don’t ask for a new project
Division of household labors between husband and wire before and after the birth of a child
Realistically it is hard after having a baby
Financially: if mother had an income before it will not be there
No such thing as women’s work
Not 50/50 because face it the women is at home all day and the husband is at his job making $
Marital structure
Members
Roles
Responsibilities
Marriage = a presidency
Benefits of fathers who play with their children and who are involved with their children’s lives is massive
The family, a Proclamation to the world
Duties of a parent love and raise children in a loving home
Human Development (our course covers only from conception to parenting themselves
An interdisciplinary field of study devoted to understanding all changes that human beings experience throughout life span
To much stimulation for a baby
Spoil baby? Can not spoil an infant
Basic issues
Theory: orderly, integrated set of statements that describes, explains and predicts behavior
Continuous development: counting, adding, multiplying, dividing,
Discontinuous development: one night child goes to bed and does not know the next they do understand (has stages)
The individual: certain genetics stuck: stable, open to change
Children follow same development: head up, arms up, crawl, walk (all children: Asian, Peru, American)
Context: home school vs. public school
Nature vs. Nurture:
Nature: genetic, anything physiological
Nurture: environmental factor determine development
Historical foundation : effect how people treat children: children little adults- 1800s children spoiled- 2000
Language
Nativist perspective
Language Acquistion Devise: LAD, there is a switch in the brain that turns on at birth and off at puberty, and as long as you are around the language you have the ability to learn the language.
Behaviorist perspective: operant conditioning and imitation
Interactions perspective: brain and environment interaction
Prelinguistic development
1st speech: all speech sounds in variously languages
2nd joint attention: mom- “do you see that dog? Look,” mom- “do you see that balloon? Look,”
3rd phonology: sequences of sounds “TV” is “didi”
4th semantics: words/combinations have meaning (influenced by gender, cultural, ex.)
Referential style: label objects (boys) “I truck” about his toy truck
Expressive style: talk about feelings (girls) “She sad” about her little doll
Overextension: word applied to widely, anything with wheels is a car
Under extension: applied to narrow, believes that their teddy bear is the only real teddy bear
Word coinage/metaphors: stapler becomes “paper puncher together”
Fast mapping- taking a familiar word and applying it to the new experience
Last year remembered going sledding and saying wee, fast mapped word wee with snow
When saw the snow, “Now we can go weeing!”
Grammar:
context of sentence language “me hungry,” “you ball”
Over-regularization: regular grammar rule to exception “two lose tooths,” “runed”
Parent and child interaction:
Expansions: elaborate no utterance to increase complex: child- dink
Parent- would you like a drink in a cup
Recast: repeat word normally until child learns: child- dink
Parent- a drink
Progmatic development: appropriate communication with others, important to develop on receiving and giving perspectives
Turnabout: coments on what was said and replies with a question- dating
“what is your major” “elementary education; have you chosen a major yet?”
Shading: change of topec gradually by modifying focus
“I like basketball… I enjoy baseball more… there is a baseball field next to here… we should play baseball”
Illocutionary intent: beating around the bush/implying by the matched tone, facial, and wording
“the garbage smells,” means take out the garbage
Referential communication skills: verbally clear
Social cognition: self, other people, relationships
Self: soul, unique, worth “I am” humility comes from not thinking less of self but less about self
Young women theme: “I am…”
Goal in life: never forget who I am, discover divine and true self/worth, help others relize their worth
Emergence of self/development or of self-concept
Many adults are unable to recognize self because of abuse, retardation, or lack of concern for the self
“I” self: cognitive, recognition of personal actions/body/mind
Can not see self- and unable to realize self is real
We take children to a mirror and point at them and say, “look, who is that? Who is that?” because the child truly does not know that they have a physical body and it must be taught to the to recognize themselves
Awareness: individual who’s thought are not acceptable by others, children are out to believe that Santa knows what they are thinking because they believe that their thoughts are open to everyone including you, children need privacy sometimes so they make secret forts with signs that say “no parents allowed” to get it
Continuity: same in the morning and evening
Coherence: single body
Agency: control thoughts
Recognition: separate people, not the only one who feels this way, and yet my feelings are unique to me
“Me” self: reflective observer (schema of self) An attempt to answer the question of who I am
Self-concept: how Joy Prior views herself with the understanding of the “I” self or that she is an individual
Symbolic integrationists: though language/interaction with others I can imagine what people think of me
Generalized other (George Herbert Mead) what we imagine other people think of us
She did not call me so she must dislike me
Looking glass self (Charles Horton Cooley) the mirror is the social mirror around us
