16. June 2010 by student.

Stereotyping People after Hurricane Katrina            The United States has been known for the infamous discriminatory history of African Americans since the 1960s, which is why the Civil Rights Act of 1964 became abolished. As mentioned in my Psychology Human Business and Relations class, despite the fact that society has forbidden the acts of discrimination and racism through law does not guarantee that these behaviors will cease. More popular than prejudice, discrimination, and racism, stereotyping is a general accusation about anything intended to harm something or someone because there is not even the evidence to prove the accusation in the first place. Stereotyping kind of reminds me of someone who has low self-esteem, the person who has low self-esteem is likely to put so much value on a stereotype which has absolutely no justification, and this the most harmful thing of all.             I recall from a newspaper article on Hurricane Katrina of 2005 showing images of a black man and then later showing images of 2 white people. In both of the pictures a black man and the 2 white people are doing the same thing; however, the pictures were labeled differently and they were stereotyping against the black man. There was a devastating aftermath of Hurricane Katrina so much to the point that people had neither fresh water nor food. In the picture of the black man it says “A young man walks through chest deep food water after looting a grocery store in New Orleans on Tuesday, Aug. 30, 2005. Flood water continues to rise in New Orleans after Hurricane Katrina” (as qtd in About.com).            On the other hand, there was another photo taken of 2 white people. One of them was a male and the other was female. This photo was labeled as “Two residents wade through chest-deep water after finding bread and soda from a local grocery store after Hurricane Katrina came through the area in New Orleans, Lousiana” (as qtd in About.com). The white people just like the black man where both walking through the flooded water at the level of their chest. Both were also looking for food because the hurricane infiltrated New Orleans leaving them with no food or water. Yet, just because it was a black person someone stereotyped his and his image as an ignorant man stealing. However, when the picture was taken of the two white folks, someone assumed that they were taking food or water as a mean to survive. This goes to point out that when we listen to the news we are given the information through another person’s point of view. Despite the fact that the news reporter has a college degree in communications does not mean that he or she is the smartest. People must be careful where the information is coming from, how to analyze the information properly without being bias and what is being said. Stereotyping are the thoughts, or illegitimate assumptions that can be modified if the person chooses to do so; and on the other hand, it is so easily misleading. At least people are finding new ways to understand communication and misleading facts that affect the body psychologically and physiologically through human business and relations.  

Posted in Introduction to Sociology | 3 Comments »

16. June 2010 by student.

The Interpretations of Religion            Religion throughout the world gives essence, meaning and virtue to one’s life. Religion originates from society; it dictates human behaviors, actions, beliefs, feelings and the basic values as to what is ethical and what is unethical. Without religion, there would be many people lost in the journey to fulfill a prosperous life; who, what, when, where and how would people look up to a supreme being, or a supreme consciousness as guidance?  Religion helps people feel secure, but what is the requisite for a religion to be labeled “a religion?” In the film Native American Religions, Denis Wholey speaks with Suzan Shown Harjo about how one would consider a religion according to the Native American stand point. Although there is no right or wrong answer based on the interview that Denis Wholey has with Suzan Shown Harjo, I think that Native American culture can be regarded like a religion because is something one believes, practices, and then carries onto the next generation. Believing and doing are the two elements in a religion which give insight to Native American perspective.            The Native American approach was introduced in the text as follows, “ ‘Native American religion’ exists at all, that what some have considered religious practice is in reality is the daily mode of existence among people with close ties to the earth, the sea, and the sky” (Altsuler and Janaro 357,8). This quote goes to prove that even though some Native American people feel that there is no religion because activities become an everyday life part of life. However, one may not feel that it is or is not a religion, but it still is. A religion is a value; its needs to be supported, practiced, and passed down to the next generation. Suzan Shown Harjo says that religion was passed down thorough oral tradition in Native American culture. She also states that some Native American cultures also have tribal religion which is based in a specific place (Native American Religions). Oral tradition shows that there are certain beliefs within the Native American culture which have been passed down from generation to generation. Also, meeting at a specific place like Niagara Falls shows that Native Americans participate in what they believe (Native American Religions).             Denis Wholey also asks if there is a supreme being in Native American culture and Suzan answers “If you will,” which means that it is up to the person to put the belief in his or her own perspective. According to Suzan, Native Americans are instructed to see the “being” like an eagle, hawk or a fox. Nature also plays a huge role in Native American culture; nature is the foundation of Native American spirituality. Although nature, oral tradition, and tribal religion are incorporated in Native American tradition it still supports the fact about, “that what some have considered religious practice is in reality the daily mode of existence among a people with close ties to the earth, the sea, and the sky” (Altsuler and Janaro 357,8 and Native American Religions).            People in the Native American culture as well as other cultures choose how they will define their culture values, traditions, and religions. Perhaps some Native Americans feel that what they do as a daily activity should not have the label of religion, but rather, tradition. However, a tradition will always have an origin. In the origin is where one will find the emotional and historical influence of the tradition where Native Americans ask for spiritual guidance for their particular reason. Whatever reason that may be, Native Americans chose to believe it, they practice that belief in their culture, and they pass on the belief to the generations that follow afterward. Therefore, there is an aspect of religion.Works CitedAltsuler, Thelma and Richard Janaro. The Art of Being Human. New York: Pearson                        Education Inc, 2009. Print. Native American Religions. Films Media Group,l 2007. Films on Demand. Web.                                     18 March 2010 http://digital.films.com/play/wx9ff.  

