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Sara's School Journal
College Senior, Soon-To-Be Grad Student
Recent Entries 
25th-Feb-2007 11:42 am - Al McGuire
The world is run by C students.
- Al McGuire
22nd-Jun-2006 10:49 pm - Self-Esteem & The Family

The purpose of this paper is to look at the topic of self-esteem as it relates to various members of the family and family issues. I will be looking are related to self-esteem are marital relationships.

The reason I chose to look specifically at the marital relationship is because, from my experience, it seems that marriage is the beginning of starting a family for many people. I did this because of the religious aspect of sex and marriage. According to a 2001 study done by the Graduate Center of the City University of New York, 77% of people in the United States said they were Christians (Robinson, 2001).

I am interested in this topic because I came from a home that had alcoholism and family violence until my parents' separation and my father's recovery. Another reason for my interest in this topic is that Lillian Rubin's book Families on the Fault Line: America's Working Class Speaks About the Family, the Economy, Race, and Ethnicity, which spurred my interest, deals with families of lower socioeconomic class, which is also where my family fell when I was younger.

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Robinson, B A. (2001) Religious identification in the U.S.: Christianity sinking; "none of the above" rising. Retrieved on December 2, 2005 from http://www.religioustolerance.org/chr_prac2.htm.

12th-Jun-2006 08:12 pm - Self-Esteem & The Working Class

In another passage about self-esteem, it addresses children, culture and language. When talking with nineteen-year-old Maria Fuentes, she states that she just wanted to fit in with the old children, and for her, that meant learning to speak English.

Initially the goal of bilingual programs was quite simply to teach foreign-speaking students English. But as identity politics have become a more prominent part of our national life, there has been a shift in their mission. Advocates now call for these programs to become bicultural as well, their argument being that children's self-esteem, and with that their ability to learn, rests on the maintenance of their native culture (202).

One of the conversations from class on culture was that there are several groups that have ways to celebrate their culture. I typically think of how my Chinese friend had pictures of Hong Kong and the Great Wall of China in her room. They only spoke their Chinese dialect when they were at home, but her father wanted his children to learn English and his wife was taking English lessons.

However, I think of families, like mine, who have been in the United States for centuries, and how we have kind of blended with other cultures. I know that my family comes from Germany, Scotland, and Ireland. Since I cannot be labeled as Chinese or Mexican, how would there be a culture that I could tie myself to? Part of me feels like I've missed out because I don't have anything that relates to my ancenstoral culture, but at the same time, I feel that I have a great American culture with apple pie and New York Yankee baseball.

Relating this to the self-esteem of children, I think that teaching culture to children would be a wonderful idea. Children of that culture would be about to retain some of the things important to their culture, while their peers would have a better understand and perhaps be less likely to tease. If the children aren't teased by their classmates, it's going to help their self-esteem because they won't be ashamed of who they are.

What about the cultures that we leave out? Considering all of the demands places on elementary school teachers with the curriculum that they have to teach and the size of their classes, not to mention the quality of the materials available, how are they supposed to fit other cultures in? How does one decide what to study and what to leave out?
However, what about the children like me? How do we teach a culture that has been mixed? American culture does not mean the same thing to everyone. What one person considers their American culture, another person may not think is part of American culture. Is there really even an American culture?

This part just left me with more questions than answers, which was quite frustrating. One the one hand, it would be great to learn about how other people live and celebrate their cultures and the various practices within. However, I think that by focusing on one, or even a couple of cultures, it would always leave someone out.

Part of me wishes that I could say that I enjoyed this book, but it was more eye opening than anything else. When I started looking at the sections that dealt specifically with self-esteem, I did not find was I was expecting. In fact, very little dealt with what I was looking for on children's self-esteem. However, I do have a greater understand of my mother's personal struggles with her employment as it relates to her feelings of being a mother to my younger sister, taking care of the home, and how my step-father feels about my mother working.

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Rubin, L.B. (1994) Families on the Fault Line: America's Working Class Speaks About the Family, the Economy, Race, and Ethnicity. New York: HarperCollins Publishers.

3rd-Jun-2006 12:14 am - Child Care
On page 360, the authors mention that women's hours have expanded and that there is more work involvement and time pressure. They also mention that workers (both male and female) work longer hours and that wages are going down. Because of this, they are seeking second jobs for additional income. They go on to state, "Many of the mothers now being told to leave welfare to work are single and without husbands to help with child care. The entry-level low-wage jobs available to them usually consist of inflexible schedules, changing or nonstandard hours, and few fringe benefits suck as sick days or personal days. They face urgent needs for child-care programs that operate nontraditional hours, take mildly ill children, and are conveniently located to public-transportation systems (p. 360)."
3rd-Jun-2006 12:09 am - Stress Management
One of the possibilities that she cited was a shorter workweek. She goes on to say that both men and women would benefit from a shorter workweek. To support this, Ryan brings up how Europe has shortened work time and increased the amount of paid vacation time. Having a shorter workweek would allow the family to spend more time together. Telecommuting allows "workers to work from home offices and report to the workplace as needed". Online businesses allow people to work from home and spend time with their families, while still earning income. For students, universities offer online education. This allows students to advance their education, which increases their earning potential, and still spend time with their families because they don't have formal classes to attend on campus.
3rd-Jun-2006 12:06 am - Feminist Theories
I think the point that Collins makes about feminist theories of that race and class matter. She starts the chapter with, "Despite the significance of race and class, feminist theorizing routinely minimizes their importance (p. 197)." Then, when reading her concluding comments at the end of the chapter, she states that the "Survival, power, and identity shape motherhood for all women. But these themes remain muted when the mothering experiences of women of color are marginalized in feminist theorizing."