When I walk into the house and mom hugs me when I get home- I am huggable
social give off: simply the ones that we are given verbally, body language, facials
You are so pretty
Internal vies: the social interactions that we accept, not simply the ones that we are given
You are so pretty No, I am not that pretty. You are just saying that
So protective of ourself image that we are drawn to mirrors that reflect positive
- you are good at music to the five year old practicing cords
They say I am good at music I will add that to my “Me” self image
- you are talented at music to the twelve year old playing hymns at church
They say I am talented at music I will add that to my “Me” self image
- you are a person who truly enjoys music to the senior in high school playing the piano for the choir
They say I am person who truly enjoys music I will add that to my “Me” self image
- you are musical to the university student graduating in music
They say I am musical I will add that to my “Me” self image
-add clapping, concerts, the repeated positive social experiences connected with music and you have a musician
Wisdom in the mirror/who does the “I” self allow to define the “Me” self
Enemies: the devil
Friends: church leaders
Family: Mothers and Fathers
Heavenly Father, Holy Ghost, Jesus Christ are external mirrors
No matter what we have to develop yourself perspective from the surroundings; the “I” has the ability to actively chose the things that we surround ourselves with; chose truthful things to surround self with: God is all truth: God has the clearest picture of who the “Me” self is
Repentance
1st recognition of self: “I” did it
2nd sorrow: and it was bad
… reconstruct self image into one that is acceptable before GOD, not one that is acceptable before man
Most damming is to compare ourselves to others
Skills in basketball: the “I” self can make 5 three pointers out of 10
Compare self to John Stockton: 9 three pointers out of 10
He plays better than I do therefore I am bad at basketball
Compare self to 64-year-old-man: 0 three pointers out of 10
He plays worse than I do therefore I am good at basketball
THE “I” SELF DID NOT CHANGE IN SKILL LEVEL; THE “ME” SELF CHANGED OPINION OF THE “I”
There was no progression for the “I” self, and therefore comparisons are damming or stop progression
Hostile behaviors to feel ‘good” you must come out on the positive end of the comparison:
Insult, gossip, to make the “me” self perspective above another and the “I” self be better
Attitude to not help others out of fear that they will become better
Worth of the “I” self
Worth is determined by what someone else is willing to pay for it
Jesus Christ paid his life for Joy Marie Prior
God gave his only Begotten for Joy Marie Prior
Nothing we DO increases our worth
Ability to look at other people as the same worth
Ability to look at ourselves with the same worth not matter what we have done
Other people rely on Joy Marie Prior to develop their self perspective
I am a positive and truthful mirror for others to see their true self in
Children development of self
Self perceptions: competence in skill level
Self image: what you believe you are
I am a talented soccer player
2-4 years: me is developed on see, touch, smell, taste, hear- “I am a boy. I have a dog. I have a mom.”
4-7 years: perception of self- “I am a good jumper. I can count really high.” tend to be inaccurate and over exaggerated but very positive
Walk into a preschool and ask, “Who is the fastest runner here?”
Entire class, “I am!”
Have a race with all of the children and time them with a winner and loser
Ask again, “who is the fastest runner here?”
Entire class, “I am!”
Children with abusive parents: negative image developed by this point
Children with over protective parents: negative image developed by this point
8-12 years: domains become more abstract; “I am smart”
12 years and on
Self-worth: how valuable you believe you are is a very abstract idea and developed with cognitive
“I am bad at school, I am ugly, I am fat, and I suck at sports, but I am a good person so I am of worth.”
Multiple domain self image:
“I am outgoing when I am with my friends, but sometimes I feel shy and just walk to class
Theory (probably interaction of the ideas)
A: good performance results in self esteem that self is of high worth
Has high eating disorders, suicidal thoughts
B: self esteem that self is of high worth results in good performance
More stable self-esteem
C: good performance in area that is important results in self esteem that self is of high worth (William James)
I am good at soccer and I am on the team and I like being on the team, but I suck at math who needs math anyway
Pre-conventional level: moral understanding; important to understand WHY people make the choices to be “good”
Justification/rationalization: knows the principle but misses the faith in the principle or action
Stage Description reasoning Pay tithing because…
Base: focused on self
Stage 1 punishment and obedience fear of the punishment I pay because it is the rule
Stage 2 Instrumental purpose satisfy a self need I need the blessings
Conventional Level: proper social order
Stage 3 seek for approval from others maintain social image I will have to tell the bishop at the end
Stage 4 maintain social order guidelines for society I pay to contribute to temple
Post-conventional level: abstract set principles
Stage 5 social-contract reasoning behind actions I pay tithing to help build God’s kingdom
(understanding of rule)
Stage 6 self chosen ethical pattern principle applied I pay because I want to give all back to God
(no need for rule) A law about tithing? Only 10% what? I give all I can?