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16. June 2010 by student.

“Do you believe that the media present unrealistic models of bodyshape and size? Of physical attractiveness? Explain and provide examples.”“I can draw stick figures as people but you don’t see me in the media!”  “What becomes alarming is when you see bones and start counting the ribs,” Ms. Wells said. (Wilson 542). Ms. Wells is probably the only woman who had the courage to speak up about the faulty image of the fashion industry. One person against a tidal wave of the multi-million dollar industry, but then comes the well known silence of people who defend humanity because fashion world is in charge of creating the ‘best people’ with material things. The question we must ask ourselves is do you really think that this is the first time we see models suffering from annexoria, bulimia and other health issues to the point that females are so thin? The answer is no, and if you ask me, these fashion models are becoming worse and society is more artificial every day. The fashion world declares their rules and regulations for a fulfilling life: 1.) that all humans should weigh less than 90 lbs., 2.) we should be at least 5’6 in. Tall and thin, we should all wear designer clothing and compete with others for the best looks. These rules and regulations influence the people in society but in reality no one can live up to them without risking his or her own health because people try to live in false illusions of body image.            The average size of a women’s body is to have a bust of 43 in, and a waist of size 5. These sizes require more material on a females body but those greedy devils running the fashion industry want to keep as much money in their pockets as they can. So they become more strategic and make smaller clothing, using less material which requires smaller people. One time on America’s Next Top Model with Tyra Banks, her models did a run way show for Valentino and they were competing with his models who were 15 year old italian girls already accustomed to the fashion industry. Of course on these shows, there will never be the truth behind modeling because Tyra, Valentio and others cannot afford to lose publicity. Fashion works on temporary seasons and not by lovely lifetime experiences. The easiest solution to become skinny to fit into that designer dress is to puke up your meal or quit eating all together. Once the fashionists see the results you become accepted into their world of luxury, money and fame. It’s quite hypocritical to say create standards or an ideal model weight of no more than 100 lbs., but only make clothing that is a size 2 and 4.             In an interview, Mr. Bonnouvrier said designers said designers and model bookers were encouraging extreme thiness, so much so that several of the models he represents, when asked about their weight, have refused to seek medical attention for what are probably eating disorders. ‘This goes aganist everything we stand for as an industry,’ Mr. Bonnouvirier said. ‘I am kicking and screaming about it now because this should be an industry of beauty and luxury, not famished-looking people that look pale and sick’ ( Wilson 542). Let me announce the hypocrisy in Mr. Bonnouvirier’s supposedly innocent statement, if you were to go onto the Dolce and Gabana web site and see the models, they are thin, feminie, and frail little white angels there. But people can’t say anything because it is Dolce and Gabana which has a lot of fame anyways. Once the designers are known throughout the world they are untouchable.            People in the fashion industry are thin but it doesn’t stop fashionists from displaying advertising the ghosts that we see. The more sickening the models are the better because the point is to receive the most attention all in one time and keep receiving millions and millions. As for my body I know that I am not the ideal Image. I can’t help the fact that i am a developed female who weighs more than 90 lbs, i don’t have the perfect skin (I never had) and i don’t have the money to afford even the basic fashion. If people are so concerned about their body image then we should all appear naked in public. The real beauty is being yourself, but this may never be put in a magazine through images, because being original is the person who is living it not posting it.  

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16. June 2010 by student.