"white supremacist capitalistic patriarchy"
-bell hooks
3rd-Jun-2006 12:01 am - Motherwork
"Women's reproductive labor--that is, feeding, clothing, and psychologically supporting the male wage earner and nurturing and socializing the next generation--is seen as work on behalf of the family as a whole, rather than as work benefiting men in particular (p. 198)." Motherwork varies depending on race and class. In many families of color, mothers are also wage earners, as well as nurturing and socializing the children.
21st-May-2006 06:09 pm - Bush Quote
To those of you who received honors, awards and distinctions, I say well done. And to the C students, I say you too may one day be president of the United States.
- George W. Bush

In our family meeting (small groups), we discussed the Family Systems Theory as we applied it to the case study. We talked about Sara's confusion over her roles as a wife, mother, and daughter. There were not clear boundaries with her parents. It was also mentioned that there was a hierarchy shift when the grandparents moved back to Michigan from Arizon.

In the family reunion (whole class), we presented what we'd decided as families. Theories that were brought up were dialetic and role theory. When the other families explained why they used the theory that they did, it made sense and they mentioned several things that I hadn't thought about.

As a class, we decided that Sara and William from the case study need to have open lines of communication. Sara needs to realize that her roles as wife, mother, daughter can co-exist. The professor also mentioned that there has to be a point when Sara's mother no longer sees her as a child and more as a peer.

15th-May-2006 07:45 pm - First Day of Class
The first day of class always makes me a little nervous. You never know who's going to be in your class. I never had this professor in class before, so I wasn't sure what to expect.

It doesn't seem like it's going to be too difficult. I know 2 of the people in my "family" from last semester.

I hate to do it, but tomorrow, I have to head to the bookstore to get the books for class. Grrr!
11th-May-2006 02:52 pm - Graduation Pictures!
25 Pictures!Collapse )
The purpose of this paper is to explore the topic of advertising and marketing, and how it relates to socioeconomic class. First, I will discuss what commercial broadcasting it and its purpose. Next, I will explore the how memories are created and role of memory in advertising and possible problems related to how advertisers can manipulate or create memories. This paper will also discuss the concepts of demographic and psychographic referencing in advertisements. This paper will also attempt to address how a consumer may be better able to view advertisements more critically to determine the truth of the advertisement.
18th-Apr-2006 09:47 pm - Current Immigration Issues
http://www.govtrack.us/congress/bill.xpd?bill=h109-4437

Website provided by J.A. during an in-class presentation.
18th-Apr-2006 04:55 pm - Quotes: George W. Bush

"If you don't stand for anything, you don't stand for anything!"
-George W. Bush, Bellevue Community College, Nov. 2, 2000

"The great thing about America is everybody should vote."
-George W. Bush

"Oh, no, we're not going to have any casualties."
-George W. Bush

"We both use Colgate toothpaste."
-George W. Bush

"Rarely is the question asked: Is our children learning?"
-George W. Bush

"The really rich people figure out how to dodge taxes anyway."
-George W. Bush

"If you're sick and tired of the politics of cynicism and polls and principles, come and join this campaign."
-George W. Bush

"I promise you I will listen to what has been said here, even though I wasn't here."
-George W. Bush

"I know the human being and fish can coexist peacefully."
-George W. Bush

"I just want you to know that, when we talk about war, we're really talking about peace."
-George W. Bush

"After standing on the stage, after the debates, I made it very plain, we will not have an all-volunteer army. And yet, this week we will have an all-volunteer army!"
-George W. Bush

"It's clearly a budget. It's got a lot of numbers in it."
-George W. Bush

"I couldn't imagine somebody like Osama bin Laden understanding the joy of Hanukkah."
-George W. Bush

"You know, when I was one time campaigning in Chicago, a reporter said, 'Would you ever have a deficit?' I said, 'I can't imagine it, but there would be one if we had a war, or a national emergency, or a recession.' Never did I dream we'd get the trifecta."
-George W. Bush

"People say, how can I help on this war against terror? How can I fight evil? You can do so by mentoring a child; by going into a shut-in's house and say I love you."
-George W. Bush

13th-Apr-2006 12:30 pm - Hormones

Taken from: Fertility Friend

Your fertility signs each tell you something different about what is happening in your body. Each one relates to a different hormone and your hormones are driving your fertility cycle. Signs that show you that estrogen is increasing are important for helping you time intercourse during your fertile time, as you are usually most fertile in the days before ovulation when the ovarian follicle is maturing. The ovarian follicle produces estrogen as it is maturing. Signs that show you that estrogen is increasing are:

  • cervical fluid (wet, slippery, like eggwhite)
  • cervix position (high, soft, open)
  • ferning on saliva microscopes
  • a high reading on a fertility monitor

A positive OPK tells you that LH (luteinizing hormone) is surging and that you will probably ovulate within 12 to 48 hours. The OPK is also good for helping you time intercourse. Neither the OPK nor the signs related to estrogen will help you pinpoint ovulation and they can not tell you definitively that you have ovulated. They are important for helping you time intercourse and for correlating with your temperature to give you the best overall analysis.

Your BBT relates to the hormone progesterone. Progesterone, released by the corpus luteum after ovulation, causes your body temperature to rise, and is only present after ovulation. When you see a temperature shift, you know that you ovulated the day before the shift. Your BBT is thus not useful for timing intercourse, since it is usually too late once you see a thermal shift. But it is good for confirming and pinpointing your ovulation date. All your other signs can occur with or without actually ovulated, but your chart will only show a biphasic temperature pattern when you ovulate.

Fertility Friend takes all signs into account, both to help you determine your fertile time and to help you pinpoint ovulation. Fertility Friend will use all data to help you get as complete a picture of your fertility as possible.

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