Moral domain (Elliot Turiel) morals are sectioned into domains to protect welfare/rights of others
Problem with this theory is that there is ample gray matter such as gay marriage, abortions, modesty
Moral imperatives domain: Protect welfare and rights of others
Killing someone
Social conventional domain: set by the society we live in but truly not harmful
Belching: context A it is rude context B it is a complement
Matters of personal choice domain: what we have as personal ideas
If my bed room is dirty it does not affect anyone else
Needs a key understanding of were people have placed the issue and why abortion disturbs some and does not phase others
Example:
Teenager: room clean is a PERSONAL domain
Parents: room clean is a MORAL domain
Visiting cousins: room clean is a SOCIAL domain
Distribution of Justice: how to divided wealth
Ask children to divided a pizza
Socialism: 8 children; pizza becomes 8 even slices despite age, weight, or appetite
Democratic: 8 children; pizza becomes 8 slices based on a voted need bases
Republic: 8 children; pizza becomes 8 slices based on the labor given for that pizza
Dictator: 8 children; pizza is given to the biggest child who takes it
Self-control: resistance to temptation
Compliance: voluntary obedience to request/command
Wear modest clothing on Brigham Young University campus because I willing signed honor code
Delay of gratification:
Clarify with child that if they do not eat marshmallow while you are gone when you get back they can have two more
Child weighs if the instant gratification is worth more than the reward
Moral self-regulating: monitor one’s own self conduct
Go to bed early when I am not at my parent’s house but in my apartment
Emotions: are believed to be inborn even according to behaviorists
Professor screamed in the middle of class and established a level of fear
Description of fear
Heart beat quickens, blood rushes, eyes widen, neck muscles intense,
There is the need of a physical body to experience the emotion of fear fully!
Physical reactions occur in the body during emotions: flight=fear fight=anger
It was not until men might be that men are that they might have joy
Adam feel to enable the emotion of joy
They might have is an implication that there was no emotion prior to the fall because no one had it
Satan is in a state of misery and he does not have a body
Wants a body so badly! That he would get inside a snake and tempt eve, or climb inside a pig, and even get into the hearts of men to experience emotions. He does not have his own body though, and can not experience these emotions himself
Job: the angles shouted for Joy not with joy
Besides job was not a real story most scholars believe that job was a descriptive parable
Important to note though that it was for or the shouting was at joy the emotion
Instead of with joy the emotion
The plan of salvation is also called the great plan of happiness
Christ’s Atonement was based on the laws of mercy and justice and he had to come to earth to fulfill it, because it could not be fulfilled if he was in heaven; We came to earth to have a body, but why did we need a body? So that we could be perfect like God what is it that a body gives us that we could not have before, power to procreate. If Jesus Christ was already a God who was perfect why did he need a body to fulfill his mission?
Law of justice requires emotions
Agency
Obey - action - disobey
Blessing -reward- punishment
Joy -emotion- misery
Law of Mercy
Sin (debt)
If will to pay for our debts If will to pay Christ’s set debts
Christ Us
If able, is able because If able, we are able
Savior: called broken heart
Sinless: no debts himself contrite spirit
Son of God: divine heritage
Forgiveness/laws of justice fulfilled
On earth we even label irrational actions, imagine if in the pre-mortal world there was emotions involved for this eternal choice
It was in the heat of the emotion
It was an emotional choice
If Emotions are like physical reflexes
Orphans in Rowena have reflexes to someone entering a room is to stair into space
Orphans in Rowena scream when they climb into the bathtub because it is fearful; touch, water, bearskin
Primary emotions are evoked by an event or a response
Scream-fear
Drop-fear
Love is not a primary emotion because you learn to love and it is not a reaction to an event, but a conscious choice; which makes the contrast between love and lust (stimulated raw emotion) that much greater
Commanded to put of the natural man, because the natural man is an enemy to God
the natural man or our earthly ‘tendencies’
The Almighty created our spirits
bodies came from our mother, and father who are in a fallen state
physical imperfections
Nature argument
when God is saying to put off the natural man is he talking about putting off your runny nose, lip walk, or diabetic physical deformities, no he is talking about our wicked tendencies, which must have been something that is consequential of our fallen state: not being in his presence and our physical fallen bodies
Emotional self-regulation
Some people have bodies that help control emotion better
Go to a scary movie, some walk out with the same heart beat, others walk out physical with an increased heart beat; it was the same move, but a physically different reaction
Receive a fullness of Joy when we are resorted with our bodies are reunited with our spirits!
Unable to have the emotion of joy without a physical body
Subscribe to:
Posts (Atom)