Presenting Math concepts in the Early Childhood Setting            Kindergartner’s today are taught to count, know the alphabet and recognize shapes because these are the basic concepts drilled in their heads from day one. Before a child passes on to the first grade, he or she must be able to at least count from 1 to 10, know the complete alphabet, and know how to distinguish a circle from a triangle. It perplexes me to know that these concepts are taught through memorization techniques and that a child’s intelligence has to proven on a standardized exit exam. Pressure is stressed on children as well as teachers to make the teachers students perform these tasks successfully. If I were a parent, the question running through my head would be if my child really learns something by regurgitating the information back onto a paper. What does the child get in the long run? Most mathematicians believe that memorization is an important technique in acquiring the basics of math; however, memorization isn’t the best method nor is it the only one to use. Children can succeed in math if they are taught to think about math, if they are taught just to think, and if the teacher can actually conceptualize math herself too. Taking these techniques into consideration is the first step for the child to master his or her math skills in early childhood which can benefit his or her education later on.            According to Loretta Rudd in Mathematical Language in Early Childhood Settings: What Really Counts, “For many years, early childhood experts have supported the concept that young children are capable of complex mathematical thought. In addition, with a supportive, nurturing environment, young children can joyfully use mathematics to explore and understand the world that surrounds them.” Just like I have learned so far in Foundations to Early Childhood class, it is best that children learn thorough their senses. If they can use all their senses it’s even better.  Not only can math be a subject that is visual and tangible, but there are many methods to getting a student, especially a young child to understand math. As mentioned earlier, although some people prefer to learn mathematics based on rule memorization, according to Alice P. Wakefield in Teaching Young Children to Think about Math, some children can be overwhelmed by math having rules just like school. Instead of bombarding children with rules throughout the subjects that a teacher would teach, teach them how to get an answer and then see if other children understand or followed that method. If not, then children can compare and challenge each other’s thinking methods. Furthermore, Loretta Rudd in Mathematical Language in Early Childhood Settings: What Really Counts says: a teacher can be more successful in teaching math to young children by being well prepared and combining elements into the curriculum by recognizing the children, their backgrounds, foundational experience and it should include focus on the big ideas behind the math lesson as well as a range of expectations for child outcomes.            “The goal of mathematics methods class to educate professional teachers who can communicate about mathematics with children. Therefore, the purpose of the field experience is to provide the pre-service teachers with opportunities to listen, make sense of the mathematics, and to generate and to consider how children’s mathematical thinking impacts their instructional decisions” (Mewborn in Meaningful Integration of Mathematics Methods Instruction and Field Experience). According to Denise Spangler Mewborn in Meaningful Integration of Mathematics Methods Instruction and Field Experience, the research implies that if a teacher can have an intern or an education major helping out in the class that this can actually be beneficial to everyone including the children. When a child asks a question that neither the teacher nor the intern understands, they both try to find ways to “model questioning techniques that delve into the child’s thinking in order to uncover what the child understands about the topic” (Mewborn). Also, one can conclude that in order to master the technique of being able to teach math to young children, the teacher gains better qualities throughout their experience and the more time they have as a teacher the better he or she will get (Mewborn).             A program should always emphasis improvement and success; that is the type of program or help that a school who is teaching preschool children math should offer no matter what. For instance, according to Julie Samara et.al in Building Blocks in Early Childhood Mathematics, activities in building blocks helps children comprehend math in many ways by allowing them to explore and find ways to represent math. Other tools that could be used are everyday objects which are known as a manipulative, computers, completing puzzles. Children can also benefit if they study with other classmates or are put in groups to help each other out. The results of these activities have shown in the study to be a success because it motivates children to understand and accept math while reviewing all the main concepts in math which can only guide them towards the future (Samara et.al).             As we learn more and more each day about how unique children can be and the plentiful ways of understanding a subject, I think that it would be safe to conclude that a child can learn to enjoy math. Right now and perhaps in the future, with the advancements in technology and in medicine, a child who will then become and adult will rely on math. Teachers as well as parents and the others who have a tremendous impact on children should learn from this research and prepare themselves in math in order to teach children. AS we improve ourselves we will then have the ability to improve others. The focus should definitely be on children since they are our future.  

Works CitedMewborn, Denise Spangler. “Meaningful Integration of Mathematics Methods             Instruction and Field Experience.”  Education.21.4 (2000): 50-9. Education Full Text. Web. 17 Oct. 2009.            Rudd, Loretta, et.al. “Mathematical Language in Early Childhood Settings: What                         Really Counts?” Early Childhood Education Journal 36.1 (2008): 75-80.                        Education Research Complete. EBSCO. Web. 17 Oct. 2009.            Sarama, Julie, and Douglas H. Clements. “Building Blocks of Early Childhood                        Mathematics.” Teaching Children Mathematics 9.8 (2003): 480-4.                         Education Full Text. Web. 17 Oct. 2009.            Wakefield, Alice P.. “Teaching Young Children to Think About Math.” Principal                        (Reston, Va.) 80.5 (2001): 26-9. Education Full Text. Web. 17 Oct. 2009. 

Posted in Introduction to Sociology | 2 Comments »

16. June 2010 by student.

Presenting Math concepts in the Early Childhood Setting            Kindergartner’s today are taught to count, know the alphabet and recognize shapes because these are the basic concepts drilled in their heads from day one. Before a child passes on to the first grade, he or she must be able to at least count from 1 to 10, know the complete alphabet, and know how to distinguish a circle from a triangle. It perplexes me to know that these concepts are taught through memorization techniques and that a child’s intelligence has to proven on a standardized exit exam. Pressure is stressed on children as well as teachers to make the teachers students perform these tasks successfully. If I were a parent, the question running through my head would be if my child really learns something by regurgitating the information back onto a paper. What does the child get in the long run? Most mathematicians believe that memorization is an important technique in acquiring the basics of math; however, memorization isn’t the best method nor is it the only one to use. Children can succeed in math if they are taught to think about math, if they are taught just to think, and if the teacher can actually conceptualize math herself too. Taking these techniques into consideration is the first step for the child to master his or her math skills in early childhood which can benefit his or her education later on.            According to Loretta Rudd in Mathematical Language in Early Childhood Settings: What Really Counts, “For many years, early childhood experts have supported the concept that young children are capable of complex mathematical thought. In addition, with a supportive, nurturing environment, young children can joyfully use mathematics to explore and understand the world that surrounds them.” Just like I have learned so far in Foundations to Early Childhood class, it is best that children learn thorough their senses. If they can use all their senses it’s even better.  Not only can math be a subject that is visual and tangible, but there are many methods to getting a student, especially a young child to understand math. As mentioned earlier, although some people prefer to learn mathematics based on rule memorization, according to Alice P. Wakefield in Teaching Young Children to Think about Math, some children can be overwhelmed by math having rules just like school. Instead of bombarding children with rules throughout the subjects that a teacher would teach, teach them how to get an answer and then see if other children understand or followed that method. If not, then children can compare and challenge each other’s thinking methods. Furthermore, Loretta Rudd in Mathematical Language in Early Childhood Settings: What Really Counts says: a teacher can be more successful in teaching math to young children by being well prepared and combining elements into the curriculum by recognizing the children, their backgrounds, foundational experience and it should include focus on the big ideas behind the math lesson as well as a range of expectations for child outcomes.            “The goal of mathematics methods class to educate professional teachers who can communicate about mathematics with children. Therefore, the purpose of the field experience is to provide the pre-service teachers with opportunities to listen, make sense of the mathematics, and to generate and to consider how children’s mathematical thinking impacts their instructional decisions” (Mewborn in Meaningful Integration of Mathematics Methods Instruction and Field Experience). According to Denise Spangler Mewborn in Meaningful Integration of Mathematics Methods Instruction and Field Experience, the research implies that if a teacher can have an intern or an education major helping out in the class that this can actually be beneficial to everyone including the children. When a child asks a question that neither the teacher nor the intern understands, they both try to find ways to “model questioning techniques that delve into the child’s thinking in order to uncover what the child understands about the topic” (Mewborn). Also, one can conclude that in order to master the technique of being able to teach math to young children, the teacher gains better qualities throughout their experience and the more time they have as a teacher the better he or she will get (Mewborn).             A program should always emphasis improvement and success; that is the type of program or help that a school who is teaching preschool children math should offer no matter what. For instance, according to Julie Samara et.al in Building Blocks in Early Childhood Mathematics, activities in building blocks helps children comprehend math in many ways by allowing them to explore and find ways to represent math. Other tools that could be used are everyday objects which are known as a manipulative, computers, completing puzzles. Children can also benefit if they study with other classmates or are put in groups to help each other out. The results of these activities have shown in the study to be a success because it motivates children to understand and accept math while reviewing all the main concepts in math which can only guide them towards the future (Samara et.al).             As we learn more and more each day about how unique children can be and the plentiful ways of understanding a subject, I think that it would be safe to conclude that a child can learn to enjoy math. Right now and perhaps in the future, with the advancements in technology and in medicine, a child who will then become and adult will rely on math. Teachers as well as parents and the others who have a tremendous impact on children should learn from this research and prepare themselves in math in order to teach children. AS we improve ourselves we will then have the ability to improve others. The focus should definitely be on children since they are our future.  

Works CitedMewborn, Denise Spangler. “Meaningful Integration of Mathematics Methods             Instruction and Field Experience.”  Education.21.4 (2000): 50-9. Education Full Text. Web. 17 Oct. 2009.            Rudd, Loretta, et.al. “Mathematical Language in Early Childhood Settings: What                         Really Counts?” Early Childhood Education Journal 36.1 (2008): 75-80.                        Education Research Complete. EBSCO. Web. 17 Oct. 2009.            Sarama, Julie, and Douglas H. Clements. “Building Blocks of Early Childhood                        Mathematics.” Teaching Children Mathematics 9.8 (2003): 480-4.                         Education Full Text. Web. 17 Oct. 2009.            Wakefield, Alice P.. “Teaching Young Children to Think About Math.” Principal                        (Reston, Va.) 80.5 (2001): 26-9. Education Full Text. Web. 17 Oct. 2009. 

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